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Kettering Buccleuch Academy
Secondary Behaviour Policy
REVIEWED BY: Safeguarding Committee November 2016
DATE AGREED BY GOVERNORS: November 2016
DATE OF NEXT REVIEW: December 2017
This policy sets out the expectations of behaviour for secondary students
at Kettering Buccleuch Academy and its approach in ensuring that all
students and staff are safe and able to thrive in a positive learning
environment in keeping with its core aims and values to bring out the ‘best
The implementation of this policy will enable students to engage in
learning in the classroom uninterrupted by disruption.
The policy also enables teachers to comply with teaching and learning
standards set out by the DFE which states that all staff have a
responsibility to; promote good behaviour, self-discipline and respect,
prevent bullying and create positive and effective learning environments.
· To provide a safe, secure environment where all members of the community
can flourish, thrive and feel a sense of belonging and fulfil their
potential in keeping with the academy’s core values.
· Ensure that appropriate behaviour is a thread that runs through
activities and lessons in the whole academy and that all staff are aware of
behaviour and reward systems.
· To promote self-discipline, regard for authority and a fair, safe
learning environment for all.
· To promote a positive environment of praise, reward, celebration and
To achieve these aims we will:
Ensure that the academy curriculum makes provision to promote and celebrate
positive behaviour and rewards.
Employ systems to maintain a high standard of behaviour and respect for
others throughout the academy.
Foster an ethos of inquiry and risk-taking amongst students where success
is seen as a journey rather than a destination.
Ensure that any incidents of discrimination/ unacceptable behaviour are
recorded, monitored and addressed appropriately.
Engage parents so that both academy and home can work together to support
students in behaving appropriately and in a way that does not impact on
achievement or safety.
Encourage a positive relationship with parents; ensuring that all parents
are aware of expectations.
Supporting Behaviour For Learning
We acknowledge that positive behaviour is a pre-requisite for effective
teaching and learning, to which all students have equal access and with
equal regard. We will ensure the reinforcement of positive behaviour at
individual, class and academy levels, supported by positive adult role
This policy aims not only to promote a set of values for Kettering
Buccleuch Academy, but a set of values that our students will carry with
them beyond our doors. Our aim is to deliver a curriculum that promotes the
spiritual, moral, social and cultural development of the students in our
care and supports our philosophy of educating students for life.
Our policy seeks to lead students towards high self-esteem and
self-discipline. Good discipline arises from positive relationships and
from setting expectations of good behaviour.
The academy’s rewards are used as a strategy to inspire, enthuse and
motivate students to fulfil their potential. Our aim is for all lessons to
be rewards led. The use of rewards should be used before punishment in
order to develop a positive ethos in the classroom and around the building.
Praise and rewards are linked to effort, willingness, co-operation,
thoughtfulness, personal achievement etc. Rewards are given when effort is:
above the standard for that group
above the standard for that student
All academy staff are able to use rewards such as verbal praise, telephone
calls to parents, the organisation of letters / texts to parents and public
celebration of success in forums such as Friday Celebration Briefings and
the academy newsletter, Ignite.
Specific rewards for secondary students include:
Students in secondary years are allocated House Merits. Merits can be
allocated by staff for reasons including;
Excellent work in a lesson
Excellent behaviour in a lesson
Participation in an extra-curricular activity
Good citizenship – act of kindness
All staff at Kettering Buccleuch Academy (teaching and non-teaching) have
an allocation of 2 House Points per term (12 House Points in total).
House Points are only awarded for ‘beyond outstanding’ outcomes by
House Points are the ‘gold bars’ of the rewards system.
Once a House Point has been awarded the following happens:
· The House Point is logged on an administrative database
The House Point is added to the House Point Totaliser
· A House Point Certificate is produced for the student which includes the
reason for it being awarded.
House Points can be awarded at any time in the relevant term.
Each year, students in all year groups compete in a range of competitions
for the KBA House Championship. The winning House is presented with The
Buccleuch Cup and enjoys a reward activity at the end of Term 6.
Students have the opportunity to achieve a House Honours badge. In order to
achieve this reward they have to meet criteria relating to academic age
related expectations, representing the academy in sporting teams,
performing or participating in events and representing their House in the
Pride in Perfection Awards
Each term students can achieve perfection. They are awarded a certificate
at the end of each term in their House Assembly.
Students’ pictures are displayed on their tutor board and students move
from a ‘wood’ certificate to a ‘diamond certificate if
they achieve perfection in all 6 terms.
Perfection is meeting all of the following criteria:
No Learning Recovery Time
· An average of less than 2 points for Attitude to Learning and Behaviour
in all subject areas each term
Form of the Week
This title is awarded to a form in each year group during their assembly
time related to attendance, behaviour and punctuality.
This information is displayed on TV screens located around the building,
immediately after their assembly.
Forms can still achieve/ collect certificates during their assembly time if
they have achieved the following during the previous week.
• Perfect attendance
• Perfect behaviour
• Perfect punctuality
Each of these certificates will contribute towards the completion of their
‘Formopoly’ Board (see below) and a maximum of 4 certificates can be
achieved/collected each week.
Each form group has a ‘Houseopoly’ board displayed in their tutor room.
Each certificate they achieve in their assembly (see above) advances them
on one space on their ‘Houseopoly’ board.
The concept is that they complete their board and achieve rewards along the
way and upon completion.
