BEHAVIOUR FOR LEARNING

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BEHAVIOUR FOR LEARNING

• Chris Stevens
• Head of Year 11
• Leadership Group Ninestiles School

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The Current Situation

• Pakistani heritage pupils make up the third
  largest cohort within the school
• 92 of Pakistani boys obtained 5 or more A-C
  grades

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ONCE UPON A TIME

• There was a school that
• Was old and needed cleaning
• Had students that underachieved
• Was teacher centred
• Had students that left with no good feelings
  about the school
• SO..

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WHAT TO DO FIRST?

• School was painted and carpeted
• There was a pastoral structure but not the one
  that was wanted
• Neither were the correct personnel in place

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ETHOS

• A pastoral structure was created that listened
• Staff and students were encouraged to think
  positively
• Photographs of students who had been successful
  were put on the walls

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Why implementing a whole school behaviour system
is the first fundamental

• Brings teachers on board and releases goodwill
  and energy.
• Creates a whole school team feeling and a we can
  do this attitude.
• Provides clear and direct evidence to students
  and parents that the school is improving.
• Has a positive effect on recruitment and
  retention.
• Provides immediate support to NQTs and new staff
• Provides the platform for improving teaching and
  learning.
• Is the basis for evolving into a learning
  community.

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THE SIGMOIDCURVE
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S0

• Having made progress with the ethos there was
  still too much time spent off task by students
  too much time arguing over behaviour problems
• A behaviour system to answer these needs was
  required.

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Strategy BFL a whole school behaviour system

• From Assertive Discipline roots but heavily
  modified by Ninestiles over ten years.
• Further modifications by Waverley and The
  International School to meet their own needs.
• Provides a whole school supportive and consistent
  disciplinary framework that teachers, students
  and parents appreciate.
• Supported by IT to facilitate monitoring,
  analysis and response to individual, group or
  whole school behaviour.
• Mirrored with a Praise system.

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BEHAVIOUR FOR LEARNING

• A whole school discipline policy that covers all
  aspects of school life.
• B.F.L. IN THE CLASSROOM
• B.F.L. AROUND SCHOOL
• B.F.L. TOWARDS THE INDIVIDUAL
• All punishments/consequences are given through a
  central school system. Staff cannot individually
  punish students.

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B.F.L. in the classroom

• For low level disruption
• First misbehaviour..Verbal warning (C1)
• Second misbehaviour.Verbal warning (C2)
• Third misbehaviour..Detention(C3) for 1 hour
• Fourth misbehaviour.Isolation(C4) Student is
  removed from the classroom

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REMEMBER

• To make clear that a consequence is given
• ( if a student is on a C3 and is then removed
  from the classroom that removal is the C4)
• Consequences are written on the covered sheet
  provided.
• Any student caught changing the consequences will
  go to isolation.
• When a consequence is given it should not be
  cancelled .
• Students should not be sent to stand outside
  classrooms to cool down.

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B.F.L.. towards the individual

• Any physical violence.student is excluded.
• Bullying.verbal violence, swearing at another
  studentcan be a warning or a C4 or exclusion
• Verbal violence towards a member of staff and the
  student is excluded.
• Any student carrying inappropriate objects
  (knife, drugs) will be permanently excluded.

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BAD LANGUAGE

• If staff can hear bad language directed to them
  or about them the student must be removed from
  the classroom(C4 or exclusion)
• If two students are using bad language between
  them a C3 is given
• A student shouting bad language across the
  classroom so other students can hear will receive
  a C4
• Loud enough to be heard loud enough to be punished

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STAFF LANGUAGE

• Staff should always be aware of the language they
  use when speaking to students------------
  students are not stupid but can act in a stupid
  way
• Speak as we would like to be spoken to
• Always behave with the integrity of our
  profession

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REMEMBER

• All rules are based on common sense
• If you think any rule is unfair speak to a member
  of staff and the rule could be changed.

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TIMESCALE

• Day One.C3/C4 is given and the appropriate form
  is filled out by the end of the day and put in
  the year or isolation box in the staffroom.
• Day Two.HOY/Deputy HOY collects forms and gives
  detention slips to Tutors.
• Deputy Head collects isolation forms and sees
  each student individually. Isolation as soon as
  possible

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TIMESCALE

• Tutor gives student C3 letter.
• Student must sign to say they have received
  letter.
• If students do not agree/understand the C3 they
  should talk to either their HOY or deputy HOY.
• Day Threestudent does C3 detention.

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C3 letters are issued 24hours before the
students complete their C3 detention. HOYs
Register students during C3 detention. If
students do not turn up for C3 detention they
will be issued a suspension letter the following
morning, explaining that if they do not
complete their C3 detention that afternoon they
will be suspended for one day their parents
and the student will return to school on the
specified date.
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If student behaviour is positive and
constructive within the school students accept
praise as a genuine reflection of their success

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PRAISE

• In all classrooms students should feel
  comfortable and non threatened.
• In all classrooms there must be twice as much
  praise as there are consequences
• Every 50 praises a letter will be sent home to
  pupils parents.

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PRAISE

• HOY Will every half-term put on year notice
  boards the praise achieved by all pupils in the
  year group.
• Subject staff in Key stage 3 to write/stamp
  praise in student planners as well as recording.
• Faculties to use their own praise systems.
• There should be always at least twice as much
  praise as consequences in every lesson .

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HOMEWORK

• Any student, missing homework will receive a C3
• Missing homework means not giving in the homework
  on the correct day
• There can be no chances
• If the pupil is absent it is the subject
  teacher's responsibility to chase and if
  necessary give the consequence
• No consequence can be changed unless it is a
  mistake
• There can be only one C3 for each homework

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C3 DETENTIONS IN THE MAIN HALL OR DRAMA STUDIO

• Enter the hall in silence
• All coats and bags to be left at the front of the
  hall
• Students sit in silence for the hour
• First misbehaviourverbal warning
• Second misbehaviour..student is isolated and
  does the C3 standing
• Third misbehaviour.student is sent home and
  sorted the following day.C4 exclusion and the C3
  done on the day they return or at end of C4.

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Exclusions

• All excluded students cannot return to school
  until their parents have been seen by the
  appropriate member of staff.

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Effective Implementation of BFL needs..

• A leadership team that is personally and
  professionally committed to BFL
• A willingness to prioritise BFL resource needs in
  terms of staff time and energy
• All teachers including those who have good
  classroom management skills using BFL
  procedures.
• A determination to recognise and respond to the
  inevitable local teething problems

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Wise Sioux Saying

• If you find that you are riding a dead horse the
  best strategy is to
• Dismount
• Walk
• Or find a live and fast horse

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Bad strategies include -

• Ignoring the fact that the horse is dead
• Flogging the horse to make it go faster
• Changing the rider
• Saying this is the horse that we have always
  ridden
• Holding meetings to discuss how to improve the
  performance of the dead horse.
• Spending money on better quality food for the
  horse.

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• The enemy of excellent is good