Embedded Files
Any student who commits serious or persistent breach of the new COVID-19 protection rules may be sanctioned by the Principal using the full range of sanctions available, dependent on the seriousness of the breach, up to and including in extreme cases permanent exclusion.
Vision
At The Leigh Academy we are proud of our diverse and multicultural community which is founded on the basis of mutual respect, fairness and one's willingness to take responsibility for one's actions. At The Leigh Academy students of all cultures and socioeconomic backgrounds are expected and supported to show respect for themselves and others at all times. Our vision is to ensure all students regardless of background receive outstanding learning experiences throughout their ‘Leigh Learning Journey’. In order for this to happen, high standards of behaviour are expected in and around the Academy and local community at all times, and students will be supported to ensure they reach those high standards and maximise their learning experiences each and every day. The behaviour and conduct of students supports the ‘Opening Minds to Success’ ethos and ensuring the high standards and expectations of students is adhered to through a consistent approach across the academy.
Students at The Leigh Academy have the responsibility to conduct themselves both in and outside of the Academy premises with the utmost respect for the students who attend, the staff who work there and for those who live in the local community and Dartford area. The Leigh Academy prides itself on the reputation it creates and how the students create a positive image of themselves and the school they attend. The Leigh Academy will also ensure that the Behaviour for Learning Policy ensures the safety and welfare of students. The Leigh Academy Safeguarding Policy 20/21 has also been updated in line with the government Covid-19 guidelines.
The NEW (Covid-19) focus for the foreseeable future has seen the 3 R’s of Respect, Responsibility and Resilience become key attributes we will instil during the phased return of students. In essence they are the positive learning behaviours we expect all members of The Leigh Academy to meet on a daily basis and link to The Leigh Academy Conduct Charter Appendix 2
1. Respect for conduct & learning:
Value: I will demonstrate consistently at all times the respect I have for myself and the respect I have for others.
You can meet this expectation by……..
· Being respectful of each other and use positive language at all times
· Work collaboratively with others
· Be committed to building positive relationships and demonstrating kindness and empathy
2. Resilience in conduct & learning:
Value: I will take responsibility for my actions and own my behaviour, ensuring I maintain a positive attitude to learning in my lessons.
You can meet this expectation by……..
· Developing a ‘can do’ approach to all tasks, activities and challenges
· Using your Emotional Intelligence
· Controlling your impulses and never giving up when faced with difficult or challenging situations
3. Responsibility for conduct & learning:
Value: I will overcome obstacles and learn from my mistakes. I will take risks in my learning to increase self confidence, overcome adversity where necessary and strengthen areas of weaknesses through grit and determination.
You can meet this expectation by……..
· Recognising that we are all responsible for the actions and choices we make
· A commitment to remain in lessons, fully focused on learning
· Removing any barriers to learning and not disrupting the learning of others
2. Roles and responsibilities
The Leigh Academy drives consistency by ensuring all members of staff have clarity on the expectations of their roles.
All members of The Leigh Academy will ensure there is no discrimination on any grounds, particularly ethnic or national origin, culture, religion, gender, or sexuality. However by recognising that children are individuals; students with specific learning needs or a disability may require reasonable adjustments on occasions, any adjustments will be clearly identified and communicated via a student’s Student Support Plan (SSP). It is also important to ensure that the concerns of students are listened to and appropriately addressed.
The Governing Body will support the Academy in maintaining high standards of behaviour. It will establish, in consultation with the Principal, staff and parents, the policy for the promotion of good behaviour and keep it under review. It will ensure that it is communicated to students and parents, is non-discriminatory and the expectations are clear. Through the appeals process outlined in the Leigh Academies Trust Exclusion Policy they will ensure that statutory requirements have been met in cases of exclusion.
The Principal is responsible for ensuring that the Behaviour for Learning culture and ethos is core to all Academy policy, protocols and practices. The Principal is also responsible for making final decisions on exclusions across the Academy. In doing this she is also responsible for making sure statutory requirements are met for both the Department for Education and Governors.
