Behaviour for Learning Policy Reviewed: March 2017.

Peter White, Deputy Headteacher/Ash Khan Assistant Headteacher Date ratified by local governing body: Signed by Chair of Governors: Uniform Code can be found in Appendix A. Our ‘Home-School Agreement’ can be found in Appendix B.

Our vision and values: developing Outstanding Learners in a Rights Respecting School. Our vision is to develop high achieving, outstanding learners in an exemplary school, delivering educational excellence in teaching and learning, to prepare young people for their public examinations, life-long learning and happy, successful lives as members of wider society. The ethos of the Academy is that each individual is treated with respect, an ethos that underpins the life of the Academy and the Multi Academy Trust. We believe that outstanding behaviour is a foundation for outstanding learning and that stimulating and engaging lessons promote outstanding behaviour. The management of negative behaviour and promotion of outstanding behaviour is the responsibility of all professionals at the Academy, both inside the classroom and in the wider school community. We strive to create a purposeful environment that allows teachers to teach and all learners to learn effectively and achieve their full potential. We encourage learners to develop exceptional standards and good habits that will allow them to achieve their potential in their adult lives. As such we recognise that the Academy’s behaviour for learning policy actively promotes the social, moral, cultural and spiritual development of all students and contributes to their development as outstanding learners. We are a community of learners where we value each other and help one another to do our best. We are committed to ensuring that all groups of students feel safe, and are safe, in our Academy. We are proud of what we achieve together and as individuals in our Academy and beyond. Our core values underpin all documents contained in this policy and are the foundation on which we expect everyone in the community to adopt to create a shared ethos. This ethos is underpinned by our commitment to being a Rights Respecting School. This policy explains the systems that will be implemented to promote and encourage our students to behave well, work hard and be successful (praise and rewards) and also explains the actions to be taken if a student does not adhere to Academy rules (sanctions and consequences). This policy and the work of the Academy are determined in accordance with national guidance, namely Behaviour and Discipline in Schools (DfE February 2014) and The Framework for Inspection (Ofsted 2015). The behaviour for learning policy and systems will be regularly reviewed and updated as relevant. Students’ behaviour must be driven by their development of the qualities of outstanding learners, which staff and students collaborated to establish:

• Application of Knowledge • Collaboration • Enquiry • Independence • Innovation • Leadership • Resilience • Respect

Outstanding Learners will demonstrate their thirst for learning through the presentation of their work, and standards of work are essential. This will be reflected through teachers insisting upon students:

• Writing as neatly as possible, only in blue or black pen, not coloured pens or pencil. • Write in ‘homework’ where appropriate. • Write the date on the right hand side and underline. • Use a ruler to underline the title or heading. • When drawing diagrams or illustrations use pencil and crayon but not pen, biro or

felt-pen. • When correcting errors in pen, crossing out the mistake with one line and not using

correcting fluid. • Writing their names and the date on any loose sheets, which are stuck into books

as soon as possible. • Having a zero-tolerance of torn out pages, graffiti, excessive crossing-out, doodles

or marks on the pages or covers. Corridor behaviour is further defined by our expectation of ‘peaceful’ corridors. Within this context, the Academy will not tolerate bullying. Through the supportive nature of the House system, our assembly programme and activities linked to being a Rights Respecting School, students are actively encouraged and empowered to report concerns regarding bullying, which is responded to through both support and sanctions (see Consequences below). Each year staff and students create an anti-bullying policy (which is available on the Academy website).

Rights and Responsibilities Every member of our Academy community has the right to learn and to teach and each one of us is responsible for actively and consistently promoting outstanding behaviour and equal opportunities for all. The policies and procedures of the Academy reflect that students, parents and all professionals at the Academy have clearly defined rights and responsibilities as a Rights Respecting School. Rights of all professionals All professionals have the right to: • be treated with respect. • be allowed to teach effectively. • personal safety. • protect children from harm. • gain job satisfaction. • work in a safe, happy working

environment. • support from senior and middle

leaders, colleagues and parents. Rights of all students All students have the right to: • be listened to, and allowed to explain

and express themselves. • be treated equally and with respect. • a safe environment. • a quiet and purposeful working

environment. • praise and encouragement. • an enjoyable school experience. • good behaviour and work celebrated

by the school community.

Responsibilities of all professionals All professionals have a responsibility to: • treat children with respect. • listen to children and respect their

culture, views and opinions. • be a good role model to students. • create a positive ethos through our

actions. • have high expectations of behaviour

and respond appropriately to good and poor behaviour

• provide a safe, ordered learning environment.

