Inset 2013 SMSC - Behaviour Systems - Safety

transcript

SMSC tracking

House system

Assemblies

Tutor time

‘MyLife’ challenge

SMSC trackingRecording

Department analysis

Development

SMSC trackingRecording

Department analysis

Development

The House System

Dates needed

From the students and staff of the life@DSHS development group

Vision for the House System:

Opportunities to take part, to feel a sense of belonging and to enjoy spending time with each other will be available to all.

Challenge, friendly competition and co-operation will enrich the school life we share.

We will learn about our self, each other and about how we work and play together. We will win and we will lose, and we will learn from those experiences.

People who come to Droitwich Spa High School will enjoy being here and invest effort to achieve.

From the students and staff of the life@DSHS development group

Keeping it simple

Keeping it simple• 2 competitions feeding in to 1 final

outcome

• Department challenges (5-25 points)

• Feedback results to me and I will collate

• SIMS points weekly (5 points per week)

• Weekly display in glass cabinet / on TV

outcome

You will be recognised and rewarded for :

• Contributing to the life of the school in a positive way

• Showing improvement, changing and making progress

• Excellent work or a!itude to learning

SIMS points

Praise Cards Curriculum Recognition

Stars of the Week

Awards Evenings and Assemblies

CELEBRATION OF ACHIEVEMENT

outcome

• Add them up to find the House of the Year and the winners of the House Trophy

CompetitionsSpeech

Making

Scientific Spelling Bee

Creative Writing

Football

Poetry

Debating

Reading

Memory

School

cookbook

Singing

Philosophical Enquiry

Basketball

Dodgeball

Volleyball

SwimmingRounders

Netball

RugbyBig Quiz Tennis

Hockey

Athletics

SIMS / House Points

Trampolining

CompetitionsSpeech

Making

Scientific Spelling Bee

Creative Writing

Football

Poetry

Debating

Reading

Memory

School

cookbook

Singing

Philosophical Enquiry

Basketball

Dodgeball

Volleyball

SwimmingRounders

Netball

RugbyBig Quiz Tennis

Hockey

Athletics

SIMS / House Points

Trampolining

Dates please

Assemblies 2013-14

HouseHeadteacherHead of Year

DeputyChanging

VariousLife

DCH / CT

Learning

DCH / CT

Learning

1. People are naturally curious but not naturally good thinkers2. Factual Knowledge precedes Skill3. Memory is the residue of thought4. We understand new things in the context of things we already know5. Proficiency requires practice6. Cognition is fundamentally different early and late in training7. Children are more alike than different in terms of learning8. Intelligence can be changed though sustained hard work9. Teaching, like any complex cognitive skill must be practised to be improved

They are true ALL of the time in learning.

Based on EVIDENCE and lots of it as opposed

to ‘hearsay’

Using or ignoring WILL have sizeable impact

People know HOW they can apply it in schools

Tutor time2013-14

Years 8-10

Valuable time

Valuable time• Year 8-10

• Structured time via the VLE course

• Morning• Thought for the day

• A"ernoon tutor period except assembly day• Citizenship requirement (1-2 days)

• Topical where possible and linked to learning assemblies

• Question based

• MyLife Challenge (1-2 days)

• Question based

• MyLife Challenge (1-2 days)

• Reading

‘MyLife’ challenge

The tutor ‘nudge’

‘MyLife’ Challenge

• One simple personal challenge each term

• That push the boundaries of the student’s current life in or out of school

• Spiritual / Moral

• Social

• Cultural

‘MyLife’ Challenge

• One simple personal challenge each term

• That push the boundaries of the student’s current life in or out of school

• Spiritual / Moral

• Social

• Cultural

• SMSC activities become the ‘vehicle’ for some

• Recorded in SIMS - House colours / Reward

Changing

Behaviour Systems and Support

Paul Clayton

Deputy Head

Changing

“Behaviour around the academy and in lessons is good overall and o!en outstanding. Students are courteous and polite to adults and each other. Students are safe and it is clear from their a"itudes and improving a"endance that they enjoy coming to the academy”

Ofsted, November 2012

“Nearly all students behave well in lessons and around the academy. Misbehaviour in lessons is rare and is usually the result of less effective and engaging teaching. Students agree that poor behaviour is rare in lessons and, when it does happen, it is handled consistently and effectively by staff so that no learning time is lost. Students who are removed from lessons are also given work to do, so that they do not lose learning time.”

Ofsted, November 2012

rules - routines - respect

consistent - caring - calm

choice - consequence

recognise - reward

follow through and follow up

Developing positive relationships

meet, greet and seatDeveloping positive relationships

meet, greet and seatknow names

engage with everyone

engage with everyonepraise positive participation

high expectations

value effort and achievement

high expectations

value effort and achievementengage and enthuse

Separate the behaviour from the student

Describe, remind and re-direct

Choice - Consequence - provide “take up time”

“When....then....”

“Thank-you” not “Please”

Teacher

Head of Dept Head of Year

CHOICES AND CONSEQUENCES

Teacher Department Pastoral Team SLT

Teacher Consequence

Department Consequence

Pastoral Team Consequence

SLT Consequence

Your choicePositive | Negative

You can choose to behave well at any point even when you have already made a mistake

If you make positive choices the problem ends

More than 6 Negative SIMS points in a 2 week period will mean an automatic

detention.

Lateness at any time and poor behaviour at break and lunch will also

receive consequences.

Life. Changing. Learning.

Pastoral Scenarios

A girl walks into your lesson wearing a nose-stud. When you ask her to take it out, she tells you that her form tutor has said that she could wear it,

adding that her mother has already been in touch with the school to explain why she cannot take it out. What do you do?

A boy calls another student “gay”, when that student has a#empted to answer a question but gave the wrong answer. The boy has quickly

apologised to you and said, “Sorry, it was just banter.” What do you do?

You notice a boy in your tutor group is very subdued during tutor time. He hangs around at the end of the session to speak to you. He tells you that his friend in another tutor

group has said that his father hit him the previous night a$er an argument and that his friend is frightened to go home a$er school. What do you do?

You notice a boy in your tutor group is very subdued during tutor time. He hangs around at the end of the session to speak to you. He tells you that his friend in another tutor

group has said that his father hit him the previous night a$er an argument and that his friend is frightened to go home a$er school. What do you do?

You are walking along the corridor on your way to the staffroom for morning break when a girl runs out of a classroom, slamming the door. When you ask

her to stop, she swears at you, and carries on running. What do you do?

Inset 2013 SMSC - Behaviour Systems - Safety

Education