THE LITTLE LEVER WAY

OUR EXPECTATIONS

The overarching aim of our expectations are to promote positive behaviour where students demonstrate kindness, they take responsibility for their actions and they work hard to manage and improve their behaviour at all times.  This is values driven.

We believe that PRAISE and positive behaviour management strategies are the most powerful way of developing a happy and purposeful school.  We believe in mutual respect and unconditional positive regard for young people.  We believe restorative approaches which develop strong relationships between adults and students are the best way to help students correct their behaviours.  We believe in the certainty of any sanction rather than severity.  We understand that there is always a root cause to a student’s behaviour and we strongly believe that sanctions alone will not help students repair their behaviour.  We teach our students how to behave so they learn to be self-disciplined and make good choices.  We have firmly embedded routines and practices to establish a calm and purposeful environment.  A clear framework of ‘habits’ help support all our children to reach our high expectations. 

We want all of our students, during their time with us, to reach the top of the pyramid, meaning that they leave us as good citizens, and this is the rationale for our approach. We want our students to do this not only because they have to, but because they want to, and are mature enough to know how to do the right thing.

The pyramid below shows the reasons why students might behave well. We want all of our students to aim for the top of the pyramid.

I behave well because…


 

The Perfect Climate

This is designed for classrooms where learning is taking place.  If students follow the perfect climate it helps themselves and others achieve things they never thought they could.

The Perfect Climate MUST be adhered to in all sessions to ensure that teachers can teach, students can learn, and so that low-level disruption and poor behaviour do not get in the way of students making as much progress as possible in their learning. In every activity that takes place in a classroom or learning space, teachers must always explain whether Perfect Climate 1, Perfect Climate 2, or Perfect Climate 3 will apply for the activity that the students are about to take part in.

  • Perfect Climate 1 = Silent and focussed work – this means students cannot speak to each other.  It is used so students can concentrate in an environment that will help them produce the best piece of work they can independently of others.
  • Perfect Climate 2 = Groups or Pairs – students will have opportunities to talk to each other, to explore and discover and problem solve.  While they do this, they must stay focussed on the task and conversations must always be about the task/learning.
  • Perfect Climate 3 = One Voice Everyone Listens – this ensures that whether it is the teacher that is talking or a student that is demonstrating, explaining or asking a question everyone is listening.

Corridor Climate

This is designed for ‘out of classroom behaviour’ when students move around the building.  In order that all our students help themselves and others achieve things they never thought they could we ask that when students move through the building they are QUIET and SENSIBLE.  This is so students do not disturb the learning of other students and so everyone is safe.

Quiet does not mean silent.  It means that conversations and the volume of those conversations never disturb the learning of any other students.

Sensible means non-contact, no running and behaviour that respects the safety of all other students.

Track the Teacher

When a teacher is talking or giving important instructions in a classroom or outside a classroom we expect students to track the teacher with their eyes and listen to what is being said.  We know this will help students understand what the teacher is saying and will also help the teacher understand if they need to adapt their language and approach in order that the student understands what is being said.  This habit will also apply when other students are giving explanations or answering questions in a classroom.

Student Attention

At any time in the school building if an adult raises their hand and counts down 3…2…1 students must:

  • Stop what they are doing
  • Be silent by 1

This ensures we can transition swiftly and effectively from one activity to the next in our classrooms.  It is a safe and effective way to quickly get students’ attention so they are ready to learn and listen to key and important messages whether that is within the classroom or outside the classroom.

Reasonable Requests

Many times in the day staff will ask students to follow a reasonable request in line with the values, policies and practices of the school.  These are reminders or chances for students to correct things as they move around the school.

Examples of reasonable requests:

  • Bella, could you tuck your shirt in for me… thank you
  • John, could you pick up that litter you have accidentally dropped on the floor and put it in the bin… thank you
  • Stacey, you don’t seem to wearing a tie… could you go to the dining room and pick up a tie ready for your next session.

We expect students to follow a reasonable request the first time… Before issuing any corrections staff will remind students they have made a reasonable request… ‘I hope you’re not refusing a reasonable request Isabelle, show me what I know you’re capable of, thank you’

Equipment

Students should be equipped with a Pencil Case (that has at least a pen, pencil and ruler inside it), their planner, a bag and a reading book.  Students are expected to carry this equipment with them at all times and ensure that their pencil case, planner and reading book are placed on their desk at the start of every session.

Uniform

Students are expected to:

  • Wear standard school uniform correctly
  • Look smart, especially when travelling to and from school, since they represent the school at this time to the outside community
  • Wear a blazer, a tie properly worn to the waistband with shirt tucked in and black shoes.
  • Please view our uniform policy for full details

Hair Styles

As a general rule, extremes should be avoided, unusual hair colours and extreme hair styles are NOT permitted.  Natural hair colours are permitted (Brown, Black, Blond, Ginger).  Beards and moustaches are unacceptable for students in school.


Jewellery

Only a wristwatch is permitted.


