Key principles for maintaining expectations at Roade School

The quality of teaching, learning and behaviour are inseparable and are the core responsibility of all staff. We seek to avoid the escalation of behaviour incidences through good preparation, planning and relationship building. Poor behaviour can not be tolerated as it denies pupils the right to learn and teachers the right to teach.

We aim to reward and praise more than we punish. The expectation is that we will focus on the positive when dealing with pupils.  A new lesson is a new start.

All teachers and adults working with young people have a collective responsibility to ensure that the expectations of the School are upheld. If we ignore poor behaviour, we allow it. Staff should expect to be challenged if they do not maintain and uphold the School expectations in their lessons and around School at social time.

We manage the behaviour not the pupil. The support of parents and carers is essential for the maintenance of School expectations.

Behaviour management starts and ends with the same pupil and adult; other staff can be used to support but not take over.

We will be using a new reward system this year to report on the achievements of pupils from year 7 through to year 13. This system will be integrated into the Progress Point reports.

Rewarding through Progress Points

For each subject, pupils will be rewarded for their overall application to the subject and how well they have studied. When deciding on a grade the teacher will look at the overall performance of the pupil and award the grade that best fits. When you read the criteria you will also see that there are opportunities to warn parents, through the amber and red warning grades, when things are not going quite as well as expected and where intervention to assist a pupil’s progress is taking place.

 
We have informed all pupils of the new system through assemblies and have encouraged them to aim high. The rewards will be celebrated through assemblies and there will also be other incentives to encourage pupils to perform at their best.

The new reward grades are:

A1 – Outstanding student (15 reward points)

A2 – Good Student (10 reward points)

A3 – Satisfactory Student (5 reward points)

A4 – Amber Alert Student

A5 – Red Alert Student

Awarding a grade

In awarding a grade the teacher will decide the category that best fits your son/daughter in terms of their performance in the subject.  The majority of the criteria will thus apply.

A1 – Outstanding student (15 reward points):

They have superb attitude to learning, their motivation is outstanding and their behaviour is always impeccable.

THEY:

Are always well organised and ready to start at the beginning of a lesson

Show initiative, responsibility and independence in learning at all times

Always complete classwork

Always complete homework to a high standard and hand it in on time

Have not needed a warning under the Steps system

Have an excellent attendance record

They do everything that is expected of them and they are a positive role model for other students.

A2 – Good Student (10 reward points)

They have a positive attitude to learning, their motivation is good and their behaviour is usually of a high standard.

THEY:

Are usually well organised and ready to start at the beginning of the lesson

Show initiative, responsibility and independence in learning on most occasions

Usually complete classwork

Usually complete homework, most to a high standard and hand it in on time

Have not needed a warning under the Steps system

Have a good attendance record

They do well by meeting most expectations and staff, parents/carers and students are aware of their positive contribution.

A3 – Satisfactory Student (5 reward points)

They have a satisfactory attitude to learning, their motivation is sufficient to complete tasks appropriately and occasionally their behaviour needs to be modified.

THEY

Occasionally have to be reminded about organisation and their approach to responsible learning

Can complete tasks independently but sometimes need encouragement and guidance

Complete classwork to the minimal standard for their ability

Complete homework to a satisfactory standard but may need to be reminded about meeting the deadline

Have only occasionally needed a warning under the Steps system

Have a satisfactory attendance record (95%)

They are doing fine and completing most of what is expected of them. We think they could make more of a positive contribution. Staff will be working with them to improve their achievement.

A4 – Amber Alert Student

Their attitude, motivation and behaviour need to improve.

THEY

Frequently attend lessons without the appropriate equipment

Their attitude towards learning is inconsistent

Are underachieving

Do not always complete classwork

Do not always complete homework to minimal standard

Have only needed some warnings under the Steps system to moderate their behaviour

Their attendance is falling behind expectations

They are beginning to neglect their work. They exhibit behaviour which prevents teaching and learning. Subject staff will be implementing strategies to support them in order to improve their performance.

A5 – Red Alert Student

Their poor attitude, motivation and behaviour are having a negative impact on their own learning and that of others.

THEY

Rarely have the correct equipment which adversely affects learning

Settle for underachievement or a lack of achievement when working independently

Are seldom motivated to complete classwork even with encouragement

Are failing to respond to the Steps system to moderate their behaviour

Their attendance is below expectations and is having a negative impact on their performance

They need guidance to help them value their own learning as they are failing to meet school expectations. Staff, parents/carers and their Progress Learning Leader will be implementing targets and strategies to ensure improvement. These will be monitored very closely.

The 'Steps' system explained