SUPPORT AND CHALLENGE POLICY

Academic Year 2023/24

1.1 COLLEGE CURRICULUM INTENT        1

1.2. PURPOSE OF THE POLICY        1

1.3 OVERVIEW OF THE PROCEDURE        2

1.4 RESPONSIBILITIES        4

1.5 COMMUNICATION WITH PARENTS AND CARERS        5

Appendix 1 - Student Agreement and College Expectations        6

Appendix 2 - Mindset for Learning (MfL) Contracts        7

Appendix 3 - Fitness to Study (F2S) Contracts        11

Appendix 4 - Pastoral Support (PS) Contracts        12

RESPONSIBILITY

1.1 COLLEGE CURRICULUM INTENT

Our aim is to teach students to conduct themselves in a manner that is suitable for a professional environment. We want students to be able to:

• Access their next steps
• Succeed in their next steps
• Thrive and contribute positively to their communities

We want the students who leave us to be ‘work ready’ co-operators

1.2. PURPOSE OF THE POLICY

The policy is in place to ensure that students are committed to learning and are supported in a positive culture. To ensure the best possible chance of succeeding on their chosen study programme, and readiness for their desired ‘Next Step’ we expect students to adhere to the Co-op Ways of Being (Do what matters most. Be yourself, always. Show you care. Succeed together). Students who do not adhere to our Co-op Ways of Being will be supported to change their mindset and behaviours through this policy.

More details on what we expect of students can be found in:

• The Professional Conduct Policy (including our students agreement)
• The Attendance and Punctuality Policy
• The Acceptable Use Technology policy (including student agreement)
• The Preventing Bullying Policy

More information about how we respond to poor conduct can be found in:

• The Suspensions and Exclusions Policy
• The Positive Handling Policy

Other policies that may be relevant:

• Special Educational Needs & Disabilities (SEND)
• Health & Safety
• Student Mental Health & Wellbeing
• Preventing Bullying
• Preventing Extremism and Radicalisation
• Attendance and Punctuality Policy
• Equality, Diversity & Inclusion Statement

1.3 OVERVIEW OF THE PROCEDURE

The policy outlines a general 3 stage approach of support and challenge which may be used for a wide variety of reasons. There are three general approaches which are as follows

• Mindset for Learning - MfL
• Fitness to Study - FtS
• Pastoral Support - PS

They are typically used as follows

Each type of Support and Challenge contract can have up to three stages. If a student’s needs change, they move from one type of contract to another.

Parents and Carers are involved at all stages. We believe that only when we work as a team can we support a student to truly fulfil their potential.  

Escalation If, following the agreed time period, a student fails to make the required progress, the level and type of support will be revisited and new targets set. This is what we term the escalation of a contract.

Extension Where some progress has been made the contract manager may use their professional judgement to extend the contact to give the student a little longer to show the expected improvement.

The decision to escalate or extend is at the discretion of the contract manager and is based on their professional judgement. Therefore it is not subject to appeal.

The contract can be escalated as required through up to three stages. If, at the end of the 3rd review period the contract manager confirms that the targets have not been met the student’s case will be referred to the Assistant Principal - Behaviour & Culture.

Final Review In response to the failure of targets at stage 3, a Senior Leader will then issue a suspension (for MfL only) and arrange a meeting with the student and their parents or carers to agree what should happen next. They may:  

• Advise the student that they need to consider an alternative pathway to studying at Connell with immediate effect (Careers support will be provided to ensure that an alternative is secured)
• Modify their programme of study to enable them achieve a qualification before leaving College at the end of the academic year/at an agreed point
• Allow them to complete the academic year under agreed parameters, which may include working from home
• Decide they are not eligible for progression into year 13

Appeal If a student or their parents or carers wish to appeal the decision of the contract manager at the final stage they may ask the Senior Leader to review the contract.

1. If the Senior Leader believes the decision was correct then the student & parents/carers will be informed along with the rationale for the decision.

2. If the Senior Leader believes that the student could make the required improvement given one more opportunity then they have the discretion to extend the contract for one more review and all parties must agree that if the targets are not met in full then the student will leave the College.
   

Final Appeal If following either option a or b, the student still wishes to make further appeal the case will be heard by a panel. The student must make the appeal within 5 working days of the Senior Leader's decision.

