As teachers, parents and carers of Plymstock School students, we all play an important part in supporting our young people to represent themselves and our school proudly within the local community. We recognise that the vast majority of our students are considerate, respectful, and a credit to both their families and the school. To continue building on these positive habits, we encourage regular conversations at home about how to behave responsibly in public spaces, whether travelling to and from school, visiting local shops, or spending time with friends in the neighbourhood. 

Talking with your child about showing courtesy to others, keeping noise levels appropriate, and disposing of litter responsibly helps reinforce the values we all want to see in our community. It can also be helpful to stay aware of where your child is spending their time, who they are with, and what activities they are involved in, particularly during evenings and weekends. If you notice changes in behaviour or anything that seems unusual, this can be an opportunity to check in with them and offer support. 

We value working closely with parents and carers. If you ever have concerns about your child’s friendship groups or feel they may need guidance, please do get in touch, working together ensures we can provide the best possible support. Likewise, if you witness any behaviour in the community that involves Plymstock students and may require our attention, we would appreciate you letting us know so we can respond promptly and constructively. Where necessary, we will work alongside the Child Centred Policing Team to ensure that our community is a safe place for all. By communicating openly and supporting one another, we can help our young people continue to make positive choices and be valued members of the Plymstock and wider community. 

Spotlight on: Call for Attention  
One of our most important routines is the signal we use to gain student attention and silence – we call this our ‘Call for Attention’ routine.  When a teacher or member of staff needs the class’s attention, they move to a visible spot, raise a hand, and say: “3, 2, 1… eyes on me.” They scan the room, acknowledge positive behaviour, and wait until everyone is focused. By the time the countdown reaches one, all students are silent and looking toward the teacher. This routine is well established across the school – in classrooms, assemblies, and even during fieldwork. 
  
Why does it matter? This simple, predictable signal helps students switch smoothly between activities, reducing cognitive load so they can concentrate on learning the content and skills that they need to remember, rather than the conditions of learning. Put simply, our Call for Attention routine creates a calm, familiar environment where students feel safe and ready to learn. 

Mental health expert says spending too much time online is leading to 'popcorn brain'

"Popcorn brain" is a term coined by researcher David Levy in 2011 to describe the feeling of mental restlessness and scattered attention caused by excessive, rapid-fire consumption of digital content on mobile phones. Mimicking the sound and motion of kernels popping in a microwave, the brain becomes accustomed to jumping quickly from one stimulus to another—such as scrolling through TikTok, checking emails, and switching between apps—resulting in a weakened ability to concentrate on slower-paced, offline activities. This condition is driven by constant dopamine hits from social media algorithms, which condition the brain to crave immediate gratification and frequent interruptions, leading to shorter attention spans, lower productivity, and increased anxiety.

Research indicates that the mere presence of a smartphone, even if turned off, can significantly impair performance on cognitive tasks by dividing a student's attention. 

Symptoms of ‘popcorn brain’

They include a persistent need for stimulation, difficulty focusing on tasks, and mental fatigue.

Department for Education Guidance to schools

Updated February 2026 DfE guidance instructs schools to be phone-free "by default" to reduce disruption and improve behaviour, banning mobile phone use from the start to the end of the school day, including breaks.

Key Aspects of the DfE Guidance:

• Total Ban Scope: The restriction applies to the entire school day, including lessons, breaktimes, and lunchtimes.

• "No Phones, No Fuss": The guidance supports a complete ban, aiming for phones to be out of sight, or potentially locked away, throughout the day.

• Consistency: Schools should ensure policies are applied consistently to all pupils, with sanctions like confiscation permitted for breaches.

• Exceptions: Exceptions exist for special circumstances, such as pupils with specific medical needs (e.g., blood sugar monitoring) or disabilities.

• Staff Example: Staff are advised to avoid using personal mobile phones in front of pupils to model appropriate behaviour. 

