Blatch In Action

Involvement: In the Classroom

Supporting Positive Behaviour

Language: We welcome students into the classroom by smiling, greeting students at the door and using names, as well as praising basic expectations and complementing on correct decisions, so that positive relationships can be built between students and staff and create the right classroom culture.

Praise & Reward: We use specific praise, the BMS reward system and contact with home to recognise and encourage positive B1 behaviour (e.g. awarding achievement points) so that students feel valued and high expectations are reinforced for all.

Perspective: We use positive framing and other behaviour pedagogy tools from the Teacher Walkthrus so that B2 behaviour is minimised.

Consistency: We address repeated incidents of B2 behaviour by using the behaviour policy and contacting home so that consequences of poor behaviour on learning are understood by students and behaviour is improved.

Routines in the Classroom

Planning: We purposefully create needs-based seating plans and explicitly teach effective classroom learning routines so that students are ready to learn in every lesson and develop a positive classroom culture.

BASICS: We consistently use ‘BBB’ to highlight students meeting expectations as well as to remind and sanction students not meeting them. We do this to foster a positive learning environment which encourages all students to do well.

One Voice: We insist on “one voice” (teacher or student) during presentation and discussion so that instructions and learning can be clearly understood.

Engagement in the Classroom

Movement: We circulate around the teaching area so that teachers can involve all students in their learning and routinely check student work in books during the lesson so that students are rewarded for engagement and gaps in knowledge are quickly addressed.

Relevance: We make learning relevant/interesting to current global/cultural climate, using a variety of differentiated activities, so that students can link their learning to the world around them to help maintain focus and engage in the content.

Engaging: We use whole class AFL that requires a response from all students (e.g. whiteboards, Google forms, signalling, etc.) to check learning and understanding so that teachers can adapt lesson and students take responsibility for learning.

Questioning: We use cold calling and targeted questioning in a positive way so that all students have the opportunity to think deeply and there is an expectation for all to contribute to the lesson. This also provides space for students to share opinions and thoughts in an environment of mutual respect.

Building Relationships

Linking: We take an interest in students in our class, building rapport and positive connections, so that learning is linked to their interests and students feel like individuals - linking to previous successes in lessons helps to reinforce positive relationships.

Recognition: We routinely recognise when students have demonstrated good learning and praise this so that students know that their effort is being noticed and develop pride in their learning. This can also include contact with home to reinforce those positive relationships.

Be Yourself: Where appropriate, we share insights into our lives and our personalities with our students so that human connection and mutual respect can be built.

Professional Development

Open Doors: We share and seek out good practice in and across departments through participating in peer observation so that all students benefit from other staff's expertise.

Personal Knowledge: We use CPD, peer networks, and the Teacher Walkthrus to enhance our own teaching pedagogy so that we can share ideas to implement and encourage consistently.

Adapt: We embrace and trial different approaches to improve teaching and learning so that we drive continuous improvement to involve all learners, every lesson, every time.

Inclusivity & Diversity

Responsibility: We give roles and responsibilities to students and use lesson support appropriately so that all students can be engaged and involved.

Every Student, Every Lesson: We ensure that all students are spoken to within the course of the lesson and a wide representation of protected characteristic groups appear in classroom resources so that students from diverse backgrounds are recognised.

Involvement: Around the School

Involvement Around the School

Connect, then Redirect: We use the connect before we redirect approach, addressing issues on the way to lessons, so that students are ready to learn on arrival to class and we are upholding a positive relationship with students.

Team Blatch: We support corridor etiquette by ensuring students use the one way system, and supporting calm behaviour in corridors so they are safe for all members of the school community. We support other members of staff when on duty, if required, to create a sense of teamwork and consistency.

Observe: We are observant on duty so that we can resolve issues before they escalate. We look for signs that demonstrate students might be struggling so that we can get them the support they need.

Uniform: We ensure that uniform is correct at the beginning of the day, and at the start of our lessons, so that the focus can be on learning.

