At Fulham Cross Girls’ School and Language College we aim to put learning at the heart of all that we do in order to offer a high quality education which provides a stimulating and successful learning environment. In keeping with the aims of Fulham Cross Girls’ School, this Behaviour Management Policy seeks to create an environment in which successful learning can take place. Such an environment needs to promote healthy relationships, mutual respect, safety and co-operation between all members of our school community. We believe that students have the right to learn and staff the right to work effectively. Threatening or violent behaviour will not be tolerated and will lead to exclusion from the school.

At Fulham Cross Girls’ School we believe that we all have a responsibility for implementing this behaviour policy consistently and fairly in the classroom and around the school. Only then will we successfully achieve an atmosphere of co-operation and mutual respect conducive to the development of a creative learning environment.

1.     Introduction and Philosophy:   

1.1    Accepting that students and staff alike have the right to work in a respectful atmosphere, the basis for this policy for behaviour management has been drawn up by a group of teaching staff in consultation with the school community. We encourage the involvement of all students, staff, parents or carers and governors in ensuring our standards are accepted and maintained.

1.2    The Behaviour Policy, which includes a Classroom Behaviour Poster (including rules, rewards and sanctions) provides clarity for students and staff so that the system and its procedures may be consistently applied. As such, students experience staff implementing strategies fairly whilst staff are able to support each other within and across departments.

1.3    Fulham Cross Girls’ School believes that positive behaviour needs to be encouraged. We have a stepped approach to discipline, taken from the Behaviour for learning model, in which students are rewarded for making positive choices to follow school and classroom rules. The flow chart is on display in every classroom and around the school.

1.4    We encourage students to develop self-awareness and self-discipline by making informed choices in taking responsibility for their own actions. The Behaviour Management Policy provides students and staff with a framework for such decision-making. Using a system of clearly explained rules, supported by a positive reward system and a hierarchy of consequences, students are encouraged to reflect on their behaviour and to take responsibility for the choices they make understanding the need to sanction appropriately and learn from mistakes made.

1.5    We believe that behaviour management is related to a well-structured curriculum and to high quality teaching. If the curriculum is appropriate and taught well the potential for conflict is reduced.

1.6    This policy interlinks with all relevant school policies which are also the responsibility of all staff.

2.     Rights, Responsibilities and Roles

2.1          Rights:
•    Everyone has the right to learn and to work in a clean and safe environment
•    Everyone has the right to be treated with respect and dignity by other students, staff, parents, governors and other people working in school
•    Everyone has the right to express their opinion appropriately, in a  non-threatening manner and upon the request of the responsible adult; opinions offered are expected to be considerate towards other people’s feelings
•    Teaching and non-teaching staff have the right to be able to fulfil their role and to be supported in promoting the achievement and welfare of school students.

2.2          Responsibilities:
•    Everyone has the responsibility to treat the building and its contents with care and respect
•    Everyone has the responsibility to treat other members of the school community with respect at all times regardless of mood
•    Everyone has a responsibility to enable others’ to feel physically and emotionally safe at school
•    Everyone has a responsibility to listen to and respect that other people have an opinion and to pay due regard to their feelings.
•    Everyone has a responsibility to be prepared to work and to allow other students and staff to work too.
•    Teaching staff have a responsibility to provide well-planned, high quality learning opportunities for student. Both teaching and non-teaching staff have a responsibility to fulfil their role and to promote the achievement and welfare of Fulham Cross students within a safe and supportive environment.
•    Students have the responsibility to focus on their own learning and not negatively impact upon the learning of others