The Academy Senior Leadership Team (SLT) are responsible for the implementation and day-to-day management of the Behaviour for Learning policy and procedures, they have a responsibility to ensure that all staff in the Academy take a consistent approach to behaviour management. The SLT will ensure that effective Professional Development (PD) is delivered with regards to behaviour management and the implementation of this policy. They are also responsible for dealing with serious incidents where the Director of Learning/Coordinator of learning or Student Services Manager is not available or feels the matter is serious enough to be referred to a Principal for action. Heads of College are responsible for collating all documentation that will be required for the Principal to make a decision on internal, external or permanent exclusion.
Directors of Learning (DoLs) & Co-ordinator of Learning (CoLs) have a core responsibility to ensure that learning comes first. This means that as a priority they have to ensure that there are consistently high standards of behaviour in their Learning Areas. They should work with their teams to ensure that their planned curriculum removes any potential barriers for learning. DoLs/CoLs also need to ensure that the Behaviour for Learning policy and the Academy’s expectations are fully and consistently applied. Any reasons for intervention at DoL/CoL level should be fully and appropriately implemented such as supporting teaching staff setting S1 detentions and participating and supporting the daily centralised S2 DoL detentions.
The Student Services Manager (SSM) identifies and accepts referrals for a range of different students, where there is a particular group or an individual student that is not responding positively to the Academy agreed procedures and systems. Referrals will be discussed at College Senior Leadership Team Meetings where appropriate support will be put in place. This could be a range of strategies including in class support, team teaching, allocation of time from a mentor, focused short-term group work including a personal support plan (PSP) or placement in a year group behaviour ‘bubble’ designated area.). In serious cases the Student Services Manager will also plan for intervention from external agencies, alternative provision, part time timetables, Pastoral Support Plans (PSPs).
Teachers and Tutors will be responsible for ensuring that the policy and procedures are followed and are consistently and fairly applied. They also have the responsibility, with the support of the College leadership teams and their DoLs/CoLs, for creating a high quality learning environment, ensuring all students take responsibility for their learning and their own behaviour whilst building effective and positive relationships with the students in their care.
The Leigh Academy Home/Academy Agreement Appendix 3 addresses the core rights and responsibilities of students and staff and can be used when the initial relationship is being established with the teaching group. The core routines are a teacher/tutor’s responsibility and address issues such as:
Seating plans
Expected and acceptable noise levels
Appropriate cues for class discussion and ‘talk time’ expectations
Appropriate/reasonable movement around the learning environment
Organisation and the distribution of equipment
Entry and exits to the learning environment
Support Staff and Volunteers will be responsible for ensuring that the policy and procedures are followed and are consistently and fairly applied. They also have responsibility, with the support of the Principal, for creating a high quality learning environment and sharing the expectations for good behaviour.
Students are expected to take responsibility for their own behaviour and will be made fully aware of the Behaviour for Learning Policy by the College through assemblies and the Tutor Time Programme, procedures and expectations. Staff also have a responsibility to ensure that incidents of disruption, violence, bullying and any form of harassment are reported via the Bromcom consequence system. All students will read, and abide by the Home/Academy Agreement.
Parents/Carers are expected to take responsibility for the behaviour of their child, both inside and outside of the Academy and in particular with the use of Social Media. They will be encouraged to work in partnership with the Academy to assist the Academy in maintaining high standards of behaviour and will have the opportunity to raise with the Academy, any issues arising from the operation of the policy. When additional support is required for an individual student it is essential that parents/carers engage fully with any Pastoral Support Plans or behaviour contracts produced through meetings with the HoC and AHoC.
Anti Bullying Policy
The Leigh Academy Anti Bullying policy Appendix 4 aims to ensure its students are kind, caring and empathetic of one another no matter of religion, race, gender or sexuality. Staff and students are proud of its multicultural, diverse and inclusive environment that ensures all students are fully aware of the serious consequences of bullying. The Leigh Academy ensures students regularly discuss the impact of bullying through it’s PSHE and Healthy Minds programme, assemblies and Tutor Time programme. The Leigh Academy is committed to train and support students through the ‘Diana Award anti bullying ambassador programme’. Students are trained to support one another through mentoring as well as deliver training to students throughout the academy. The aim is to eradicate all bullying and ensure students all feel safe and happy at all times during their time as a Leigh Academy student.
