Behaviour and Expectations

At Stocksbridge we recognised that Behaviour for learning is closely linked with academic achievement.

When behaviour for learning is good, students achieve more both academically and socially, there is more time for focused learning and both students and teachers are happier. Relationships between students and their peers and between students and their teachers are positive.

‘Ofsted have claimed that students could be losing up to 38 days of learning every year due to low-level disruption’

The report identified key issues of students calling out and not having the right equipment as common problems that hamper learning and waste invaluable lesson time.

Wasted lesson time damages all students, but the biggest sufferers are those least able to study independently or whose parents/carers can’t make up for the lost time through private study or by helping with homework.

For many of these young people, losing 38 days of learning every year could be the difference between getting the GCSEs that lead to opportunities for further learning and successful careers, and leaving school with little hope of a steady job with good prospects.

The aim of the behaviour policy at Stocksbridge High School is to allow students to develop character traits such as self-discipline, self-awareness and consideration for others whilst understanding their role in the building of a ‘positive climate’ in classes

It encourages more collaboration between staff and students, which will maximise the learning of all students in every lesson. A culture of positive behaviour for learning requires students to be quiet and respectful so that the teacher is free to deepen the students’ knowledge instead of trying to make them be quiet and listen.

To support this, we have an established set of basic rules and non-negotiables, agreed with students and teachers.

When students are unable to comply with the non-negotiables, they are given a verbal warning by the teacher. If they continue to demonstrate inappropriate behaviour for learning or a poor attitude to their learning, they are given two additional reminders. If any additional issues occur - they are removed from the lesson by a pastoral manager, they are then sent to another class and they complete a 20-minute next day detention after school.

Students with multiple lesson removals over the course a day may be removed from mainstream learning for a full day the next day and placed into the reset base and given a 50-minute detention. Parents/carers will receive a message via email if their child has received a reset base or detention incident.

If this intervention is unsuccessful in encouraging a higher level of compliance, they risk the possibility of a fixed term suspension which will go on their school behaviour record. Additional return from suspension meetings will be used to support an intervention package which will support them further should they have any additional needs.

The senior leader responsible for Behaviour and Expectations in Mr Clark. If you have any queries or concern about the policy, then please contact Mr Clark on mclark@stocksbridge-mlt.co.uk in the first instance.

Reffer to our Behaviour Policy for further information