Cover Staff Information
We would expect all cover teachers to be in school for 8.30am, as they may be required to take a registration.
Please bring your CRB and photo ID with you.
Morning registration starts at 8.45. School finishes at 15.00
Guidance begins with the principle that staff are expected to dress in a professional manner. We respect our professions and respect the children we teach. How we dress is a statement of our values. As adults with responsibility for children we are in a position of trust and are seen as role models.
At Bolton St Catherine's Academy we interpret these guidelines as follows:
- Tailored trousers
- Shirt (worn inside trousers)
- Tie worn to neck with top button fastened
- Tailored jacket (when required) **
- Skirt, dress or tailored trousers
- Shirt, blouse or top*(see clarification below)
- Tailored jacket (when required) **
- Men’s trousers: full length;
- Women’s trousers: full or three quarter length
- Skirts and dresses: knee-length or longer, without high side slits
- Facial or visible body piercing or tattoos are not appropriate (except for earrings)
- Faces to be uncovered at all times
- Hair colourings and hairstyles should not be extreme
- Midriffs: covered and underwear should not be seen
- During heat waves colleagues will be advised on relaxing the code (e.g. Not wearing ties)
* Tops: not transparent, low-neck, off the shoulder or revealing
** E.g. Parents’ Evenings or formal occasions such as Open Evening.
- For staff in workshops and laboratories who need protective clothing, a lab coat or similar should be worn
- For PE staff, appropriate sports wear should be worn.
- Teaching staff who occasionally teach PE should make every endeavour to change back into professional dress (using the nearest break/lunch break to do so)
- Site and catering staff should wear job-specific academy-designated clothing as required.
Information about the Reward and Motivation System
All members of the Academy should feel safe, respected and able to learn. We now have a new Reward and Motivation system that is an integral part of learning and teaching which includes:
A Year by Year Rewards system
In each year group, students can achieve Bronze, Silver, Gold and Platinum Academy Awards. Students are rewarded with both “Recognition Tokens” and “Year Credits”.
Five Recognition Tokens equate to one Year Credit. Students need 10 Year Credits to receive a Bronze Academy Award.
Recognition Tokens are awarded for quality behaviour and work, endeavour, effort, kindness, meeting targets etc.
Year Credits are awarded for excellent behaviour and work, 100% weekly attendance, “spot” themes, student of the week, post card home and contributions to school and its community.
Upon receipt of an Academy Award, students will receive a certificate, an educational gift and/or pin.
Academy ‘Well Done’ postcards
These can be sent home to inform parents or guardians how well a student is doing. They can be awarded for consistent achievement or effort or as a one-off when a student has done something really well. When they are sent, students will be credited with a Year Credit.
Year managers/class teacher ‘student of the week’
Year leaders and subject staff are responsible for developing specific rewards in their year group or area.
Academy prize giving events
These are calendared for each academic year. They will be opportunities to celebrate and share success, achievement etc. They will be of a very high standard so that students and parents are proud to be involved in them.
The Academy’s staged pool of consequences
Our aim is that inappropriate conduct is minimised by students being well motivated, well managed and having the opportunity to develop the skills and dispositions needed over time to manage their emotions. If issues arise and additional management of student conduct is needed, this will be done by choosing a strategy from the stages detailed below.
Consequences of poor conduct should be restorative in nature where individuals understand the harm they have caused and have the opportunity to put it right based on the following principles:
- Acceptance of involvement by the person that caused the harm.
- Adequate time for individuals involved to consider their actions. This will vary considerably dependant on the people and circumstances.
- Acknowledgment of the harm or loss caused and the feelings of all participants.
- If the individual wishes the person suffering the harm or loss to be the beneficiary of any reparation agreed and for the reparative work to be acknowledged.
In class strategies for teachers
- Distract from unacceptable behaviours by positive redirecting and teach/encourage good behaviour using proactive strategies - Appendix C.
- Consider seating arrangements.
- Quality audience
- Reminders of the Academy Code.
- Warning with time to conform (take up time)
- Reminder of warning
- Catch up - 5/10 minutes
- Departmental/ buddy system or pre-planned action.
- If incident is serious or dangerous e-mail firstname.lastname@example.org requesting a member of the “Academy Support” team to attend.
Planned catch up can be used beyond 10 minutes but through discussion with the Director of Learning.
The strategy of putting a student outside the room to cool off or to indicate the unacceptability of their behaviour should be used very carefully and sparingly - it is not appropriate for all students and should be used for very short periods of time. Its use should be monitored carefully by Directors of Learning.
The Academy’s strategies for the signalling of desired behaviours and the correcting of inappropriate behaviours to students
Strategies for giving students clear directions
- Consistently use a signal that everyone’s attention is required
- Explain the purpose of activities, tasks and what students are to achieve.
- Explain how students should collect and use resources.
- Communicate what expectations there are for physical movement, should students stay in or out of seats, how students should attract the attention of staff.
- What level of noise should there be? And why?
Having given direction, feedback and acknowledgement should be given to those students who are following it. During the lesson ongoing praise and recognition should be given to continually motivate students whilst maintaining and encouraging engagement in learning.
Strategies for supportive feedback
- thumbs up
- Praise either 1:1 or publicly, using the student’s name and specific praise. E.g. “Well done Jess you are sat quietly and ready to learn.”
- The use of positive repetition. “Well done the back two tables. All have their books open on the page”.
- Name on board.
- Sticker in book/teacher initial in book.
- Phone call home.
- Use of the Academy rewards system. Giving out recognition tokens and year awards
If a clear direction has been given and supportive feedback has been given and there is continued non compliance, corrective feedback should then be used. Possible consequences for non-compliance posed with feedback should always be given positively and as a choice. Steps to be used in corrective feedback are:
- A look or non-verbal cue
- A verbal instruction given to a group of students or individual using their names, stating the behaviour required and the reason it is required. This may be repeated. E.g. “Fred, can you look at this and listen please so that you understand how to do the experiment.”
- A further verbal instruction given to a group of students or individual using their names, the behaviour required, why it is required, with a possible consequence posed as a choice. E.g. “Sue can you pay attention so you understand what we are going to learn. Please concentrate so that you can stay where you are and you don’t get moved to the front.” A further reminder may be needed.
- Supportive feedback should be given to students when they rectify their behaviour and comply with instructions.
- If students do not comply with corrective feedback, an instruction is given informing the student of the consequence. E.g. “Sue can you now move to this desk. It will help you concentrate”.
- Where appropriate we should allow students the time and space to comply with the instruction and focus on the outcome.
- Examples of consequences are shown in Appendix B.
At the end of the lesson, along with reviewing learning, the positive feedback/praise is provided to the whole class on how the class has worked and learned together with information as to how they may improve their work/learn better. Where appropriate, students should be spoken to on a 1:1 basis.