During any period of appeal it will be at the Principal’s discretion whether or not the student attends the College.

On receipt of an appeal the Principal will convene a panel within 15 working days to consider the case. The panel will be made up of three governors from within Co-op Academies Trust. The panel will proceed on the agreed date

• even if only two members are available
• without the presence of the student if they are unable to attend on the required date

The student will be encouraged to attend the panel meeting and present their case with the aid of a parent/carer/other adult of their choosing.

The Senior Leader will present the case on behalf of the College.  

The decision of the panel will be binding on all parties and not subject to further appeal. The decision of the panel will be implemented by the Principal.

1.4 RESPONSIBILITIES

Students The student is ultimately responsible for accessing the support that is offered and making an improvement as per the student agreement (see Appendix & also Professional Conduct Policy).

Staff Ensuring that students’ mind-set and behaviour is in line with the Co-op Ways of Being is the responsibility of all staff at the College.

Staff have a duty to challenge and report any mindset issues through the MfL referral/escalation thread on CEDAR and clearly recording the details of the issues and any subsequent details following conversations/email exchanges with other staff, the student or their parents/carers.

Contract Managers College staff who manage the Support and Challenge Contract are responsible for

• working to identify the true ‘cause’
• working to find the right kind of support to enable the students to make a change in partnership with the students and their parents and carers
• holding the student to account through the system of contract review and if necessary escalation

Leaders The Vice Principal - Student Services is responsible for

• Ensuring that college staff have the necessary training and professional development to set effective support and challenge contracts

• The monitoring and continued review of the policies and procedures around each type of support & challenge contract  to ensure that they are being followed properly and that the model we use is effective in enabling students to make the change we require

• Monitoring the application of the policy and procedures to ensure that students are not missed and that support is given quickly when it is required/agreed thresholds or triggers are met

The Vice Principal Student Services (or a nominated deputy) will also respond to any queries or concerns regarding the procedure and how it has been applied in individual cases.

1.5 COMMUNICATION WITH PARENTS AND CARERS

We believe that in order for a young person to succeed the College needs to work effectively with parents and carers. Our first duty is to raise concerns early so that parents can provide effective support and challenge at home as well as offering them an opportunity to raise a concern (e.g. about the wellbeing of the child) or to ask for help. Typically class teachers will be the first person to contact home but concerns may also become apparent from our regular communications home.

• The College communicates key information on attendance on a daily basis through its central systems

• The College communicates key information on attendance and punctuality every half term via email

• The College communicates key information about academic progress and attitude to learning at regular intervals (roughly every half term)
  
• Parents and carers have on-demand access to attendance, punctuality, academic progress and conduct records through CEDAR
  
• Any member of staff can contact parents or carers directly to discuss mindset issues and in most cases this will happen before a contract is initiated. In such cases the conversation/communication made with parents should be recorded on CEDAR.
  

If a student is placed on  a Support & Challenge Contract their parent or carer will be informed and a copy of the targets shared. This applies to every stage of the process. In many instances the parent or carer will be invited to participate in the meeting.

When a Stage 3 Support Contract is set a parent or carer is expected to attend to ensure that the college is fully taking everything into consideration and to ensure that the consequences of failing at this stage are fully understood by the student and their parents or carers.  

Appendix 1  - Student Agreement and College Expectations

THE STUDENT AGREEMENT

1.0 Student Enrolment Agreement

1.1 I certify that the information provided at enrolment accurate and correct. I have checked my personal details, address and courses.

1.2 I confirm that the country I regard as home (my country of residence) is England.

1.3 I have received advice and guidance at my interview(s) which covered:

a)           The suitability of my learning programme

b)          The career implications

c)           The entry requirements

d)          Any additional support needs

2.0 Student Conduct Commitment:

2.1 I agree to attend on time and contribute professionally to all timetabled lessons. I will

• attend other sessions/meetings as requested by college staff
• meet deadlines for academic work
• give my full commitment to my studies.

2.2 I will communicate any absences or lateness promptly and professionally, taking responsibility to catch up with anything I have missed.

2.3 I understand that my place at college will be at risk if my attendance falls below 92%.

2.4 If I am struggling with my academic progress or health and well-being, I will inform the College and seek help. When I am offered support, I will accept it.

