School Improvement 2020-2021 – Behaviour

Aims Primary Drivers Secondary Drivers Actions

To review and improve our current behaviour policy and procedures to create greater consistency amongst school

staff and stakeholders.

School Leadership

Teacher Professionalism

Parental Engagement

Assessment of children’s Progress

School Improvement

Performance Information

Staff empowered to collectively lead in this change of approach and policy development

Staff to have opportunities to attend in-service training, collegiate meetings and undergo some reading. Time to reflect and discuss.Staff views to be explored via survey.

Involving and Supporting Parents throughout each stage. Opportunities to share views via online survey

Explore and track behaviour monitoring systems. Seek pupil opinion. Measure how behaviour affects/links to attainment.

Whole school to be involved in the process of change. Collective agreement on new behaviour interventions based on evidence and recent research.

PEF spending to target identified pupils. Consistency of approach for ALL pupils.

Planning for Continuous Improvement

Collegiate Working with Families

Planning, Tracking and Monitoring

High Quality Feedback

Implementing Improvement and Change

Raising Attainment/Closing the Gap

Career Long Professional Learning

Review and develop our whole school behaviour policy and procedures.

What data/evidence informs this

priority?

Outcomes Intervention(s) Expected Impact Measures Actual Impact

Staff and parent verbal feedback showed a lack of clarity around behaviour expectations and procedures.

Our school staff have expressed the need for a more ‘united/immediate’ approach towards behaviour management that is nurturing. Nurture is an identified need throughout the needs analysis.

An awareness of recent research around behaviour management has highlighted that we should review and look to update our thinking and

All members of staff to feel confident in tackling unwanted behaviours regardless of their position in the school.

Development of a Behaviour Blueprint and Policy outlining clear roles, responsibilities and procedures.

Parental Engagement- Creating opportunities for parents to support our policy and aim for consistency at home.

To create a simplified set of rules and

Provide Professional Learning for staff to support the implementation of a positive behaviour policy.

In-service training/ collegiate –– looking at recent research.

Collegiate time to discuss current procedures.

Access to the work of Paul Dix – ‘When the adults change, everything changes’ –(reading) as well as other research and key documentation.

Time allocated for consultation and development and sharing

Regular time to review progress during collegiate activities.

On-line videos – Paul Dix episodes

Finalise policy.

All stakeholders within Port Erroll Primary will be -Confident to intervene when behaviour falls below the desired standard.-following a consistent approach through the use of ‘recognition boards’ and ‘scripted conversations’-aware of the simplified expectations of our school (RRS)-following a positive approach towards behaviour management, where positive actions are celebrated and recognised.- able to engage in restorative conversations.-confident that ALL pupils are being recognised.-looking for evidence of ‘over and above’- improved attainment due to increased engagement that improved behaviour allows.

Behaviour Policy in place and being followed consistently.All stakeholders will understand the

Pre/During/Post teacher / parent and pupil questionnaires measuring knowledge and confidence

Levels of staff engagements with Recognition boards, restorative 5 conversations and meet and greet.

Tracking Pupil Progress meetings

Number of pupils being sent to SMT

Impact of policy on ethos

Engagement in implementation of training

June: All stakeholders involved in creating, evaluating and finalising the draft blueprint policy. Engagement from staff, pupils and parents resulted in a well rounded, understood policy. 50% of families engaged in this process. All staff were involved.

Rules are displayed around the school; referred to and understood from nursery to P7.

Reflection time reduced significantly. Calls home re behaviour- Aug: 11 Sept: 7 callsOct: 0 callsNov: 0 calls

Develop Learning and Teaching and Assessment Strategies

Restorative 5 – conversation training.

Support to implement ‘recognition boards’

procedures. expectations which all pupils and stakeholders can recall easily and reduce confusion or conflicting ideas.

To create an ethos of ‘above and beyond’ where positive behaviour becomes the aspect given most attention and acknowledgement.

within classrooms. Sharing of the 3 rules

around entire school and wider community.

Peer support – to help identify positive interactions with pupils. Where this can be developed – How long are you spending dealing with the negative?

Opportunity to watch Paul Dix or read his work.

Regular assemblies – Rules and Routines and expectations

roles and responsibilities in supporting children and their families.All stakeholders will understand the processes to be followed when addressing behaviour.