• maintain high professional standards and support colleagues.

Responsibilities of all students All students have a responsibility to: • listen to others. • treat other children and adults with

respect and good manners. • allow others to listen, learn and get on

with their work. • complete work to the best of their

ability. • move around Academy carefully. • consider the safety of others. • sort out disagreements through

mediation. • work in a quiet and purposeful way. • have high expectations of themselves

and others. • be tidy and well organised and

responsible for their possessions.

Our expectations We believe in a consistent whole Academy approach that celebrates and rewards outstanding behaviour. Our high expectations are promoted throughout the Academy and all students and professionals are encouraged to be outstanding. All professionals have a corporate responsibility to providing a safe, happy and stimulating environment for all students, where outstanding behaviour is the only acceptable behaviour. The Home-Academy Agreement outlines the expectation of both in enabling our students to become outstanding learners. Students must fully respect the authority of all Academy staff, be responsible for their own behaviour, and show respect to all. All students must contribute to the ethos of positivity, high aspiration and success through their attendance, punctuality and readiness to learn to the best of their ability, including completing homework and being fully equipped. Uniform, including have their shirt tucked in, is essential to communicating support for the Academy’s ethos. This includes representing the Academy well in the local community.

Parents and carers are responsible for their child’s behaviour both inside and outside of school and so have a crucial role in working in partnership with the Academy to enable students to become outstanding learners, including through ensuring full attendance, punctuality, complete equipment and full uniform. Parents must inform the Academy of any change of circumstance which may result in a change of behaviour in school and share concerns about their child’s education, welfare and behaviour within the school and support the school in addressing them. This role is outlined in the Home/Academy agreement (see appendix). All professionals must model, explain and reinforce the qualities of being an outstanding learner. All professionals must reward good behaviour and sanction poor behaviour consistency and in accordance with this policy’s procedures. In particular, classroom teachers and curriculum assistants are expected to:

• provide a fresh start for students at the beginning of every lesson.. • recognise and model outstanding learner qualities. • reward outstanding behaviour, fairly and consistently at all times. • meet and greet students at the door – warm greetings and a smile. • check uniform in and out of the classroom. • ensure that mobile phones are not used in the classroom, or anywhere in the

Academy environment. • insist on no eating or drinking in the classroom. • always have a clear seating plan to maximise learning opportunities. • release classes on time, when the bells signal to do so. • allow students time to re-establish positive behaviour before moving on to the next

consequence level. • take a register and enter minutes late to reinforce punctuality standards where

appropriate. Head of Department/Faculty Heads of Department/Faculty provide the leadership and strategy for their subject areas and are expected to:

• oversee behaviour in their subject area.

• support subject teachers in their classroom management. • model and reinforce the qualities of being an outstanding learner. • analyse behaviour data, (including On Calls) on a weekly basis and intervene as

appropriate. • discuss support strategies with the SLT Department Link for any teacher who

continues to have significant classroom behaviour management issues, following standard departmental support

• use baseline data to monitor underachievement and intervention by subject teachers

• ensure the completion of registers by subject teachers. • identify students causing concern and discuss with Heads of House. • communicate (meeting, letter, and phone call) with parents of students who

demonstrate behaviour issues in conjunction with the relevant Head of House. • track and monitor departmental rewards and nominate students for subject awards • monitor the quality of reports.

All interventions must be recorded on the Academy’s information system to ensure that the Academy maintains detailed and accurate pupil profiles. Head of House: Heads of House provide the leadership and strategic vision for each year group. These individuals have a teaching responsibility and line manage a non-teaching House Manager who is responsible for implementing this strategic vision. The Head of House will be expected to:

• lead the tutors in their House and monitor form time activities and ensure students are settled and registered each morning and that the programme of form time activities, including ensuring that students are working with those of different age and gender to them, is followed effectively.

• co-ordinate the Lead Tutor in organising weekly House competitions and celebrate successes

• lead assemblies with a specific focus on the Academy ethos, reinforcing the qualities of an outstanding learner and following the set themes.

• through weekly reports identify students requiring further and appropriate support and to discuss and coordinate this with their SLT link.

• monitor attendance, behaviour and academic progress of the House and work with SLT, Heads of Department and the SEN department to provide support and intervention.