Sexual violence aand Sexual Harrassment
The Leigh Academy SLT and staff team will ensure that any type of unwarranted sexual behaviour, comments, sexual jokes or sexual harassment of any kind will not be tolerated. Students who make a complaint will have their concerns taken seriously with a full investigation made into these accusations. Any victims of sexual violence or harrassment will be supported with appropriate help and the support of counsellors and The Leigh Academy pastoral team. Students will also be provided with positive educational training via the Healthy Minds programme. Students will have a clear understanding of key issues such as ‘Consent’, ‘Sexual Violence’ and ‘Sexual Harrassment’. Any student found to have engaged in any type of negative sexualised behaviour will not only be sanctioned inline with the behaviour policy but will also be reported to the police, referred to social services and offered educational support if necessary.
Involvement of outside agencies
The Academy works positively with external agencies. It seeks support from them to ensure that the needs of all students are met by utilising wherever possible a range of available external support. These companies, individuals or professional agencies all offer a wealth of support, especially those with mental health or emotional well being issues. Counselling mentoring and other support programmes through the NHS Trailblazer scheme are available to the Leigh Academy students and their families.
Procedures and guidelines
All members of The Leigh Academy community are valued and have a positive contribution to make to ensure that The Leigh is a safe, secure, supportive environment where students can learn to the best of their ability, and where teachers provide challenging and engaging learning opportunities for our students.
The Principal and Heads of College in consultation with the staff will develop the procedures arising from this policy. The procedures will make clear to the students how acceptable standards of behaviour can be achieved and will have a clear rationale, which is made explicit to staff, students and parents. The procedures will be consistently and fairly applied and promote the idea of personal responsibility with every member of the Academy having a responsibility towards the whole community.
All students will be required to follow the government guidelines and Leigh Academy covid behaviour standards when travelling to and from the academy and throughout the working day. The safety and welfare of staff is paramount and failure to comply with these procedures will result in serious consequences.
Standards and Expectations: Rewards
Students respond best to praise and reinforcement of positive behaviours is the basis of our Rewards and Consequences Programme as we will always look for good in all students. To this end great emphasis is placed on rewards and recognising achievement and success. Staff will work actively to remove and discourage any barriers to learning within The Leigh Academy.
The Leigh Academy Rewards and Consequences procedure is based around the choices that students make, in that the student is primarily responsible for their choices. Please find a link to our Stages of Rewards R1-5 Appendix 5 here.
The League of Excellence provides a system that rewards the students. This takes into account their good behaviour, excellent attendance and punctuality and academic reports attitude to learning grades (A-D). The reward system allows students to be ranked within their Tutor Group, Year Group and within the whole Academy. Students are then rewarded with a variety of different prizes that range from lunches, certificates, badges to lunch with their Year Group Leadership team and afternoon tea with the Principal.
A system of reward is the primary tool in managing Attitudes to Learning at The Leigh Academy. The level of reward increases with the level of positive Attitudes to Learning displayed by students and include, among others:
Verbal praise
Reward points
Telephone call/letter home
Praise postcard home (College or Learning Area)
Nomination for Learning Area Award in Academy award events
Certificates
College based Reward Catalogues
End of year College or Academy award events
Fast Track Lunch pass
Restaurant vouchers
Represent the College or Academy as student ambassadors
Standard and Expectations: Consequences
The Leigh Academy Stages of Behaviour S1-5 Appendix 6 is based on the ethos of displaying our core values of Respect, Resilience & Responsibility outlined in The Leigh Academy Conduct Charter. Students can receive a number of different rewards for displaying these core values, if students at times fall short of these core values then sanctions will be applied as a supportive measure in line with our Leigh Academy Behaviour Stages.