2.3          Roles:
Each member of the school community has a responsibility to fulfil their role appropriately:

All Students work within the guidelines of the School Behaviour Policy, encouraging each other and respecting the contributions that others make in enacting the policy.  
Student Leadership Team support the behaviour policy with the Prefect Team via duties and setting an example of positive behaviour
All Staff are responsible for consistently implementing the policy in order to support each other in providing clear expectations of pupils in their care.
The Headteacher will ensure that procedures are in place to communicate the Behaviour Management Policy, including School Rules and the Classroom Behaviour Plan to staff, students, parents / carers and governors and that strategies are in place which will enable standards to be consistently applied throughout the school.
The Senior Leadership Team will monitor the implementation of the Behaviour Management Policy through the line management structure of the school and support middle leaders in their role.
Middle Leaders are responsible for appropriate pastoral and curriculum aspects of behaviour management in line with all school procedures. Curriculum leaders will ensure that lesson delivery and schemes of learning are stimulating and purposeful and that teachers make good use of behaviour management strategies in the classroom supporting their team as appropriate liaising with families and issuing sanction. Learning and Progress Co-ordinators (LPCs) will work with tutors in ensuring there is effective communication with parents / carers on matters of behaviour. Middle Leaders will ensure that appropriate referrals are made to Tutors and LPCs, should the behaviour of any student be a significant cause for concern. These referrals may lead to the involvement of the Personalisation Faculty and the SIPS Panel.
The Personalisation Faculty is responsible for liaising with members of the school community with regard to students on the SEND Plan who have emotional and behavioural difficulties. Key learning support teachers will advise staff on any SEND provision.
The Inclusion Panel includes both teaching and non-teaching staff who problem-solve and action-plan together, devising Pastoral Support Plans for pupils who may become disaffected or underachieve. The Panel is in a position to monitor the effectiveness of the Behaviour Management Policy when analysing strategies devised for supporting pupils.
Progress Tutors have an important role to play in supporting students to understand and follow the Behaviour Policy, providing additional mentoring to students as and when necessary.

3.    The Class Behaviour Plan & Teaching of Routines (see Flow Chart of Procedures )

3.1    All teachers use three behaviour posters which are made clear to students as part of a teacher’s initial lesson to a new group of students. This ensures that both students and staff are clear about classroom routines and expectations of behaviour.  The posters are appended and include:

•    Classroom rules – what does a successful Fulham Cross Student look like?
•    Rewards flow chart (updated 2014/15)
•    Consequences flow chart (updated 2014/15)

This introduces students to the routines that they need to observe in the classroom. It is up to each teacher to identify their own routines, as these will be dependent on subject needs. However, generic routines may include: having a clearly defined start (with objectives and starter activities) and finish (a plenary) to each lesson (e.g. greeting a class at the door followed by introducing learning outcomes, having a plenary and reflection on the lesson at the end); ensuring that students know of the seating plan as well as going through the collection and use of resources to be used in the lesson.  Teachers are expected to support whole school behaviour by being a presence in the corridors at lesson change over and at the beginning and end of lessons

3.2    All classes have the same rules in order to ensure consistency across the school. Specialist subjects may have additional routines which also need to be taught to students at the beginning of term.

3.3    Students will be rewarded for consistently following the rules. Rewards relate specifically to behaviour not to attainment. Rewarding attainment is to be recommended but kept separate from the rewarding of behaviour. Behaviour improves if we reward good behaviour. The ratio of three positives to one negative should apply.  Every lesson a minimum of 30 house points/Vivos should be issued.

A hierarchy of rewards includes:

•    Verbal praise (including using the student’s name)
•    House points / Vivos – contributing to termly and annual prizes
•    Certificates – awarded each term in pastoral assemblies
•    Hero of the week postcards

Rewards need to be differentiated so that, for example, pupils with emotional and behavioural difficulties, who may be on the SEND Plan, need to be rewarded more regularly or in a way which is appropriate to their needs.

3.4    Before using formal sanctions each teacher uses classroom management strategies to focus the individual or group. These include: using a seating plan, positive reinforcement, positive repetition, scanning, circulating, ‘moving in’ and the ‘Broken Record Technique’.  Teachers then follow the process of consequences on the flow chart displayed in each classroom:

1.    A warning
2.    Same day 20 minute detention with teacher recorded in student planner
3.    40 minute faculty detention, phone call home and faculty report card where necessary.  Recorded on SIMS - copy to HOF, Tutor & LPC: HOF to follow up with student given that behaviour difficulties have arisen in that subject area.
4.    Subject report signed off by Head of Faculty / Department
5.    LPC refer onto a green, then amber, then red report.  The report is signed off by tutors (green), amber (LPC), red (SLT) and stored in the student file.  Students have to receive a specified score to complete their report.
6.    Students have a reflection day where they are withdrawn from the normal timetable and are with SLT.  There is a parental meeting with LPC, SLT and relevant colleagues and a Personal Support Programme is agreed.  This is reviewed weekly with contact home.
7.    The Alternative to Exclusion (TATE) Students are placed at Fulham College Boys’ School for a period of time to reflect upon their behaviour
8.    Alternative Timetable; students are placed on a timetable that does not coincide with the normal school day.  Timings are at the discretion of the school but would involve a 6 hour period of isolated learning in school.
9.    Placement at the Childerley Centre to offer students a period away from FCGS to consider their future and whether the school is the most appropriate place for them to learn.  Placements would typically last from 1 – 6 weeks.
10.    Exclusion from school (Fixed term or permanent)

*The school reserve the right to apply any of these sanctions at our own discretion depending upon the significance of the behaviour shown.