• model and reinforce the qualities of being an outstanding learner. • track success of interventions compared to academic achievement in consultation

with their SLT link. • line manage the House Manager in the creation of regular behaviour reports, and

coordinate and evaluate pastoral interventions every half term. • refer to in-school provision in consultation with their SLT link, e.g. SEN or to external

agencies. • monitor ‘hot spot’ behaviour of students from the analysis of behaviour, or at the

request of a subject leader. • communicate (meeting, letter, and phone call) with parents, investigate incidents

e.g. misbehaviour, and raise concerns about Children in Need with DSP for Child Protection

• maintain and update student records using the information system; • monitor reports for as necessary

• help students who go through periods of difficulty in their lives and need additional support.

• liaise between home, the Academy and outside agencies for “at risk” students. • ensure rewards and celebration are administered according to policy and

procedure in assemblies and tutor time. House Managers are responsible for implementing the strategic vision for their House. The House Manager is expected to:

• monitor the behaviour of students in their House using the information system on a daily basis and intervene as appropriate.

• carry out a daily attendance spot check and call parents of pupils who are absent • carry out On Calls as per the daily rota and follow up with students causing concern • monitor the attendance and punctuality of students in their House on a daily basis

and intervene as appropriate. • monitor ‘hot spot’ behaviour of students from the analysis of behaviour, or at the

request of a subject leader. • model and reinforce the Academy values of personal excellence, respect and

friendship, inspiration, determination, a Rights Respecting School and courage and equality.

• coordinate sanctions, including C3 detentions and Internal Exclusion referrals. • deal effectively with low level poor behaviour in all areas of the Academy e.g.

corridor, playground and the community either directly or through the tutor • be a visible presence on the corridors at change over periods and reinforce high

standards of punctuality through the Red Card system • collect students for C3 and SLT detentions on a daily basis • meet with student and families where behaviour is persistently poor, as directed by

the Head of House. • monitor reports as required. • identify students requiring further and appropriate support and to discuss and

coordinate this with the Head of House. • liaise between home, the Academy and external agencies for “at risk” students. • ensure rewards and celebrations are administered according to policy and

procedure in assemblies and tutor time • help students who go through periods of difficulty in their lives and need additional

support

Senior Leadership Team The Senior leadership Team assumes a corporate responsibility for the behaviour for learning across the Academy. All members of the Senior Leadership Team are linked to a House and are expected to:

• meet with their link Head of House and support interventions with students who are failing to meet the Academy’s behaviour expectations, attendance or academic targets

• model policy and procedure at all times • model and reinforce the Academy values of personal excellence, respect and

friendship, inspiration, determination and courage and equality. • carry out Emergency On Call duties as required. • complete monitoring walks on a weekly basis to ensure students are learning in a

calm and settled environment and that the teachers can teach.

• supervise the Academy’s Internal Exclusion facility when required. • lead whole school detentions • lead, guide and support designated subject areas as SLT Links, including regular

meetings regarding behaviour.

The Deputy Headteacher, Pastoral, is responsible for the implementation of this policy, reporting to the Head of Academy. The Head of Academy The Head of Academy will be responsible for ensuring the implementation and day-to-day management of the policy and procedures. The Head of Academy and their senior leadership team will oversee support for staff faced with challenging behaviour. The Head of Academy is expected to:

• ensure the behaviour for learning policy, and all other related policies, are implemented.

• model and reinforce the Academy values of personal excellence, respect and friendship, inspiration, determination and courage and equality.

• report to the governing body annually on the impact of the policy. • manage the permanent exclusion process as necessary. • meet with the student and family after a Fixed Term Exclusion.

Recognising and rewarding outstanding behaviour We believe that deserved praise and rewards should be at the centre of everything we do at Saltley Academy. A positive and consistent approach to discipline engenders a positive atmosphere in the classroom and helps to develop a positive relationship between staff and students. Our focus must be on consistently and persistently praising and rewarding student achievement and progress. This is the most powerful means of motivating students, influencing their behaviour and raising their level of achievement. We must not reward behaviours that are expected at Saltley Academy and rewards must never be used as a form of bribery in order to encourage a student to behave. The Academy’s core values underpin our system of recognition and rewards. Students should be rewarded for demonstrating outstanding learning qualities and for showing manners, respect and politeness. The main forms of reward are: in lessons, the merit system, recorded on the information system; out of lessons, green cards, which simply need to be signed and dated. It is important that students know why they are being praised and rewarded. Both these feed into the awards given at Achievement Assemblies, held on a termly basis and to the awarding of House points, regularly referred to in assemblies and form time. The following are all other forms of reward employed the Academy: verbal praise from teachers and other adults; written feedback in exercise books; displays, including screens; assemblies; the Academy’s newsletter; house and department notice boards and recommendations for a meeting with the Head of Academy to celebrate success. House non-uniform days and certain trips are also forms of rewards and celebration

The Consequence System The majority of students do not receive consequences because they understand the Academy’s positive ethos for learning. However, the consequence system is used to set boundaries for acceptable behaviour that all students understand. This system works on the principle that students make a conscious decision to behave and must accept that there will be consequences as a result of their actions if they choose to misbehave.

