What is Engagement for Learning? (EfL)
It is about managing relationships rather than managing behaviour. It is also about recognising that learner behaviour is about more than control, discipline or 'treating' an individual. Instead, managing behaviour for learning is about the environment, ethos and relationships developed in and for learning.
Therefore, at da Vinci, EfL is about;
- Fostering positive relationships between all members of the College community and beyond the College gates.
- Restoring relationships that may have been damaged or strained due to behaviour issues
- Developing a rounded understanding of the relationship between students, teachers, the college environment and wider society.
- What happens in the classroom – this has a huge impact on engagement within the classroom.
- Creating a curriculum that meets the specific needs of our students and which adapts to changing cohorts
- Focussing on high quality teaching and learning
- Recognising and developing learning for the whole college community via CPD
- Developing the use of L2L across the curriculum but, in particular, to tutorial times so that students have a crisp and engaging start to the day
- Developing a much more user friendly approach to assessment and how students, parents and teachers can ‘see’ and understand how much progress is being made.
- Providing students with opportunities to develop their leadership skills in a variety of different contexts
- Develop leadership within the pastoral system via the introduction of CEOs and Boards of Directors to link in with the Students Council
- Developing of the role of the Student researchers in providing some valuable insight into experiences at da Vinci
- Providing a staged approach to rewards that all staff, students and parents understand and value
- Redressing the balance between positives and negatives.
- Linking rewards to the development of intrinsic motivation
Behaviour for Learning
- Changing our focus from more punitive sanctions to more restorative approaches
- Developing more opportunities for students to reflect upon their behaviour through the use of pastoral support plans etc.
- Developing an effective consequences system which empowers staff and restores relationships and which allows students to take responsibility for their behaviour
- Introducing a much more consistent, clear and easily understood system for improving behaviour and engagement across the college, which has clearly identified stages to it
Leadership Opportunities for students
A large part of the EfL strategy is about students taking responsibility for their learning but also for the maintenance of the high standards of behaviour across the College. Students will be encouraged to take on more leadership roles within the college Companies and their subject areas. da Vinci students are very enterprising and have a great deal of skills and qualities to offer which will help not only themselves, but also their peers, the college and the wider community.
In September, students will be encouraged to become Company Chief Executive Offices (CEO’s). Their role will be to:
support the development of the life and work of the college. They will be positive role models to all members of the school community. They are leaders who will help to build up a team spirit within the college, encouraging students within their company to contribute to the life of the school and to become much more involved.
CEO Main Duties
- CEOs are expected to carry out rota duties each week
- CEOs are asked to help out with special events during the year, such as parents evening, Year 6 parent’s evenings, Induction days and student visits.
CEO Specific Duties
- Assist with teachers supervising the corridors, social areas, dinner area
- Assist with school events such as parents’ evenings
- Act as role models to other students
CEO Additional Duties
Other additional duties may include the following and depend upon the changing needs of the College:
- Assist with peer tutoring (academic/pastoral)
- Act as ‘buddy’ to pupils in Year 7 and/or to new students
- Help with College events e.g. Fun Day, Non uniform days
- Representing the College at important events and in the Community
Behaviour - What do we expect from our students?
At da Vinci, we pride ourselves on creating a stimulating environment for learning. Lessons are engaging, thoroughly planned and challenging. In order to maximise learning in lessons, we need to ensure that all students, staff and parents are clear about what is expected. Behaviour that stops the learning of others will not be tolerated and will be dealt with quickly and seriously. Therefore, everyone must be clear about our expectations;
Da Vinci expects everyone to follow the 5Ps:
Present: good attendance is vital for success, if students are not in school they cannot learn. Everyone should aim for at least 95% attendance.
Punctual: being late is not only rude, it damages learning. Our day starts at 8.40, students must be here on time. Students must arrive at lessons on time so that learning time isn’t missed.
Prepared: students must be ready to learn. That means having the correct equipment – pen, pencil, ruler, rubber, planner, bag, PE Kit, food ingredients, specialist equipment – but also being mentally prepared and keen to learn.
Polite: we all want to live and work in a community where people treat each other well. Students should always be polite to all staff, students and visitors.
Proud: we have a lot to celebrate at da Vinci and we should be proud of our school. Students should be proud of their personal achievements, always do their best and make teachers and parents proud too.