Negative Consequences: Sanctions
To ensure a consistent approach, standardised escalated sanctions (S1 – 5) are used at The Leigh Academy, with all staff using similar techniques and systems. A system of consequences is used to correct and challenge when students are making poor choices, which may prevent themselves and others from learning. At all stages of the consequence system students should be given the opportunity to reflect and change their Attitudes to Learning to make positive choices to de-escalate situations which should be recognised and rewarded.
In addition to the subtle methods staff have at their disposal to correct and challenge poor choices and attitudes (catching their attention, fingers to lips, positive pauses, asking a question etc) staff will use the Leigh Academy Classroom Conduct Warning System Appendix 7 within their class. Students will follow the system below and any detentions will take place in the allocated Year Group ‘Bubble’ Detention Rooms.
Non verbal warning - to deescalate unwanted behaviours.
Verbal warning if behaviour continues.
Same day detention (15 mins) and logged on Bromcom.
Removal from the lesson, with work, to ‘Bubble Exit room’ S2 detention (30 mins), logged on Bromcom to provide 24 hours notice to parents.
SLT detention (60 mins), logged on Bromcom and a phone call home to provide 24 hours notice to parents. This will take place on a Friday at the end of the academy day.
Centralised detentions daily in each year group bubble, to ensure sanctions are immediate and a fresh start given as soon as possible.
Detentions should always allow an opportunity for restorative work to be completed between the member of staff and students, which will involve the student catching up on work missed, discussing or writing about ways to improve Attitudes to Learning. Consequences will be logged Appendix 8 via the Bromcom system.
Poor Attitudes to Learning across a range of subjects and any serious incident will be dealt with by the DoL/CoL and/or the College SLT. In addition to The Leigh Academy consequences system additional ones such as the following may be applied:
Prevention from going on trips/visits.
Prevention from representing the Academy in sports fixtures
Telephone call/letter home (this should be of a constructive nature) Mediation and restorative approaches
Community service
Report – including Learning Area, DoL, Tutor, SSM, AHoc, Hoc, Principal.
Internal Isolation (CSC)
Fixed term exclusion (see Leigh Academies Trust Exclusion Policy)
College move
Managed move via the local Dartford Inclusion Forum
Permanent exclusion (see Leigh Academies Trust Exclusion Policy)
Referral to North West Kent Alternative Provision Service for a respite or permanent placement
Unsupervised Periods of time
Incidents which occur at The Leigh Academy during travel to and from the Academy, transition time between lessons, break time, lunchtime or after school will be dealt with by Tutors, Teachers, SSMs, DoLs/CoLs and/or College SLT and will follow the Rewards and Consequences programme.
Interventions beyond Consequences
If a student continues to make poor choices, is regularly receiving consequences or is unable to address their poor attitudes to learning without support, it will be necessary for further intervention to be applied. The aim of the additional intervention will be to reduce the risk of isolation or exclusion for a fixed period of time. Interventions including the ‘Behaviour Improvement Programme (BIP)’ ELSA and Lego therapy may be used to support the poor choices being made by students. Mentoring and interventions from external sources will be used but only when covid 19 restrictions make this possible.
Reports can be used for short periods of time e.g. two weeks and should relate to specific areas of concern e.g. Punctuality, Attitudes to Learning, Respect towards staff and peers.
Reports should normally be issued by Tutors, SSMs, Assistant Heads of College or Heads of College and are checked on a daily basis. When a Tutor raises an area of concern College Leadership Teams may agree for a student to be placed on report to the Tutor.
The student is responsible for handing the report to subject teachers at the start of each lesson. The student must be aware of why they are on report and what the report process is designed to achieve.
Parents/carers must be informed that a student is on report. Parents are required to sign the report daily and must be contacted at the beginning and end of the report process to discuss progress made and the need for any further action. At the end of the reporting period the report card must be passed on to the College Admin and placed on the student file as a record of the intervention.
Details of the report should be entered on BROMCOM and the report tracker, which is held in each College.
The Tutor, SSM and Assistant Head of College should be informed when a student is to be placed on report, in advance.