Out of lessons, all staff should reinforce positives by pointing out any fall in standards. This may include: shouting, poor manners and impoliteness, running, not wearing a tie, having a shirt hanging out or other uniform infringement. This is responded to, calmly, through the signing of the student’s red card. The member of staff should give as brief an explanation as possible of the reason, but which must be understood by the student, which should be framed in terms of how we should aspire to behave (with reference to the standards explained in wall displays and the outstanding learner qualities). If the ‘strike’ as it is known is the third and thus completes the card, the member of staff will return the card to the relevant House team, who will issue a detention and record the completion. Students receive a fresh card from their form tutor.

Within lessons, here are six levels of consequences for students whose behaviour is inappropriate;

• C1 is a verbal warning • C2 is a second verbal warning • C3 is a 45 minute detention. • C4 is an internal exclusion. • C5 is fixed term exclusion • C6 is a permanent exclusion

The consequence system provides a framework for ensuring a consistent and effective approach to managing incidents of negative behaviour. It is vital that teachers adopt an incremental approach to behaviour management. Students may, on occasions, fast track to a higher level of sanction but this should be rare. The knowledge that further, more serious, levels of response exist will be enough to modify the behaviour of most students. Any incident of a C4 will result in an internal exclusion. A C4 internal exclusion leads to time in the IER (Internal Exclusion Room), for a whole day or longer. This can be used for any behaviours that are more serious than a C3. This will involve a meeting with parents by the House team. All behaviour events, including C1s and C2s, must be recorded on the information system no later than the day on which the behaviour has occurred. This ensures that the all senior and middle leaders may provide appropriate guidance and support to all involved. Students must be aware of when and why a consequence has been given, and one way of doing this is by writing such on the board or via the information system. Blanket punishments of whole classes should never be used and students should have a fresh start following an incident of negative behaviour.

Whilst there is a clear framework for the consequence system (included within this policy) to ensure consistency, decisions regarding sanctions remain at the discretion of the Head of Academy. An SLT detention will be held for two hours on a Friday evening by members of SLT. This detention will be for students who have gained multiple detentions in one week, or have displayed poor behaviour below the level of an C4 Internal Exclusion but more than a C3.

The Consequence System C1 C2 C3 C4 C5 C6

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- disrupting the learning of others - Late to lesson, (less than 5 minutes) - Talking when the teacher is talking - Failure to complete enough work - Shouting across the classroom - ignoring clear instructions

- repeating C1 behaviour - Lack of equipment, including book and planner - Misuse of computers and the internet

- repeating C2 behaviour - Possession of a mobile phone or media player. - Swearing - answering a member of staff back - refusing to follow instructions - Late to lesson, (more than 5 minutes). - Rudeness to a member of staff

- repeating C3 behaviour leading to the use of On Call classroom emergency support -Extreme defiance - Verbal abuse towards staff - physical aggression towards another pupil - Discriminatory comments, including racist and homophobic comments, towards peers. - persistent poor behaviour within and across subjects.

- repeating C4 behaviour - Swearing or verbal aggression towards a member of staff -Failure to respond to interventions in response to lower level behaviours. -Widespread and persistent disruption to learning

- Repeating C5 behaviour - Failure to respond to fixed term exclusions

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- shouting at another pupil or speaking in a disrespectful manner.

- provocative name calling

- persistent provocative name calling - inappropriate language towards another pupil, including swearing. - playfighting

- physical aggression towards another pupil. - dangerous behaviour leading to injury to another pupil. - Discriminatory comments, including racist and homophobic comments, towards peers. - misuse of social media involving another pupil

-repeating C4 behaviour - physical racial abuse - sexual misconduct - unprovoked physical assault - extortion - theft -Repeated bullying or discriminatory behaviour - Discriminatory comments, including racist and homophobic comments, towards adult.

