We are committed to high standards in all that we do.

We aim to provide a stimulating and caring environment where students feel happy and secure.

We encourage everyone to make the best of themselves and to achieve success.

AIMS

To ensure that the centre has a whole-school approach to meeting the needs of students by involving all staff in actively addressing the individual needs of the students in order to achieve their full potential.

Our aim is to encourage all students to:

·       learn to develop an understanding of the ways in which their behaviour affects their own learning and the learning of other students.

·       share in the creation of a positive and orderly atmosphere where teaching and learning can take place without interruption and where students feel valued, happy and safe.

·       learn to control and take responsibility for their own behaviour.

·       learn to develop a responsible, supportive and caring attitude towards other people and know that their behaviour has an impact on others.

·       develop a respect for property and the environment in which we all work.

OBJECTIVES

We intend to:

·       provide effective teaching and learning which supports and encourages students positive behaviour and attitudes to learning.

·       provide Individual Education Plans or Pastoral Support Plans where appropriate to address individual behaviour needs.

·       raise and develop staff awareness of individual behaviour needs.

·       provide staff with strategies to meet individual behaviour needs.

·       provide students with strategies and appropriate programmes to address their individual behaviour needs.

·       provide a safe environment for students, staff and visitors through the clarification of expectations of roles, rights and responsibilities.

PRINCIPLES

We aim to:

·       value and promote good relationships between staff, students, parents and the community.

·       encourage self-discipline and personal responsibility.

·       assist students to develop social skills, to become responsible and well adjusted people willing and able to contribute to a caring society.

·       assist with educational, vocational and personal guidance and counselling to enable students to make sensible and realistic choices.

·       respect the views and beliefs of others.

·       value equality of opportunity.

·       encourage full attendance and punctuality.

·       monitor progress and reward achievement.

·       promote positive support and liaison with parents, carers and outside agencies.

PRACTICE

Code of Conduct for students:

·       Everyone should behave in a manner which shows respect.

·       Respect for others.

·       Respect for school.

·       Respect for self.

PROCEDURES

We have certain expectations of our students. We expect our students to arrive at the centre  on time.  We expect them to be wear suitable clothing. We expect them to behave in an appropriate manner and display a positive attitude towards their work.

We have clearly identified procedures in relation to behaviour management in order to ensure:

·       consistency and fairness.

·       clarity of expectations of both staff and students.

·       effective communication.

REWARDS

We consider the use of rewards as a key part of the behaviour management strategies used by the centre. All staff should aim to praise and encourage students at every opportunity. Rewards should be used consistently across the academy and by all staff. All students should have the opportunity to be rewarded for their contributions to the park.

A reward can take many forms:

·       spoken praise

·       comments on report

·       certificates

DEALING WITH INAPPROPRIATE BEHAVIOUR

It is the responsibility of all staff to deal with inappropriate behaviour as part of their normal day-to-day practice, both in the classroom and around the park

Sanctions

Although we would wish to view all aspects of OWLS in a very positive way, it would be unrealistic to expect that we do not need a set of sanctions in order to register disapproval of unacceptable behaviour and as a last resort to protect the necessary authority of staff, safety of the animals and safety of other learners.

Sanctions may include:

·       rebuke.

·       asking students to move to a different task

·       removing a student from a task to discuss an incident.

·       a short ‘cooling off’ time with the expection that the student rejoins the lesson.

·       making good damage and removing mess caused by the student

Serious disruption may require the involvement of the Managing Director/Director when appropriate. The student may be asked to not return to OWLS for the next session

Reports

Student incident reports will completed on a daily basis detailing issues of the day whether positive or negative. Any serious incidents will be reported to the school.

Tutorials are carried out each half term to discuss progression of students, both work and personal. Targets are then set for them to work towards.

Termly reports are sent to schools  with details of the learners behaviour, attendance, work rate.

Reporting an Incident

Any incidents taken place at OWLS will be reported to the Managing Director/Director on a daily basis to allow them to make judgements regarding contacting schools.

In the case of an incident taking place at OWLS an Incident/Concern Form should be completed by the relevant member of staff and filed with the daily student reports.

Time Out 

A student can be asked to take time out if it is judged appropriate to take a student to OWLS and away from his/her peers for a fixed period of time. A member of staff will accompany the student to ascertain why behaviours have occurred.

Exclusions

It may be necessary to exclude students who, despite high levels of support, encouragement and a range of provision, seriously violate the rules, or where the continued presence of the student is a serious threat to the safety and or learning of others.

Permanent exclusions will only be carried out when other strategies have failed or the incident is of a particularly serious nature. In all cases of exclusion, either fixed period or permanent, OWLS will work alongside the school. The exclusion will be at the discretion of the Managing Director/Director. Re-admission will be arranged for the student following discussion with the school following any exclusion. This will be dealt with by a senior member of staff, who will plan a way forward to help the student avoid similar behaviour in the future.

Substance abuse/dangerous weapons

All substances or dangerous weapons eg alcohol, solvents, drugs, weapons etc will be confiscated immediately and not returned to students. Relevant action will be taken in respect of the student which will be dependent on the nature of the substance/dangerous weapon and the action taken by the student.

