Behaviour management at Ocklynge School

Ocklynge School: average : broad intake : unusually large

A little bit of background

Things can go horribly wrong.

Behaviour management is complex and wide-ranging, and you have to be persistent.

Three essential ingredients

Positive ClimateCorporate responsibilitySystems

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Staff manner with children and each other.Persuasion, explanation and reason; not threats.Behaviour not the child.Rewards, praise, positive reinforcement, but

also consequences.Curriculum (broad and balanced) and lessons

(monitoring for development).PSHE provision, circle time.Wider opportunities within school.Playtimes and lunchtimes (1½ hours at

Ocklynge).School Council.

Corporate responsibility – everyone has a part to

play.

Everyone has to play a part – around the school, being proactive, reports, etc.

Morale and motivation.Clear roles and responsibilities with

flexibility – people missing etc.SMT has high profile – duties, availability.Staff must feel supported. Working with parents to solve problems.

Systems – vital in a big schoolRecords, monitoring, communication.Class behaviour book – time out (HoY role)Lunchtime – analysis & positive activities

(Haven, ‘play room’, table tennis, Jam club, equipment, football, etc)

– duty areaOther incidents – in and out of schoolWeekly behaviour meetings – SENCO, head,

HoY.Split classes at end of year 5Assertive behaviour/clear sanctions – 99%

incidents

Try thingsFor the 1% where things aren’t working: look at the whole situation of the child, be curious, empathetic, accepting, imaginative, creative, go the extra mile, seek out the positives, etc.

Oasis, short term 1:1, behaviour charts, caretaking shadow, gardening, carefully choose teachers to fit classes, etc.

Big problemsOutside agenciesExclusion - know your

options/paperwork - record keeping - temporary: internal trial - permanent: second opinion - no surprises for parents/children

Other pointsLittle things can make a big difference

- look in detail at all procedures etc. - proper follow up

- supply teachers- responding to individual

children’s needsRules – minimise and try to work by

consent/persuasionTransition – both ways is important and continues

beyond child’s attendanceParents – got to try and get them on board and

work with them

To summarize:Almost everything affects behaviourPositive ClimateCorporate responsibilitySystems for 99%Flexibility and diligence in response

to 1%