1. A glance back…
How has behaviour been managed in the past ? What impacts is this legacy having ? What are the implications for the individual of : Previous educational experience ? Current context ?
Activity – how was behaviour managed - post its
Masculine, big men walking the beat, solving the problems
Create a map of the learner journey

2. Shaping an Outstanding Future
Key to the Academy’s future success is the strategic understanding of how to promote a deep-rooted achievement culture within its diverse and complex community. The Academy must strengthen the on-going dialogue with students about Behaviour for Learning through innovative strategies such as reflective use of technology at staff and student level (such as IRIS), interviewing, co-planning and role-modelling in a way that builds students’ self-discipline, resilience and thus engagement. We need to promote a consensus of responsibility across students and staff.

3. Paul Matthew: Corporate Theatre, 2012
Activity – Think of one class and one teacher where are we with students and staff
Paul Matthew: Corporate Theatre, 2012

4. ‘When a team is held collectively accountable for a goal, and rewarded for collective excellence, the team elicits total commitment and accountability from all individuals ‘
Mutual accountability and purposeful collaboration
Humility, resolve and open reflective practice
Distributive leadership, building genuine sustainibility
Students’ success
Teams 3 and 4 – apply to staff and students
An individual who is not ..willing to contribute, or to take on responsibility for the team’s goal with total commitment, will not find a place in the team for very long.

5. Consensus
Outstanding behaviour is exhibited by students who understand what is expected of them and who recognise the value of such behaviour. They are acknowledged and rewarded when they get it right and they are always challenged when they fall short of expectations, by all staff who witness it and by their peers. There are clear rewards for positive behaviour and consequences when behaviour is less than good and these are applied consistently by all staff.
How will we achieve this ? What are the barriers ?
What actions can we take to achieve this

6. Every student must recognise that they are also a leader of behaviour and be self-reflective about their own conduct and self-discipline; this is especially so for those who hold positions of responsibility (House / Sport / Mentor / 6th Form) or who are amongst the eldest students but it must be true for all. This recognition and self-awareness can only come from an on-going dialogue with students and staff about expectations .

7. Raise the bar on what is acceptable behaviour
Share this with staff and students
Investigate the causes of unacceptable behaviour and treat these, rather than the symptoms.
Equip staff with the necessary skills through whole staff and tailored CPD – an ongoing programme delivered by high quality externals but also through distributive leadership
Greater departmental accountability / ownership of B4L through regular reports based on data analysis
High profile House Leader presence and active involvement in pro-active strategies
House Teams that consistently check the basics, reward and work with families, as well as apply sanctions