Inset 2013 SMSC - Behaviour Systems - Safety
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Transcript of Inset 2013 SMSC - Behaviour Systems - Safety
Life.
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
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
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
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
• 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
Dance
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
Dance
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
Valuable time• Year 8-10
• Structured time via the VLE course
• Morning• Thought for the day
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
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)
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)
• Reading
‘MyLife’ challenge
The tutor ‘nudge’
‘MyLife’ Challenge
‘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 Systems and Support
“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
Behaviour Systems and Support
“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
rules - routines - respect
consistent - caring - calm
rules - routines - respect
consistent - caring - calm
choice - consequence
rules - routines - respect
consistent - caring - calm
choice - consequence
recognise - reward
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
Developing positive relationships
meet, greet and seatknow names
engage with everyone
Developing positive relationships
meet, greet and seatknow names
engage with everyonepraise positive participation
Developing positive relationships
meet, greet and seatknow names
engage with everyonepraise positive participation
high expectations
Developing positive relationships
meet, greet and seatknow names
engage with everyonepraise positive participation
high expectations
Developing positive relationships
value effort and achievement
meet, greet and seatknow names
engage with everyonepraise positive participation
high expectations
Developing positive relationships
value effort and achievementengage and enthuse
Developing positive relationships
Separate the behaviour from the student
Developing positive relationships
Separate the behaviour from the student
Describe, remind and re-direct
Developing positive relationships
Separate the behaviour from the student
Describe, remind and re-direct
Choice - Consequence - provide “take up time”
Developing positive relationships
Separate the behaviour from the student
Describe, remind and re-direct
Choice - Consequence - provide “take up time”
“When....then....”
Developing positive relationships
Separate the behaviour from the student
Describe, remind and re-direct
Choice - Consequence - provide “take up time”
“When....then....”
“Thank-you” not “Please”
Developing positive relationships
Separate the behaviour from the student
Describe, remind and re-direct
Choice - Consequence - provide “take up time”
“When....then....”
“Thank-you” not “Please”
Developing positive relationships
Teacher
Head of Dept Head of Year
SLT
CHOICES AND CONSEQUENCES
Teacher Department Pastoral Team SLT
Teacher Consequence
Department Consequence
Pastoral Team Consequence
SLT Consequence
Your choicePositive | Negative
Your choicePositive | Negative
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 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?
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?
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 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?