Never assume when it comes to behaviour- Habits, routines and norms with Scott Fletcher

My conversation on Habits, routines and norms with Deputy Headteacher Scott Fletcher 

Never assume when it comes to behaviour

Behaviour, behaviour, behaviour. It is on everyone’s lips. When things are good, behaviour is celebrated. When things are bad, behaviour is the cause. We must ensure that there is clarity, clear communication and consistency before implementation. Once it leaves the ‘training ground’ (this is how I refer to our CPD sessions) each and every member of staff must know everything about everything. All questions must have been answered, solutions found and most importantly whatever system is put into place must be sustainable at the hardest of times. We wanted to find a way where the system relies less on people and more on cultural behaviours.

Cultural norms – they happen because this is what we do here.

What do we want to achieve through the implementation of a systematic behaviour policy with a focus on cultural norms?

• To have the highest expectations of student behaviour in order to maximise opportunities to strive for success.
• To ensure all students develop the good learning habits that they need to be successful in school and life.
• To realise and celebrate the potential of all students through promoting our core values of: show you care, succeed together, be yourself always and do what matters most.
• To create an environment in which students are supported to become self-disciplined, hardworking and able to accept responsibility for their own actions.
• To form an active three-way partnership with families and students to encourage excellent behaviour and to establish improved patterns of behaviour where there are difficulties.

These aims are supported by regular staff CPD focusing on: core routines and developing appropriate strategies for managing behaviour; bespoke teaching and learning strategies and how to ensure the highest quality provision for all students including those with special educational needs and disabilities.

When you introduce new material in your lesson, we would avoid saying “Off you go, learn.” With behaviour, we cannot just say: “Off you go, behave. This is what I expect and this is what I want to see.” We must teach it. We must break each component down, start with the why and deliver behaviours as concepts in granular steps.

So how have we decided to do this?

It is important to know what you want to focus on. After reading Doug Lemov’s Practice `Perfect, we came up with ten cultural bright spots. We will consistently apply these with the highest of expectations and utilise CPD time to ensure the implementation is the best it can be, all day, everyday. Bright spots are what we will hang our hat on to say “These are outstanding elements of our day to day routines and behaviours.”