1. Our Approach and Values

Our approach means that our learners can benefit from:
 Learning away from the glare of other learners, thus reducing perceived pressure from other learners
 Having one-to-one support, both with their academic progress and pastorally
 Learning without distraction and with improved opportunities for focus
 A reduction in anxiety levels and fear of failure around learning
 Learning in a familiar environment away from any previous history of negative experiences (a ‘fresh start’)
 Reduced negative behaviours and the resultant positive impact on relationships and the concept of ‘self’
 Support from teachers careful to avoid triggers to negative feelings/behaviours
 Improved attendance and engagement in learning
 Learners make better progress when they feel safe and there are routines and boundaries
 Some learners need support to alter their behaviours and mindset
 Talents are encouraged and achievements are celebrated

Our teaching staff focus on overcoming difficulties through the use of encouragement, praise, support and positive regard. At the heart of our teaching and learning are our values:
 Every learner deserves the opportunity to meet their intrinsic need to learn, achieve and grow
 We seek to afford every learner the right to harness education as a vehicle for improvement
 We uphold the principle of unconditional regard
 We are acutely mindful of the barriers to participation learners may be encountering in their lives and education
 We recognise that many of our learners are operating below their true potential with gaps in their knowledge and skills that need supporting
 We will always maintain the best interests of a learner or young person in everything that we do

2. Expectations for Learners / Behaviour

It’s important that our learners’ experience of EDClass is similar regardless of who is delivering that support. It’s also important that learners receive pastoral care and, learner-allowing, can develop a friendly rapport with staff.

Although support is one-to-one and learners will feel ‘at home’ as they learn remotely, they are expected to dress appropriately, behave well and communicate respectfully. 

Learners shouldn’t be wearing dressing gowns or be half-dressed. They should be told to go off camera (if applicable) and dress appropriately – remind them they are recorded and the school has access to recordings.

On rare occasions, clear boundaries and expectations may need to be set for a learner, for example, if their language is abusive or insulting, or if they are rude/present an unpleasant or inappropriate attitude. You might tell them not to speak to you like that, that the school is being informed or that you won’t respond unless there is a change. Learners should even be told to turn Caps Lock off – it can be interpreted as rude or aggressive.

3. Management of Behaviour to Ensure a Safe Learning Environment

Many of our learners have experienced criticism, harsh voices and shaming. Some have developed strategies and defences to avoid investing in what they perceive has the potential to be another negative relationship. Our teachers ensure interaction is engaging, positive and non-judgemental, whilst encouraging trust and familiarity with the routines and the teachers themselves. 
Our aims are: 
 to have clear rules and routines for behaviour, and take responsibility for promoting good and courteous behaviour
 to have high expectations of behaviour, and establish a range of strategies using praise, sanctions and rewards consistently and fairly
 to manage classes and learners effectively, using approaches that are appropriate to learners’ needs in order to involve and motivate them
 to maintain good relationships with learners, exercise appropriate authority, and act decisively when necessary

4. Level of Concern Regarding Behaviours

*This is deemed a high level of risk if a learner is a CCE / CSE concern

5. Sanctions

For behaviours which cause concern or which are not conducive to learning/are inappropriate/unacceptable. The table above is a guideline - low-level concerns might be dealt with by using the EDSupport chat or video chat: point out the behaviour that is a concern, if necessary, explain what should be done instead and record using the ‘Comments’ icon on the learner’s tile. 
Persistence in this behaviour escalated the concern to the middle column, where a school may be emailed and the communication recorded on the school side of top-level admin. For concerns in the middle or last column, a learner should be told that the school is being informed, an email sent, recorded in ‘Communications’ and a comment entered from the learner’s tile.  

Expectations of Learners’ Behaviour on EDSupport:

It is important that our learners’ experience of EDClass+ support is similar regardless of who is delivering that support. It is also important that learners receive pastoral care and, learner-allowing, can develop a friendly rapport with staff.

Although support is one-to-one and learners will feel ‘at home’ as they learn remotely, they are expected to behave well and communicate respectfully:

 Learners should be dressed in day clothes to show they are ready to learn
 Learners using phones on camera (other than where permission has been given to take screenshots) will be challenged by teachers
 Learners should quickly develop an expectation of being greeted politely and assured that teachers are here to support or discuss any issues or interests
 Learners should use language that is respectful and non-aggressive / non-threatening at all times - In cases where their language is inappropriate/abrupt or rude this should be addressed
 Learners displaying aggressive or threatening behaviours with others on camera should expect to have this addressed as a matter of urgent safeguarding
 Learners with behaviours that are not age-appropriate (such as, but not exclusive to,  vaping, drinking alcohol etc) should expect to have this treated as a matter of urgent safeguarding
 Learners on camera with ‘unrecognised’ other people present (not identified on their learner profile) can expect to be questioned as to who they are
 Learners who disclose information that may be pertinent to their safeguarding and well-being (for example, but not exclusive to, going out to meet someone, having injured themselves, feeling down, just being screamed at by a parent etc) can expect to have this treated as a matter of urgent safeguarding
 Learners should expect to be treated with dignity and respect, and at all times observe proper boundaries appropriate to staff positions
 Learners must expect teachers to have high regard for the need to safeguard them and their well-being and in accordance with statutory provisions
 Learners must show tolerance of and respect for the rights of others
 Learners must not undermine fundamental British values, including democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs
 Learners can expect that personal beliefs are not expressed in ways that exploit their vulnerability or might lead them to break the law
 A learner using the chat feature deliberately to mislead teachers as to who they are or fabricating scenarios which begin safeguarding procedures and which later have been found to be false will be treated as an urgent matter to be reported to schools and maybe appropriate authorities