- Repeating C5 behaviour - Failure to respond to fixed term exclusions - Serious actual or threatened violence - supplying an illegal drug - possession of an offensive weapon - physical abuse with a weapon

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- Chewing - Inappropriate uniform and appearance - Late to school before 0855 - inappropriate behaviour in the corridor

- Repeating C2 behaviour - Possession of a mobile phone or media player. - Swearing - Throwing objects - Littering - Persistently poor uniform and appearance. - Late to school after 0855 - Late to school twice before 0855 - Rudeness to a member of staff in the school environment - playfighting

- smoking and possession of a cigarette lighter, or shisha pen - failure to attend detentions - Bullying - Truancy -Anti-social behaviour during break and lunchtime -Leaving site without permission - Extreme defiance in the community - graffiti

- repeating C4 behaviour - theft -Disruption in the IER -Misuse of the fire alarm - arriving to school under the influence of alcohol or drugs. - Vandalism - misuse of social media involving the school community. - bringing the school into disrepute - two internal exclusions in one week.

- repeating C5 behaviour - Failure to respond to fixed term exclusions - possession of an offensive weapon - Arson

Verbal Warning C3 Detention Internal Exclusion Fixed Term Exclusion Permanent Exclusion

Sanctions and disciplinary procedures The Academy has a clear set of expectations based on its behaviour for learning policy. There are clearly defined consequences for students who fail to meet the Academy’s expectations. A range of strategies are also in place to support staff in managing students whose behaviour is inappropriate. C3 Detentions All professionals within the Academy with responsibility for students have the authority to issue a detention. A child's safety will be considered when issuing a detention outside of school hours. Parental consent is not required for detentions. There is no longer a requirement to give parents 24 hours' notice of a detention. A detention may be organised, at the end of the school day, for fifteen minutes without notifying parents or carers. Lunchtime detentions may be organised but students must have an opportunity to eat and use the toilet. A very small number of students have lunch at home. These students must not be kept during lunchtime unless there is prior arrangement with parents. C3 detentions:

• must be recorded on the information system and assigned to the relevant House team on the day on which they are issued.

• begin at 3.00pm and finish at 3.55pm. No student will be admitted to detention after 1515. Failure to arrive to detention may result in a C4 and an internal exclusion.

• are supervised by all teaching staff and led by senior and middle leaders. • are held in the dining hall between Monday and Thursday where students complete

behaviour for learning worksheets or their own homework. • are only to be imposed after lower level behaviour management strategies have

been applied without success, or for serious one off incidents. • will be issued to parents, by post, at least two days before the detention is

scheduled.

Heads of House and House Managers are responsible for monitoring attendance to detention. It is the responsibility of the pupil to ensure that they attend a detention. House Managers provide a reminder during period 6 on the day on which a detention is scheduled. Failure to attend detention will result in a C4, an internal exclusion and a meeting with parents. If a student arrives to school after 08:40 they will be entered onto the late list and receive a detention for poor punctuality. If there are particular mitigating circumstances (e.g. public transport), the House Manager will not give a detention, having referred such cases to the Head of House. House Managers will organise same-day detentions and will inform parents as required. Detentions may also be held on a Friday where there have been significant behavioural concerns throughout the week. Detentions held on a Friday will be led by SLT. On Call Emergency Classroom Support The aim of the Classroom Emergency Support system is to enable staff to support each other when all other avenues have been exhausted, including support within the departmental/faculty team. A member of staff requiring support should contact the Academy office via the school’s information system. Reception will inform the relevant House Manager, who will then withdraw the student from the lesson. On Call should also be used for all instances of truancy from lessons.

