Behaviour

Our Approach

“Good Behaviour in schools is central to good education.” DFE, Behaviour in Schools, February 2024

We wish to encourage and develop behaviour of the highest possible standard.  We see this as part of developing the full positive potential of every individual.  This also enables others to achieve their full potential.  We aim to create a strong, positive, and caring ethos that values every individual and every individual’s achievement. This centres upon our school being an orderly and well-regulated community, where all pupils cooperate to ensure a safe and productive learning environment for all.

Schools are busy and dynamic places; expectations need to be understood so that we maintain an orderly environment where all pupils can feel safe and can succeed, especially in our constantly growing College.  We aim to provide a balance between reward and consequence and to provide opportunities for all to be praised for their efforts and achievements. Our behaviour procedure is focused on supporting our 'Respect Value’ which was devised by pupils and based on the principles of respect.

 

Roles and Responsibilities

Parents are expected to:

• Support their child in understanding and adhering to the school’s 'Respect Values’, uphold our expectations, and support any consequences that their child may receive.
• Inform the school of any changes in circumstances that may affect their child’s behaviour.
• Discuss any behavioural concerns with the school promptly.
• Be respectful in communications with the school and members of staff.
• Read, agree to, and sign the Home-School Agreement. 

Pupils are expected to:

• Engage with the school’s 'Respect Values’ and ensure they understand it.
• Engage with the school to understand why certain expectations are in place and consider how these impact themselves, the school community, and the wider community.
• Serve consequences given and use the time and resources available to reflect on the impacts of their behaviour.
• Always behave safely and report to staff immediately any concern they may have about their own or another’s safety, either in person or via the ‘Report a Concern’ button on their iPad.

Governors:

• The governing body is responsible for monitoring the behaviour procedure and its effectiveness across the school.
• The Chair of Governors will be involved in any high-level decisions.
• The Governors’ Discipline Committee may be invoked at parental request.

The Principal:

• Will ensure that the school ethos and leadership encourage positive behaviour.
• Will ensure that staff follow the policies in place to educate, reward and issue consequences
• Has overall responsibility for reviewing and approving the behaviour procedure.

All staff are responsible for:

• Modelling the school’s ‘Respect Values’, ethos, and positive behaviour.
• Implementing the rewards and behaviour procedure consistently.
• Providing a personalised approach to specific behavioural needs of particular pupils.
• Recording and following up on behavioural incidents.

Pastoral Staff

Year Team: Head of Year (HoY), Assistant Head of Year (AHoY) and Pastoral Support Officer (PSO)

This team works together to develop and lead a full tutor programme, making sure that each pupil is prepared for their day-to-day school life and life beyond Cambourne Village College. The HoY leads this team and is be supported by a senior leader and the Deputy Principal (Pastoral) to ensure all members of our community follow the RESPECT values. They will strive to ensure that any behaviour issues are carefully investigated and communicated, that consequences are consistently applied, and that the successes of the year group are celebrated. They will be highly visible around the school and each year team has an office space where students can visit should need support.

Tutors:

Each pupil is assigned a tutor group or provision and supported by their tutor who will register them each morning. The tutor should be the first point of contact for pupils and parents.  Tutors will support pupils to understand the expectations in place and the reasons for these.

*Where a pupil has been assigned to a provision, the role of the tutor may be reassigned to the provision lead or designated staff member in the space.

 

Rewards

Engaging with and upholding the ‘Respect Values’ is encouraged through the Rewards System.  Staff will use both rewards and consequences to encourage and develop good behaviour, and positive engagement with school.   The aim is always to encourage positively through appropriate rewards. 

Staff have a range of positive rewards to encourage good behaviour. 

These include:

• Verbal encouragement
• Positive written feedback
• Logging of positive contributions and classwork on BromCom
• Postcards and letters home
• Further communication with parents
• Prizes/ nominations for recognition events
• Whole class rewards such as a popular activity
• Awarding of positions of responsibility, such as prefect status or being entrusted with a particular decision or project.
• Principal’s Award

 

Failure to Meet Expectations: Consequences

When pupils fail to meet expectations, an escalating scale of measures and consequences is employed to address and discourage inappropriate behaviour.  The model has been designed to minimise the potential for the persistent disruption of learning by any individual.  It makes clear that persistently impeding others’ learning, harming others or causing disruption to our school community, can ultimately lead to a pupil leaving the school.

Measures include:

• Restorative approaches
• Verbal warnings
• Low key conversations
• A moment outside the classroom
• A change of seat / seating plan / class
• Support from pastoral teams or departments
• Communication with parents via BromCom / email / telephone
• Detentions
• Reports
• Community Service
• Independent Study Room (ISR)
• Seclusion
• Temporary Suspension
• Pastoral Support Plan (PSP) in liaison with Local Authority
• Managed Move / Alternative Provision/Off-site direction
• Permanent Exclusion

The aim is always to use the consequence that is the most appropriate to address the behaviour in question. Wherever possible, a restorative approach will be applied. We will seek to discuss a situation with the individual(s) involved to discuss what happened, their perspective, our perspective and how things can move forward.  During this time of reflection pupils can ask questions, discuss their views but this should be in a constructive manner.  We hope that this helps develop different perspectives towards situations and educates individuals to understand the impact of their actions on all parties.

 

Cambourne Village College Respect Values

 

In Classroom Respectful Behaviours

 

In Classroom Behaviour(s) and Consequences

 

In Community Behaviour(s) and Consequences