A Flow Chart illustrating procedures for a Hierarchy of Rewards and consequences follows this text.

In emergency situations where there is a health and safety concern a member of SLT on duty will be called via contacting the school office.  Students may only be out of class in the event of this being triggered. This means that the SLT member on duty will decide an appropriate action to take should they be called for. Teachers continue to follow the hierarchy of consequences within class.

4.    School Rules, Rewards and Consequences

4.1    In addition to classroom rules, Fulham Cross Girls’ School has school rules to ensure clarity of expectations and consistency across the school.  These are outlined in the student planner and parents and students sign a contract to agree to them on joining the school. The School Rules are:

•    Behave in a respectful way towards everyone in our school community
•    Wear correct uniform at all times, including to and from school
•    Treat the building, furniture and equipment with care
•    Eat and drink only in the designated areas
•    Junk food is not permitted on school site*
•    Move purposefully and quietly through the school (but do not run) and walk on the left on stairs and in corridors
•    Mobile phones, IPods and other electronic equipment are not to be brought into or used in school and will be confiscated upon sight by adults
•    Do not be out of class at any time – use the toilet during break and lunch only
•    Be outside during break and lunch unless it is declared a wet break via the tannoy*

Junk food includes crisps, chocolate, sweets, pastries, fizzy drinks and juices, high sugar foods and all forms of fast food.  Students are only permitted to bring water, fizzy water and flavoured water to school.

5.    Expectations of staff

5.1.    To reinforce the expectations that Fulham Cross Girls’ School has of students at all times
5.2.    To reinforce acceptable behaviour through rewards and incentives
5.3.    To have a shared responsibility for maintaining behaviour management procedures as routine in and outside the classroom, this includes being a presence in corridors at lesson change over as well as at the start and end of the school day
5.4.    To deal with infringements of the Behaviour Management Policy and support others doing the same
5.5.    To be aware of the special needs of students in their care
5.6.    To follow classroom and school rules so as to be positive role models for students
5.7.    To reward students fairly

6.    Monitoring and Evaluation

6.1.    The procedures supporting the Behaviour Management Policy should be followed at all times. Students and staff will discuss them at the beginning of every academic year. Staff and students new to the school mid-term will be inducted into these procedures.

6.2.    Heads of Faculty are responsible for monitoring referrals and dealing with discipline within their departments providing a department report where relevant. Learning and Progress Co-ordinators, in conjunction with Form Tutors, are responsible for monitoring student progress and behaviour in all aspects of the school and responding appropriately with regards to rewards and sanctions, in line with school policy.  

6.3.    All staff should enter house points via SIMS. Results are displayed each half term on the noticeboard and at house assembly.

6.4.    LPC’s will record students on report via a spreadsheet on the shared area which can be accessed by all staff.  They will also log bullying and racial incidents to report to SLT / Governors.


7.    Anti-bullying

7.1.    The Deputy Headteacher in charge of the behaviour and safety of students leads on the anti-bullying policy. They are assisted by the LPCs, Progress Tutors and HSLO to uphold the policy

7.2.    The school will not tolerate bullying and recognises that challenging bullying effectively will, improve the safety and happiness of students, show that the school cares and make clear to bullies that their behaviour is unacceptable.

7.3.    All incidents of bullying are recorded, including the actions taken to resolve the issue.

7.4.    School recognises that there are many definitions of bullying but consider it most commonly to be:

7.4.1.    Behaviour which is deliberately hurtful, (including verbal, indirect and physical);

7.4.2.    Repeated over a period of time;

7.4.3.    Difficult for victims to defend themselves against;

7.4.4.    Bullying includes verbal and physical abuse and the inappropriate use of electronic media such as mobile phones or the internet.