College Learning Routines
In order to make it clear to students the desired standards for behaviour we insist that certain routines to be established and maintained in all classrooms;
We expect that:
- Staff are in classrooms on time
- Students must line up quietly outside the classroom until told to enter by the teacher. In certain areas where crowding is an issue, some teachers may insist that students enter the room quickly. If this is the case, teachers should meet students at the door, making clear our expectations for entry to the classroom
- Independent learning starters are to be used in every lesson to engage students early and set the climate for learning.
- Registers must be completed whilst the starter is completed by students
- Students must have on the desk their complete equipment, including planners open on the appropriate page (for example the 5P’s page) – equipment checks will be completed throughout the day by SLT, On Call or SPAMs
- Seating plans should be used. There will be a folder on the system for generic seating plans for non-core subjects for use if required.
- Plenaries must be used to signal reflection on learning and also that there is an established routine for ends of lessons
- IRIS should also be used to emphasise where students have contributed positively to the lesson
- At the end of the lesson, all students must stand behind their chairs, waiting quietly behind chairs until dismissed by the teacher
Where students are not willing to follow our clear guidelines for positive behaviour, teachers can, and should, use the Consequence System. This has been reviewed and developed over the last academic year in order to ensure that this is much more fluid and allows for a range of responses.
What follows is a flow diagram of suggested strategies to use and when they might best be employed. The purpose of this is to ensure that teachers have the autonomy to use and develop their own strategies for dealing with low level disruption to learning. This list is not exhaustive but shows how many strategies can be used to address disruption before using the Consequence System.
At each step, there are key questions that staff need to consider before using the ultimate consequence of a C3 in their lessons;
- Does the behaviour need dealing with immediately or can it be dealt with outside of the lesson, possibly in conjunction with HoD or SPAM?
- Is the behaviour continuing to disrupt the learning of others?
Once these questions have been considered, then the Consequence system could be utilised.
What follows is a suggested format – all classroom scenarios may not fit with this strategy but this is meant to be a ‘best fit’ strategy. There may be occasions where incidents of a serious nature occur which would require an immediate C3 being issued.
Classroom strategy used (some suggestions below)
Body language Verbal warning When/then
Partial agreement Move seats
Take up time Rule Reminder
Proximity to the student Actions e.g. Look at your watch
Positive reinforcement The deadly stare!
Break detention Lunchtime detention
Disruption continues (additional strategies used)
Key Question – is the behaviour stopping the lesson from progressing
Disruption Continues - start of the consequences System
No improvement – issue C3 and/or referral to HoD/SPAM
Referring teacher must follow up all incidents referred to C3 or HoD/ SPAM with a discussion with student, if possible, arrange when On Call is there
Decisions about CR or Seclusion Referrals will be made by On Call/Inclusion team as required
It is important to remember that On Call staff will not always remove students from lessons if a C3 has been issued.
On Call will remain as a non-judgemental system to support the active engagement of students in their learning. On Call staff will adopt a much more consistent approach to dealing with and resolving incidents of poor behaviour in lessons. The aim of these approaches is to develop community, manage conflict and tensions by repairing harm and building relationships. Put simply, it’s about sorting out problems, encouraging people to take responsibility for their actions and then restoring and repairing relationships so that people can move forward.
It is built upon the principle of Fair Process which builds trust and commitment from all involved in the process.
Restorative approaches allow the unacceptable behaviour to be rejected because they failed to meet expectations or standards whilst acknowledging the potential that the individual can still have within the college community.
On Call will be using the following questions as a scaffold for discussing incidents with students. These questions will also be used when and if students are required to attend CR, Seclusion or after school detention.
Restorative Questions – to respond to challenging behaviour
- What happened?
- Who is affected and how?
- How can we put right the harm?
- What have we learned so we can make different choices next time?
Where possible, On Call will speak briefly to the member of staff to find out specific information.
The use of IRIS
IRIS (It Really Is Simple) is a behaviour management tracking system that the college has invested in to ensure that our system is as easy to administer as possible without the need for endless copies of sheets of paper. The benefit of this system is that it will enhance communication, therefore ensuring that more staff are aware of what behaviours certain students are engaged in, positive and negative. It will allow Form Tutors to play a much more pivotal role in monitoring the behaviour of students within their tutor group. This information can then be used much more effectively during parental meetings, parent consultation days etc.
