Monifieth High School
Promoting Improved Behaviour Award
Background
The Monifieth High School Promoting Positive Behaviour initiative had its origins in a consultation exercise between the Head Teacher and Principal Teachers over priorities for the School Development Plan. The consensus of opinion was initially that a central priority should be to address pupil indiscipline that was perceived to be impeding effective learning and teaching. Interestingly, this view broadened during consultation, emphasising the importance of praise and recognition, and of inclusion. This consultation exercise coincided with the publication of the national document.
‘Better Behaviour Better Learning’ and the Angus Council ‘Positive Behaviour Management – Guidelines for Schools’. These publications were used in conjunction with expert advice from Behaviour Support specialists (ASPIRE) to develop a strategy to address the concerns raised by Principal Teachers.
Consultation
A number of staff meetings were held to canvas views on the following questions:
1. What does Monifieth High School do well but needs to develop further in promoting positive behaviour?
2. What does Monifieth High School need to start doing to promote positive behaviour?
A similar consultation exercise was carried out with both parents and pupils. The parental and pupil consultation was carried out by questionnaire. Unsurprisingly, there was ready consensus that any behaviour policy had to be predicated on positive but consistent approaches but the following far more detailed themes were also identified:
1. Praise and Commendation
2. Communication
3. Rules, Routines and Consequences
4. Time Out
5. Inclusion
Voluntary Working Groups were established to engage staff in discussion on how the school could move forward in each of these areas: Groups selected their own Chairs (frequently unpromoted staff), who also sat on an Ethos Group (together with the Chair of the School Board), which was tasked with providing a co-ordinating role and actually writing the final policy. Following the pupil consultation, a widely based Pupil Focus Group was formed with the remit of contributing to each of the Working Groups. Voluntary representation was sought (and achieved) from all departments and from non-teaching staff. The underlying philosophy, vigorously promulgated by the Head Teacher, was of a ‘bottom up’ approach where all ‘stakeholders’ – staff, pupils and parents – genuinely owned and shaped the development of policy.
A number of pilot studies have been implemented and managed by the groups; who had budgets made available to them.
1. Positive referral/commendation in S1
All S1 teachers have been involved in this pilot that culminated in a high-energy ‘celebrating success’ assembly where certificates and prizes were awarded.(see attached)
2. Rules, routines and consequences
A concise set of classroom and corridor rules were developed by this group. These were reviewed by the whole staff (at an in-service day) and by the pupil group, and amended.
(see attached)
3. Communication
A computerised Discipline ‘logging’ system and a central collection of Punishment Exercises were developed and piloted by this group together with a streamlined communication system with Senior Management.
4. Time Out
The use of a time-out facility has been piloted on two occasions this session.
The purpose of the various pilots was to develop strategies in a very inclusive way and to allow the whole school community to test proposals.
Implementation
It is intended that the final policy will be launched in August 2004 after another round of consultation with pupils, staff and parents. The emphasis will be on going forward together. Not only will all parents receive a copy of the policy, but also members of the Pupil Focus Group and Senior ‘Buddies’ will assist Register Teachers and Guidance staff in explaining the operation of the new policy in a wide variety of forums. Implementation will be carefully monitored by the Ethos Committee, the SMT and ASPIRE, who will develop complementary follow-up initiatives (eg Framework for Intervention).
Post Script (September)
The policy has been launched successfully despite the usual ‘teething’ problems. There was a very good response to requests for staffing the ‘Time Out’ facility.
Keys to success
1. A consensus on what ‘Promoting Positive Behaviour’ meant for the school and agreement on the aims and objectives.
2. This was genuine ‘bottom up’ initiative driven by staff and pupils but also made a central priority within the School Development Plan.
3. All ‘stake-holders’ (all staff, pupils, parents, School Board ) were closely consulted and given opportunities through the various working parties to contribute to the decision making process.
4. A challenging but realistic timeline (approx. 18 months) for developing and implementing the policy.
5. Having a ‘Steering Group’ to co-ordinate the various working groups and write the final detailed policy.
6. Taking the time to ensure that all parties understood how the new policy would operate
Contact Details
Jeremy Morris
(Deputy Head teacher)
Tel: 01382 534466
E-mail: monmorrisj@monifiethhigh.angus.sch.uk
