2. At the gate BEHAVIOUR Some children not challenged – difficult boys
Variety of styles of trousers on girls
Lates – a lot
Same pupils without equipment and let in without buying it
Names Taken – so what? Confusion on actions / responsibility

3. Form Time BEHAVIOUR Children sitting doing nothing
The whole class messing
Boisterous behaviour– definitely not doing the maths work booklet
Walking around the room
A class with nothing to do
Headphones on
Several children on phones

4. Changeover BEHAVIOUR Children collecting on stairwells
Selling Lucozade
Chewing
Coats on, shirts out, scruffy
2 girls arguing
Defiance
Children on the corridor in lesson time – no note / truanting

5. Changeover BEHAVIOUR Bad language Rowdy movement No movement
Not on the left
Litter
Graffiti (2 posters)
Too noisy
Staff yelling

6. In lessons BEHAVIOUR A real mix…some excellence but also elsewhere:
Lack of challenge – easy repetitive work to control behaviour
Tatty, low challenge cover worksheets – basket work
Boy being hit with a book
6/14 not working
9/18 not working

7. POSITIVES SEEN ON VISITS
BEHAVIOUR
POSITIVES SEEN ON VISITS
Friendly children
Compliance
Strong and timely intervention from some staff
Good and outstanding teaching
Engagement: Maths, English, Food,IT
Lunch time clubs
Focus in a few KS4 forms – silent work / reading

8. MOSSBOURNE COMMUNITY ACADEMY
MOSSBOURNE ACADEMY
1: 23 – 6:20
MOVING AROUND

9. NON NEGOTIABLE
All staff on the corridor – including NC time CHECK AND CHALLENGE, MOVE, LITTER, SUPPORT OTHERS Greeting Entry activity Equipment, planner, (form – standards card) Environment for Learning – no untidy rooms We will be asking staff to step out into corridors and challenge – modelling behaviour – talking to children- CALs, HOY, SLT monitoring

10. NON NEGOTIABLE
No hoodies or coats or non-uniform jumpers No chewing Shirts in and ties up School shoes (gate / form / lesson) No jewellery – confiscate No phones – confiscate No headphones - confiscate

11. BINARY BEHAVIOUR

12. 1 or 0 Yes or No

13. KEY AREAS
Follow the rules and no defiance – Asked to do something and refuse - immediate isolation. Unacceptable behaviour - immediate isolation. Argument or failing isolation – Exclusion. All those receiving an exclusion will repeat the day in isolation. Lateness – One second late = one hour’s detention. No excuses. Failure to attend = isolation. Two lates = Saturday morning detention. Failure to attend is an exclusion.

14. STANDARDS Pupils will be sent home for incorrect uniform Prices
Tie £3.50
Blazer £22.50
Pupils without equipment or money to purchase it will be sent home
Pen 10p Pencil 10p Ruler 20p
Planner £2.50
Phones, speakers, headphones, jewellery, fizzy or energy drinks, food stock , will be confiscated and standards card marked

15. STANDARDS CARD Pupils will carry a standards card which will be marked
if late to lesson,
if spoken to about uniform including shirts out,
If name calling or swearing,
if noisy or rowdy,
if running,
if in physical contact with another pupil,
if throwing anything,
if littering ,
if stationary or not moving on the left,
if out of lesson without a note
THIS LIST IS NOT EXHAUSTIVE…

16. STANDARDS CARD

17. STANDARDS CARD

18. 7. Manage behaviour effectively to ensure a good and safe learning environment
have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy
have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly
manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them
maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary.

19. MAKING IT HAPPEN Consultation – staff, parents, pupils
Establish systems messaging to behaviour team
Staff the isolation
Support the school – increase staffing
Support the team: CALs, HOY, SLT
Modelling behaviours – speaking to children
Messaging parents – best method