IRIS offers the opportunity to utilise a really powerful rewards tool to engage the majority of our students who want to lean and who want to do well.
It is therefore suggested that students will receive rewards for the following reasons:
- Meeting the expectations of the 5P’s
- Excellent Effort
- Excellent Attainment
- Act of Good Citizenship
- Other (for rewards that don’t fit into a particular category)
At the start of every lesson, a whole group can be issued with a 5P’s reward for meeting our basic expectations. These are logged using IRIS and are very easy to administer. This system has been trialled by a range of teachers within the College. Other rewards can be issued in addition to this. (Training on IRIS will be given). Paper credits will no longer be used.
The system allows for form tutors, SPAMs and SLT to be notified electronically of those students who have received rewards if they wish to be alerted.
It is vitally important that students are rewarded for what they do well and to ensure that as teachers and support staff, we acknowledge the social and learning behaviour we would like to see.
Inevitably, there will be some students who will find it difficult to meet these high expectations. Therefore we have identified a clear and consistent flow diagram to highlight to students, staff and parents what will happen to students who experience difficulties maintaining our basic expectations
The diagram that follows highlights the behaviour flow chart; in some cases this may be differentiated to meet the needs of individual students. Also, the numbers allocated to specific actions may be reviewed throughout the academic year.
(Grey) Student accrues 5 C2’s or 2 C3s in one half term
For every incident referring teacher meets post CR with student – restorative meeting
HOD/ SPAM sends concern letter home (depending on if all in one subject or not)
Pastoral Support Plan (PSP) to be developed with Behaviour mentor (CMe)
If behaviour improves, Behaviour Improvement letter will be sent
(Green) Student accrues 10 C2’s or 5 C3s in one half term or >2 in one day or
>4 in one week or one more serious incident
SPAM contacts home to request meeting – if parent does not attend meeting,
student will stay in CR until meeting held
Detailed information given to parents from IRIS
Use of PSP with mentors – adapted if required
Initial discussion of managed moves
Meeting of Staff Disciplinary Panel – student given clear warning.
Letter sent to parents detailing incidents
(Purple) Student receives 1 FTEs or 12 C2’s or 8 C3s in one half term /
25 C3s in a term
Pastoral Support plan reviewed
Parental meeting with MFi
Formal discussion of Managed moves
(Blue) Student receives 2 FTEs or >12 C3s in one half term or 3 FTEs in a term
Parental meeting with BMu
Referral to Pre Governors if KS4 or at KS3 Pre Governors if Managed Moves not accepted
Vice Principal contract
(Amber) Student receives more than 3 FTEs in a term or more than 4 FTEs
in a year
Parental Meeting with MCo
Head Teachers Contract
(Red) Student receives further FTE
Appears before GDP for first warning
Pre - Permanent Exclusion Contract/ Governors Contract
Monitoring by Governors
(Purple) Student receives further FTE
16 day exclusion and appears before GDP for final warning or Permanent Exclusion
- 1.At each stage an action plan should be agreed between school, student and parent aiming to prevent the student from moving to the next stage
- 2.Serious one-off incidents may result in stages being by-passed
- 3.Any SPAM or SLT member who deems a fixed-term exclusion necessary must complete a FTE Form, follow the procedures outlined on the form, have the decision approved by the Principal or Vice-and pass the form to TBx.
- 4.Alternatives to consider before FTE:
- Restorative / conflict resolution
- Parental meeting
- Involvement of other agencies
- Changes to provision
- 5.Serious incidents resulting in automatic FTE:
- Abuse of staff
- Physical assault on student
- Refusal to accept other consequences / co-operate with senior staff
- Absconding from Seclusion
- 6.Criteria for automatic permanent exclusion:
- Drugs on site
- Weapons on site
- Physical assault on member of staff
Important things to remember
- Pastoral Concern forms will no longer be used. Instead incidents recorded for information or for SPAM intervention will be logged via the ‘neutral’ incident tab on IRIS (training will be given)
- PE will continue to use paper copies of both credits and C3’s. This information will then be logged into IRIS by the pastoral admin support
- Students will be notified of the changes via assemblies and parents will be notified of these changes by letter