6. Rewards

Learners receive praise for a positive attitude to learning, a commitment to making progress, completion of lessons to a high standard and engagement with teachers to acquire knowledge and develop confidence.
Teachers may message learners in the chat or on camera to say ‘Well done’ for their effort in a particular lesson, or for their effort on any day. These messages are recorded under ‘Comments’ from the learners’ tiles. 

EDClass also rewards learners for their work by awarding ‘EDDollars’, which can be spent to access educational games (outside of timetabled time) on the platform. They can be awarded when marking work submitted, or through a learner’s tile, and are awarded, for example, for:

 Work of a high standard
 Work that shows progress
 A high level of engagement, in support chats or in a lesson
 Signs of developing self-worth or confidence (see ‘Little Wins’ above).

EDDollars are also used by learners as a measure of their achievement/progress over time.

Certificates are awarded to learners for:
 Student of the Month
 Student of the Term
 Student of the Year
 Most Lessons Completed to a High Standard
 Most Hours on the System 
 Notable Progress in Self-Confidence
Schools are notified of learners receiving certificates should they also wish to congratulate them. 

7. Development of Self-Worth and Confidence 

‘Little wins’ are recorded under ‘Comments’ on a learner’s tile and can be seen as achievements that can be credited to a learner which may not be academic and which should relate to learners showing more readiness for the world of work/progression/post-school and may include, but isn’t limited to:
 A learner developing the confidence to respond to a chat greeting
 A learner developing the confidence to move beyond one-word responses to chat greetings and asking how the teacher is in return
 A learner developing the confidence to ask teachers for help with the work
 A learner developing the confidence to ask teachers questions that reveal developing social skills (maybe pets, the weekend, hobbies, interests, the weather, favourite foods etc)
 A learner showing greater independence/no longer need to work alongside a parent/carer
 A learner moving from typed messaging with teachers to a willingness to speak over the camera feed
 A learner progressing from sitting in the dark on their camera feed to sitting in normal daylight
 A learner wanting to email teachers work they have completed, revealing their sense of pride and achievement
 A learner’s language shifting from rude/aggressive to mannered and polite
 A learner messaging their appreciation to teachers / showing gratitude
The ‘Comments’ provide a log of pastoral positive comments to run alongside an academic progress report and any concerns.

8. Monitoring Poor behaviour

This is also to be logged under ‘Support Log’ to help provide a pastoral snapshot of a learner. These are behaviours that can be seen to inhibit a learner’s progress and their readiness for the world of work/progression post-school and may include, but are not limited to:
 A learner using insulting/threatening / rude or aggressive language
 A learner using the chat feature deliberately to mislead teachers as to who they are or fabricating scenarios that begin safeguarding procedures and which later have been found to be false
 A learner making comments that may cause offence in their marking
 A learner who deliberately uses ‘red flags’ in chats or marking to begin safeguarding procedures (please see list of ‘Safeguarding Issues’

9. Successful Re-Integration to School

 It is often a school’s intention that after some time using Alternative Provision, a learner returns to the classroom setting. Sometimes the intention is a part-time return or it can be a full-time return. Often a school will plan for a learner to return part-time as a phased-back entry, building slowly to a full-time return.
 Any return to a classroom setting will involve a ‘Re-integration Meeting’ between parents or carers of the learner, the learner and representatives of the school. Often learners will tell EDClass teachers when they have meetings coming up and disclose how they feel about it. Teachers need to log knowledge of such meetings in the Support Log’ to track how the reintegration is being planned, over a period of time and whether / how it will be phased in

10. Personal and Professional Conduct

The teaching team is expected to demonstrate consistently high standards of personal and professional conduct. The following statements (Gov.UK website: https://www.gov.uk/government/publications/teachers-standards)  define the behaviour and attitudes that set the required standard for conduct:
 Teaching (and Support Staff) uphold public trust in the profession and maintain high standards of ethics and behaviour within and outside the company by:
 Treating learners with dignity and respect, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to staff’s positions
 Having regard for the need to safeguard learners’ well-being, in accordance with statutory provisions
 Showing tolerance of and respect for the rights of others
 Not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs
 Ensuring that personal beliefs are not expressed in ways that exploit learners’ vulnerability or might lead them to break the law