7.5.    The school recognises that there different types of bullying, they include: Bullying related to the race, religion and/or the cultural background of a student;

7.5.1.    Bullying that incorporates the use of sexist language;

7.5.2.    Sexual bullying;    Homophobic bullying;    Bullying of students with Special Educational Needs;    Bullying of students with a disability;    Cyber bullying;    Bullying where items are stolen;    Bullying which results in the injury to others.    Students should be reminded that all forms of bullying are     unacceptable and will not be tolerated.

7.6.    The school encourages students ‘to tell’ if they feel they are being bullied. Direct action should be taken immediately to support the student and resolve the issue.  A poster is displayed in all classrooms including a confidential email address encouraging students to inform the school if they are being bullied –  This email address is monitored by the Deputy Head for Behaviour and Safety.

7.7.    The school seeks to follow up after an incident to check the bullying has not started again. If students expect follow up, they are less likely to start bullying again.

7.8.    Strict sanctions will be put in place for students involved in ‘cyber bullying’; such sanctions could be supported by the confiscation of hand held devices when on school site or an insistence that the student does not bring such devices onto site. The parents of students involved in cyber bullying will be engaged in this process.

7.9.    Students may be required to sign an anti-bullying contract in the presence of their parents and the school’s Police Liaison Officer.

7.10.    Sanctions should be considered carefully and involve parents. In cases of severe and persistent bullying, exclusion from school may be necessary.

8.    Exclusion

8.1.    The school adheres strictly to the Law in relation to exclusion and it has regard to appropriate guidance issued by the Secretary of State.

8.2.    The Head of Federation is legally responsible, following investigation and guidance from the Head of School and Deputy Head Teacher for Behaviour and Safety and a range of staff, for the exclusion of particular students and for gathering and preparing all exclusion documentation.

8.3.    Following exclusion a meeting between the school, the student and the parent is arranged in which a re-admission agreement is signed. It is likely that ‘special conditions’ will be agreed before re-admission.

8.4.    In order to ensure that appropriate support is in place and the rights of all students to learn in an orderly environment are protected, the school may carry out a risk assessment in cases when a student is considered a risk to the learning or health and safety of other students or staff. Where students are known to have been excluded, either permanently or for a fixed term, from their previous school, they will be risk assessed prior to admission to the school. The school reserves the right to risk assess any student on roll as a result of behaviour that causes concern.

8.5.    A Governors’ Discipline Panel, made up of three governors, will be convened when a student has been excluded in excess of fifteen days in any one term or has been permanently excluded. A Governors’ Discipline Panel will also be convened in relation to any fixed term exclusions which would lead to a student being excluded from between 6 and 15 days but only when the student’s parent(s) express a wish to make representation.

9.    Banned Items

9.1.    The following items are not permitted on the school site: caps, stink-bombs, lighters, cigarettes, skateboards, roller skates, laser pens, steel-capped boots and other non-uniform footwear, jewellery including facial piercings and junk food*.  This list is not exhaustive and the school maintains the right to confiscate any item that is considered dangerous, offensive, inappropriate and that compromises safety or that has been identified as banned.

9.2.    Junk food includes crisps, chocolate, sweets, pastries, fizzy drinks and juices, high sugar foods and all forms of fast food.  Students are only permitted to bring water, fizzy water and flavoured water to school.

9.3.    The following items are considered dangerous and are also banned: fireworks, illegal drugs, solvents, knives, blades, pointed items, alcohol, guns (including plastic toys or replicas).

9.4.    Students found in possession of ‘banned’ items will have them confiscated and may be excluded from school. In relation to dangerous items, it is likely the school will involve the Police. The school has the authority to ‘dispose’ of banned items.

10.    Malicious Accusations

10.1.    Where students are found to have made malicious accusations against a member of staff that are proved unfounded the school will exclude the student concerned. Dependent on the severity of the accusation and the distress caused, this exclusion may be permanent.

11.    Parents/Carers

11.1.    Parents/carers are expected to behave in an adult, mature and amicable fashion at all times when on the school site or in conversation with members of staff.

11.2.    When a parent’s behaviour is giving on-going cause for concern for the governing body has the authority to ban the parent from site.

12.    Detentions

12.1.    Detentions are used as a sanction in response to punctuality, poor quality classwork, lack of or poor quality homework and behaviour concerns.

12.2.    Staff may issue ‘no notice’ detentions but are advised to give parents 24 hours written notice in the student planner, if a student is to be detained for a significant period of time after the school day, or on a Saturday. Parental consent is not required.

Alan Jones
July 2014
Deputy Headteacher