5th iNet International Conference, 26 28 November 2008

'You've got that learning feeling' was a training day organised by the Monmouth cluster of schools to help create a single behaviour policy to support all students from nursery to age 19.

The cluster is made up of 8 primary schools and 1 secondary school. The aim of creating a single behaviour policy for the whole cluster came about after reflecting on what had already been achieved through joint work on transition.

The end result of the policy has been a marked improvement in behaviour across the cluster.

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Aims and objectives

• Provision of opportunities for teachers to share best practice on the approaches used at different phases and key stages.
• Creation of a shared philosophy throughout the cluster to support all students in gaining independence and responsibility for their behaviour.
• Reflection on practice so that teachers and support colleagues understand that behaviour is a symptom and not a cause, and that building self-esteem and confidence are key elements of creating positive behaviour.
• Development of a common language when talking about behaviour in order to support the whole school community.
• Viewing behaviour in the context of a holistic approach, taking into account how all practices and systems of learning support behaviour.

The training and the creation of the single behaviour policy.

The training, divided into 4 phases, took a whole day, and included colleagues from across the cluster. In the morning, colleagues worked in cross-school groups. For the fourth phase of training, which took the whole afternoon, colleagues worked within their school groups.

Phase 1 - Reflecting on how learning supports the development of successful behaviour.

This looked at the emotional aspect of learning and its impact on behaviour. Colleagues were asked to reflect on their own learning experiences, and what influenced them in creating positive behaviours as well as negative behaviours.

Following this, colleagues were able to focus on the link between learning and behaviour, and that understanding the emotional impact of learning is key to supporting students.

Phase 2 - Setting a vision and an approach to behaviour management

The groups reflected on the core values, beliefs and purposes that underpin our working practice, with the aim of creating a shared philosophy and. We looked at a variety of legislation and guidance materials, and related these to our own practice.

This phase of training helped to establish a common philosophy and approach about what we were trying to achieve regarding our students’ behaviour. It also established clear expectations right across the cluster.

Phase 3 - sharing best practice

The groups discussed 3 case studies of students from different key stages and phases. Each case study provided a profile of the student, including learning data and observations about behaviour. The groups were asked to reflect on how they would support each student, split into 4 areas:

• Planning learning and classroom management for good behaviour;
• Using learning and language to create positive behaviour which avoids negativity and confrontation;
• How to build self-esteem and confidence through praise and rewards;
• Building a positive learning relationship.

A wealth of ideas from individual practice was collected and shared. This information was eventually placed in a guidance section of the behaviour policy.

Phase 4 - creating whole school behaviour policies

In this last phase of the training colleagues returned to work in their school groups. Each group was given a common behaviour policy template, to complete in line with the ideas discussed in the morning. When each school had written their behaviour policy they were shared with the whole cluster and published as one document.

Outcomes

Primary schools

• All pupils and all staff (including support staff etc) follow the same behaviour policy and understand their role in modelling behaviour and managing any difficulties.
• Parents have adopted the same rules and sanctions at home and have found a marked improvement.
• The new ‘buddy’ system is seen in a positive light by the whole community and has led to a dramatic reduction in playground issues.

In terms of statistics:

• No permanent exclusions for two years, and only one fixed term exclusion (2 days).
• Since September, only 4 children have been seen by the deputy head for playground or classroom issues. In previous years it averaged 10 children per day.

Secondary school

• Students are more confident as they move to the secondary stage because they are used to similar expectations.
• Students have increased their independence in taking responsibility.
• Students understand the approach to working with behaviour.

In terms of statistics:

• No permanent exclusions for nearly three years.
• Massive decrease in fixed term exclusion by over 75 %.
• Increase in CSI indicator and best ever results at KS3, GCSE and post-16.

Vaughan Davies
Monmouth Comprehensive School

Download the full report.