Relationship Policy

 Our promise to young people, parents and other stakeholders is that: 

Young people will receive high quality learning and teaching, 

Appropriate support at the correct time, 

A commitment to communicate as effectively as we can.  

Foreword

At Arbroath High School, we understand that the best interests of our young people must be a top priority in all decisions and actions that affect them. Our new relationship policy has been designed to ensure that discipline in Arbroath High School must respect children’s dignity and their rights, as well as ensuring that our young persons have equal respect for each other and staff. The aim of this policy is to establish and maintain a school climate that is based on positive relationships and mutual respect between teachers and young people.

This will encourage excellent learning and teaching to take place and for the school to be a fantastic learning environment for our young people.   

Through a range of proactive skills and strategies, all staff will play their part to encourage young people to: 

• Be confident individuals 

• Be successful learners 

• Be effective contributors 

• Be responsible citizens 

We will do this by developing clarity and consistency whilst maintaining a high standard of communication with all stakeholders.  

Our expectations are that: 

1.   All learners will be supported to achieve their best.  

2.   All staff feel empowered to take ownership of behaviour within the school; 

3.   All learners will fully engage in lessons.  

4.   Expectations and rules are set out clearly and applied consistently;  

5.   Everyone is treated with respect and dealt with fairly at all times.  

6.   Fresh start every day. 

On Call 

On call is facilitated by SLT and PT colleagues. This is over and above non-contact time and is part of the school management system.  

If a faculty has exhausted all routes as detailed in the behaviour check section, On-call should be called by the PT but there may be some circumstances when a teacher would call.  On call will attempt to resolve the matter and allow the learning and teaching to take place again as quickly as possible. We are aware that this might not always be the case and a young person may need some cooling off time. In this instance, the person on call will use their discretion to act appropriately to support staff and young persons.   

Mobile phones and other electronic devices 

It is the expectation that no mobile phone or other electronic devices will be visible within any classroom unless the teacher gives an express instruction for phones to be used for a learning purpose.  Mobile phones should not be visible in the corridors between classes and earphones/headphones should not be used at this time. Young persons will be asked to remove these items from their ears and place their electronic devices in pockets/bags.  

Stages of Intervention 

1.   Verbal warning 

Young persons will be given a verbal warning and reminded of how to behave in a positive fashion 

2.   Second Verbal Warning or move of seat 

The teacher will then give a second warning; they may feel a move of seat would be best for the learning in the classroom.  

3.   Restorative conversation in the corridor 

The teacher will ask the young person in question to stand outside the classroom so they can have a conversation discreetly. The aim of this conversation is to return the young person to the classroom and re-focus them onto their task in class. The result of this conversation is that the young person is returned to the classroom or they move to step 4. If a member of SLT encounters a young person in the corridor outside a room, they will explore the reasons for this and facilitate the young person returning to class.  

4.   Move of classroom (Good Neighbouring) and a restorative conversation with class teacher when the teacher feels the young person is ready 

Young persons will complete their class work in another room when being good neighboured, this does not need to be the PT Faculty. (Faculties will have a good neighbour timetable produced for the academic year.) They must also engage in the restorative conversation with their teacher at the end of the lesson (If appropriate).  The teacher who moved the young person must be satisfied that the work is complete to a good standard. They must also be satisfied that the restorative meeting has been successful (using our script) and the young person can return to class the next period with a fresh start. 

5.   PT good neighbouring/action 

The PT of the faculty will take action to include good neighbouring in their classroom, discuss/investigate what has gone wrong. On call system available as part of this measure but not exclusively used on every occasion.  

6.   Removal from class the following period (Planned Good Neighbour) 

If the issue remains unresolved the PT will organise a planned good neighbour as per the “Planned Good Neighbour” protocol.  An important aspect of this protocol is to ensure the restorative conversations take place. 

7.   Further Action 

There may be occasions where restorative conversations have not been successful. A more formal restorative meeting should be arranged. This is likely to be held by the PT Faculty or DHT in charge of the young person, but it may not exclusively be by this arrangement in every circumstance.