Involvement with Families

Positivity: We build relationships with families based on regular communication to emphasise the positive, through academic calls, emails and Edulink. We praise and reward extra-curricular involvement.

Subject Consultation evenings: We invite families into our school to celebrate our students’ achievement and progress using Subject Consultation evenings to celebrate, share and discuss student progress and areas for improvement.

Records: We record behaviour points and R&R’s, identifying specific concerns so that parents are aware of any issues that may impact learning.

Inclusivity & Diversity

Opportunity: We create extra-curricular opportunities that are inclusive and equitable, so that all members of our school community feel involved, valued and have access to wider educational experiences.

Display: We display student work at all levels to celebrate effort and achievement and improve their affiliation with the school through seeing themselves and each other on our classroom and corridor walls.

Transparency: We appreciate and understand the importance of everyone's roles to promote positive teamwork. Good communication about decisions is disseminated to all so everyone feels valued and a member of the team.

Inclusion: We challenge prejudice in all its forms so that all students feel secure. We celebrate diversity so that all our students feel included and recognised.

Extracurricular Activities

Celebrate: We celebrate and encourage outward looking students by promoting involvement in community support events and activities and recognise students’ wider achievements outside of school to show we value student personal development and encourage everyone to see the importance of enrichment.

Enrichment: We offer a wide range of extra curricular activities so that opportunities for engagement are maximised for all students and actively encourage students to participate beyond the usual school day, particularly PP students, so that they all feel part of the Blatch community.

Achievement: Responsive Teaching

Before the Lesson

Knowing: Individual student needs are understood by staff so that positive relationships can be fostered and learning is tailored.

Planning: Thorough planning as part of our schemes of work, including assessment, so that lessons are carefully sequenced to build on previous learning and knowledge is revisited to maximise learning.

Preparing: Seating plans are created and reviewed for all classes on Edulink so that an optimum classroom climate is created and student needs are fully met.

At the Start of Lessons

Meet & Greet: We meet and greet students at the door so that positive relationships are created and the right climate of learning and respect is established, and learning can start immediately.

Do Now: A recap or new task, linked to prior learning, is ready for students when they enter so that students can engage quickly with learning and feel a sense of success.

Purpose: We are explicit about what we are doing and why we are doing it so that all students can understand and make links to learning throughout the lesson and see the value in learning.

Responsiveness: We adjust our lessons in response to our teaching and in class assessment so that we can ensure progress for all, providing appropriate scaffolds so that all learners can access our curriculum.

Questioning: We use a range of specific questioning techniques so that we can assess learning and involve every student in thinking during lessons.

Do/say it again, but better: We push for detailed, structured answers, modelling the use of keywords and concepts so that we can promote fluency, competency and enjoyment.

Deliberate Practice: We ensure students have opportunities to deliberately practice modelled skills so that students have to retrieve knowledge and have opportunity to develop subject specific skills.

Assess: We use various in class assessment techniques so that students receive a clear indication of their progress and how they can improve further.

Modelling: We model new skills and concepts, ensuring effective scaffolds and supports are in place, so that students can clearly see how to attempt learning before practising it themselves.

During the Lesson Ending

Lessons

Review: We review the learning at the end of each lesson so that teachers can assess what has been learnt and respond to students.

Ready: We have our students tidy their work space and stand quietly behind their chairs, dismissing row by row so that students leave the lesson quietly and ready for the next lesson.

After the Lesson

Feedback: We ensure that students receive feedback which is useful and describes the next steps in their learning so that they can make progress.

Improve: We ensure students have opportunities to engage with their feedback so that they show they understand what and how to improve.

Reflect: We reflect on how different students made progress so that we know what we need to do differently in planning the next lesson.

Achievement: Responsive Learning

Before the Lesson

Students should be organised so that they have the necessary equipment for school so that they can engage in learning successfully and not be disadvantaged and so that the start of the lesson can run smoothly.

