Behaviour for Learning Policy – ‘The Noel-Baker Way’ Noel-Baker School policy – July 2014 Rationale This policy sets out the way we establish, maintain and continue to improve our environment for learning. The principle is simple we wish to develop independent, organised, resilient and reflective individuals. This policy fits in line with national Standards and works towards supporting colleagues in ensuring high standards of behaviour for learning which underpins progress. The culture we establish within our learning spaces must be positive, rewards focused and clear. At Noel-Baker the minimum standard of the quality of behaviour for learning is at least ‘good’. Poor behaviour will not be tolerated and will be dealt with in line with the appendices and supporting practice documents attached to this policy. The accountability and responsibility of achieving a consistent level of ‘good’ is down to individual colleagues and line managers in relation to continually monitoring, reflecting, supporting and developing practice to achieve this. As adults we should encourage our students to develop good behaviour by modelling the following approach in dealing with behaviour: analysing our own skills and attitudes when interacting with young people Getting the best out of our students requires us as role models to be aware of our developmental needs and being prepared to develop ourselves as appropriate. being prepared to learn new skills and share good practice The ‘Noel-Baker Way’ (July 2014) underpins the way we will work to improve ourselves to provide the best opportunities for our students. We aim to share and develop together. behaving consistently in line with our school’s policies and values Good behaviour does not happen by accident. It is the responsibility of those concerned with the school – parents, staff, governors and students – to ensure good behaviour. separating poor behaviour from the person This is a core aspect of successful behaviour intervention and management being prepared to listen to students We work in a busy learning environment, however we seek to nurture strong relationships through listening to each other – this also applies to students. avoiding stereotyped judgements about students based on their home backgrounds and other family members & valuing our students’ differing cultures making professional (behaving with calmness, dignity and assertiveness), rather than emotional responses to poor behaviour Developing and maintaining a consistent ‘good’ level of behaviour for learning raises challenges for us all. We support each other and seek help when needed. This policy links with the Noel-Baker, QA, appraisal, and teaching policies. Detail regarding procedures and routines which are employed to secure good behaviour are set out in: Page 1 Developing Behaviour for Learning: Guidance and Code of Practice (& appendices). AIM: Four key skills (and therefore our aspirations) are at the heart of developing learning behaviour which will ensure success and achievement. Ready to learn- At Noel-Baker School we arrive on time, with the correct equipment, ready to listen and learn Independence – At Noel-Baker School we are willing to try on our own, ask for appropriate support from others and ask the teacher for help as necessary Resilience – At Noel-Baker School we are not afraid to make mistakes, we are calm and bounce back when things do not go to plan Reflection – At Noel-Baker School we pause and think before we act or speak. This policy places these skills at the heart of this policy. Objectives: It is the responsibility of all staff to offer opportunities for all staff to develop these skills. To do so staff should: 1. Ready to learn Establish routines which ensure that students expect to settle quickly and make progress. This includes ensuring that all students are welcomed into the room, are equipped to learn and are provided with opportunities to succeed no matter what their ability. While there may be occasions when students’ approach and attitude are not conducive to their success, the teacher should take appropriate steps to support the student to succeed. 2. Independence As a learning community we need to ensure that we all take decisions, make appropriate choices and develop skills which enable us to work independently. Students should be given such opportunities in all areas of their school life and, where students make sound choices and progress is made this should be rewarded. Similarly, where students’ choices and decisions are poor we should, through appropriate intervention which may include sanctions, support them. This is part of the learning process and staffs, as professional experts, strive to maintain a positive approach, de-escalating issues which inhibit learning and presenting new opportunities to make positive choices in the future. 3. Resilience In order to be resilient students need to be able to value their progress and achievement and, where they sense failure, strive to overcome the factors which they find limiting. Through our acknowledgement of success and congratulation of pupils where things have gone well and our use of professional expertise to support students to accept and learn from failure, students will develop such resilience. This applies to all aspects of school life and staff are expected to use the stepped ‘ladder’ to support both their acknowledgement of success and their resolution of problems. 4. Reflection In order to succeed in all of the above opportunities should be given to reflect on both how an approach has been a success or a failure and, similarly, why outcomes have developed as they have. Whether dealing with academic progress or issues of behaviour, good practice involves reflection and all staff should provide opportunities for this. Through reflecting on behaviour students learn and develop the skills to ensure that they can be ready to learn, be resilient and develop future independence. Review date: 1 year from ratification Page 2 Practice – this is shared in the appendices attached which can be updated / amended as necessary and reflects operational processes.