Student Conduct Lead

Lead of Student Conduct Responsibilities

• To manage the running of the student conduct

systems ensuring that:

• The Behaviour Assistant is deployed effectively

within the ILU, detention sessions and reintegration activities

• The detention and consequences framework is

administered consistently, accurately and in line with the academy's behaviour

policy

• Staff within the conduct team are on task and

working effectively within their roles

• Return to work interviews are undertaken for the

Behaviour Assistant following absence

• Absence within the conduct team is managed

proactively and the impact on students and colleagues is minimised to ensure

continuity of the consequences system

• Contribution is made to strategy discussions,

pastoral reviews and interagency meetings to inform the assessment and support

of students with complex behaviour profiles

• Behaviour data is maintained accurately and ILU

placements are reviewed regularly, ensuring no student remains without a named

purpose and a clear reintegration plan

• Up-to-date knowledge is maintained of behaviour

legislation, suspension and exclusion guidance, and safeguarding requirements

including Keeping Children Safe in Education

• Ensure that students placed in the ILU or on the

conduct caseload receive support that is purposeful, proportionate and focused

on reintegration into mainstream learning

• Direct and support structured activities with

individuals or groups of students to ensure their safety, social and emotional

wellbeing and to contribute to their re-engagement with academy life

• Work with Year Leaders and other stakeholders to

identify students who require additional conduct support and agree appropriate

referral and escalation pathways

• Establish and maintain positive, professional

and boundaried working relationships with individual students and groups,

particularly those who are most disengaged or resistant

• Develop and promote strategies that build

students' self-regulation, resilience and understanding of the impact of their

behaviour on themselves and others

• Support students as directed during formal

academy processes, including structured reintegration meetings following

periods of suspension

• Plan, deliver and delegate where appropriate

structured programmes of behavioural support and intervention during allocated

periods of the academy day

• Assume responsibility for designated pastoral

keywork with students experiencing sustained or complex behavioural difficulty

• Develop and maintain individual reintegration

plans for students accessing the ILU, reviewed regularly in partnership with

Year Leaders

• Plan and support 1:1 and group sessions designed

to address specific behavioural barriers and rebuild students' engagement with

academy life

• Be responsible for the collation and analysis of

behaviour data for targeted students, identifying patterns and sharing findings

with Year Leaders and the AP for Behaviour

• Use behaviour data and assessment information to

inform teaching staff of individual students' known triggers, effective

strategies and current support arrangements

• Gather information about named students and

their current behavioural profile for teaching and support staff

• Observe and assess individual students'

behavioural needs and provide regular feedback and guidance to relevant

teachers and form tutors

• Facilitate restorative meetings when needed to

repair relationships between students, and between students and staff,

following incidents

• Take responsibility for ensuring students placed

in the ILU complete structured academic work set by subject teachers,

maintaining continuity of curriculum access during periods of withdrawal

• Use specialist knowledge, experience and

training to provide support to staff and individual students, particularly

those presenting with complex behaviour, SEMH need or exclusion risk

• Liaise and report to, as necessary, during

visits by support agencies involved in the behavioural or pastoral support of

students, including the Educational Psychologist, CAMHS and Inclusive Education

Service

• Assess, record and report on student behaviour,

engagement and progress through the academy's assessment and provision mapping

procedures

Support for the Student

Support for the Teacher

Support for the Curriculum