Ethos – Calmer, happier environment. Where pupils are keen to exceed expectations and are secure and reassured by the consistent response given.

3 rules displayed in shared areas and explored during whole school assemblies.

All teachers will have access to keyring sized ‘restorative 5’ conversation card.

Parents will feel included and involved in the expectations and policy development leading to a sense of fairness and trust.

October, December: A positive, welcoming and calm ethos is described by staff, Junior Leadership Team and through discussion with the parent body. .

September/November: All pupils recognised through recognition boards. Above and beyond and recognition of wider achievements

still needs more emphasis.

November: Voluntary observations of lessons demonstrate that all staff are following the policy consistently through use of cue cards and blueprint. Over time staff will rely less on these.

Policy Development - Initial ‘one sided’

behaviour blueprint to be created to assist staff to ensure consistency.

- Behaviour Policy updated and added to supply and staff handbook.

- Policy available on Facebook/website.

Each Term Term 1 Term 2 Term 3 Term 41.

SLT Support strategies

being implemented by staff.

Provide opportunities to meet to review and discuss

Collect information from staff, parents and pupils about behaviour expectations and progress

Focussed training Sharing of staff and parent

behaviour questionnaire responses.

Seek pupil ideas and expectations through small assemblies.

Provide collegiate whole team meeting agenda with dates for training opportunities.

Order Paul Dix books for those staff who require.

Lead in the development of the Behaviour Blueprint and Policy

Analyse and adapt behaviour policy and share with all stakeholders

Review and finalise policy with all stakeholders

Re-issue behaviour questionnaire to measure progress/impact.

Review progress

2.

Staff

Tracking pupil progress meetings

Target PSA support

Complete Questionnaire Staff training. Reading – Paul Dix Introduce a ‘recognition

board’ Implement meet and greet. Engage in the 5 restorative

questions approach when handling conflict.

Training. Sharing of good

practice. Continuation of

implementation of core tools from T1 and look to extend

Sharing of good practice.

Continuation of implementation of core tools from T1 and look to extend

Help to finalise the policy

Sharing of good practice.

Review of entire procedure and adapt if necessary for next session.

3.

Other stakeholders

Parents – Attend parent workshops

Completion of questionnaires.

Provide input their understanding of behaviour policy.

Aim to support consistency of approach between home and school.

Parent evening sessions. Contribute to the

development of a Behaviour Policy.

Respond to good news shared with home.

Develop a shared understanding of what school are trying to achieve.

Help to finalise the policy

Review effectiveness of changes through questionnaires.

30.3.2020 Vision, Values and AimsQ.I 1.3Challenge question - To what extent does our school community haveownership of our vision, aims and values? Example of best practice: Pupils, parents, partners and staff are all involved inthe creation and ongoing review of the vision, aimsand values of the school.What we did:The Pupil Council started this process, they then planned, prepared and delivered an assembly to share their ideas with their peers. As classes the children then agreed or suggested some changes. As a staff we then looked and discussed in depth and again some changes were suggested. The combination of thinking and ideas was then shared with the parent body and they fed back the following. I therefore feel that as a community we own our vision, values and aims.

The 2 emails below are from the Parent Council as a whole.Hi Yvonne,

Everyone who replied were happy with the values and liked the word SUPER. One parent thought that perhaps a few more powerful words could be used in the sentences part but overall was happy with them.

Thanks, Debi

I have emailed the group now. I really like the new values, a good word for the kids to remember. They are simple and effective. I like how they have protective and respectful as would like the kids to be protective over each other and look out for each other and also be respectful towards each other, teaching staff and the community. Great work! Debi

Staff and Parental Survey April 2020

Q.I 2.7

Staff challenge questions:

How do we ensure that relationships with parents, carers and families, the local community and partners are characterised by trust and respect? You said we did show that we are listening and responding as we have started asking for parental involvement through workshops, surveys and by general communication demonstrating that we want community involvement.

How well do we enable parents, carers and families and the local community to contribute to the life of the school and be involved in school improvement? Parents are consulted, plans then shared and then after a period of time feedback will be gained again prior to finalising plans – the improvement plans set this progression out clearly. Parents were involved in the creation of the PATH document helping parents to feel enabled to contribute right from the start.

Results from both staff and parents/carers.

