Ran CPD on consistent application of behaviour systems and de-escalation yesterday 🧵 . It stemmed from our commitment to Steplab and learning walks as SLT, as well as pupil voice. Here’s a breakdown:.

RT @MissEskriettPE: Summer holidays are coming up⬇️🍴

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Champions of the World 💙🔵.

@tombennett71 I meant to say . “Letting them off is letting them down”.

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I left them with a fantastic quote from @tombennett71 . “Make it easy to behave and hard not to. Provide support for them to achieve the expectations you have of them. Challenge low standards every time. Make good behaviour satisfying.”.

6) Finally we examined our key routines and used deliberate practice to build a clear understanding of the granular details of each routine.

The deliberate practice allowed them to embed this into practice, and provide feedback on specific aspects of this application.

5) We examined our behaviour system and used scripting and deliberate practice to embed the granular details. Scripting allowed them to understand the intricate details of the system, as well as consider all possible outcomes within their lesson.

- Relationships can be built or repaired, even after turbulence. Restorative practice is imperative in reaching all pupils, especially those who are hardest to reach. These relationships also support those hardest to reach and allow them to feel safe in your lesson.

- Relationships are built THROUGH routines. An entry routine of being on the threshold, greeting each pupil individually and engaging with them makes them feel safe and supported in your lesson, building a positive culture and impacting positive behaviour.

There was a heavy drive on relationships:. - Relationships don’t mean that you have to be a ‘friend’ or lower expectations or boundaries. - Relationships are about building positive rapport with pupils to ensure they enjoy coming to your lesson and actively engage.

Routines:. I explained that routines are mechanism and vehicle of building exemplary behaviour and culture. Explicit, refined and revisited routines allow for pupils to know HOW to have success, removing the need to think, reducing cognitive overload, allowing pupils to learn.

Rules:. We were clear that explicit rules, with consistent application by ALL staff, is a quick and sure way of ensuring behaviour and culture is exemplary.

4) We examined what I call the ‘3 R’s of Behaviour’ (catchy I know!) . We delved into each section and their importance in building and maintaining exemplary behaviour and positive culture.

With this in mind, we discussed how this could be explicitly taught to each pupil, using scripting and deliberate practice to embed this.

3) We then examined how this aligns with our values of Trust, Kindness and Endeavour. I asked them to identify what behaviours might be exhibited for each value and what they would ‘expect’ to see from each pupil.

Using these quotes we discussed the important of modelling positive behaviours and the use of positive framing and resets to build culture in their classroom. “Letting them go is letting them down” was a key theme, where pupils being held to account supports their learning.

As well as @LouisEverett1 - “We want to show all pupils what good behaviour looks like and why good behaviour is beneficial to learning”.

2) We examined that behaviour needs to be taught, modelled and exemplified. I used a quote by @tombennett71 - “habits and skills that comprise successful class behaviours need to be taught to all pupils”.