2. The Purpose of this Forum is….
• To ensure parents understand the rationale leading to key curriculum
and organisational decisions
• To facilitate positive communication between parents and the school
in an environment based on mutual respect
• To provide parents with the opportunity to raise questions with the
leadership team of the school
3. This Forum is not….
• The place to raise questions/make comment about individual
members of staff
• The place to discuss a specific incident or dissatisfaction with the
school’s response to a specific incident relating to your child
• The place to make personal, accusatory or unprofessional remarks
relating to any of the information discussed
4. This evening’s forum:
• Explanation of Ryedale School’s policy on managing behaviour
• Update on the Internal Exclusion initiative
• Update on MCAS Parent App
• Questions
5.
6.
7. Positive Behaviour Is Our Expectation
‘My teacher thought I was better than I was, so I was’
Nearly all our students in nearly all their lessons behave exceptionally well!
A proactive approach is key.
• What we ask of our staff…
• Build relationships – know their students as well as they can
• Acknowledge and reward positive behaviours
• Model the desired behaviours – calm, measured and respectful
• What we ask of our students…
…are you READY?
…are you being RESPECTFUL?
…are you being SAFE?
8. When Behaviour Doesn’t Meet Our Expectation
• Young people will make mistakes, errors of judgement and poor decisions.
• Our job is to ensure they don’t keep making the same mistakes.
• As a school we do that by challenging the behaviour and putting
appropriate sanctions and support in place.
9. Managing Behaviour
The sanctions we use…
• Verbal warnings
• Detentions (with teacher)
• Removal from lessons (work
with head of department)
You will see detentions in planners
Sanctions help us to manage
behaviour but the ‘reset and
repair’ process changes behaviour
Serious incidents may
result in isolation…
• Work overseen by
pastoral manager
• Parents informed
Incidents outside of the
classroom may result in
significant loss of social
time (C6).
10. Internal Exclusion Process
Extended Student Support (Primarily by Inclusion Manager)
Regular formal and informal meetings for duration agreed by pastoral team
Red Report (Assistant Headteacher, Inclusion Manager & Pastoral Manager)
Support transition back into lessons Monitor behaviour and A2L Maintain communication with student and parents
Readmission Meeting (Secondary Director, Assistant Headteacher(s), Inclusion Manager)
School and parents working together Outline of expectations and support moving forward to prevent repeat IE
The Day in Internal Exclusion (Inclusion Manager)
Expectations & School
Values
Self Reflection School Work
Meeting with Assistant
Headteacher
Reparation Meetings Self regulation strategies
Communication with Staff
Communication with Parents (Assistant Headteacher)
Outline of the incident and sanctions Clarification of the process Confirmation of a readmission meeting Official letter
11. The Role of Our Inclusion Manager
• Use targeted approaches to meet the need
of specific individuals in terms of their
behaviour
• Build relationships and provide a point of
contact
• Provide students with effective self
regulation strategies
12. Exclusion Trends
• Increase in number of exclusions (internal or otherwise)
year on year since 2015.
• Many of the exclusions are linked to social media and social
time
• Up to 2017/18, students receiving repeat exclusions had
been steadily increasing (64% of students)
• Repeat exclusions have fallen significantly since the
introduction of Internal Exclusion and the Inclusion
Manager (31% in 2018-19)
