Supportive Behaviour Management

Structure

The programme is based around a simple recording sheet system. This ensures levelling of responses and some standardisation across the school.

There are three graded sheets to record levels of challenging behaviours from blue (the lowest level), yellow (middle) and on to pink (highest level). The sheets are not designed to be given to the students as a threat as this will often escalate their emotional level and the corresponding behaviour - they are merely an aid to recording the behaviours and should be used after a resolution has been agreed


Green sheets are issued to students who make a particular attempt to either work, behave, interact socially, be polite or helpful above and beyond what would normally be expected. It is also important to reward those who always do all of these things as a matter of course.

The green sheets record good, positive behaviours and when written are recorded and can be made available for parents to see on open evenings, for example. It is also important to have some visible, ongoing record in the tutor room so students can see progress and teachers can monitor any gaps for particular students and a simple chart can fulfil this role. All of these sheets are then filed in the student's personal file

The blue level behaviours would normally be dealt with by the member of staff.

The yellow level behaviours would also be dealt with by the member of staff with head of department being informed and supporting where needed.

The pink level behaviours will need a member of the SMT to be informed immediately and a negotiated outcome can be organized. It can often be dealt with inside the department by either the teacher of the head of department

Exclusions only take place for pink level events but not all pink level events lead to exclusions - the final decision on this rests with the headteacher

It is an essential factor in the success of this system to record the action taken as a result of the behaviour. This could be as simple as a verbal apology, or may require some time recovery. These sheets are not designed to be given to the student at the time of conflict, they would be more effective being spoken about at a quieter time and perhaps one to one. The most effective manner of use is to discuss the issue away from the conflict and use the sheet to record the incident and any misconceptions by both sides.
This is a conflict resolution cycle, rather than forcing compliance, concession and humiliation.

In summary, the system works on the principle of

Repair not revenge

And it is easy to feel that you may not have made your point firmly enough. If the behaviour repeats, then resolution may not have happened and a repeat of the time taken may need to implement ie time recovery.

In addition, it is important not to have rigid and fixed levels of sanctions as the essence of this system is to take the context into account and deal with each issue on its own merits. This approach also reduces the incidence of the classroom lawyer and a reduction in the culture of blame and denial by the students.

In addition to the coloured sheets for negative behaviour, there are two further sheets.

The exit sheet records when a student exits the classroom either by their choice or by the teacher’s (not going to the toilet etc) and the time of exit and re-entry where applicable needs to be noted. If this is more than 5-10 mins, then the office or SMT need to informed to ensure the student's whereabouts are known.

The final sheet is the observation sheet and this is used to record behaviour that is causing concern and is not necessarily disruptive. This sheet should go to SMT or Child Protection officer.

All of these sheets are then filed in the student's personal file, as simple as an exercise book will suffice.
Coloured, negative behaviour sheets, are recorded on a collation chart manually or on SIMS on a daily basis and reports can be made available for parent meetings and other meetings where needed.