Behaviour & Relationship Management
Our Academy operates a fair and transparent system. It is a reward led system to support positive relationships. We expect that all students will meet the expectations and that parents will support the Academy in maintaining a positive approach to behaviour.
We operate under the umbrella of a number of Trust policies/frameworks - Policies Link
Everything we do at Priory Pembroke Academy is based around one motto:
We believe that greater success comes from working as a team, supporting each other through good times and tough times. We are creating an environment that is safe, where everyone feels respected and where students come to school ready to engage in learning.
What we do:
- We build strong and effective relationships between staff, students, parents and the wider community.
- We fulfil the duty of care to students and staff, enabling them to feel safe, respected and valued in the Academy.
- We promote a calm and positive climate for learning that ensures effective learning and teaching takes place, leading to high standards of achievement for all students.
- We provide a high level of control and support for students – giving firm boundaries and strong guidance.
- We establish a framework for staff to focus on building relationships to solve problems, rather than overuse of sanctions.
- We support students to develop responsibility for their own conduct, managing and modifying their own behaviour where necessary.
- We ensure the reputation of Pembroke is positive in the local and wider community.
By fulfilling the roles above we:
Improve life chances and Create citizens of the world
Developing positive relationships and fostering personal development of our students is based around 5 pillars of adult practice:
Consistent Calm Manner
At Pembroke Academy we believe everyone is responsible for ensuring consistent calm conduct and behaviour of the students based around the three Academy rules:
Be Ready Be Respectful Be Safe
The main priority in this is adults modelling expected behaviour. Therefore we expect to see all staff, governors, trustees and visitors:
- Behave in a calm, respectful manner.
- Greet others with confidence and a smile.
- Show empathy and understanding of others and use humour appropriately.
- Catch others, especially students, being positive and give appropriate praise in public.
- Be reflective in their own practice.
We would not expect to see anyone behaving with aggression, negativity or shouting; using humiliation or “losing it”; and adults should not create ‘power struggles’ with students.
Conduct within the classroom
Student and staff conduct within the classroom should always mirror the three Pembroke Rules – Be Ready, Be Respectful, Be Safe.
Staff and students have completed work on what we mean by “Ready, Respectful, Safe”. Examples of this are shown below but are not an exhaustive list.
Being ready is…
Being respectful is…
Being safe is…
Being on time to lessons.
Sit in a seating plan.
Having correct equipment.
Sit up and face the teacher.
Listen to others.
Be kind and polite.
Not shout out.
Use appropriate language.
Listen to staff.
Ask for help if needed.
Being ready is…
Being respectful is…
Being safe is…
Planning ahead of schedule.
Being on time.
Listen to students.
Use student names.
Treat everyone with equality.
Use a calm tone of voice.
Maintain a calm environment.
Listen to student worries/concerns/issues.
Giving clear instructions.
Risk assess for hazards.
There are also more subject and teacher specific examples of showing the three rules. To this end we would expect teaching staff to have professional judgement within their classroom and take responsibility for the conduct of the students in their care. It is up to each individual member of staff to show professional judgement in setting these rules. Staff should do this at the beginning of the academic year and refer back to these rules on a regular basis.
Basic academy-wide expectations will be referred to throughout individual conversations with students and parents as well as through other means such as whole school assemblies.
First Attention for Best Behaviour
We praise students in a variety of ways at Pembroke, culminating in our rewards programme that is based around our 5 Academy values:
Passion Courage Curiosity Wisdom Generosity
All adults should use the values as much as possible when praising students. Methods of praise include, but are not exclusive to:
- Verbal and non-verbal praise from an adult when positive behaviour is displayed.
- Value stamp given from staff in student planner.
- Subject point given for exceptional work – stamp given on work.
- House points given.
- Nominations for “Hot Chocolate Friday”.
- Phone calls home. This is known as “deliberate botheredness” (see Paul Dix).
- Praise postcards sent home by teaching staff.
- End of term celebration assemblies.
- Reward trips organised by Heads of Year.
Relentless Routines – Providing Consistency
“The behaviour you allow is the behaviour you expect”.
Each member of staff, especially teaching staff, should ensure they are relentless in applying routines in order to promote consistent positive conduct and attitude from students.
We expect all staff to:
- Meet and greet students with confidence and respect.
- Use positive language related to our motto, rules and values.
- Maintain a calm and respectful manner with students at all times.
- To be actively on duty at all times (in other words, be “omnipresent”)
As well as the above we expect all middle leaders to:
- Meet and greet and be visible in their area of responsibility.
- Enter lessons and catch students being positive.
- Stand by and support staff at relevant times.
As well as the above we expect all senior leaders to:
- Be present at the school gates at the start and end of everyday, meeting and greeting and ensuring safe arrival and departure from the Academy.
- Be visible at lesson changeover times and social times.
- Carry out regular learning walks within classrooms, supporting staff, modelling expectations and praising positive behaviour.
Routines to support Being Ready
Form tutors have a duty to check uniform and equipment everyday and correct if necessary. Ready stamps should be given everyday to show this has happened and the form tutor is satisfied. Heads of Year should conduct random checks of readiness and ready stamps and sign in students planners to show this has happened and they are satisfied. SLT will conduct ready checks every module.
Scripting Difficult Conversations (also known as ‘microscripts’)
There will be times where conduct from students is not meeting our expectations. This will happen in all school settings, adolescents do make mistakes! Staff need to be prepared for these situations in order to de-escalate and resolve situations timely and with clarity.
To support with this we have 3 classroom rules, each linking to our three school rules:
- “One voice” (Be Ready) – this ensures we are all listening attentively, and ready to learn.
- “Follow instructions when prompted” (Be Safe) – all students should follow instructions for safety.
- “Let others work” (Be respectful) – this allows all students to learn, and all staff to teach.