At this stage, we are not considering a total ban of mobile phones being brought to school because of the wider practicalities this may involve. We will continue to review this approach.

Plymstock School is a phone-free school. This is an effective strategy to counteract the "popcorn brain" effect, as removing these devices creates a focused environment essential for deep learning and cognitive development. It also helps keep students and staff safe in an environment focused on social interaction and learning. 

By eliminating constant digital interruptions, students are helped to move away from a state of scattered awareness toward sustained concentration, which has been linked to improved test scores, particularly for low-achieving and disadvantaged students.

Furthermore, our phone-free policy ‘See it, Hear it, Lose it’ approach fosters healthier social development by encouraging face-to-face interactions during breaks, which strengthens meaningful relationships and reduces the prevalence of cyberbullying. Ultimately, a phone-free school day acts as a "digital detox," alleviating the anxiety and social pressure associated with constant connectivity and allowing students to be fully present in their learning environment.

In line with DfE guidance and the benefits of a phone-free school we are making some enhancements from Term 5.  

Electronic Device Expectations from Term 5

Plymstock School is a no electronic devices school. Once pupils have entered the school site, in the morning, electronic devices are not permitted to be used. 

Electronic devices should be turned off and in bags before pupils enter the school site (entrance gates) and not used until the end of the day and they have left the school site via the exit gates (Front gate, ECO gate, Wren’s gate). 

Our policy follows a, ‘We see it, We hear it, You lose it’ approach. This includes being visible in blazer, coat, shorts and trouser pockets or accessed prior to leaving the school site (exit gates)

Our school is introducing a “Hands-Off” expectation to ensure that every student feels safe and respected. This means students must avoid any physical contact, including pushing, play fighting, physical “banter,” unwanted attention, or inappropriate touching. Physical or aggressive behaviour can cause harm, disrupt learning, and make others feel unsafe. By keeping hands off, we prevent bullying, promote respect for personal space, and create a positive learning environment. This expectation also helps us include everyone, as comfort levels vary, and teaches better ways to resolve conflicts. Please support us in reinforcing this expectation at home so that together we can maintain a safe and respectful school culture. 

Uniform is an important part of our school identity. It promotes a sense of inclusion for all students, encourages self-awareness and mutual respect, and helps prepare students for future careers where uniforms or dress codes are common.

Following feedback from parents and carers, we introduced a Uniform Correction button on ClassCharts earlier in the academic year. This complements the supportive systems already in place to help students meet our uniform expectations.

Each term, we:

• Share clear uniform expectations with students and reinforce them through regular announcements.

• Have staff meet and greet students each morning, supported by signage and polite reminders at the school entrance, helping students meet expectations from the start of the day before entering the school site.

• Ensure staff welcome students at the threshold of lessons, supporting them to meet expectations and settle quickly into learning.

• Continue to positively recognise students who wear their uniform correctly.

Following a review of this approach, we have identified that some students require more frequent reminders throughout the day.

From Term 5, staff will use the Uniform Correction button on ClassCharts each time a student needs a polite reminder to adjust their uniform. This will help keep parents and carers informed and strengthen the partnership between home and school in supporting students to meet expectations consistently. This will also support with staff being able to connect through positive conversations as opposed to correcting uniform.

The ClassCharts notification simply indicates that a student has needed a reminder from staff about wearing their uniform correctly. This ensures that families are aware when reminders are needed and allows us to work together to support students who may require additional guidance beyond the daily support systems outlined above.

Please note that this button does not affect a student’s points (it is currently worth 0 points). Its purpose is purely to support communication with families and to allow staff to address uniform expectations positively and consistently when reminders are needed.

We value your continued support. Strong partnerships between home and school help us to promote high standards through our CORE values: Conduct, Organisation, Respect, and Effort. 

Please refer to Appendix A in the Culture & Expectations Policy for ways you can support your child and the school in maintaining a safe and effective learning environment. 