2.5 I agree to act according to the College’s expectations, the ‘ways of being’ and to conduct myself in a professional manner at all times including

• My conduct towards staff
• My conduct towards members of the college and members of the public
• My conduct on the college premises
• My adherence to the college dress code

You should dress in a way that is appropriate for your study programme. Clothing that is see-through or does not cover your body appropriately is not permitted even during hot weather. No offensive slogans or wording are to be worn.  When in a classroom all hats and coats should be removed. Head coverings for religious or Cultural reasons are permitted. A durag or hat may be permitted for a one off day/short period of time at the discretion of College staff.

• My use of technology including email, mobile phones and social media

2.6 I will abide my the security arrangements at the College ensuring that

• I always wear my College ID Lanyard visibly whenever in the building
• I never allow a member of the public to enter the college premises - I understand that all visitors must have an appointment and signed in at reception

2.7 I understand that the College is a no vaping and no smoking site (inside and outside)

2.8 I will never bring into the college premises items which are illegal or that could harm or distress to others. I understand that doing so will put my place at the college at risk

3.0 Student Responsibility

3.1 I confirm that I will read all the information contained within the Student Handbook and I agree to fully abide by the policies and procedures contained within. I understand the Student Handbook will be subject to regular updates and it is my responsibility to ensure that I have read and understood any changes as directed by the College.

3.2 I understand that failure to adhere to the policies and procedures outlined in the Student Handbook will put my place at Connell Co-op College at risk.

4.0 Use of Technology and Social Media  - The Acceptable Use Agreement

• Images

4.1 I will not take any videos or still images of members of the college or assist others to do so without consent

4.2 I will not record any videos or still images on the college premises unless instructed to do so as part of my learning

4.3 I understand that any activities of this nature will lead to disciplinary procedures and may lead to exclusion from the college.

• Acceptable Use of IT Policy Agreement

4.2 I understand that I must use College IT systems in a responsible way, to ensure that there is no risk to my safety or to the safety and security of the IT systems and other users.

For my own personal safety:

• I understand that the College will monitor my use of the IT systems, email and other digital communications.
• I will treat my username and password like my toothbrush – I will not share it, nor will I try to use any other person’s username and password.
• I will be aware of “stranger danger”, when I am communicating on-line.
• I will not disclose or share personal information about myself or others when on-line.
• If I arrange to meet people off-line that I have communicated with on-line, I will do so in a public place and take an adult with me.
• I will immediately report any unpleasant or inappropriate material or messages or anything that makes me feel uncomfortable when I see it on-line.  

4.3 I understand that everyone has equal rights to use technology as a resource and:

• I understand that the College IT systems are primarily intended for educational use and that I will not use the systems for personal or recreational use unless I have permission to do so.
• I will not try (unless I have permission from the IT Network Manager) to make large downloads or uploads that might take up internet capacity and prevent other users from being able to carry out their work.
• I will not use the College IT systems for on-line gaming, and or on-line gambling, internet shopping, Proxy Avoidance, file sharing, or video broadcasting (e.g. YouTube), unless I have permission of a member of staff to do so.
• I will not use the college IT systems for internet shopping, Proxy Avoidance, file sharing, or video broadcasting (eg YouTube), unless I have permission of a member of the College staff to do so.

4.4 I will act with respect and trust.

• I will respect others’ work and property and will not access, copy, remove or otherwise alter any other user’s files, without the owner’s knowledge and permission.
• I will be polite and responsible when I communicate with others, I will not use strong, aggressive or inappropriate language and I appreciate that others may have different opinions.

4.5 I recognise that the College has a responsibility to maintain the security and integrity of the technology it offers me and to ensure the smooth running of the College:

• I will only use my personal hand held / external devices (mobile phones / USB devices etc) in College if I have permission. I understand that, if I do use my own devices in College, I will follow the rules set out in this agreement, in the same way as if I was using College equipment.
• I understand the risks and will not try to upload, download or access any materials which are illegal or inappropriate or may cause harm or distress to others, nor will I try to use any programmes or software that might allow me to bypass the filtering / security systems in place to prevent access to such materials.
• I will immediately report any damage or faults involving equipment or software, however this may have happened.
• I will not open any attachments to emails, unless I know and trust the person / organisation who sent the email, due to the risk of the attachment containing viruses or other harmful programmes.
• I will not install or attempt to install programmes of any type on a machine, or store programmes on a computer, nor will I try to alter computer settings.
• I will only use chat and social networking sites outside lesson and study periods.