Mobile Phones

Little Lever School is a Phone-Free School for students. Research confirms that mobile phones cause too many distractions to learning and can also cause significant mental health issues for students. Students must not, therefore, have a mobile phone on their person at any time of the school day, when on the premises.

As parents may want students to have a mobile phone for safety reasons, if students do bring it to school, it must remain switched off and in their bag until the end of the day.

On Time (Punctual)

Students are expected to be on time to school every day and on time to every session.

Choices...Chances...Corrections

  • What happens if students choose not to follow the Perfect Climate?

    If students choose not to follow the Perfect Climate then it is exactly that… it is a choice they have made.  Teachers will reference the Perfect Climate with every task they set so it is clear.

    If a student has made the choice not to follow the Perfect Climate they will be given a Chance.  This is a warning to remind them that their behaviour has disturbed the learning of others and themselves.  The student now has a chance to change their behaviour in order that they and the rest of the class can learn effectively.

    If a student again makes the choice not to follow the Perfect Climate they will be given a final choice.  This is a final reminder that their choices are affecting the learning of others and themselves and if they continue to do this they will be removed from the session.  We will ‘front load’ the choice for students in our language and our actions.  We will do this by taking the student’s planner from them as a tangible reminder that they have not yet received a Correction but will do if they do not make the right choice and change their behaviour.

    If after two opportunities to change their behaviour the student continues to make the choice to not follow the Perfect Climate they will then be given a Correction. At this point they will be asked to leave the classroom and go to a ‘correction room’ (another classroom).  It is the student’s responsibility to go to their correction room and they must arrive promptly.

    When students have been issued a Correction they will receive a 30 minute detention which will be completed the day after the Correction was issued.  This is to ensure students clearly understand the reasons for their Correction and they can complete the Correction as quickly as possible and make a ‘fresh start’ as soon as possible.  Parents will receive a text to inform them about the Correction.  The text will state which teacher issued the Correction and the reason for doing so.  This is to help parents work effectively with the school to prevent the same behaviour from happening again.  Our sims parent app also helps parents to monitor achievement points and behaviour instances on a daily basis.

    An immediate Correction may be issued by a member of staff for any behaviours that are intentionally unsafe.  This will be down to the professional judgement of the teacher:

    Examples could include:

    • Throwing an object
    • Threatening or intimidating another student.

    Corrections take place on Monday to Friday from 2.45pm until 3.45pm

    All students are expected to turn up to their Correction without being reminded.  We expect that ALL our students take responsibility for their actions.  It is the student’s responsibility to ensure they turn up to their Correction on time the following day.  A list is published each day for students to check.  If students are unsure, they have until the end of lunch time on the day of their Correction to speak to a member of staff who will be happy to help them.

    A Correction will not be changed or moved unless exceptional circumstances arise.

    An after-school sporting fixture, an enrichment event, a GP doctor’s appointment or picking up siblings from a local primary school are not exceptional circumstances and students will be expected to complete their Correction.  If students want to attend their sporting fixtures, enrichment activities and help out their families they must make the right choices when they are learning.  Before a Correction is issued (unless it is intentionally unsafe behaviour) there will always be a chance and a choice to change their behaviour.   If parents feel there are exceptional circumstances they can contact the school on the number provided on the text message and we will be happy to discuss this.

  • What happens if students choose not to follow the Corridor Climate?

    When students move independently to their sessions staff will ‘Meet and Greet’ students on the doors to their classrooms.  They will remind students as they walk by to be quiet and sensible as they move to their next session.

    If students choose to ignore these reminders and shout loudly down the corridor or are not sensible as they move down the corridor then they will be asked to stop.  A member of staff will ask for the student’s name and will issue the student with a 30 minute Correction.

    Parents will be informed of this via a text for each incident.  This will simply explain the reason for the Correction is ‘not following corridor climate’.  It will again be the student’s responsibility to check the Correction list and turn up to their Correction.  If students are unsure, they have until the end of lunch time on the day of their Correction to speak to a member of staff who will be happy to help them.

    Once a Correction has been issued and the Correction is complete we make a ‘fresh start’ once more.

    Again, EVERY student has the chance and the choice to change their behaviour before a correction is issued.

  • What happens if students don’t have the correct equipment?

    Equipment is checked in PREP time (Form time) every day.  When the register is taken in PREP time students will be asked to hold their equipment in the air.  If a student does not have the correct equipment for the day the teacher marks the register with a ‘Q’ and loans the relevant equipment to the student for the day.  Students must take responsibility for this equipment and will therefore need to return it to Student Reception at the end of the day at 2.45pm.

    If they do not take responsibility for this and do not return the equipment they will be issued with a 10 minute Correction.

  • What happens if students arrive late to school?

    If students arrive 1 minute after their start time they will be issued with a 10 minute late correction on the same day.  We will take into account mitigating circumstances for students and we will be understanding around circumstances that are out of the students’ control.  If students fail to take responsibility for their actions and choose not to turn up to their late correction they will complete a 30 minute correction the following day.   

