Behaviour management at Ocklynge School

Ocklynge School: average : broad intake : unusually large A little bit of background Things can go horribly wrong. Behaviour management is complex and wide-ranging, and you have to be persistent.

Three essential ingredients Positive Climate Corporate responsibility Systems

Positive climate Staff manner with children and each other. Persuasion, explanation and reason; not threats. Behaviour not the child. Rewards, praise, positive reinforcement, but also consequences. Curriculum (broad and balanced) and lessons (monitoring for development). PSHE provision, circle time. Wider opportunities within school. Playtimes and lunchtimes (1½ hours at Ocklynge). School Council.

Corporate responsibility – everyone has a part to play. Everyone has to play a part – around the school, being proactive, reports, etc. Morale and motivation. Clear roles and responsibilities with flexibility – people missing etc. SMT has high profile – duties, availability. Staff must feel supported. Working with parents to solve problems.

Systems – vital in a big school Records, monitoring, communication. Class behaviour book – time out (HoY role) Lunchtime – analysis & positive activities (Haven, ‘play room’, table tennis, Jam club, equipment, football, etc) – duty area Other incidents – in and out of school Weekly behaviour meetings – SENCO, head, HoY. Split classes at end of year 5 Assertive behaviour/clear sanctions – 99% incidents

Try things For the 1% where things aren’t working: look at the whole situation of the child, be curious, empathetic, accepting, imaginative, creative, go the extra mile, seek out the positives, etc. Oasis, short term 1:1, behaviour charts, caretaking shadow, gardening, carefully choose teachers to fit classes, etc.

Big problems Outside agencies Exclusion - know your options/paperwork - record keeping - temporary: internal trial - permanent:second opinion - no surprises for parents/children

Other points Little things can make a big difference - look in detail at all procedures etc. - proper follow up - supply teachers - responding to individual children’s needs Rules – minimise and try to work by consent/persuasion Transition – both ways is important and continues beyond child’s attendance Parents – got to try and get them on board and work with them

To summarize: Almost everything affects behaviour Positive Climate Corporate responsibility Systems for 99% Flexibility and diligence in response to 1%