Behaviour “Classroom organisation seems a small thing but it can have a big effect,”
she continued. “One of our teachers came back from the programme and realised that classroom layout was creating an issue with a couple of children – the position of their tables meant that they were bumping into each other when they got up and this was causing friction.” Staff returning from the programme also realised that some of the
best behaviour leadership practice could be found in the neighbouring classroom. Ms Sanghara has encouraged colleagues to observe colleagues to pick up tips on good classroom management. “Our behaviour was good but there were some inconsistencies which
have now been ironed out. The course strengthened our behaviour management even further. “I’ve made a point of grabbing some of our children to ask them about
behaviour in the playground and they say they’ve noticed changes.” “It’s important to be supportive if there are colleagues who are perhaps
struggling with behaviour management. The course is a really positive, supportive experience and staff have come back with lots of ideas. You can see changes like the consistency of language fi ltering throughout the school.” Mr Carpenter, meanwhile, is clear about the risks of not addressing
behaviour with a clear strategy. “If there’s no consistency in the way that adults manage behaviour then children very quickly learn the differences and they can play people off each other.” Positive language matters, especially if a school is managing the
behaviour of children with challenging home lives. “Our focus is to make the child feel valued and safe. One of the key pieces of research shows that children from professional families can have a larger vocabulary and can be exposed to a higher ratio of positive words to negative words than those children, for example, from less well off families. “Our challenge is to ensure all children receive quality, positive
interactions with each other and the adults who support them, regardless of who they are and where they are from. “At Bannockburn we sometimes take hard-to-place children. These
children have been let down. They’re not feeling safe and they’ve been moved from school to school. Some have never been in a primary school at the age of six or seven. For those children to even come to school and feel ready to learn is an achievement.”
Good behaviour does not stop at the playground gates and it is
important to bring parents into the equation, Mr Carpenter added. “We are also targeting support for families and that work has led to a massive reduction in fi xed-term exclusions. Attendance has risen by two per cent in the last three years. There’s more engagement in lessons and parents trust the school. In 2003 it wasn’t uncommon for parents to fi ght and tear each other’s hair out in the playground. That’s not happening now.”
• Nick Bannister is an education writer and communications consultant.
Further information Advice on behaviour management, including behaviour management checklists from former government behaviour advisor Charlie Taylor, is available from the Department for Education at
www.education.gov.uk/ a00199342/getting-the-simple-things-right-charlie-taylors-behaviour- checklists
Behaviour for Learning
Bannockburn Primary School is working in partnership with the London Leadership Strategy to deliver the six week Behaviour for Learning programme. Aimed at teachers and teaching assistants, the course includes sessions on: ■ Establishing a positive learning environment. ■ Effective use of “rules” and a fresh look at rewards and sanctions.
■ Verbal triggers and the language of behaviour. ■ Dealing with low-level disruptive behaviour. ■ Building positive relationships. ■ Dealing with extreme behaviours and exceptionally challenging pupils.
More information about the Behaviour for Learning programme
is available at
http://londonleadershipstrategy.com/programmes/ primary/behaviour-for-learning Wider details on the London Leadership Strategy are available at
www.londonleadershipstrategy.com
Dimensions offers curriculum development packages suited to every primary school. It’s never been easier to develop the curriculum your school really needs up to 2014 and beyond, so get in touch now for more information.
www.dimensionscurriculum.co.uk info@dimensionscurriculum.co.uk Tel: 01254 779142 Fax: 01254 898886
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& Sustainable buildings
www.fordingbridge.co.uk 01243 554455
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