22

anonymous

The use of positive language in instruction is really important in our home, from being young children we have tried to separate behaviour from identity (unacceptable behaviour vs. being bad). It's really important to us that our children have a growth mindset- understanding that making mistakes is part of learning and that these mistakes are talked over and understood and skills taught and integrated to allow our children to do better next time. A couple of things that are important in our home are; acknowledging needs or wants in a situation, actively seeking opportunities to praise effort and achievement, giving time to prepare for transitions, providing choices and assuming cooperation while expressing gratitude. We often talk about there being a need under every behaviour and if we can identify the unmet need we can change the behaviour. I often use this to explain why a task needs to be completed or a behaviour isn't working in our family. We talk about what we all need for example "I know that you don't want to get in the bath right now because you need to finish your level, but it's 7:15pm and I want to have time to read your story before bed because I feel really sad when we don't have time, can you help me by getting in the bath?". I have always found that acknowledging the feelings, wants and needs of all parties in the situation both shows my empathy for the struggle and can build awareness of needs outside their own which can help in successfully navigating transitions and tasks which aren't too popular! Positive Behaviour management in our home has been focused on incorporating praise in correcting behaviour for example "Adam I know you're a kind boy, I know you love James. We don't do hitting in our family because it hurts and isn't kind, and I know you're a kind boy and wouldn't want to hurt James unless something had gone wrong, what do you think went wrong?" We use statements such as "in our family we don't do hitting our hands are for hugging" to identify the buy in (identity of being in our family), the behaviour that wasn't acceptable (hitting) and then invite a conversation about what got in the way of following the rule (not hitting - being frustrated etc). We try to praise what is going well and catch our kiddos doing good - both recognising what they tried (praising effort) as well as what they achieved even in conflict - recognising when they tried to use skills even if the outcome wasn't favourable. Choice is very important in our family - my parents laugh that we are raising hostage negotiators - but - leaving their house at a decent hour can be a challenge as the kids get engrossed playing with their cousins or want to watch to the end of a movie etc. Bridget has always struggled with transition - so we give a five minute and one minute timer, still, when the moment comes it can be difficult for her to transition - so we give choices, "Bridget you can get into the car by yourself, or, I

can carry you to the car, those are your choices" or "Adam a vegetable is missing from your plate... we have carrots or we have broccoli - those are your choices which would you like?". Choice has been a particularly prevalent discussion during lockdown as the rules aren't really negotiable - providing choices allows some level of control to be maintained and allows kiddos to follow instructions on their own terms which minimises power struggles which with determined little people are all too easy to fall into! I often find that assuming cooperation while praising and thanking my children for complying works far better than asking and saying please. Often when it's time to go outside to play they aren't too keen, statements such as "it's time to go outside, I know you would prefer to stay in and play and that can be hard but thank you for helping me and putting your shoes on". It's certainly not a magic solution, but it does create a more collaborative atmosphere in our home and minimises conflict.

23

anonymous

I would be keen for pupils who regularly behave not to be overlooked or forgotten about when it comes to positive reinforcements.

24

anonymous A person centred approach as expectations will vary dependent on child

25

anonymous Clear to understand expectations and rules for kids to follow

26

anonymous Strong and consistent. For it to be fair for everyone

27

anonymous more consistent and fairer

28

anonymous Yes

29

anonymous

Consistent throughout the school with the same expectations for all children. Easy to remember rules and easy to remember consequences for all children used consistently by everyone.

30

anonymous

I would like the children to recognise that positive behaviour is rewarded as this is not always the case.

31

anonymous

To learn more about my child’s school works.

Results shared with staff, pupils and parents/carers:

BehaviourYou said We Did

We need consistency Behaviours need to be discussed

It needs to be immediate It needs to be nurturing Positives need to be highlighted more and in

a variety of ways Good and the negative needs to be

acknowledged in some way

The Head Teacher needs to be aware of some behaviours

Children are different and policies need to have flexibility

We suggest 3 rules: Be Respectful, Be Safe and Be ready

Staff will use scripts and follow a straight forward sanction system that is based on restorative practise: ensuring consistency.

Golden time will not take place but Reward Time will take place daily and can take place more than once for immediate positive reinforcement

Each class will have a recognition board to recognise instantly positive behaviours.

