In this section you will find information relating to the behaviour management.
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Parenting Contracts and Parenting Orders are important additions to the interventions available to promote better behaviour in school. Improving behaviour is essential to improve children's educational prospects and to avoid putting them at risk of criminal or anti-social behaviour.
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These measures are intended to help ensure that parents take seriously their responsibilities to ensure their children regularly behave well when they are in school.
Whilst the Guidance (see background papers) does not have the force of statute, there is an expectation that it will be followed unless there is good reason to depart from it.
Head teacher Consultation - Parenting Contracts and Orders Strategy
Behaviour Support Plan: Selections from Newcastle's Complete Works
Managing Behaviour: Policy for Schools - Example 1
Managing Behaviour: Policy for Schools - Example 2
Use of Force to Control or Restrain Pupils - Non Statutory Guidance
1. Make sure that consistent, excellent teaching practice underpins your plans to improve behaviour.
Good behaviour is vital for teaching and for learning; and excellent teaching and learning underpins good behaviour. To help schools to build consistent, excellent teaching and learning practice, the Behaviour Challenge indicates the importance of developing clear teaching and learning policies as a fundamental basis for improving behaviour and raising achievement. The DCSF will be issuing advice shortly, drawn from schools' own best practice.
2. Base your strategies on the 'what works' principles
In 2005, a group of expert practitioners identified ten principles. These principles draw together proven best practice and are set out in the publication. What works in schools.
3. Keep talking to parents and pupils about improving behaviour
Consult on your behaviour policies and communicate them clearly and regularly - on your website, in school and through regular contact. The DCSF has published Working together for good behaviour in schools: Information for parents and carers, a booklet aimed at parents to help raise their awareness of schools' powers to discipline and of their responsibilities and rights.
4. Work with other schools to share your expertise. Get closer support from the police and local agencies in a Safer School Partnership
Safer School Partnerships between schools and the police help to engage young people, keep schools safe and reduce antisocial behaviour in the wider community. They also foster a better relationship between young people and the police. Evaluations show that they are proving effective in improving behaviour and attendance.
Changes to the law currently before Parliament will mean that every secondary school, pupil referral unit and academy will be required to be in a behaviour and attendance partnership. These enable schools to share best practice and work together in dealing with the most challenging pupils. Guidance for school partnerships to improve behaviour and persistent absence is already available and will be updated shortly.
5. Make sure that teachers and other staff in your school know the full extent of their legal powers to discipline, and can use them confidently.
Guidance is available to help schools understand their overall legal powers and duties as regards establishing a school behaviour policy and disciplining pupils, along with practical advice on how to promote good behaviour and on the range of sanctions available to schools. There is also the School discipline: your powers and rights leaflet produced jointly by NASUWT and the DCSF (2009).
In addition to the information mentioned in the five key points above, the Behaviour and attendance section of the TeacherNet website includes guidance on: