1. BRILLIANT expectations for all
Aims of the session
Banks Road Infant and Nursery School
To explain our rewards and sanctions
To explain how expectations about behaviour are set
To explain how we use expectations in the classroom and the playground
To demonstrate how a solution-focused strategy is used to develop expectations
To show how we create a positive learning environment: a ‘whole school culture for learning’
To develop an understanding of how we respond to the individual needs of children
Children’s social, emotional and LEARNING behavioural skills

2. Banks Road Infant and Nursery School
Introductions
Staff team
Timings – brief overview of evening
Parking Board – questions
Not a forum to discuss individual cases
Evaluation sheets
Banks Road Infant and Nursery School

3. Banks Road Infant and Nursery School
Context
There is no single solution to behaviour issues which will suit all schools. We are best placed to decide how best to respond to the particular issues that affect our pupils and our families
We need to encourage positive messages about good behaviour and respect for each other
We focus on children’s learning first and foremost and are ruthless in prioritising this. If we take care of children and their learning then we can develop a whole school culture for learning
Parents must be involved in supporting high standards of behaviour

4. Banks Road Infant and Nursery School
OfSTED
HMCI (Her Majesty’s Chief Inspectorate) commissioned a survey. The report was published in September 2014
Four-fifths of the parents surveyed wanted the school to communicate its expectations around behaviour clearly and regularly
…“creating a positive climate for learning is a responsibility shared by leaders, teachers, parents and pupils……leaders (should) explain and enforce their expectations successfully to staff, pupils and parents.”

5. Parents want to know that their child is happy and safe……SO……..
Banks Road Infant and Nursery School
Parent views
Most parents have an opinion on whether teachers can manage disruptive and inappropriate behaviour or not, mainly from listening to their own children
Home / school agreement
Behaviour Policy can help parents understand its expectations and the part they can play in supporting good behaviour
Parents should be involved in behavioural issues
Partnerships between parents and school should be effective through high levels of communication
Parents see the importance of bringing the learning culture into the home
Parents want to know that their child is happy and safe……SO……..
Really take time to listen- be seen to be listening. Suggest if a ‘plan’ needs to be made on how to attempt to solve the problem.Tell / assure / what do you think we should do? Building resilience.

6. Banks Road Infant and Nursery School
Firstly:
What rewards and sanctions are used in school?
What are our expectations of pupil behaviour?

7. Rewards and sanctions - Why?
Rewards and sanctions are used to set clear boundaries
So parents and carers know what is expected of their children as pupils
The pupils know what is expected of them
The teachers can impose the school rules
Good classroom management limits bad behaviour

8. Banks Road Infant and Nursery School
Rewards 1
Rewards must be desirable
They need to be age appropriate (very young children)
They must be earned
The reward must fit the individual
They need to be continually reviewed
We reward all the children
Sometimes rewards need to be private

9. Banks Road Infant and Nursery School
Rewards 2
Types of rewards:
Golden stars – trophies and tea party
Learner of the week
Certificates
Praise
Trips
Raffle tickets (KS1)
Marbles in the jar (FS)
Listening to music
Golden time
Stickers
Postcards home
Class privileges

10. Banks Road Infant and Nursery School
Sanctions 1
They must be unwanted
They must be followed through
We don’t threaten what we can’t or won’t deliver
We avoid the threat of someone else
We remain calm when sanctioning a pupil

11. Banks Road Infant and Nursery School
Sanctions 2
‘Detentions’ – missed playtimes, ‘time out of classroom’
‘Time out’ – 1 minute for every year of their life
Phoning/writing home
Code of Conduct
Loss of privileges
Whole-class sanctions
Solution focussed – Individual Behaviour Plans
Fixed term exclusions

12. Final thoughts on rewards and sanctions
Banks Road Infant and Nursery School
Final thoughts on rewards and sanctions
Rewards and sanctions create an atmosphere in the classroom
Rewards and sanctions must be consistent
Pupils need to understand that their behaviour results in consequences
Teachers and parents need to know what the school’s policies are

13. Why are expectations important?
Children and adults need to know what is expected of them if they are to be successful
Clarifying expectations helps to create a positive atmosphere by emphasising what is wanted and valued
Stating specific expectations offers a framework for explicitly identifying the behaviours we need to teach so that all children have the opportunity to succeed

14. HMCI Survey – What can be done better?
“Teachers were asked what could be done to improve the culture for learning in their schools. Over three- quarters responded that high expectations needed to be communicated clearly and regularly to pupils and parents. Over half wanted more engagement between school and parents about behaviour. Four-fifths of parents also identified regular communication to pupils of the schools expectations as a way of improving the learning culture.”
September 2014; No

15. Setting and changing expectations
Explicit description of the behaviour you require. Behaviour is TAUGHT not CAUGHT
Clarity: use precise language
Involve the children – e.g.class charters
Involve support from colleagues as necessary
Banks Road Infant and Nursery School

16. Banks Road Infant and Nursery School BRILLIANT Expectations
Build your confidence
Respect yourself, your school and your community
Inspire yourself and others to succeed
Learn from your mistakes
Listen to others
Improve to be the best that you can be
Achieve and enjoy safely
Never give up
Together we aim high
Banks Road Infant and Nursery School

17. Banks Road Infant and Nursery School
Monitoring
How do we monitor the success of our expectations?
How frequently do we review what is happening in the classrooms and the playground?
How do we involve the children and others (parents)?
How do we celebrate success?
How do we deal with any revisions?
By establishing clear expectations and keep coming back to them we regularly evaluate progress through the views of all stakeholders……

18. Monitoring Parent questionnaires –Sept 14

19. Monitoring Parent questionnaires –Sept 14

20. Monitoring Pupil questionnaires –Sept 14
Good rules
because
they help us
You will get told
off. You will be
sent to
Mrs Clemens.
They keep us
Safe
(Rules and expectations)
You lose golden
time
Sometimes good
and sometimes
bad
(behaviour at playtimes)
We listen to the
teacher

21. Monitoring Class behaviour files
Class behaviour files are used to:
Inform the school’s own work with the child
Ensure a consistent approach across all classes
Monitor successful strategies
Monitor and review child’s progress, triggers, behaviour ‘types’, frequency and pattern of behaviours
‘Play Watch’
Bad behaviour can be dealt with swiftly
Inform discussions with the parent and child
Inform a new school if transfer occurs
Provide factual information to outside agencies
In extreme circumstances to provide a basis for requesting LA statutory assessments

22. Ladder of intervention
In your groups:
Look at each behaviour
Discuss which level of intervention should be implemented and note your reasons why
Be prepared to give feedback
Banks Road Infant and Nursery School

23. What is bullying? Banks Road Infant and Nursery School
‘Bullying is behaviour by an individual or group, repeated over time, that intentionally hurts another individual or group either physically or emotionally.’
“Preventing and tackling bullying”
Advice for headteachers, staff and governing bodies
DfE March 2014
Banks Road Infant and Nursery School

24. Banks Road Infant and Nursery School
What is bullying?
‘The repetitive, intentional hurting of one person or group by another person or group, where the relationship involves an imbalance of power. Bullying can be physical, verbal or psychological.  It can happen face-to-face or through cyberspace.’

25. Banks Road Infant and Nursery School
Bullying
Bullying can take on many forms and is often motivated by prejudice against particular groups
It might be motivated by actual differences between children, or perceived differences
Emotional bullying can be more damaging that physical
Teachers and schools have to make their own judgments about each specific case

26. How does bullying differ from banter?
There is a deliberate intention to hurt or humiliate
There is a power imbalance
It is usually persistent
STOP
Several Times On Purpose
Banks Road Infant and Nursery School

27. Aims and objectives
To clarify for all members of the school community the definition of bullying behaviour
To stress that bullying behaviour is never acceptable in any form
To produce a consistent school response to any bullying incidents that may occur

28. Banks Road Infant and Nursery School
Is it bullying?
At your tables
Look at each behaviour
Discuss whether each behaviour is defined as ‘bullying’ or not and note your reasons why
Banks Road Infant and Nursery School

29. The role of parents and carers
The school collaborates actively with parents and carers, so that children receive consistent messages about how to behave at home and at school
We expect parents and carers to know and understand our school rules and support them
We expect parents and carers to support their child's learning, and to cooperate with the school, as set out in the home–school agreement
Banks Road Infant and Nursery School

30. The role of parents and carers
Banks Road Infant and Nursery School
The role of parents and carers
We try to build a supportive dialogue between the home and school, and we inform parents and carers immediately if we have concerns about their child's welfare or behaviour
If the school has to use reasonable sanctions to punish a child, we expect parents and carers to support the actions of the school. If parents and carers have any concerns about the way that their child has been treated, they should initially contact the class teacher. If the concern remains, they should contact the head teacher. If these discussions cannot resolve the problem, a formal grievance or complaint can be implemented.

31. Banks Road Infant and Nursery School
Finally……..
We see strong relationships with parents as the best way of building a positive learning culture
We are constantly embedding a culture in which outstanding teaching can flourish
Banks Road Infant and Nursery School is a welcoming school which insists on high standards and where our teachers and all staff routinely challenge children to do better
We enforce the school’s BRILLIANT expectations and codes of conduct that are consistent for all children
All staff implement the school’s policy and uphold high, BRILLIANT expectations

32. A BRILLIANT SCHOOL COMMUNITY
Banks Road Infant and Nursery School
…….Finally
The culture and learning environment of the school must ensure that our children take pride in their work, their appearance and their school
We do not hesitate to involve parents when necessary
We take swift and decisive action when children do not meet our required standards
Our school culture is one of high aspirations, academically and socially –
A BRILLIANT SCHOOL COMMUNITY