The plan identifies clearly when the Head Teacher needs to get involved. If I become involved, as parents/carers you

Training was delivered 9th June 2020

We need consistency Behaviours need to be discussed

It needs to be immediate It needs to be nurturing Positives need to be highlighted more and in

a variety of ways Good and the negative needs to be

acknowledged in some way

The Head Teacher needs to be aware of some behaviours

Children are different and policies need to have flexibility

We suggest 3 rules: Be Respectful, Be Safe and Be ready

Staff will use scripts and follow a straight forward sanction system that is based on restorative practise: ensuring consistency.

Golden time will not take place but Reward Time will take place daily and can take place more than once for immediate positive reinforcement

Each class will have a recognition board to recognise instantly positive behaviours.

The plan identifies clearly when the Head Teacher needs to get involved. If I become involved, as parents/carers you

From this the following was agreed and created:

Adult Child friendly blueprint policy

blueprint policy

17.6.20 The following was delivered to parents and children via technology. This was to gain feedback and agree the way forwards together:

The following feedback was received showing that both parents and pupils agree with the planned changes to our behaviour policy. This will now be given time to be implemented and then reviewed in January in order to fine tune any required elements.

9.9.20

The Junior Leadership Team met and discussed how positive children feel about all changes made to the behaviour policy. Notes are handwritten please see Junior Leadership folder. Two members of the team then delivered a session to parents to gain their views with regards to how things are doing with the new policy. Concurrently I met with staff to gain their views and support if necessary. Staff spoke only positively and with confidence about implementing the policy.

Two of our Junior Leadership Team provided the You Said/We did reporting back to parents that the policy will continue as draft and will be reassessed in January. The feedback was extremely positive with regards to the consistency, fairness and parents are delighted about the communication that is taking place. Below gives a flavour of the results, all responses can be viewed within our self evaluation folders.

9.9.20 Behaviour Survey results

Q.I 1.3

To what extent does our school community have ownership of our vision, aims and values?

During lock down Mrs O’Neil shared our proposal for a new behaviour policy that follows our vision, values and aims after working with staff to create this. Parents feedback agreed that they were happy with the proposal. The Junior Leadership team then spoke to classes to gain their feedback and send out s survey to parents. The feedback was all positive that they would like the policy to continue. See feedback.

How effective are our processes for involving the whole school community in the ongoing review of our vision, aims and values?

We received 41 responses which is % of our families showing this approach is an effective strategy to gain feedback and involve as many parents/carers as possible.

Results:

Behaviour Policy Survey 41 responses41ResponsesAverage time to complete: 32 minutes and 59 seconds32:59Average time to completeThe form status is ActiveActiveStatusView resultsOpen in Excel1.Are you happy with our three rules and why?More Details41ResponsesLatest Responses

"Yes, three rules are easy to follow, the more there are the harder it gets."

"Yes clear and easy to understand "

"Yes, they are eady to stick to and understand"

2.Do you like that all the staff are following the same script and why?More Details41Responses

Latest Responses"Yes, staff are all on the same page."

"Yes so as children move up the ages they know what is expected of them "

"Yes, keeps discipline easier"

3.Are you happy that we get reward time instead of golden time once a week and why ?More Details40ResponsesLatest Responses

"Yes, it is good to change things and reward time is more immediate."

"Yes as the children associate the good or negative behaviour more readily with the consequences "

"Yes, children strive more when they get rewarded"

4.Are you happy for us having a recognition board in our class and why?More Details41ResponsesLatest Responses

"Yes."

"Yes as there are things peolle are achieving out of school that should be recognised "

"Yes, it gives children motivation to achieve their goals"

5.

Are you pleased Mrs O'Neil gets in contact with you if needed and why?More Details40ResponsesLatest Responses

"yes, happy with this as it keeps us in the loop[ and we can all work together to problem solve."

"Yes it makes for far better communication. "

"Yes, I would rather know if something is wrong and get it rectified"

6.Are you pleased that the plan is flexible as we know all childeren are different and why?More Details41ResponsesLatest Responses

"Yes, plans need to be flexible as no two children are the same, we are all individuals."

"Yes"

"Yes, I have a child myself that different and it can be challenging "

7.Any other comments?More Details24ResponsesLatest Responses"We are delighted with the online information that we get weekly, it lets us know about the children's learning and gives us a topic

for the dinner tab"

"Can we see pics of the achievement board in our children's class please "

"Mrs O Neill is doing an awesome job xxx"