Prevention is better than cure. This is why having strong positive relationships between students, staff, parents and the wider community is important – it makes the process of rebuilding after mistakes easier.
Ensure you practice techniques of de-escalation. Be prepared. Staff should be reflective of their own practice and lessons and use this to inform further actions. For example, if there is a particular class that present challenging behaviours be proactive, make steps to build relationships outside of the classroom, ask a colleague to be a ‘removal room buddy’ if needed and request support from the pastoral team.
When a student is displaying challenging behaviour staff should challenge assertively but calmly. At this point use professional judgement, but some of the following strategies may be useful:
- Remind students of agreed expectations and give assurances you know they can meet expectations. You should give a specific example if possible.
e.g. “Gary, remember our expectations on working in silence? I know you can, as you proved to me in our last assessment lesson”
- A non-verbal ‘look’ from a teacher, ensuring the student knows you have taken note of poor behaviour, followed swiftly by praising others who are showing the specific behaviour you are expecting.
e.g. Mary is talking over others - pause, wait for eye contact with a straight face followed swiftly with “thank you Mary for showing respect for others speaking”.
- “Drive by” the student’s desk, pausing for a few seconds close to them. This is a non-verbal, less confrontational method of showing students you have taken note of their conduct.
- “Agree and distract”. This is particularly useful when students are asking irrelevant questions to distract from the work.
e.g. “Miss, you drive a red car don’t you?” > “Maybe I do Mary, but I need you to get on with the task”
If behaviour continues to be challenging or not as you would expect you may wish to follow with some of the following strategies, using your professional judgement:
- “If…, then…” strategy.
e.g. “Gary, if you continue to talk when we should be silent, then I will need to move your seat and speak to you at the end of the lesson. If you can work in silence, you can continue to remain where you are.”
- Remind the student of the previous interventions you have given.
e.g. “Mary, I have already spoken with you about turning around and distracting those behind you, the next time it happens you will need to work in the classroom next door”.
- If possible, ask another adult in the classroom to remind the student of expectations. This often is a SSA or other member of staff. This shows that you challenging their behaviour is not personal and all staff are expecting the same behaviour.
With all of the above strategies staff should remember that reprimanding in private/praising in public is an effective tactic in behaviour management. The strategies above are not an extensive list and professional judgement should be used at all times.
Staff also must give students “take up time” and allow them to correct their behaviour. For example, once a strategy from above is used the member of staff should turn their attention to positive behaviour from others in the class, allowing the student challenged time to process and follow the instructions.
If a situation occurs where staff would like support they should follow the guidelines that follow.
At any point where behaviour has not been that which is expected staff must “close the loop” themselves, “picking up the tab” as Paul Dix states. Asking another member of staff to deal with a behaviour incident in a classroom will further break down relationships between staff and students, and eventually between staff. It displays a message to the students that you can not control the behaviour of the class and you must pass this on for someone else to deal with. This is dangerous as it takes away your authority with that student.
Taking control of the situation shows authority and makes it clear to the student that you are in charge. Follow up any behaviour you feel is necessary (professional judgement), even if you have asked the student to work in another classroom or they have been removed by a member of the pastoral team or SLT. Do not wait for the child to come back to you, show “botheredness” and close the loop yourself, setting the bar again for the next lesson.
Use the following questions in order to complete a restorative conversation:
- What happened? This will gain the student’s unique perspective on the situation. You should also share your perspective.
- What were you thinking of at the time? This will help students understand what emotions may lead to poor behaviour, increasing awareness and helping them take responsibility.
- Who has been affected by what you have done? This is focusing on harm that has been caused. You may need to support with this. For example they may not see the wider consequences of their behaviour.
- What do you think you need to do to make things right? This is highlighting that it is the student who has responsibility for putting things right. You should offer support for them to do this.
If you feel you need support from a colleague chose the right colleague wisely. It is best to consult with the pastoral team first and then find a colleague to be your “shoulder partner”: someone who is present when you are completing a restorative conversation, but not someone to do it for you.
Restorative approaches are based on positive relationships where staff work with students in order to improve conduct, attitude and behaviour. A restorative approach focuses on the harm done and taking responsibility rather than blame or guilt for breaking rules. It utilises a situation of a high level of control and support as shown in the diagram below of the ‘Social Discipline Window’ rather than a punitive approach.
What to do when things go wrong
As already discussed above there may be times where behaviour is not as expected. Below is guidance on what to do in these situations. Staff should always remain calm and assertive.
If challenging behaviours continue over a period of time the member of staff should use support from the pastoral team (Heads of Year and Pastoral Managers), but staff must ensure they do not pass on responsibility, rather work with each other for the satisfactory outcome.
Teacher’s guide to classroom behaviour management at Priory Pembroke
The following guide must be used to manage persistent disruptive behaviour within your classroom. Other incidents of behaviour, such as physical assault, bullying, verbal abuse/threatening behaviour or racist abuse must be challenged by a staff member, but will be followed up by HoY/SLT.
Behaviour of student
Scripted language and actions the teacher must use
Sanctions that may be given
Not following classroom expectations of:
Teacher to use de-escalation strategies:
Persistence of disruptive behaviour and not following classroom expectations.
Teacher to say:
Persistence of disruptive behaviour and not following classroom expectations despite the warning.
Teacher to say:
Persistence of disruptive behaviour and not following classroom expectation despite the sanction given.
Teacher to say:
Follow up options:
If behaviour continues to be disruptive over a series of lessons parents, HoD and HoY will have already been informed. An after school SLT intervention will be put in place.
*If a student does not attend a detention given by teacher, the teacher must inform SLT and an after school SLT intervention will be arranged. The teacher will attend this intervention. SLT will be a shoulder buddy at this time.