On Call can result in the resolution of the incident and the student returning to class, or to the class of the subject leader or a nominated colleague within the team, although such avenues should normally have been tried prior to the On Call being made. Therefore, if the student cannot return to any class, the House Manager should either supervise them or ask another colleague, such as the Head of House or senior line manager, to assist. No student should be left unattended. An On Call may be requested for instances of extreme or dangerous behaviour, or persistent poor behaviour, as detailed in the Academy’s consequence system. Students who are withdrawn from lessons will automatically be internally excluded. All details of On Call incidents must be recorded by the end of the day on which it is requested to ensure that appropriate intervention and support is provided. A C3 detention must be issued in conjunction with an On Call as a separate event on the information system. Internal Exclusion Any student who is issued with a Consequence 4, or who is involved in particularly difficult or dangerous behaviour, will be internally excluded for a fixed term in the Internal Exclusion Room (IER). This is an alternative to a fixed term exclusion. Internal Exclusion in the IER involves isolating students from the rest of the school for a period of one or two days. Whilst in Internal Exclusion, students are encouraged to reflect on their behaviour and receive support and advice on managing their behaviour as well as keeping up with classwork. There are supervised opportunities for regular toilet breaks, and a lunch will be brought to students in the room. Students who have completed a day in the IER will finish school at 15:45. Students should only be referred to Internal Exclusion following a meeting with parents. An internal exclusion will be confirmed with parents in writing and recorded on a student’s academic records. Failure to comply with the rules and expectations of Internal Exclusion may result in a Fixed Term Exclusion. Fixed Term Exclusions There may be a requirement for the Head of Academy to consider a Fixed Term Exclusion for incidents of a serious nature (C4 Extreme Behaviour), or where the continued use of Internal Exclusion has not brought about an improvement in behaviour. All Fixed Term Exclusions must be authorised by the Senior Leadership Team. The length of the exclusion will be dependent on the incident. Students will receive work to be completed during their exclusion. Whenever a pupil has been excluded there will be an reintegration meeting with a member of senior leadership with parents and the student to discuss the exclusion. A record of this meeting will be kept and recorded on the student’s file. No student may return from exclusion without a reintegration meeting. On return to school students will receive support from the pastoral team to help avoid any repetition of offences. Exclusions will be monitored intensively by senior leaders. Note: The Academy follows DfE and Birmingham LA Guidelines on Exclusion. Student Report Cards Three levels of Report Card will be used to monitor student progress and encourage improvement, each indicating a greater level of concern: Form Tutor Report (White) Year Coordinator Report (Green) Head of Year Report (Blue), Head of Department Report (Yellow) SLT Report (Red).

Students must demonstrate consistent levels of improvement before they are removed from report. Parents will be informed of the Academy’s decision to place their child on report. They will be encouraged to check and sign this report on a daily basis. If a student shows no sign of improvement they should be escalated to the next level of report. This should be accompanied by a C4 intervention as appropriate. Permanent exclusions There may be, on occasion, a requirement for the Head of Academy to recommend a Permanent Exclusion. This recommendation will be referred to the Local Governing Body for consideration.

Care, guidance and support The Academy believes firmly that pupils who are experiencing difficulties with their behaviour should be supported in learning how to improve their behaviour so that they are able to make the most of the opportunities offered by the Academy. The use of a ‘vertical’ House system is designed to promote a sense of belonging and mutual support for all students. The Academy wants all pupils to feel happy and secure in school. Pupils with behaviour problems rarely experience this feeling. In addition, their behaviour can have an impact on the education of other pupils and, on occasions, how happy and secure they feel in school. It is essential that the impact of any poor behaviour on other pupils is not forgotten and, therefore, needs to be considered when deciding on the most appropriate ways to support pupils with behaviour problems. The ways pupils are supported will always be decided on an individual basis. Pupils and parents will be involved fully in the decisions being taken to provide them with support. This does not mean that pupils will have the right to refuse to comply with a particular course of action. They must, however, have the reasons for the course of action clearly explained to them. Parents should be involved at all stages. When parents work in partnership with the Academy, the chances of a successful outcome are increased considerably.

Policy on specific instances of behaviour Power to use reasonable force The use of physical intervention will, wherever possible, be avoided. However, it will be used to manage a student’s behaviour if it is necessary to prevent a student committing an offence, injuring themselves or others, or damaging property. When physical intervention is used it will be undertaken in such a way that makes every effort to maintain the safety and dignity of all concerned. The Academy endeavours to ensure that all staff in the Academy receive appropriate training for de-escalation techniques. Searching and Confiscation Saltley Academy retains the statutory power to search students or their possessions, under the direction and/or authority of the Head of Academy, without consent, where a student is suspected of being in possession of prohibited items such as: pornography, fireworks, cigarettes/tobacco, knives or weapons, alcohol, illegal drugs and stolen items, (Section 550ZA of the Education Act 1996). Illegal items will always be given to the police. There are three levels of confiscation:

• Temporary: e.g. staff takes a hooded jumper from a pupil. It is returned at the end of the day.

• Temporary and held for a period of time: e.g. a mobile phone is used in school and taken by a member of staff to the main office and is held there until an adult collects it in accordance with the Academy’s mobile phone policy. Details of the owner should be taken by staff and passed to reception.

• Permanent: e.g. a student brings an illegal item into school such as a laser pen, alcohol, and drugs. If appropriate the police will be contacted and action taken.

