Set out a clear and consistent approach to behaviour management
Example
School details
School name: King Charles I School
Location: Worcestershire
Phase: Secondary
Number of pupils: 1000
Contact details: Email Deputy Headteacher Chris Gibson at cgibson@kingcharles1.worcs.sch.uk
Impact and outcomes
Setting out a clear and consistent approach to behaviour management can reduce workload.
It enables teachers to simply teach, rather than spend time dealing with low level disruption.
Background from Chris Gibson, Deputy Headteacher
We set out a clear and consistent approach to behaviour management because low level disruption and poor behaviour was having a negative impact on student outcomes, staff and pupil wellbeing and staff workload.
It was very difficult for departments and staff to plan and deliver high quality lessons while dealing with behaviour.
We believe that senior leadership and pastoral support teams should deal with behaviour and that teachers should follow behaviour protocols consistently. When staff are consistent, pupils are quicker to accept it and move on.
No one enters teaching because they love to tell students to sit down or stop calling out. But learning does not happen without a foundation of clear expectations.
Our approach to behaviour management
Our behaviour protocol sets out:
clear expectations for pupils in lessons and around school
routines for lessons, breaks and lunchtimes - so that our 2 sites are consistent
that staff can quickly and easily record behaviour issues using our school information behaviour management system (SIMS)
that leadership and pastoral staff are visible during lessons, breaks and lunchtimes - we set up systems so that staff can easily call for help
what ‘good behaviour’ means, so that everyone can model it and students can be praised for it
how staff use consequence codes such as C1, C2 and C3 – we review this regularly with staff and explain it to students, parents and carers so that they understand our expectations
how to articulate consequences when they’re issued
how we monitor consequences to support students and ensure we’re consistent across the school
that senior leadership, heads of year and pastoral support teams deal with queries from parents and carers regarding any consequences
the use of a centralised detention system so departments and teaching staff do not need to run their own – instead, non-teaching members supervise detentions
that parents and carers can track the number of achievement and behaviour points issued to their child - we use regular reports using SIMS and the SIMS Parent App
that regular feedback is given to year groups and houses about the number of achievement and behaviour points issued – we generate this using SIMS
how pupils can get house points if they receive more points for achievement than for behaviour issues
that we use regular feedback and external reviews to evaluate our behaviour protocols and how they’ve evolved over the last 3 years
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