If you have any questions or would like further clarification on these changes, please do not hesitate to get in touch with your child’s Pastoral Team

As part of our ongoing commitment to developing confident, fluent and accurate readers, we are reinforcing the consistent use of Reading Rulers during all reading sessions across the school during the Spring and Summer Terms. Students will be given these at the start of next term, and staff provided with CPD on how to effectively use them. 

Reading Rulers are a simple but highly effective tool that help students track text more accurately, reduce visual distractions on the page, and maintain a steady reading pace. This supports both reading fluency (the speed and flow of reading) and reading accuracy (minimising skipped words or line losses). Together, these are key foundations for strong comprehension and overall literacy development. 

Why we use Reading Rulers? 

• Improved Focus: They help students concentrate on one line of text at a time, reducing overwhelm and visual stress. 
• Better Accuracy: Prevents losing their place, skipping lines, or misreading words. 
• Increased Fluency: Supports a smoother, more confident reading rhythm. 
• Accessible for All: Particularly helpful for students with SEND, dyslexia traits, or visual processing difficulties, but beneficial for every learner. 

How students will be expected to use them: 

• Every student will have a Reading Ruler in lessons where reading takes place. 
• Staff will explicitly model how to use them to track the line being read. 
• Students will be reminded to use their rulers consistently in guided reading, independent reading, and across the curriculum when reading extended text. 

Use of Reading Rulers will become a routine expectation, similar to having the correct equipment for learning. 

Across the school we have seen a vast improvement with students arriving to their lessons on time.  We now wish to support students to improve their punctuality arriving at school and then to tutor and P0.   

Punctuality is an important life skill which helps young people to learn how to organise their time, it can reduce anxiety, builds their confidence and develops their sense of responsibility. 

Students should be on school site for 08:35am, ready to start their day 08:40am.  Any student who arrives after 08:40am will need to enter through the Eco gate and they will be issued with a L mark and will spend tutor time in the late room. 

If a student arrives after the morning register closes at 09:10am without a valid reason—such as a medical appointment—they will receive: 

• A Significantly Late Negative Point on ClassCharts 
• Time in Reset 
• An unauthorised absence (U) mark for the morning session 

We appreciate your support to reinforce the importance of punctuality.  Please remember that we are here to help and guide families in overcoming any barriers to timely attendance, so do not hesitate to reach out if you need help or advice. 

• Wear full uniform with pride and correctly  
• Pleated skirts are required in Years 7–11  
• Bring a rucksack with essential items: Super 7, snacks, PE kit  
• One single stud earring per ear only  (Nose piercings are not permitted) 
• Nails must be natural colour and fingertip length  
• Only natural hair colours permitted  
• Shoes must be flat, black leather or leather-look (no trainers, boots, suede or canvas)  
• Ensure funds are available if purchasing from the Galley  
• Electronic devices must be off and in bags before entering school; can be used after 3.10pm outside only  

Uniform Support Room: Available for students missing correct uniform (includes blazers, ties, shirts, trousers, skirts, socks, shoes, rucksacks, etc.)   

o maintain safety, uphold exam integrity and enforce our electronic device policy, we will be using handheld metal detector wands in the following ways: 

1. During Exams 

• Wands may be used on all students or random selections (e.g. every 5th student) before entering the exam hall. 
• Purpose: To prevent malpractice and protect academic integrity. 
• Devices like phones and smartwatches are prohibited and may be detected during screening. 

2. Beyond Exams 

• During toilet visits in lesson time 
• Before entering Behaviour Rooms 

Please note: this is a screening process, not a search. If a student refuses screening, a staff member will assess the situation carefully. 

Authorised staff members include: the Headteacher, Deputy/Assistant Headteachers, the Designated Safeguarding Lead and Deputy, Heads of Year, and the Behaviour Lead. 

Confiscation: Any prohibited or inappropriate items found may be confiscated, in line with school policy.