Behaviour outside of the Academy Saltley Academy teachers have a statutory power to discipline students for misbehaving outside of the Academy premises. Section 89(5) of the Education and Inspections Act 2006 gives Principals a specific statutory power to regulate students behaviour in these circumstances “to such extent as is reasonable”. We will respond to all non-criminal bad behaviour and bullying which occurs anywhere off the Academy premises and which is witnessed by a staff member or reported to the Academy, as if it were committed within the Academy and our normal sanctions system will apply. Any criminal behaviour which occurs anywhere off the Academy premises and which is witnessed by a staff member or reported to the Academy will be referred to West Midlands Police and our full support given to any investigation that may be initiated. Theft Theft is totally unacceptable at Saltley Academy or whilst representing the Academy, or travelling to or from Academy and will be subject to the following sanctions:

• Restoring property to owner, or paying for its replacement, letter home and a fixed term exclusion of one or more days.

• Referral to the Academy link police officer. • Repeated incidents could results in Permanent Exclusion

Note: all parents will be made aware that they have the right to make a formal complaint to West Midlands Police in the event of a criminal act occurring on Academy premises. The Academy will support such action and cooperate with West Midlands Police as required. Damage to Academy Property Damage to Academy property is unacceptable, be it deliberate or as a result of inappropriate behaviour, and will result in the following sanctions:

• The student or their parents will pay for the relevant damage. • Parents will be notified in writing and a record kept on the student’s file. • Internal isolation and exclusion may be used. • Referral to Academy link police officer.

Smoking Saltley Academy is a no smoking site and smoking on site is a criminal offence. Students smoking on site will be

• Placed in the IER (internal isolation) • Subsequent offences will result in further Internal Exclusion or Fixed Term Exclusion • Students will be issued with information on smoking and may be required to take

part in smoking cessation sessions.

This also applies to students off site whilst in Academy uniform or taking part in trips, visits or any offsite activity organised by the Academy. An IER will be issued for the possession of ‘e-cigarettes’ on the Academy site: such items will be confiscated and disposed of. Drugs & Alcohol The possession of drugs & alcohol is strictly forbidden on the Academy site or whilst taking part in activities off site. Any student found in possession or under the influence of any substance including alcohol or psychoactive substances will receive a fixed term exclusion. Repeated offences could result in permanent exclusion (A psychoactive substance is a substance capable of producing a psychoactive effect in a person who consumes it). Students will be referred to external agencies for further support as appropriate. Any student supplying drugs, or students considered a risk to others because of substance abuse will be permanently excluded and West Midlands Police will be informed immediately. Possession of an offensive weapon on Academy premises Section 139A of the Criminal Justice Act 1988 creates the offence of possessing an article with a blade or sharp point or an offensive weapon on Academy premises. The term 'offensive weapon' is defined as: "any article made or adapted for use to causing injury to the person, or intended by the person having it with him for such use” (Prevention of Crime Act 1953). The Academy will involve West Midlands Police immediately if a student is in possession of an offensive weapon on Academy premises. Any student in possession of an knife, gun or item which could kill or cause serious harm on Academy premises, regardless of their intentions, will be permanently excluded from the Academy. In cases where other items have been brought to the Academy which could cause harm, the Academy reserves the right to take context into account: however, the most likely outcome is that students will lose their place at the Academy. All such decisions would be promptly reported to the Chair of the Local Governing Body by the Head of Academy or delegated senior colleague. Mobile phones and electronic devices Mobile phones and electronic devices must not be seen or used anywhere in the Academy. Any seen by members of staff will be confiscated. Staff will then place the device in a sealed envelope and hand it in to the Academy main office, who will place it in the Academy safe. Parents will be contacted to collect the device and a C3 detention will be issued. Students may have such devices on their person, but are advised against this due to the risk of loss, for which the Academy is not responsible.

Policy Details and Links Links to other documents:

• Attendance Policy • Safeguarding Policy* • Alternative Provision Policy • Complaints Procedure * • Health and Safety Policy * • Home & Academy Agreement • Equalities Policy* • Anti-Bullying Policy

Please note, policies marked * are policies adopted across the Multi Academy Trust.