4.6 When using the internet for research or recreation, I recognise that:

• I should ensure that I have permission to use the original work of others in my own work.
• Where work is protected by copyright, I will not try to download copies (including music and videos).
• When I am using the internet to find information, I should take care to check that the information that I access is accurate, as I understand that the work of others may not be truthful and may be a deliberate attempt to mislead me.
• I will follow the guidelines set out in my course handbook about the use of AI as part of my studies and within in any pieces of work that I produce

4.7 I understand that I am responsible for my actions, both in and out of College:

• I understand that the College also has the right to take action against me if I am involved in incidents of inappropriate behaviour, that are covered in this agreement, when I am out of College and where they involve my membership of the College community (examples would be cyber-bullying, use of images or personal information).
• I understand that if I fail to comply with this Acceptable Use Policy Agreement, I will be subject to disciplinary action.  This may include loss of access to the College network / internet or exclusion from the college, suspension, contact with parents/carers and, in the event of illegal activities, involvement of the police.
  

• Social Media Expectations

4.8 At Connell Co-op College, we respect people's identity and do not tolerate discriminatory behaviour and derogatory language whether in public spheres or seemingly private spheres including the following types of discriminatory behaviour:  Sexual orientation, Religious Discrimination, National Origin, Sexual Harassment.  Students who engage in such behaviour risk their place in the College.

Expectations of student are as follows:

• Social media video posts - students are not permitted to record staff / students / school life on their phones within the College site and post this on any form of social media whether public or private. Students will risk their place in the College should they do so.
  
• Abusive social media texts and images - any abusive or discriminatory content in any form of social media risks students losing their place in the sixth form. This includes private social media posts which then become public.
  
• Bringing the College into disrepute - behaviour outside College that potentially damages the reputation of the College may result in a student losing their place in the College. This includes private social media posts which subsequently become public.
  
• Reporting and supporting investigations - students are expected to report inappropriate conduct by others that presents a risk of harm to the reputation or wellbeing of themselves or another and to support the College with any investigations by showing an investigating member of staff social media posts as requested.

Student Social Media Declaration I have read and understand social media expectations above. I agree to abide by them. I understand that failure to do so will put my place at Connell Co-op College at risk.

5.0 Declaration for consent to contact Parents/Carer

I understand that the College will continue to share data information with my Parents/Carers whilst I am enrolled at the College unless I inform them otherwise

I understand it is my responsibility to email studentsupport@connell.ac.uk and inform them that I do not wish any data to be shared with my Parents/Carer.

[To be signed by the STUDENT electronically by Google Form as part of the enrolment process.]

THE PARENT/CARER AGREEMENT

6.0 I understand that I will be able to monitor my child’s academic progress, attendance and conduct on a daily basis through CEDAR. I understand that although I will be notified at regular intervals about my child’s attendance, punctuality, progress and conduct, it is my responsibility to regularly check this in CEDAR.  

6.2 I will inform the College if any of my personal contact information changes.

6.3 I give my consent for my child to access youtube while on the College site or when using a college device offsite

6.4 I understand my child needs to attend and contribute to all timetabled lessons, attend other sessions requested by staff including during ‘free periods’ if necessary, meet work deadlines and give full commitment to their studies. I will work with the College when this is not the case.

6.5 Unlike a school, I understand that my child is able to notify the college of an absence themselves and that this is encouraged as part of being a professional

6.6 My child will abide by the standards set out in college policies including the  Professional Conduct Policy and the Support & Challenge Policy

6.7 I understand if I have any concerns about my child’s progress or wellbeing , I should contact studentsupport@connell.ac.uk

6.8 I give my consent that my child may attend any non residential organised day-time trip unless I inform the college otherwise.These typically include visits to local universities, museums or other public spaces. The College will always notify parents of visits in advance so that you can withdraw consent if required.

If you wish your child to opt out of an organised college trip, you must inform studentsupport@connell.ac.uk at least 48 hours before the trip commences.

