Ready – we are in class on time to learn, we have the correct uniform, equipment and we complete our homework.
Respectful – we are polite, courteous, we are dignified and we respect our school community.
Safe – we behave safely around the school and we ensure we keep ourselves and others safe.
Step 1: Recognition of the behaviour – the teacher will address the behaviour using a low-key intervention:
- Check work is appropriate level. Re-differentiate as necessary – reasonable adjustments
- Praise children on task
- Non-verbal signal e.g. a glance, look, secret signal
- Silence – waiting for the pupil to refocus self without naming names
- Reminder of class rules
- Reminder of class reward
- Real positive praise for something good
- Change pace in classroom e.g. work break activity
- Recognise and validate emotions ‘I can see you are frustrated’, ‘feeling fidgety’ would it help if you … e.g. had a drink / stretched your legs
- Chunk task e.g. ’can you do ... by the time I come back’
- Offer support; ‘you look as if you could do with some help to sort this out …’ I‘m here to help you, is there anything I can do
- Reminder of past success e.g. ‘this morning you were able to …, can you do it again I wonder?
- Tactically ignore / praise child in proximity
- Gentle touch on shoulder
- Convenient errand to remove child from situation
- Strategic seating
- Express belief in the child
- Offer a choice so child feels in control– would you like to use the red pencil or the blue pencil
Step 2: Reminder – a reminder of the three rules (ready, respectful and safe) delivered privately. Repeat reminders if reasonable adjustments are necessary. Take the initiative to keep things at this stage.
Step 3: Caution – a clear verbal caution delivered privately, wherever possible, making the student aware of their behaviour and clearly outlining the consequences if they continue. “Think carefully about the next step”
Step 4: Last chance – Speak to the student privately and give them a final opportunity to engage. Offer a Choice & Consequence and include a positive choice. Use the Scripted interventions. Provide two minutes take up time for the student to think things through. Consider “stay behind two minutes after class” to go over why it got to the ‘last chance stage’.
Step 5: Time out/Consequence – Time out can be a short time outside of the room, a designated space in the classroom or another agreed area. It is for a few minutes for the child to calm down, breathe, look at the situation from a different perspective. Give the child the opportunity to return to learning after time out before issuing the consequence.
Step 6: Repair – This might be a quick chat at break time or at another agreed time to repair the relationship.
- A conversation after class
- A conversation at lunchtime
- A conversation after school
- 30 minutes after school restorative meeting with the teacher issuing the consequence
- 1 hour after school restorative meeting with the teacher issuing the consequence
- Warning Letter / meeting with parents that their child is at risk of exclusion – with the Form Tutor & Head of Year.
- 1 hour to whole day class exclusion – must include restorative session – HOY or SLT to lead restorative meeting
- Class exclusion to another school (10 am – 2 pm) – staff member to attend another
- Fixed Term Exclusion – 1 to 5 days or Permanent Exclusion