  • Restorative Conversations

    Every time a student is issued a 30 minute classroom correction a restorative conversation must take place between the student and the teacher. This is a chance for the teacher to explain the reasons for the correction and work with the student so they can better understand why this happened and prevent the same situation from being repeated. Teachers must also take responsibility and be kind by taking the time to repair and mend relationships and support students’ to make the right choices.

  • Clarifying why students could receive a 60 minute Correction

    Students that choose not to take responsibility for their behaviour and repeat the same behaviours over the course of a day may be issued with a 60 minute correction.

  • Clarifying why students could be placed in our Reflection room.

    We make our Correction system very clear for students in order to support them to self-manage their own behaviour.  At each stage of our Correction system students have a choice to make.  If they make the right choices they will never receive a Correction and will instead receive praise and rewards.  If they make choices that continue to prevent themselves or others from achieving things they never thought they could or undermine the values they will receive Corrections for their actions.

     

    At each stage of our Correction ladder students will always have a choice.  This choice will determine whether the Correction moves up the ladder or stays the same.

    The Correction will never be removed as we want to educate our students about taking responsibility for their actions and the impact their actions can have on themselves and others.  They will, however, always have a choice.  It is then their responsibility to choose the path they wish to take.  Corrections are a way in which students accept responsibility for their actions and in completing the Correction they show they understand this and are remorseful for their actions which have prevented themselves and others from achieving things they never thought they could.

    The Reflection room is an opportunity for students to reflect on the choices they have made.  Students will complete tailored restorative sessions specific to the behaviours they exhibited to explain the reasons why their choices have not helped other students achieve things they never thought they could or linked to our values of ‘Be Kind, Work Hard, Take Responsibility’.  English, maths and science work will also be provided whilst in this room.  We also work with students who are placed in our Reflection room to ‘unpick’ the choices they made and help them to make better choices the next time they are placed in that situation so they understand the impact their choices and actions had on themselves and others.  The time students spend in the Reflection room is determined by the actions and choices they make.

    Some examples of why a student will be placed in the Reflection room:

    1. If a student does not turn up to a Correction… Students that choose not to turn up to their Correction and accept responsibility for their actions will be placed in the Reflection room the next day until 3.30pm.
    2. If a student receives more than 60 minutes of Corrections in one day – Students that choose to persistently prevent themselves and others from achieving things they never thought they could either in a classroom (Perfect Climate) or as they move around the school (Corridor Climate) or choose to undermine our values by not following the Little Lever Habits will be placed in the Reflection room as soon as possible until 3.30pm
    3. If a student refuses to go to the ‘correction room’, does not go directly to their correction room or repeats the same behaviour in the correction room – The teacher will give the student an opportunity to choose once more what they would like to do before this Correction is given.  If they continue to refuse at this point the student will have had at least 5 opportunities to change their behaviour. They will now be placed in the Reflection room until the end of the session and their break or lunch (depending upon which session it is) where we can support students to make better choices and ‘unpick’ their thought processes to prevent the same situation from occurring again.  When we are happy that students have taken responsibility for their actions and are ready to Be kind and Work Hard they will return to their normal sessions.
    4. When returning from a Fixed Term exclusion – We want to ensure students are ready to return to their classrooms. Students will spend 1 day in our Reflection room when they return from a Fixed Term Exclusion.  Students as well as parents / carers will be invited to a re-integration meeting where we will try to better understand the reasons for the students’ behaviour and look to put in place supportive measures where relevant.  While students are in the Reflection room we will ‘un pick’ the key issues that led to the fixed term exclusion and provide training sessions and further restorative conversations to ensure the student can take responsibility for their actions and not repeat the same behaviour.

    Students may also be placed in the Reflection room for one off instances that pose a health and safety risk either to themselves or other students.  This will be at the professional judgment of the member of staff and approved by a senior leader or learning leader.

    If students adhere to the Little Lever Habits we’re confident that they will be successful in our school, and that they will open many doors of opportunity for an exciting future ahead!

  • Parents/Carers as Partners

    Experience shows that young people profit most from education when there is a clear and co-operative understanding between school, student and home.

    We recognise that parents/carers play a crucial part in shaping their child’s attitudes.  Consequently, as in all other areas of school life, we seek to work with them as partners.

    • If problems arise, we aim to involve parents/carers at an early stage rather than as a last resort.
    • We encourage parents to bring concerns to our attention.
  • Behaviour Outside the School Gates

    Where behaviour occurs which is not safe or kind when a student is outside of the school, an appropriate Correction / sanction will be given in line with the ‘In school purpose, values and habits’. This is particularly in relation to violent conduct e.g. a physical assault or bullying incidents. Students are encouraged to wear their school uniform correctly when travelling to and from the school and must not be involved in behaviour that could adversely affect the reputation of the school.

    The expectations of students behaving in line with our purpose values and habits apply to school trips and visits and the same Corrections / sanctions will be used if necessary.