As you will be aware, we trialled a new behaviour policy in the summer and autumn terms. As part of this trial, we asked parents, children and staff for their feedback on how they felt the approach was working.
Overview
In partnership with the school council, we devised a new policy and procedures for behaviour management that was based loosely on the widely used 'Going for Green' approach. A survey of pupils and staff revealed a need for a more consistent approach between classes and this included guidelines for what rewards and consequences were given for particular behaviours presented. The children created the 'Building Better Behaviour' chart with different coloured lego blocks representing different levels of behaviour and the possible sanctions that would result.
At the beginning of each day, the names of all the children would be placed in a green lego pot with the aim being to stay there. If any negative behaviours were observed (following a warning) their name would be placed on the relevant coloured block and the consequence given if appropriate (these varied from reflection times during break to internal exclusions). Any children who remained on a green for a half term period would take part in a whole school treat. The policy was launched with all children in May and we began asking for feedback at the end of the term.
Staff Feedback:
Staff felt the approach was working well for the majority of children but did not always meet the needs of children with specific identified difficulties. They felt that an agreed list of rewards/sanctions improved consistency across the school but there still needed to be teacher discretion as every incident was different. It was felt the infant chart was too detailed and needed to be simplified so children could access the information. Going forward, staff felt the focus should shift more toward the positive and what would be done to reward those who consistently showed good behaviour.
Pupil Feedback:
Pupils felt the new approach was effective and fair. Most felt safer because they understood what would happen to children that were unkind to them. They felt it was the same children on the coloured blocks each time so it no longer felt that it related to them. Lots of children felt more should be made of celebrating the children who always remained in the green pot.
Parent Feedback:
This was the most divided. The majority of parents felt the approach was right and fair and there should be a consistent way for teachers to manage behaviour. A few believed that it was too rigid, too prescriptive and teachers may use it as a pre-emptive threat. Some parents felt the sanctions were not severe enough while others felt they were too harsh and negative. A few felt children with specific difficulties would be penalised unless special conditions were made. One parent rightly pointed out that the wording for Foundation Phase and KS2 was too similar when expectations of behaviour would be different. In line with other feedback, it was felt more needed to be made of the 'green' element. .
Future actions:
- New revised consequence lists that are simplified, child friendly and clear differences between Foundation Phase and Key Stage 2 (these will be sent home shortly).
- Children with specific behavioural difficulties now have their own targets and reward charts that are not part of the whole school system and are designed with their individual needs in mind.
- Teachers are confident in the use of consequences as a guide but use their discretion based on each issue.
- The main focus is now on 'staying in the green' with weekly celebration assemblies, whole school and class raffles and half termly events (cinema afternoons, seaside visit etc) for those children who manage to stay in the green pot for a whole week or half term period. Any children who show behaviour that is above and beyond green will recieve a special mention postcard through the post.
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