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No fighting
Respect
Calm
Right way (walking on right)
No coats
No running
No ignoring staff
Everyone doing the right thing

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Staff actively moving students to lessons, not ignoring students who are clearly not where they should be. Staff who are teaching on the threshold moving others on.

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Under 3 minutes
Quiet
Walking on the right
Students keeping their hands off other students
Avoiding all other classrooms

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Students walking on the right in single or double file.
No stopping/fighting en route.
Teachers posted at each set of corridor/stairs to catch students with coats/phones etc.

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Walking on the right, calm, straight to your destination, no groups, listening to instruction.

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Students walk with pace and purpose
Without coats

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Make it difficult to do the wrong thing - for students AND parents. If parents are inconvenienced then it is more likely to have an effect on correcting student behaviour.

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Calm, safe, quiet.
Large children not pushing small children
No pushing or shoving at all
Teachers being listened to and instructions followed (rather than being ignored)
No coats on (or allow coats in the academy but either way we need to stick to the decision and be driven by all staff)
Under 3 minutes
No dawdling on stairs or in corridors

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Students moving with purpose, taking the shortest route to class
Students not argumentative when challenged
Students in appropriate areas during unstructured times
Students WALKING on the right
Regular duty posts visible by multiple members of staff, and covered when staff are absent

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Not answering back.
First time, every time, everyone.
Polite and respectful.
Slow to anger - patience, calm, resilience.

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Staff need to lead by example, especially with the no coats in the building rule.

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Make it difficult to enter toilets. Maybe only reception toilets open with permissions, reception staff could monitor.

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Students need to accept sanctions and move on. No “I was just…”

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Faster response to S4 and S5 call-outs.
Some students have ‘press S5’ as part of their behaviour contracts for if they become argumentative. ~These are not folllowed up quickly so the effect is lost.

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Staff working groups on the corridor to move the students on. Some type of reward system for the first set of student or first 1-2

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Needs to be a consequence to internal truancy/lateness. We were told 3 red cards resulted in phone call home and correction but i am not seeing this. This makes me feel undermined that i am doing my best to follow the policy but this is not being backed.

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All staff/ departments to have full sets of equipment including pens. In our current position, staff to take ownership for providing equipment but we must have the equipment for this to work. Equipment given out and collected in so that we are prepared and we are preparing our students for learning in our lessons.

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Staff on thresholds
Hods turning wrong year groups around
Reflection if they're refusing to come in S5 callout

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Purposeful - no long ways round

Quickly but safely - no dilly dallying!

Quietly - indoor voice

Carrying coats/equipment

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Calm and quick. 5 minutes is too long as the Do Now should only take about 5 minutes. Students are pushing boundaries as long as we give them more time and use excuses such as the late bell hasn't gone 9 minutes in to the lesson. Can student make up the minutes they are late at the end of the day/week to encourage punctuality.

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Not arguing about a step
Equipment
Making basic lesson set up automatic - bags / coats / do now / work stuck in

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2 hours in reflection + lose a break/lunch

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All staff absolutely secure on what is accepted and what is not. For example coats - are they removed on entry or when they get to the floor their lesson / advisory is on? Are the given a chance to remove or are coats (and other non academy clothing) confiscated? Where is clothing taken to?

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Sanctions and students (and staff) aware of sanctions
Students not just placed back into lesson requiring additional time from teacher to catch up

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Respectful, calm, quiet, following instruction FIRST TIME, being equipped, enthusiastic, successful.

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- Punctuality reports to be tracked and fed back to parents with a breakdown of how much learning time that their child is missing. These reports should be online. 

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- Punctuality reports to be tracked and fed back to parents with a breakdown of how much learning time that their child is missing. These reports should be online. 

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X 3 red cards correction!

Locking corridor doors during lessons
Extending corrections
We need a shift in attitude

Punctuality competitions - rewards driven culture
Punctuality report for all - cards to equate to points but for everyone

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Positive communication between staff and students
Calm environment

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Appropriate sanctions for ‘minor’ behaviours that warrant red cards. If a student is doing the wrong thing, often no matter how small it still needs correcting. If we don’t get the little things right the culture won’t shift.

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Strong learning environment, students enjoying their learning and teachers enjoying teaching

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Stress free
More staff attendance and student attendance
Positivity
Smooth transitions
Punctuality improvement

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Year group timetables displayed on screens on a cycle. Staff can then direct or even escort students to their subject areas. This would prevent students saying they're in one subject but actually being in another. This would be a quick process to check.

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Closing corridors off during lesson time as too many students are running around and staff being on corridors. Having a referral team that patrols corridors and uses classcharts to pick up S4, S5 and truancy so that pastoral can focus on supporting students.

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Outside sources coming into school - external support for behaviour

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Processes and procedures clearly re communicated to staff (with flowcharts! If this then that)
Updates regarding key students from PMs

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Restorative practice
Defusing argumentative children

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High visibility of staff

Duty teams at points around the school

On call sweeps of the corridors 10 mins into lessons

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Can all corridors doors maglock like they do in Science? Duty staff could unlock in the first five minute or take to reflection if after the ten minutes cut off.

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Respectful, calm, punctual, prepared and responsible.

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Attendance and latenesss logged centrally on bromcom or class charts - not both. Too much admin and cross referencing required to access basic data

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Basic respect to staff, overuse of the lift and toilets, equipment ,

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If students are being lined up outside before lesson that this is communicated with staff in advance. It is sometimes hard to recognise if this is something that is set in stone or whether it just happens due to negative behaviour. 

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If students are being lined up outside before lesson that this is communicated with staff in advance. It is sometimes hard to recognise if this is something that is set in stone or whether it just happens due to negative behaviour. 

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Students acting on instructions FIRST TIME EVERY TIME

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Need to be clear with teachers about what expectations are e.g. thresholds, coats etc to feel like part of a team that are tackling issues. And then what to do if students are not compliant e.g. not taking coats off

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Teaching students about taking responsibility for their actions and teach that actions have consequences rather than just sanctioning them.

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Somewhere for students to put coats, PE kits books etc.

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Further delay in lessons when students are late/truanting. E.g. on bromcom, classcharts and an s5 call out for those that are have been marked in elsewhere. Then they turn up and this has to be then updated causing more delays to starting the lesson

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Appropriate conversations with adults

The ideas that whilst respect is important and equality is ideal, the adults in the school are NOT EQUAL to students

Too many conversations with students that start with, well if you speak to me like that then I can do the same

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Discussion around the 'fights' we are picking.  For example, coats, line up.

Clarity on the process. For example, phones. I confiscated a phone today. I took it to reception where I was told it was my decision. I then checked with staff who were confused and said they thought it was my choice but were unsure and that it may depend on what the student was doing with the phone. I then checked with James who said it was not a teacher's decision but that parents had to be called. Clarity for all so we're consistent would be very useful.

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Arranging a time with PMs to have real restorative conversations with students that teachers have had reoccurring issues with. Having a real process in place for this, perhaps with forms, allowing the student and teacher to both share their POVs.