PSPs are personalised intervention plans designed to support students who are at risk of permanent exclusion or students who are at risk of becoming disaffected through repeated Fixed-Term Exclusions. The PSP is a young person centred approach to address the inclusion of students with challenging behaviour from a range of perspectives. Targets are set for both the student and for the range of agencies involved with the young person. Key to this process is the regular review of the PSP involving the Academy and parents/carers that enables close monitoring of the student within the academy environment.
The Leigh Academy sets the highest standards and expectations for all staff and students to meet as they provide the framework for all that we do on a daily basis. During the phased return from Covid -19 there is a new responsibility for all students to ensure Social Distancing is adhered to in line with government recommendations.
Social Distancing at The Leigh Academy
All students will be required to remain in their designated Year group ‘Bubbles’ during the Academy day. Students will be required to arrive and leave the Academy from designated points as well as attend lessons in specific areas of the academy building. Students will be required to maintain social distancing wherever possible and ensure high standards of ‘tactile and respiratory hygiene’. Students must not have any physical contact with one another, share equipment or food or put staff or students at risk of transmission through poor conduct. Failure to adhere to these standards will result in serious consequences such as detentions or a period of isolation or Fixed Term Exclusions. Students who repeatedly fail to follow these guidelines will risk their long term placement at The Leigh Academy.
Community (On & offsite)
Students will arrive on time at their allotted time to avoid transmission with other groups.
Students will be required to stand on the specified social distancing spots are The Leigh Academy reception.
Students will remain socially distanced from their peers at all times.
Students must follow staff instructions and be compliant to staff requests at all times.
Break & lunches are important times for students for both their physical and mental health, students will be outside (weather dependent) as much as possible to maximise ventilation.
Students must remain socially distanced from their peers during breaks and lunches for the safety of themselves and those around them.
Classrooms
Students and staff will sanitise their hands before entering the classroom for each lesson.
Teachers/cleaning staff will frequently wipe down classroom desks and surfaces.
All classrooms will have socially distant fixed seating and pupils must sit in the same place at all times, following staff instructions when given.
Windows will be kept open during lessons to maximise ventilation.
Group activities / close contact between individuals should not occur.
Stationary & equipment will not be shared.
Conduct
Students must remain socially distanced throughout the Academy. When walking between different areas students must remain 2 metres apart (where possible) for the safety of themselves and others. This is a non negotiable.
Students are expected to wear their facemask during all transitions around the building for their safety and the safety of staff. This is a part of their uniform at The Leigh Academy and should be on them every day. Failure to do so can result in sanctions as per the Leigh Academy S1-5 Behaviour Stages.
Students should respect the Academy environment and refrain from shouting or being overly boisterous whilst transitioning around the Academy. This maximises safety around the building and helps to maximise learning of students still in learning areas.
Students are expected to maintain excellent conduct in the local community, on public transport and at any point wearing The Leigh Academy uniform in a public place.
The Leigh Academy conducts an ‘On site Out of sight policy’ at all times throughout the academy day Mobile Phone Policy Appendix 9. Students must ensure all electronic devices are away and not seen at any point under any circumstances. Any contact parents/carers need to make with their child during the school day will need to be made via their child’s college admin.
If a student is found to be using their mobile phone against the policy of the Academy the following sanctions will be issued without exception and all detentions will be allocated to the Year Group Bubble detention rooms.
1st Time = M1 phone confiscated and student is to serve a 15 minute detention at the end of which they will receive their device back.
2nd Time = M2 phone confiscated and the student is to serve a 30 minute detention at the end of the Academy day on the Friday of that week. Students will then be able to collect their phone from the main reception of the Academy.
3rd Time = M3 phone confiscated student to serve a 1 hour SLT detention and parents required to collect phone from main reception.
Once a student has reached the M3 threshold they will remain there for the rest of the academic year. Any future misuse of mobile phones will result in a repeat of the M3 sanction listed above each and every time the misuse occurs. We understand that as parents you will be concerned for the safety of your child to and from the academy, and this will be a factor in the reason your child has a mobile phone. As an Academy we always want to ensure our students are safe at all times but it is the responsibility of each student to ensure their phone is switched off and reminded ‘out of site’ for the entire duration of the academy day.
