Roles and responsibilities

• Promote the links between excellent student behaviour, academic achievement and well-being.

• Responsible for the smooth running of on - call.

• Participate in the on - call rota.

• Responsible for the smooth running of the internal exclusion room.

• Lead the serious incident investigation process.

• Support with detentions.

• Support with before school and end of day duties.

• Organise and lead behaviour interventions.

• Manage a caseload of students with welfare and behaviour needs.

• Attend PSP meetings, when required to.

• Attend meetings with parents/carers about behaviour.

Follow all the roles and responsibilities of classroom teachers in addition to:

• Take full ownership of departmental areas and corridors.

• Support and take ownership for behaviour in lessons within their department.

• Set high standards of behaviour expectations with department staff.

• Monitor and follow up behaviour in their subject areas, via the weekly behaviour tracker.

• Liaise and meet with parents/carers where behaviour issues are specific to their subject.

• Follow up homework concerns in their subject area.

When engaging with the school by phone, email or in person, parents/carers are also expected to behave in a calm and professional manner in line with expectations laid out in our visitor behaviour policy. The school does not tolerate abuse of any kind towards staff.

Follow the expectations of teaching staff.

• Teach PSHE during Wednesday tutor time, following the curriculum and resources provided.

• Act as a primary point of contact for students and parents/carers in their tutor groups.

• Refer concerns to the head of year and safeguarding concerns to the DSL.

• Monitor students’ behaviour profile on Bromcom.

Teachers consistently apply the school’s classroom behaviour policy promoting the links between excellent student behaviour, academic achievement and well-being. Teachers are responsible for the below actions.

• Greet students at the start of each lesson and supervise a silent and orderly entrance.

• Ensure students are in full uniform and all coats and scarves and non - uniform items are removed before students enter the building.

• Ensure that students place their planners and pencil cases on the desk, along with exercise books.

• Plan high-quality lessons according to the school’s lesson planning guidance.

• Ensure that a ‘do now’ activity is ready when students arrive to lessons.

• Enter concern or achievement codes where appropriate.

At the end of a lesson students are asked to pack up in a quiet and orderly manner. All students are asked to stand behind their desks in silence before being dismissed, one row at a time, in an orderly manner.

Students are not permitted to be out of lessons without a note in the planner, which should only be issued in emergencies.

• Support heads of year with the safeguarding, welfare and behaviour of their year group.

• Promote the links between excellent student behaviour, academic achievement and well-being.

• Implement behaviour interventions for specific students.

• Participate in on - call and the running of IER.

• Support serious incident investigations and lead where required.

• Support with daily whole school detentions.

• Support with before school and end of day duties.

• Oversee a caseload of students requiring welfare and/or behavioural support.

• Lead return from exclusion meetings.

• Lead intervention workshops.

• Organise and lead mediation between students.

• Liaise with parents/carers.

• Attend meetings with parents about behaviour and welfare issues.

• Oversee CPOMS for their year group (with the head of year).

• Carry out welfare checks on students.

• Oversee the holistic achievement, safeguarding, welfare and behaviour of their year group.

• Promote the links between excellent student behaviour, academic achievement and well-being.

• Establish a clear positive ethos for achievement and success within the year group.

• Delegate work to and oversee the work of their behaviour mentor.

• Have a pastoral action plan which identifies strategies to develop a cohesive year group.

• Intervene with students who are causing concerns in more than one department.

• Complete the serious incident process for all behaviours and incidences that require an internal or external exclusion.

• Conduct reintegration meetings after exclusions and before students return to lessons.

• Contact parents/carers to inform them of serious incidents or behaviour concerns.

• Offer guidance and advice to departments on individual students.

• Use assemblies to promote high expectations, inspire students and build a cohesive year group.

• Monitor behaviour through the weekly behaviour reports and take the appropriate action.

• Work with SLT to develop strategies to reduce exclusions.

• Ensure all students understand and are reminded of the key parts of the behaviour policy.

• Attend pastoral and safeguarding meetings to ensure appropriate interventions are in place for students whose behaviour or welfare is causing concern.

• Oversee the behaviour support and interventions for students reaching behaviour trigger points.

• Manage the rewards system for their year group.

• Model the implementation of this policy and hold staff to account.

• Promote the links between excellent student behaviour, academic achievement and well-being.

• Be visible around the school to maintain a calm and orderly learning environment.

• Provide support to staff, particularly where students demonstrate they have not followed instructions.

• Support departments – where a student is not responding to department intervention/sanctions.

• Support year teams – where a student causing concerns in more than one area is not responding to year team intervention/sanctions.

• Meet with parents/carers where students are causing persistent issues in the school.

• Lead post exclusion meetings with heads of year, where required.

• Support pastoral leaders to co-ordinate and plan intervention and support for students who reach behaviour trigger points.

• The governing body is responsible for reviewing and approving the written statement of behaviour principles.

• The governing body will review the behaviour policy in conjunction with the headteacher and monitor the policy’s effectiveness, holding the headteacher to account for its implementation.

• Is responsible for approving and reviewing the behaviour policy in conjunction with the governing body, giving due consideration to the school’s statement of behaviour principles.

• Promote the links between excellent student behaviour, academic achievement and well-being.

• Ensures that the school environment encourages positive behaviour and that staff deal effectively with poor behaviour, and will monitor how staff implement this policy to ensure rewards and sanctions are applied consistently.

• Is responsible for approving all fixed term and permanent exclusions, in accordance with the school’s exclusion policy.