Students should use Edulink/Google Classroom to ensure that homework is completed on time so that they are appropriately prepared for their learning in school.

We expect students to arrive on time and in ‘learning mode’ with the correct equipment for that lesson so that the lesson can start promptly, with minimum disruption.

At the Start of Lessons

Students should enter lessons calmly, in correct uniform, and sit in their seating plan so that lessons can begin without delay and students can focus on tasks set.

Students engage promptly with lesson starter tasks so that they can review prior learning and prepare for the lesson ahead.

Students should be able to explain the aims of the lesson so that they are able to understand what they should know by the end of the lesson, enabling them to measure progress.

During the Lesson

Students should record their learning so that they draw on taught knowledge and skills as they learn a broad and complex curriculum.

Students should complete tasks to the best of their ability, making use of the support offered by their teacher and peers, so that they maximise their learning.

Students should communicate with their peers and their teacher respectfully, following the ‘one voice at a time’ principle, so that all students feel they can verbally contribute to a lesson without judgement. All views should be respected and celebrated (within reasonable limits) and no-one should be afraid to voice their opinion.

Students should feel comfortable to make mistakes so that they can further their learning by addressing critical misconceptions.

All students should actively engage during class questioning episodes so that they can assess the quality of their understanding and seek support where needed.

Students should respond to teacher feedback so that they can improve their understanding of their subject and address their misconceptions.

Ending the Lessons

We expect students to take part in plenary activity to check understanding against learning objectives so that students reflect on their progress.

We ensure that book/classwork meets teacher expectations so that there is an organised record of their learning.

We expect students to participate in returning the classroom to a tidy state so that they take responsibility for maintaining a positive environment.

Students wait to be dismissed so that all students leave the classroom calmly, and enter the corridor sensibly.

We expect students to review their learning in the lesson so that they can take responsibility for their own learning.

After the Lesson

Students should complete homework that is mapped in line with the curriculum so that independent learning and time management is practised and progress is supported.

Students should use learning materials that are posted on Google Classroom so that missed learning (e.g. missed time for sports fixtures) is caught up.

Care: Effective Pastoral Care

Role of the Form Tutor

Routines: We maintain regular routines so that we can support students in preparing for the school day, meeting and greeting students each morning with positivity and showing genuine interest so that they feel part of our Blatch community. We check equipment and uniforms everyday so that our students are ready for their learning.

Tutor Time: We consistently deliver a structured Tutor Time programme with engaging and varied activities, as set out by the Pastoral Team, so they can develop as positive citizens of the community and world.

Monitoring: We monitor our students' achievement and behaviour, so that students can be recognised or supported and take registers accurately and promptly so that we can keep students safe.

Families: We keep in regular contact with home so that we can recognise achievements or any areas of concern and follow up appropriately so that students are safe.

Maintaining Our Culture

Interactions: We initiate positive interactions throughout the school site so that students have a sense of belonging and recognise the positive contributions of our colleagues so that we achieve a sense of camaraderie.

Modelling: All staff are aware that they are role models for a diverse and caring community that accepts and welcomes all students thereby modelling inclusivity. We model celebration of cultural and social diversity so that they feel empowered to engage with all walks of life.

Nurture: We nurture good relationships with students to promote positive well-being so that they feel comfortable sharing concerns and support students in dealing with social relationships to enable them to learn and interact successfully with others.

Challenge: We challenge intolerant behaviours so that no student feels excluded and we challenge all incidents of prejudice so that all members of the school community feel safe and secure.

Staff Wellbeing

We have a growth mindset as staff so that we feel comfortable seeking advice from one another and working collaboratively together to problem solve. We take the time to check in with each other so that we remain aware of how everyone is doing and if they need any support/advice.

Professional Relationships: We place importance on building intra-departmental relationships so that we feel confident sharing concerns and seeking help and organise social activities outside of work so that we can build a friendly and warm environment.

