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:
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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.
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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
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Practice – this is shared in the appendices attached which can be updated / amended as necessary and reflects
operational processes.