Common use of Head of Department Clause in Contracts

Head of Department. The Head of Department will be in the majority of cases a point of call alongside the Welfare Team for a teacher referring a student or requiring support or guidance on further intervention strategies for use with a student. Heads of Department must therefore: • Conduct regular reviews of ClassCharts data and identify patterns of behaviour for specific students, classes and teachers, including optimum clicks spreadsheet • Conduct Head of Department detentions, as part of the schools behaviour framework • Support teachers in their subject areas by offering guidance on management of student behaviour in line with school policy and as outlined in the national teacher standards • Liaise with the Support Team with regard to specific student issues and work with them to ensure that all students achieve to the best of their individual abilities • Implement agreed behaviour interventions within their subject for specific students where there are identified behaviour issues • Ensure that the reward policy is effectively implemented by all teachers in their department The classroom teacher is responsible for the teaching and learning in their classroom in conjunction with the behaviour frame work and classroom expectations, which are designed to develop an environment where each member of staff can strive to ensure that each student optimises his/her potential. In order for this to occur each teacher must be fully aware of the support and guidance available from all of their peers, managers and senior leaders set out in this policy. Classroom teachers must therefore: • Uphold the Classroom charter including all classroom expectations • Use appropriate classroom strategies and professional judgement to effectively manage all classes and, wherever possible, deescalate situations within their own classrooms • To implement a seating plan, using ClassCharts analytics if appropriate, which promotes good relationships and effective working • Use the Behaviour framework and staff expectations consistently • To conduct classroom teacher detentions, using the Classcharts system and in conjunction with the behaviour framework • Reward Students appropriately and fairly using the ClassCharts system • Read the Student Support updates daily and use this to inform delivery of lessons and management of specific students • Use the SEND information given to ensure the needs of individual students are met All new staff at Hurworth receive a comprehensive in-depth induction programme. One area of the programme is dedicated to developing knowledge and awareness of the school discipline policy and procedures and the whole school pastoral system and more importantly where the member of staff fits into that system and can contribute to it. In addition, teaching staff and teaching assistants receive awareness training on the systems and procedures annually. There are regular staff briefings to keep staff informed, updated and trained. The Leadership Team also provide support and guidance to all staff within this area through their daily interactions. This area is of paramount importance to the success of the school and its students. If a teacher or group of teachers require further support, guidance and development in this area the coordinator of Continued Professional Development will instigate a supportive plan for this individual or group. We believe that positive behaviour, self-discipline and respect are essential in the daily organisation and administration of a successful educational setting. An ordered institution with clear well - defined rules and expectations of its staff and students is one that will, in our opinion, give all students the opportunity to maximise their potential in all areas of school life and support our goal of helping students fulfil a meaningful role in society once they leave us. To this end the Head of School, with our full support, has developed systems within school that promote the above. There are effective methods of communication, support and guidance for all stakeholders. Sanctions are applied fairly, consistently, and with due respect to the individual, their need and the context of the event. We believe that children choose the behaviour they display. All behaviour choices have either a negative or positive consequence. In all classrooms, we aim for praise to outweigh negative consequences. This is outlined in our behaviour framework, the detail of which is in appendix A. The purpose of the behaviour framework and choices system is: • To place the focus on the learning • To place the emphasis on the positive • To provide a consistent whole Academy approach to behaviour • To implement a system where negative behaviour choices, have consequences, and positive behaviour results in praise • Students First – responsibility for behaviour lies with them … it is their choice It is a solution to low level disruption in lessons and places the responsibility of behaviour choices with the child. The purpose of the behaviour framework and choices system is not: • a focus of daily discussions - learning and achievement • a ‘get out of jail free card’ for poor classroom management, weak planning or poor delivery; • to be used to deal with serious incidents At Hurworth all staff also adhere to a code of conduct. This policy is held on the school policy document website ▇▇▇▇▇://▇▇▇▇▇▇▇▇▇▇▇▇▇▇.▇▇▇.▇▇/policies/ and is explained to all staff during induction. It is important to acknowledge that members of staff are vital role models within our school community. We therefore feel it necessary and right to publish a conduct policy and expect the highest standards of professionalism at all times. The home school agreement is issued to every student and their parents / carer when they begin their career at Hurworth. We place a great deal of emphasis on this document and refer to it many times during each child’s time here. It is also equally important to staff as we have an obligation to provide the very best education possible to each and every child. The home school documents also refer to ‘after’ school classes and lunchtime sessions that are an integral part of the school’s mentoring system. (See Appendix B)