Internal Isolation can occur for a range of reasons, including when an ‘S4’ has been issued; the Head of College or Assistant Head of College will make final decisions on Internal Isolations. A 1 day internal isolation will be used after a reintegration meeting following a Fixed Term Exclusion. This is to ensure students are prepared and ready to re enter the main Academy with a positive mindset.
SSMs or AHoCs will phone parents/carers with details and arrangements the same day.
The SSM or College Admin support will communicate this to all staff by email.
The Internal Isolation will begin immediately and will last for the equivalent of one Academy Day followed by a full day internal isolation in the Year Group ‘Bubble’ intervention room.
Staff will be provided with enough time to ensure appropriate curriculum has been planned and students will be able to spend the period of time learning constructively using the specific Learning Area Internal Isolation Resources and will also engage in reflective, restorative activities. Students in Internal Isolation will not be allowed out at break or lunch with their College but will be given alternative supervised times during the day to have refreshments. All access and privileges to electronic devices will be removed for the isolation period.
Exclusions whether for a fixed period of time or permanent can only be issued by the Principal and will only be taken as a last resort. These will be issued for the following reasons.
In response to serious or persistent breaches of the Academy’s Behaviour for Learning Policy
If allowing the student to remain in the academy would seriously harm the education or welfare of the student or others in the Academy.
Following a Fixed Term Exclusion a Reintegration Meeting, using restorative approaches, will take place where a PSP will be issued to enable the student to reflect and be successfully readmitted back into The Leigh Academy. Prior to the meeting the SSM, AHoC or HoC will agree the PSP targets and areas of focus for the student, which are shared and agreed with the student and their parent/carer at the Reintegration Meeting. Students will also be encouraged to set themselves a target to be included in the post exclusion report. A signed copy of the PSP will also be sent home. The student will also be required to serve a day in the CSC as their restorative justice preparation to return to their usual curriculum.
The Leigh Academy Attitude to Learning Stages of Intervention
The aim of each stage of intervention is to enable students to move forward in a positive way and provide a network of support and interventions to ensure that every opportunity is given to students to remove the barriers to learning. It is intended to help avoid the student gaining further consequences, which could lead to a fixed term or permanent exclusion. A flow diagram for the Attitude to Learning Stages of Learning Appendix 10
Stage 1 Attitude to Learning Intervention – DoL//CoL, Tutor
Students are placed on a Stage 1 Intervention due to repeated S1, 2 and 3 Consequences, or through the monitoring of the student’s Attitude to Learning scores on their Module report. Parents will be invited to attend a Stage 1 Intervention Meeting where the DoL and / or Tutor will raise the concerns and clear targets set for a report period of two weeks. A Stage 1 Intervention Review Meeting will take place with parents/carers at the end of the Stage 1 Intervention where either of the following outcomes may occur:
1. Targets met – Stage 1 Report ends and the student is positively rewarded.
2. Targets not met – Stage 1 Report continues for a further 2 weeks followed by a further review Meeting with parents/carers, if after a further two weeks the Targets are still not met the student will move to Stage 2.
Stage 2 Attitude to Learning Intervention – SSM
Students are placed on a Stage 2 Attitude to Learning Intervention for one of the following reasons:
1. Stage 1 Attitude to Learning Intervention targets not met
2. A one off serious incident, a number of exit slips, Internal Isolation, a Fixed Period Exclusion for the first time.
Parents will be invited to attend a Stage 2 Attitude to Learning Intervention Meeting, which could also be the Reintegration Meeting following a Fixed Period Exclusion, where the concerns will be raised by the SSM and clear targets set (Appendix 3) for a report period of two weeks. A Stage 2 Intervention Review Meeting will take place with parents/carers at the end of the Stage 2 Attitude to Learning Intervention where either of the following outcomes may occur:
1. Targets met – Stage 2 Report ends and the student is positively rewarded.
2. Targets not met – Stage 2 Report continues for a further 2 weeks followed by a further review Meeting with parents/carers, if after a further two weeks the Targets are still not met the SSM will discuss the potential involvement of additional services and subsequent Stage 2 Interventions. Further Review Meetings will occur and if positive outcomes are not achieved the student will proceed to a Stage 3 Attitude to Learning Intervention and a PSP will be put in place.
