At Winifred Holtby Academy we aim to create an environment where all pupils can learn and develop safely. This can only be achieved when pupils, staff, and Parents/Carers work together, to ensure a consistent approach to discipline across the Academy and beyond.
Our ethos is underpinned by the three core values of Achievement, Aspiration and Respect. We expect our pupils, irrespective of ability, to aspire to achieve excellence and this can only be achieved if respect is shown on all levels, to enable learning to be free from disruption. We strive to ensure that all pupils leave the Academy at the end of Y11 as successful learners, confident individuals, responsible citizens and effective contributors to society.
Pupils are encouraged to adopt behaviour that supports learning and promotes good relationships. Poor behaviour and low level disruption threaten the progress of young people, academically, socially and emotionally. This can lead to people feeling unsafe, intimidated, or threatened.
- Arrive in the Academy and to lessons punctually and be prepared to learn. Any pupil who arrives late to the Academy or lessons will be required to undertake a tutor based detention at the end of the Academy day.
- Bring appropriate equipment such as: planner, pen, pencil, ruler, calculator, PE kit and a suitable bag to carry books and any equipment needed during the Academy day.
- Wear the Academy uniform correctly.
- Be polite, courteous and respectful to everyone on the Academy site and comply with requests or instructions made by staff on the first time of asking.
- Have regard for their own safety and that of others and conduct themselves in a sensible and appropriate manner at all times, both in lessons and around the Academy.
The consequence system is designed to give pupils the choice to change their behaviour. Its principal role is to support learning, by tackling and dealing with low level disruptive behaviour, i.e. behaviour that undermines the pupil’s own learning or that of others. If not tackled, this sort of behaviour hampers progress and undermines the authority of the teacher.
- Verbal Warning
- An opportunity to change your behaviour
- Final verbal warning
- Final opportunity to change your behaviour
- You may be asked to move seats
- Removal from the lesson
- Make your way straight to the C3 removal room for the rest of this lesson. (30 minute SLT detention will be issued)
- Isolation for the full day until 3.50pm
- Internal exclusion: If an internal exclusion is issued the expectation will be that pupils will complete the final hour of the day in SLT detention until 3.50pm
- Reintegration meeting with parents
- Fixed Term exclusion
- Reintegration meeting with parents
Fixed Term Exclusions are used in the case of severe one-off incidents or persistently poor behaviour. Fixed Term Exclusions allow the academy to:
- highlight to all concerned the unacceptable nature of the behaviour
- create time to work with the pupil, parents / carers and relevant outside agencies, where necessary, to improve future behaviour and attitudes to learning.
In cases of severe or persistently poor behaviour other strategies will be considered as an alternative to a Fixed Term Exclusion before a final decision is made by the Principal. A senior member of staff will meet with the pupil and parent / carer prior to re-admittance of the pupil in a Reintegration Meeting. The academy seeks to work in partnership with parents and carers. In all cases the reintegration of the student will follow the principles of restorative practice. There may be occasions where a member of the Governing Body is asked to sit in on the Reintegration Meeting for serious issues or whereby persistent defiance occurs.
Permanent exclusion is seen as a last resort when all other strategies have been used without a successful outcome (cumulative exclusion). In addition, occasionally, one off serious incidents may warrant a recommendation to the Governing Body for Permanent Exclusion. The Principal and The Governing Body ensure that they work within the statutory guidance (2012) when considering all pupil exclusions.