Active: We engage in, and in some cases run, staff wellbeing sessions in order to build stronger staff relationships, holding annual well-being events after-school to develop the sense of community amongst staff. We are proud of the way we collaborate and support both new and existing staff in the sharing of good practice.

Information, Knowledge and Data

We use pupil profiles and SEN information so that we can provide students with consistent support and strategies that best enable them to access learning and provide holistic care.

Communication: We stay in close contact with the year team and form tutors so that we can understand the relevant context for students’ behaviour and plan/respond appropriately. We share successful strategies so that we can try new approaches in order to support student progress.

Tracking: We stay actively informed of whole student progress through using data from academic/pastoral systems so that all staff are able to identify trends and track behaviour. Form tutors are aware of achievement/behaviour points and punctuality reports in order to track and support all students.

Safeguarding

Recording: We accurately record behaviour incidents on Edulink, and inform the year team of notable incidents so that we are all aware of the student’s current situation and so that we can develop a broader picture of emerging patterns and students’ needs.

Reporting: We ensure staff are aware of the correct channels of communication to take regarding a range of incidents so that the necessary steps can be taken to ensure students' wellbeing. We raise concerns with duty if students are missing from lessons so that if action is needed it can be taken quickly.

Managing Risk: We ensure risk assessments are up to date and that we are confident with all safety procedures, so that we can safely and effectively deliver practical lessons. We ensure that form tutors have up to date knowledge of KCSIE and recents social trends so that they are well placed to intervene to protect all students.

Care: Building our Community

Community Values

Kindness: We behave with kindness and empathy and model this to all members of our community so that we build a culture of mutual respect, rewarding and recognising kind and inclusive behaviour in our students.

Positivity & Gratitude: We thank one another for small and large acts of kindness in order to recognise positive behaviours and generate a positive environment for all members of our community.

Inclusivity: We have a zero tolerance approach to bullying and discriminatory behaviour and prejudice based language. We consistently demonstrate respect, politeness and good manners to all members of the school community and visitors to our school so that people feel noticed and included and students can see this in practice.

Responsibility: We encourage students to reflect on any mistakes they may have made and encourage them to think empathetically about the consequences (and potential consequences) of their actions. This is done in a calm and respectful manner through a restorative conversation where students take responsibility for their actions and relationships between students and members of staff are maintained in a positive manner.

Determination & Achievement: Everyone at Blatch is determined to be the best versions of themselves. Student excellence is recognised consistently and celebrated using the school rewards system such as achievement points, rewards assemblies and pastoral conversations. Staff congratulate students around the school site when hearing of student success and excellence. Staff excellence is recognised and celebrated during staff briefings and in staff notices as well as in curriculum team meetings. Positive comments about teachers are shared amongst staff whenever possible.

Restore & Repair: We conduct restorative conversations with students to help them be able to reflect on their behaviour and make positive steps forward, giving students every opportunity to recognise, reflect and rectify mistakes.

Your Side of the Net: Both staff and students will approach the restorative conversation in a calm and reflective manner with positive intentions. Staff should use the language of ‘I’ and ‘we’ rather than ‘you’ in order to ensure that the language is non accusatory.

Professionalism: Whether verbally, non-verbally or by email we consistently demonstrate politeness, professionalism and calmness. We always speak with professionalism and mutual respect to colleagues and, should a sensitive conversation be needed, it is done in private so that all members of our community feel respected.

Email: All communication via email is worded in a professional manner and is responded to promptly. We respect the balance between work and life, scheduling emails to arrive during the working day.

Caring for the Environment

Caring for the Environment

We establish expectations that students should look after their immediate environment, for example picking up litter and treating equipment with respect.

We create an environment in our classrooms which students want to engage with and want to keep up to a high standard so that they are less likely to damage/vandalise the area.

A system of community service is in place for students who do not treat the school resources and environment with respect.

A student environmental leadership team is in place to promote our ethos of valuing our school environment.