Stage 3 Attitude to Learning Intervention – Assistant Head of College
Students are placed on a Stage 3 Attitude to Learning Intervention for one of the following reasons:
1. Stage 2 Attitude to Learning Intervention targets are not met and there has not been a positive outcome at Stage 2
2. A one off serious incident, Internal Isolation, more than one Fixed Period Exclusion, persistent disruption.
Parents will be invited to attend a Stage 3 Attitude to Learning Intervention Meeting, which could also be the Reintegration Meeting following a Fixed Period Exclusion, where the concerns will be raised by the Assistant Head of College and clear targets set for a report period of two weeks. A Stage 3 Intervention Review Meeting will take place with parents/carers at the end of the Stage 3 Attitude to Learning Intervention where either of the following outcomes may occur:
1. Targets met – Stage 3 Report ends and the student is positively rewarded.
2. Targets partially met – Student returns to Stage 2 for two weeks
3. Targets not met – Stage 3 Report continues for a further 2 weeks followed by a further Review Meeting with parents/carers, if after a further two weeks the Targets are still not met the Assistant Head of College will discuss the potential involvement of additional services and subsequent Stage 3 Interventions. Further Review Meetings will occur and if positive outcomes are not achieved the student will proceed to a Stage 4 Attitude to Learning Intervention and a PSP will be put in place.
Stage 4 Attitude to Learning Intervention – Head of College
Students are placed on a Stage 4 Attitude to Learning Intervention for one of the following reasons:
1. Stage 3 Attitude to Learning Intervention targets are not met and there has not been a positive outcome at Stage 3.
2. A one off serious incident, persistent disruption and failure to engage with the Stage 3 Attitude to Learning Intervention.
Parents will be invited to attend a Stage 4 Attitude to Learning Intervention Meeting, which could also be the Reintegration Meeting following a Fixed Period Exclusion, where the concerns will be raised by the Head of College and clear targets set for a report period of two weeks. A Stage 4 Intervention Review Meeting will take place with parents/carers at the end of the Stage 4 Attitude to Learning Intervention where either of the following outcomes may occur:
1. Targets met – Stage 4 Report ends and the student returns to Stage 2 Attitude to Learning Intervention and will report to the SSM for 1 week.
2. Targets not met – HoC Contract begins for 4 weeks followed by a further Review Meeting with parents/carers, if after four weeks the HoC Contract Targets are still not met the Principal will discuss the potential involvement of additional services, Alternative Curriculum provider and subsequent Stage 5 Attitude to Learning Intervention.
Parents will be invited to attend a Stage 4 Attitude to Learning Intervention Meeting to discuss an internal transfer to another College within the Academy for a 6-week trial period. The Head of College will complete the necessary paperwork and procedures as outlined in the Transfer of Students Policy. A Stage 5 Intervention Review Meeting will take place with parents/carers at the end of the Stage 5 Attitude to Learning Intervention where either of the following outcomes may occur:
3. College transfer successful, student transfers to new College.
4. College transfer is not successful – Return to original College, Managed Move via the Local Dartford Inclusion Forum for a trial period of 12 weeks, if the move is unsuccessful a place at Alternative Curriculum will be arranged.
Finally, The Leigh Academy prides itself on its multicultural, diverse and inclusive community. The students are required to be tolerant, kind and supportive of one another and should be inclusive of all students. Every student has the right to an excellent education no matter what race, culture, gender or if part of the LGGT community. Any student who is found to be bullying or involved in any type of prejudice will not be allowed to remain as part of The Leigh Academy family. Drugs, weapons or other illegal items being brought onto the Academy premises will also result in the termination of their placement at The Leigh Academy.
References:
Penn Resilience Programme
Churches, R and Terry, R (2007) NLP for Teachers: How to be a highly effective teacher. Crown House Publishing Limited
Rogers, B (2007) Behaviour Management – A Whole School Approach. Sage Publications
Reviewed August 2020 SLI & MPI.
Appendices:
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