Ethos

Springwell Community College exists so that all members of its community can maximise their achievement in a safe, purposeful environment. We wish to provide an environment where there is mutual respect, support, encouragement, security and independence and where all members of the college share responsibility for developing this ethos successfully. The Behaviour for Learning policy is in place to support and achieve this aim. Good behaviour is fundamental to success in the classroom; success for both students and teachers. Good behaviour results from a well-planned and well delivered curriculum that stimulates students to learn, ask questions, debate, enquire and challenge themselves.

Behaviour for Learning is, as it suggests, behaviour that allows for and encourages learning to take place. Good behaviour needs to be taught, modelled and rewarded.  Poor or unacceptable behaviour needs to be sanctioned. Behaviour for Learning needs to be taught, reinforced and reviewed. Above all positive relationships with students are the key to positive behaviour.

Praise and Reward

We aim to recognise, acknowledge and celebrate good behaviour, effort and achievement in all students.  Progress, improvement, team work, contribution to the college, sustained effort or helping others are all as valid as academic achievement.

Whenever a student makes a genuine effort to make a positive contribution this will be acknowledged and praised by staff as a matter of course.  Students must expect their efforts to be recognised and we aim to develop a culture where students want to succeed and are proud of their success.

The ultimate reward for good behaviour, effort and attendance will come from the opportunities that the student’s success will bring them in the future, however, we recognise that students need recognition for their achievements in the shorter term. There are informal and formal reward systems in place. Please see the Behaviour for Learning policy for details of the systems in place.

Right to Learn

We acknowledge that it is everyone’s responsibility to ensure that a positive learning environment is nurtured and although we insist on a strong emphasis on acknowledging and rewarding positive behaviours there will be some students who choose not to follow agreed expectations.  Sanctions are consistent, applied fairly and aimed at modifying individual inappropriate behaviour.

Sanctions and negative consequences given within the classroom will always result from behaviour that interferes with the student’s right to learn and a teacher’s right to teach. Please see the Right to Learn document for further information.

Right To Learn

The Schools Behaviour Guide can be found here.

The Behaviour Policy for The Two Counties Trust can be found here.

First Warning – if a student misbehaves after the lesson has started (after the settling in period), the teacher should issue the student with a First Warning.  The teacher should explain to the student what he/she is doing wrong and explain how the student can get it right. ‘Take up’ time is then given to allow the student to correct their behaviour.

Second Warning (-2) – If a student is given sufficient time to improve their behaviour after a First Warning but continues to misbehave, the teacher should use a Second Warning.  The teacher should write the student’s name on the whiteboard and record a -2 on G4S.  This sanction is a 30 minute, same day, After College Correction.

Final Warning (-3) – If a student is given sufficient time to improve their behaviour after a second warning but continues to misbehave the teacher should issue a final warning.  The teacher must record a -3 and the student must be informed why he/she has been given a final warning.  The sanction for a final warning is a 1 hour, same day, After College Correction.