1. BEHAVIOUR MANAGEMENT Produced as part of the Partnership Development Schools (PDS) Strategy Phase 3 2008-09 (Lead PDS: The Park Community School. Contact Chris Ley (cley@parkcommunity.devon.sch.uk)

2. TEACHERS SHOULD AIM TO: Create a positive and safe environment for learning Promote a culture based on achievement, care and support Enable students to work in an atmosphere of security, respect and trust Have an ordered, purposeful atmosphere in all learning contexts Encourage students to take responsibility for their actions

3. Behaviour management is key in achieving these aims BEHAVIOUR MANAGEMENT UNDERSTAND STUDENTS POTENTIAL CONSISTENCY RESPONSIBILITY FOR ALL THE SCHOOLS SYSTEMS LEARNING ENVIRONMENT

4. In the Learning Environment -Establishing boundaries -Reward positive behaviour -Non-negotiable minimum standards (ground rules) -Stepped procedures

5. Understand Students Potential -Communicating and recognising achievement through the reward system -Agreed core values underlining effective learning -Identification and supporting of students ‘at risk’ -Knowing about specific learning difficulties and the strategies to deal with them

6. The School’s System -Have a copy of the schools behaviour systems and be clear about the procedures and standards of behaviour -Be clear about the referral system and lines of responsibility -Use the system consistently with all students MOST IMPORTANTLY BE CONSISTENT

7. Taking Responsibility -Students should be encouraged to take responsibility for their own actions -Reflecting on appropriate behaviour through discussions with peers, staff and tutors

8. BEHAVIOUR MANAGEMENT PROCESS CLASSROOM DISRUPTION Low level to more serious Suggestions Verbal warning Move seats or use seating plan Names on board "2 minute cool off“ Quiet word Student works near teacher Teacher stays close by Reminder of responsibilities Review use of LSA Recording of negative behaviour using school system "Buddying" Staff/Subject Intervention Refer unsatisfactory behaviour to appropriate member of staff REVIEW OF TEACHING Review seating plan Difficulty of task Groupings Set targets Reward and praise IEP Statement of Special Needs

9. FOLLOW-UP Talk to child Appropriate sanction set Information recorded and passed on to appropriate member of staff Remember be consistent