[To be signed electronically by a PARENT/CARER using a Google Form sent via email following enrolment/start of the academic year.]

THE COLLEGE AGREEMENT

6.0 College Commitment to Students: 

6.1 Connell Co-op College will support the achievement of your learning goals with high quality tuition and guidance to ensure you leave the College ready for your Next Steps as a ‘work ready co-operator’.

6.2 Connell Co-op College will provide a safe working and learning environment where all members of the College community can thrive and feel valued and respected.

6.3 The College will notify the designated parent/carer of any concerns we have about your progress or wellbeing through the contact details you have provided and by regular updates to the CEDAR system

6.4 The College will ensure that when a student needs additional support through external services, families are given the necessary contact details and advice to help them access the help they need

6.5 The College is committed to responding swiftly to any concerns or complaints. You can do this in person to any member of staff you feel able to approach or via email to stduentsupport@connell.ac.uk 

For further information on our policies, including our complaints procedure, please visit our website.

Emma Soper
Principal

Please also refer to the Professional Conduct Policy

Appendix 2 - Contract Process Overview

Contract Process

Special cases

A student who receives a Directors Warning or Suspension whilst on a support contract will automatically be escalated to the next level of contract

A student who receives Directors Warning or Suspension whilst on a stage 3 contract will be deemed to have failed their stage 3 contract and recommended to the Assistant Principal for removal from roll with immediate effect.

Appendix 3 - Mindset for Learning (MfL) Contracts

Responsibility

The MfL process is overseen by a senior member of staff, the MfL lead. It is their responsibility to

• set and communicate thresholds and triggers so that contracts are used in a consistent and fair way
• set the regularity of review
• quality assure the targets and type of support that is given, providing advice and training to contract managers if required to ensure that the balance of challenge and support is fair and reasonable
• monitor college records to ensure that when tiggers or thresholds are met a contract is trigger and set up in a timely way and to take action when it is not

The MfL lead will work closely with the attendance team to ensure that students whose attendance or punctuality is a concern are identified quickly and supported and challenged by our system.

The MfL lead will also liaise with the pastoral, safeguarding, SEMH and SEND teams as needed to make sure that effective and fair support and challenge is put in place to ensure that every student succeeds and fulfils their potential.  

The MfL lead reports to the Assistant Principal - Culture & Personal Development, who is accountable for the implementation of the MfL aspect of the Support and Challenge Policy

Contract managers are responsible for

• Monitoring all students they are responsible for to identify when triggers are met/targets are being missed
• Keeping accurate records
• Completing all records in a timely manner and ensuring that the required communication to parents and carers takes place in line with college policies at the time
• Seeking help and support if they are unsure about the administrative aspects of contract setting
• Seeking guidance if they are unsure about the appropriate level/best kind of support and challenge to put in place for a student

Triggers and thresholds

1 Poor attendance and/or Punctuality

• Term 1

2 days of absence triggers a warning, 3rd day means MfL contract is set

2 lates in a week or 3 in total triggers a warning, on the next incident means a contract is set

• Term 2

Year to date total of 4 days absence triggers a warning, 5th day means MfL contract is set

2 lates in a week or 5 in total YTD triggers a warning, on the next incident means a contract is set

Term 3

• Year to date total of 6 days absence triggers a warning, 7th day means MfL contract is set
• 2 lates in a week or 7 in total year to date triggers a warning, on the next incident means a contract is set

2 Poor conduct

• 2 records of poor conduct or a Directors Warning (issued by a senior member of staff such as a Director of Curriculum) will trigger a warning, the next incident means MfL contract will be set

• 3 records of poor conduct or 2nd Directors Warning will trigger a MfL contract

• A suspension will automatically trigger MfL unless the Assistant Principal Culture & Personal Development judges a warning is sufficient

3 Poor academic progress

• An Attitude to Learning score of a 3 will trigger a warning, if more than 3 is given or a second 3 in the same subject then a MfL contract will be set. [Attitude to Learning is assessed and a score recorded at regular intervals. It is assessed by teachers based on things like independent work completed, responsiveness to feedback, participation in lessons with 1 being excellent, 2 good, 3 satisfactory and 4 a serious concern. Scores are visible on our parent portal CEDAR 4 times per year]