Staff Authority

All classroom staff have the authority to operate all the school sanctions detailed above with the exceptions of ‘time-out’ and exclusions. All other adults working in the centre are part of our behaviour management systems and deserve equal respect from the students. Consequently all staff can make referrals for school sanctions through their Managing Director/Director or Programmes Manager.

LEVEL OF SANCTION

One off, minor incidents of disruption in lessons or inappropriate behaviour will normally attract sanctions such as a verbal rebuke. More serious incidents of disruption or misbehaviour may well result in ‘time-out.  Unless there are very exceptional circumstances, any student verbally abusing, intimidating or assaulting a member of staff will be excluded. If a student repeats inappropriate behaviour or persistently disrupts others’ learning the seriousness of the sanction will, under normal circumstances, increase.

BEHAVIOUR DIFFICULTIES DURING A TASK

Behaviour within the classroom is first and foremost the responsibility of the subject teacher. When dealing with a behaviour issue within the classroom staff should aim to:

·       not let the incident interfere with learning.

·       defuse the situation.

·       ensure the student knows what they are doing wrong and what they need to do to remedy the situation.

·       seek additional support if required from the Managing Director/Director

EDUCATION AND INSPECTIONS ACT 2006

The Education and Inspections Act 2006 introduced new statutory powers for schools regarding behaviour and discipline. The new powers give any member of staff in lawful control of children the right to regulate students’ conduct and impose sanctions. These powers can extend to students outside school when on school events, when travelling to and from school or when the students’ behaviour seriously undermines the authority or reputation of the school.

Staff now have the legal right to confiscate articles from students, to search students for offensive weapons, to use reasonable forces of restraint, and can issue detentions. Further details of this Act can be found on the DfE website at www.dfes.gov.uk.

POLICE INVOLVEMENT

If OWLS staff have knowledge that an incident of a criminal nature has taken place either in OWLS or the park, we will under normal circumstances contact the police at the earliest opportunity. CCTV footage of safety issues from the park can be viewed by all staff.

COMPLAINTS PROCEDURE

The centre’s complaints procedures are detailed in a separate policy. Copies can be obtained from the Gemma or Dean

VOLUNTARY STAFF

Voluntary staff are available within the OWLS to support students in accessing the learning opportunities available to them. Where a student has behaviour difficulties, they may receive additional support from a volunteer who will support them in managing their own behaviour.

CHILD PROTECTION /SOCIAL SERVICES INVOLVEMENT

The centre has a named person/s who is responsible for child protection. All child protection concerns are referred directly to the child protection officer who will take relevant action in line with child protection procedures. Contact with Social Services is made by Gemma or Dean

PARTNERSHIP WITH SCHOOLS

The centre aims to work in partnership with Schools and recognises the value this partnership has in supporting the management of students’ behaviour. OWLS welcomes parents and teachers in to share in the achievements of students, for social purposes and to share in the problem solving in relation to students who are experiencing difficulties.

COMMUNICATION

The centre operates a staff briefing session weekly and all information in relation to exclusions, serious incidents, etc, are identified at this session so that all staff are kept informed. This information is displayed in the daily record book.   All incidents in connection with behaviour must be recorded  and copies of the documentation used by the OWLS are kept in the office.

 Daily records are made regarding any vital information regarding students using the record book

STAFF DEVELOPMENT

Effective staff development in relation to behaviour management, both within a learning situation and within unstructured situations is key to long-term effective, consistent behaviour management at OWLS. We see staff development in relation to behaviour management as one of the priority areas for development over the next few years.

All staff will be encouraged to access training in relation to behaviour management either by online courses or courses held at local colleges.  Any request will be taken seriously as to how it will benefit the behaviour and learning strategies of our students.

Support Staff

Support staff includes all staff who are involved in supporting students in effectively managing their behaviour. All support staff should ensure that they are aware of the needs of the individual students and the strategies identified to support effective behaviour management.  An individual student profile is kept confidentially in the office detailing students behaviour

All Staff

All staff are responsible for management of students’ behaviour including management of behaviour in unstructured situations. All staff should carry out procedures in relation to behaviour management in respect of unstructured times of the day.

MONITORING AND EVALUATION

Behaviour needs within the school are closely monitored by the  Directors and staff. They will also be responsible for evaluating progress in relation to behaviour management on a regular basis.

The monitoring and evaluation of behaviour may consist of information collected from:

rewards information.

·       exclusion data.

·       lesson observations.

·       observation of unstructured situations.

·       discussions with students.

·       Student daily reports.

·       Incident reports

EQUAL OPPORTUNITIES

The centre aims to ensure that equal opportunities are provided for all students. The behaviour management programmes and support aims to ensure that all students have equal opportunity to access the learning provision provided by OWLS. All behaviour data will be monitored to ensure that no specific group is disadvantaged in relation to access.

REVIEW OF THE POLICY

This policy will be reviewed regularly. All relevant parties will be involved in this review.                                                                                                                  

Compiled by : D parkinson & G Parkinson

Review date: August 2025