Education in Hampshire

School behaviour policy

Roles and responsibilities

This guidance needs to be reflected in clear day-to-day operational procedures.

The value of having a named person (Behaviour Co-ordinator) within the school who has explicit overall responsibility for ensuring good communication and effective planning is being increasingly recognised. Behaviour management is often subject to poor communication, in terms of both planning and intervention. The behaviour policy needs to make clear who is expected to do what, particularly when there are separate structures for pastoral and curricular management.

Review questions: Roles and responsibilities

Does the policy:

Yes

No

Not sure

clearly define the roles and responsibilities
of support staff, class teachers, early years
co-ordinator, SENCo, form tutors, heads of
year, heads of department, behaviour
co-ordinator, deputy head teachers and head
teacher in relation to behaviour management?

state clearly the lines of referral and
expressions of concern etc?

specify clearly who is available as advice
and support for staff?

specify clearly roles and responsibilities in
relation to referral to outside agencies?

clearly specify roles in relation to
communication with parents re behaviour
difficulties etc.?

Who develops the behaviour policy and how is it done?

In the majority of cases, the development of a behaviour policy starts with a review of the existing one. The policy document will be more effective if it is "owned" by the members of the school community. This ownership will be enhanced in direct proportion to the level of input they have had in the formulation of that policy. Both the process of creating the behaviour policy and product itself are important.

Before the development of a behaviour policy, it is important that the school governing body has produced guidance about school ethos.

It may be helpful to begin by devising a plan for the overall process itself. Roles and responsibilities in this process need to be clearly formulated. Good practice suggests the existence of a small working group, chaired by a member of senior management, and involving representative teachers, support staff, governors, parents and, if age appropriate, pupils.

It is then useful to carry out an audit of existing practice. This could involve:

1 consulting on the values, beliefs, experiences of the members of the school community about how to promote pro-social behaviour and how to discourage inappropriate behaviour. Particular attention needs to be paid to the consultation with pupils and parents. Pupils can provide insights into how good behaviour may be encouraged and difficult behaviour discouraged.

2 investigating current patterns of perceived difficult behaviour or problem areas (in terms of what, where, when and who). This assessment of the current situation requires careful and sensitive planning as it may well relate to:

· areas of the curriculum

· physical environment

· profiles of pupils

· profiles of staff

Data collection is needed to monitor the effectiveness of the new policy.

Review questions: Who develops the behaviour policy and how is it done?

	Yes	No	Not sure
1 Has the governing body produced a framework which describes the best school ethos?
2 Are the roles and responsibilities involved in reviewing the policy clearly stated?
3 Has data been collected about type, frequency and place of existing behaviour problems
4 Have the following been actively consulted for their views as part of initial data collection? Governors Senior management All teachers All non-teaching staff Parents Pupils The wider community

Monitoring and evaluating the impact of the behaviour policy

The behaviour policy should be seen primarily as a working document, subject to revision in the light of changing circumstances and impact on actual practice. The headteacher has responsibility for ensuring that the policy is monitored and formally evaluated by a specified date.

Review questions: Monitoring and evaluating the impact of the behaviour policy

Yes

No

Not sure

1. Are monitoring arrangements clear?

2 Are roles and responsibilities for carrying out this monitoring clearly specified?

3 Are time-tables for this review clearly established?

4 Does the policy effectively support the day-to-day management of behaviour difficulties?

5 Does the policy use existing resources as efficiently as possible?

6 Does the policy actively promote the principles of equality of opportunity for all pupils?

7 Is the policy document written in plain, jargon free language?

8 Does the policy avoid unnecessary bureaucracy particularly in relation to written communication and record keeping?

9 Has a specific date been set for the formal evaluation of the behaviour policy, and is it clearly stated who will manage the process?

10 Have the criteria been established for evaluating the success of the behaviour policy?

Does the policy:	Yes	No	Not sure
clearly define the roles and responsibilities of support staff, class teachers, early years co-ordinator, SENCo, form tutors, heads of year, heads of department, behaviour co-ordinator, deputy head teachers and head teacher in relation to behaviour management?
state clearly the lines of referral and expressions of concern etc?
specify clearly who is available as advice and support for staff?
specify clearly roles and responsibilities in relation to referral to outside agencies?
clearly specify roles in relation to communication with parents re behaviour difficulties etc.?

	Yes	No	Not sure
1. Are monitoring arrangements clear?
2 Are roles and responsibilities for carrying out this monitoring clearly specified?
3 Are time-tables for this review clearly established?
4 Does the policy effectively support the day-to-day management of behaviour difficulties?
5 Does the policy use existing resources as efficiently as possible?
6 Does the policy actively promote the principles of equality of opportunity for all pupils?
7 Is the policy document written in plain, jargon free language?
8 Does the policy avoid unnecessary bureaucracy particularly in relation to written communication and record keeping?
9 Has a specific date been set for the formal evaluation of the behaviour policy, and is it clearly stated who will manage the process?
10 Have the criteria been established for evaluating the success of the behaviour policy?