• A PI grade of a U or a Fail will trigger a MfL Contract [PI stands for Performance Indicator - this is a set of information we provide to parents/carers 4 times per year and it includes academic grades, attitude to learning. sometimes there is also a comment or a target for improvement]

• A PI grade which is 2 or more grades below target will trigger a warning, if more than one subject MfL contract will be set

• If a second consecutive PI grade for a given subject is 2 or more grades below target a MfL contract will be set

4 Failure to complete work/meet deadlines

• A failure to meet a BTEC deadline will lead to a MfL contract being set

• A repeated failure to submit work that is being set by a subject (3 occasions) will lead to a MfL contract being set

Appendix 4 Fitness to Study (F2S) Contracts

Responsibility

The F2S process is overseen by a senior member of staff, the F2S lead. It is their responsibility to

• set and communicate thresholds and triggers so that contracts are used in a consistent and fair way
• set the regularity of review
• quality assure the targets and type of support that is given, providing advice and training to contract managers if required to ensure that the balance of challenge and support is fair and reasonable
• monitor college records to ensure that when tiggers or thresholds are met a contract is trigger and set up in a timely way and to take action when it is not

The F2S lead will liaise with the pastoral, attendance, exams, safeguarding, curriculum, SEMH and SEND teams as needed to make sure that effective and fair support and challenge is put in place to ensure that every student succeeds and fulfils their potential.  Where a student may not be able to complete their course of study they will also liaise with the Vice Principal - Curriculum & Quality who will consider their eligibility for a restart taking into account their career vision.  

The F2S lead reports on this area to the Vice Principal -  Student Services who is accountable for the implementation of the Support and Challenge Policy.

Contract managers are responsible for

• Monitoring all students they are responsible for to identify when triggers are met/targets are being missed
• Keeping accurate records
• Completing all records in a timely manner and ensuring that the required communication to parents and carers takes place in line with College policies at the time
• Seeking help and support if they are unsure about the administrative aspects of contract setting
• Seeking guidance if they are unsure about the appropriate level/best kind of support and challenge to put in place for a student

Triggers and thresholds

Students who have been absent for more than 10 working days or who are likely to be absent for this length of time due to a known medical reason.

Students whose attendance is below 85% and the reason is not believed to be due to mindset or conduct.

When a student, their parent or carer or a medical profession informs the College of a medical reason which may significantly impact their ability to attend, learn or make academic progress or which present a Health and Safety risk to the student or to others.

Appendix 5 Pastoral Support (PS) Contracts

Responsibility

The PS contract process is overseen by a senior member of staff, the PS lead. It is their responsibility to

• set and communicate thresholds and triggers so that contracts are used in a consistent and fair way
• set the regularity of review
• quality assure the targets and type of support that is given, providing advice and training to contract managers if required to ensure that the balance of challenge and support is fair and reasonable
• monitor college records to ensure that when tiggers or thresholds are met a contract is trigger and set up in a timely way and to take action when it is not

The PS lead will liaise with the pastoral, attendance, exams, safeguarding, curriculum, SEMH and SEND teams as needed to make sure that effective and fair support and challenge is put in place to ensure that every student succeeds and fulfils their potential.  Where a student may not be able to complete their course of study they will also liaise with the Vice Principal - Curriculum & Quality who will consider their eligibility for a restart taking into account their career vision.  

The PS lead reports on this area to the Vice Principal - Student Services who is accountable for the implementation of the Support and Challenge Policy.

Contract managers are responsible for

• Monitoring all students they are responsible for to identify when triggers are met/targets are being missed
• Keeping accurate records
• Completing all records in a timely manner and ensuring that the required communication to parents & carers takes place in line with college policies at the time
• Seeking help and support if they are unsure about the administrative aspects of contract setting
• Seeking guidance if they are unsure about the appropriate level/best kind of support and challenge to put in place for a student

Triggers and thresholds

Triggers and thresholds for students on this type of contract are the discretion of senior staff in the pastoral team. They are used with compassion to support the most vulnerable students on our roll and will often be used in advance of any indicator of a ‘problem’ and are seen as a preventative measure to help ensure that known risk factors do not lead to a vulnerable student failing to succeed.