If a ‘white’ board is completed throughout the course of the year then
tutor groups will move on to a ‘gold’ board where rewards will be
There are rewards (FORM TUTOR / HOH / DEPUTY PRINCIPAL / PRINICPAL) along
the way, which will usually consist of breakfast in registration right
through to a sit down meal, with the principal.
There are also ‘community chest’ and ‘chance’ boxes which Head Of House
will bring around for tutor teams to open which consist of rewards or
hurdles towards completing their ‘Houseopoly’ board.
Students whose attendance meets or exceeds expectations relating to
attendance are able to access a range of rewards including:
· Letters home
· Entry into the termly Every Day Counts Prize Draw
· Attendance at Attendance Rewards Concerts and high status House events.
Staff and students are expected to conform to the expectations of behaviour
set out in the Consistency Framework (Appendix A). This document was
produced in consultation with parents, staff, students, governors and
members of the local community.
The Consistency Framework expresses a clear vision of the standards of
behaviour expected by all. Please refer to Appendix B to see our Sanctions
Learning Recovery Time
We believe in giving every child the best possible education including
times when students are not always following the academy rules. We use the
LRT Learning Recovery Time as an opportunity to recover the time lost when
students miss lessons or have been disruptive to make sure they are
completing the learning that has been disturbed.
There are several levels in the LRT system, ranging from 10 minutes to
isolation, depending on the severity of the students’ action. During
Learning Recovery Time the emphasis is not on punishment but on ensuring
students recover any lost learning time. If required work on behaviour
modification is provided to ensure students make the most of every learning
Learning Recovery Room
The academy makes provision which allows students who are not meeting the
requirements of the Consistency Framework to be placed in isolation away
from other students for a limited period. This facility is known as the
Learning Recovery Room and is supervised by a House Officer between the
hours of 8 AM and 4:30 PM.
The use of the Learning Recovery Room enables students to reflect upon the
choices they have made and to develop their understanding of the
behavioural expectations within the academy. Students are also able to
access Edlounge in order to undertake specific learning activities.
Students placed in the Learning Recovery Room lose privileges afforded to
other students such as free time at break and lunch times.
Fixed Term Exclusion
Students may be excluded from the academy for a fixed period of time at the
discretion of the Principal. Students may be excluded for any incidents
which persistently disrupt the learning of other students,
intimidation/bullying or persistent defiance and disregard of academy
Students may also be excluded for a single serious incident at the
discretion of the Principal.
Students will be provided with work for the exclusion period. During this
time they should not be seen in a public place.
Parents of students receiving a fixed-term exclusion will be invited to
attend a re-admission meeting with a senior member of staff to discuss ways
in which students can improve their behaviour.
Please refer to United Learning’s Exclusion Policy for further information.
Students may be permanently excluded from the academy for on-going
disruption of other students learning where students and parents have been
informed previously and students have been unable to modify behaviour in
response to support received.
Students may be excluded permanently from the academy if they have been
involved in a single serious incident which may include, but is not
exclusive to; bringing into the academy drugs, knives, weapons, or
fireworks, intimidation, bullying or serious assault.
Misuse of substances
The academy is committed to the health and safety of its members and will
make every effort to safeguard their well-being.
A drug is any substance which affects the way in which the body functions
either physically, emotionally or mentally. It includes legally available
substances such as alcohol, tobacco, caffeine and solvents;
over-the-counter and prescribed medicines and illegal drugs.
The academy will search students where there is good reason to suspect that
they are in possession of a harmful substances. If the academy finds any
illegal substances these will always be handed over to the police.
The academy will discipline students who bring harmful substances onto
Teachers have the authority to search students where they reasonably
believe that they are in possession of any of the items listed below;
Knives and weapons
Stolen or missing items
Lighters, matches,tobacco,cigarette papers and other smoking
· Any article that the member of staff reasonably suspects has been or is
likely to be used to commit an offense or cause personal injury or damage
to another person or property.
All of the above items are banned. If any of the above are found to be in a
student’s possession the items will be confiscated. Weapons and knives and
extreme or child pornography will always be handed over to the police
otherwise it is for the teacher to decide if and when to return a
Any of the above named items can be confiscated by academy staff. Further
items which are also banned in the academy and may also be confiscated
until an appropriate time for them to be returned include, but are not
exclusive to; hoodies, baseball caps and jewellery.
Use Of Reasonable Force
All academy staff have the power to use reasonable force to prevent
students committing and offence, injuring themselves or others or damaging
property, and to maintain good order and discipline in the classroom.
Specific instances of when reasonable force can be used are set out in the
Department For Education’s Use Of Reasonable Force guidance (July 2013).
This states that schools can use reasonable force to:
· remove disruptive children from the classroom where they have refused to
follow an instruction to do so;
· prevent a pupil behaving in a way that disrupts a school event or a
school trip or visit;
· prevent a pupil leaving the classroom where allowing the pupil to leave
would risk their safety or lead to behaviour that disrupts the behaviour of
· prevent a pupil from attacking a member of staff or another pupil, or to
stop a fight in the playground; and
· restrain a pupil at risk of harming themselves through physical
Kettering Buccleuch Academy does not have a ‘no contact’
policy as such a policy might place a member of staff in breach of their
duty of care towards a pupil, or prevent them taking action needed to
prevent a pupil causing harm.
Bullying and Prejudice Related Incidents
Bullying and prejudice related incidents will be recorded and monitored in
keeping with the 2010 Equality Act. Appropriate action will be taken to
support both the perpetrator and the victim. Guidance is given to all staff
with regard to the nature of bullying and prejudice related incidents.
Such incidents will be reported to stakeholders as appropriate.