Appendix One Uniform Code (please see diagrams in Appendix Three) Saltley Academy pupils are proud of their school and one of the ways in which you can show this is by always wearing clean, tidy and correct uniform. Mobile phones and personal entertainment equipment are not allowed to be seen on the Academy premises. If a student is discovered using a mobile phone, or personal entertainment equipment, this will be confiscated from them. The Academy has strict expectations regarding Academy uniform. The Academy does not allow hooded tops, baseball caps or fashion style trousers (e.g. jeans) or skirts in school. Students are expected to wear:

• dark navy blazers with an Academy badge. • outside coats should be smart and waterproof. • plain black shoes or trainers with no visible logos or coloured laces. No high heel

shoes. • white blouse or white shirt worn with a House tie, top button must be fastened. • House or prefect tie must be worn at all times. • black, navy or grey school trousers or black or navy blue school skirt or Shalwar. • dark navy sweatshirt with an Academy badge. • plain white or navy socks or tights • jewellery: students are not allowed to wear jewellery except for a wristwatch. • earrings: students are permitted to wear one stud in each ear lobe. Any other body

piercings are not allowed in the Academy. • make-up: students are not allowed to wear make-up in Academy, including no nail

varnish. • extremes of fashion: in dress and hairstyle are not acceptable. Anyone whose dress

or appearance is not considered suitable for school will be asked to change it. On this issue, the Academy’s decision is final.

• valuables: please do not bring expensive items or large sums of money into school.

Appendix Two Home-Academy Agreement Our vision At Saltley Academy our vision involves developing confident, caring and successful members of society through:

• excellent teaching; • positive relationships; • an inspiring learning environment; • a curriculum that challenges and fosters learning and meets the aspirations of all

students.

We hope to provide a successful education for your child and look forward to our five year partnership. Please remember that the students who make the best progress are those whose parents keep in regular contact with the Academy. The Academy’s commitment The Academy will:

• Create a challenging learning environment where the pursuit of excellence is everyone’s objective and where students are encouraged to give their best efforts to everything undertaken.

• Give specific and flexible support, tuition and guidance, so that pupils will have the opportunity of fulfilling their potential individually.

• Set, mark and review homework regularly and publish the programme of homework via the Academy’s Virtual Learning Environment, and give feedback on academic progress with targets to students.

• Care for all students’ safety and happiness within a supportive community, where acceptance is granted to all, where indifference, discrimination and bullying have no place and where the fostering of good relationships and the development of self-worth are valued highly.

• Keep parents and pupils well informed about general school matters and provide opportunities for them to become involved in the life of the Academy and to be consulted on significant changes.

• Regularly inform parents of the academic progress of their son/daughter. • Listen and respond as quickly and effectively as possible to the views and concerns

expressed by parents and pupils. • Provide a broad and balanced, but stretching curriculum that will develop the

whole person, and so prepare pupils not only for academic success, but also for the world of work and participation as responsible citizens within society.

The commitment of the family The family will:

• Ensure that my son/daughter comes to school daily, on time, and properly equipped, including two black pens, a pencil, a ruler and a dictionary, plus PE kit as required.

• Inform the Academy of any absences by contacting the Academy on the first day of absence.

• Provide a supportive environment at home that encourages learning, application and participation and take an interest in my son/daughter’s life at school, including supporting participation in extra-curricular activities.

• Support the Academy’s policies and guidelines, especially on behaviour, discipline and uniform.

• Monitor the homework of their child via the Academy’s Virtual Learning Environment; • Read all communication from the Academy (including newsletters and Academy

reports) and respond accordingly; use the Academy website and inform the Academy of any changes of address or contact numbers.

• Attend parents’ evenings and meetings concerning my son/daughter’s progress. • Contact the Academy when a concern arises and inform the Academy of any

problems or changes of circumstances that may affect my son/daughter’s work or behaviour.

The commitment of students I will:

• Attend the Academy daily on time with the correct books and equipment I need for each lesson.

• Wear correct Academy uniform with pride and be tidy in appearance. • Do all the work set by the deadline and to the best of my ability, seeking to extend

myself through additional effort, reading, research and target setting. • Abide by the Academy Rules and Code of Conduct at all time – in school, travelling

to and from school, on school trips and residential visits/exchanges; • Demonstrate politeness, care, concern and respect for all other members of the

School and members of the general public. This includes avoiding any inappropriate use of electronic media.

• Take good care of the books, resources and equipment of which I have use. • Play my part in keeping the Academy buildings, furnishings and site in good order. In

particular, free from litter and graffiti. • Play a positive part in enhancing the success and reputation of our Academy. • Have the correct equipment: two black pens; a sharp pencil, a ruler and a

dictionary, plus PE kit as required. • Complete my homework as per the homework set via the Academy’s Virtual

Learning Environment. This document is a three way agreement between the Academy, Parents and Pupils on what is reasonable to expect of one another. It is not a legally binding contract, but a guideline. It will be regularly reviewed. It should be signed by all three parties and a copy of it held by each.

Appendix Three:

Uniform Guidelines: