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Behaviour Policy Update

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Sarah Keith

on 16 February 2017

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Transcript of Behaviour Policy Update

Behaviour Policy Update
Debbie Waring

‘Poor behaviour’ disrupts learning and undermines social relationships. It essentially challenges the rules and established routines of the education provider that have been designed to allow students to make progress in their learning.
The role of staff is to notice and respond, rather than to confront. There are 3 steps:

Step 1: Notice the behaviour and make a judgement whether to intervene. You should respond unless there are concerns about your safety.

Step 2: If the misconduct is minor (loudness, running or pushing, etc.):
Comment on the behaviour to the student(s). Raise this in the context of not meeting expectations of behaviour or its effect on others.
Ask for the behaviour to stop or change.
Thank the student(s) and walk away.

Step 3: Only where the misconduct is more serious (extreme language, discriminatory behaviour or
damage to property) should you take the next steps:
Comment on the behaviour to the student(s). Raise this in the context of not meeting expectations of behaviour, or its effect on others.
Ask to see the identity card of the student(s). Note the name and course of the student(s).
Say you will be reporting this to their Department and there may be further action.
Complete a Behavioural Incident Report Form and report to the Department which has the responsibility of taking further action.
Role of staff
Disciplinaries can raise issues/problems that learners are contending with. Referrals might be made to the PLM.
Activity-Use the post it notes provided to discuss and agree 9 types of disruptive/poor behaviour and diamond rank them . Now swap sheets and consider solutions.

There is always a reason
What is poor
Disciplinary Procedures

Stage 1 - dealt with by Course Tutor
Stage 2 - dealt with by Curriculum Leader
Stage 3 - dealt with by Head of Department

What is Needed?

A consistent approach from all
Set and follow the rules
Record the incident on the incident report form and e-tracker
Remember - we are all responsible for behaviour management

Extra help or reading:

See your TLDM/CL

Read - Tom Bennett's Top Behaviour Tips
or Bill Rogers
Grade decsriptors for Oustanding:
Whether learner comply with guidelines for behaviour and conduct stipulated by providers or employees and manage their own feelings and behaviour at work and during lessons
How well learners attend learning sessions and or work regularly and punctually, including through participation in any distance learning activites such as online learning and the use of virtual learning environments.
Learners develop personal, social, employability and independent learning skills and achieve high levels of punctuality, attendance and conduct including through the contribution of non qualification or enrichment activities and /or work experience.
Learners are confident and conduct themselves well. The are punctual. They have excellent personal, social and employabity skills and undertake high quality non qualification activities and work experience that are relevant to their study programmes. Attendance rates are high
Northbrook College Safeguarding and Prevent Policies
Safeguarding children, young people and vulnerable adults.
As a college we have to:
Have a designated member of the Governing Body as lead
Appoint a senior member of the college staff to oversee safeguarding
Ensure appropriate procedures are put in place for dealing with allegations
and concerns
Train staff
Ensure all staff have a current DBS
Provide additional training to those working with 14-16 year olds
Have an effective reporting and response mechanism
Work with outside agencies
Ensure all partnership agencies are aware of and follow college protocols.

Recent updates:
Monitoring of outside speakers.
As part of a course it may be necessary for outside
speakers to come in and talk to groups.
If this is the case out side speakers must be accompanied at all times.
A risk assessment must be completed prior to the event to RAG rate the risk.
Sexting: The Law-Making, possessing and distributing any imagery of someone under 18 which is indecent is illegal; this includes imagery of yourself if you are under 18.

What is abuse?
‘Child abuse consists of anything
which individuals, institutions or processes do or fail to do, which directly or indirectly harms children or damages their prospects of safe and healthy development into childhood.’
It should also be noted that we also have a duty of care towards any person aged 18 years and over who:
“… is or may be in need of community care services by reason of mental or other disability, age or illness; and who is or may be unable to take care of him or herself, or unable to protect him or herself against significant harm or serious exploitation”.
Complete pair work activity with case scenarios.

Who to report to
Prevent Strategy objectives:
1. Respond to the ideological challenge of
and the threat we face from those who promote it.
2. Prevent people from being drawn into terrorism
and ensure that they are given appropriate advice
and support.
3. Work with sectors and institutions where there
are risks of radicalisation that we need to

What is Prevent?
The Prevent Strategy is a cross-
Government policy that forms one of the four
strands of CONTEST: the United Kingdom’s
Strategy for Counter Terrorism. It includes the
anti-radicalisation of vulnerable adults and
PURSUE: To stop terrorist attacks
PREVENT: To stop people becoming terrorists or supporting terrorism
PROTECT: To strengthen our protection against
a terrorist attack
PREPARE: To mitigate the impact of a
terrorist attack

The Government has
defined extremism in
the Prevent strategy as:
“vocal or active opposition
to fundamental British
values, including democracy, the rule of law,
individual liberty and mutual respect and
tolerance of different faiths and beliefs.
We also include in our definition of extremism
calls for the death of members of our armed

Warning signs
Extreme behavioural change
Transitional period in life
Changes in faith or ideology
Secrecy on the internet
Narrow/limited religious/political views
Attendance at certain meetings/ rallies
Them and us rhetoric (dehumanisation)
Possession of propaganda DVD’s/CD’s
Access to violent extremist web site
Expressions of support for violent

What to do
If you have any concerns about the
radicalisation of a learner you should
treat it as a safeguarding matter and
report it immediately to a member of the
safeguarding team

As a college we must
Train staff on the awareness of the
Strategy and how to report
Respond appropriately to students with
challenging and inappropriate behaviour.
Ensure a good understanding of own and
institutional responsibilities in relation to
Know how to report concerns around
extremist behaviours
Know signs for behaviours which may
raise a concern that needs reporting

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