We believe that holding high expectations of how pupils should behave and conduct themselves is essential. We also understand that, in collaboration with parents, part of our job is to teach pupils how to achieve them. Our default method for achieving this will be through positive reinforcement. However, sanctions will also be used to reinforce expectations when they are not being met.
Nottingham Girls' Academy expects the highest standards of behaviour
We expect staff and pupils to work hard to create and maintain the positive climate required to fulfil our mission and remain true to our values.
However, we understand that learning to positively regulate behaviour is part of the learning journey for children. Wherever possible, our ethos is therefore to offer pupils the opportunity to learn from their mistakes.
To achieve this, we have:
- The safety, well-being and education of each pupil as our priority.
- High expectations which are clearly communicated to pupils, parents and staff via assemblies, letters, noticeboards, NGA notices, pupil planners and the website.
- Clear procedures and systems to ensure effective and timely recording and sharing of information.
- Effective operational routines that are applied consistently and rigorously, ensuring appropriate responses to minor incidents and immediate response to serious incidents.
- Organisational structures which support an inclusive and community approach.
- High quality data to inform individual pupil and whole academy interventions to improve behaviour.
- A culture of building mutually supportive relationships with parents/carers.
All staff are responsible and accountable for reinforcing the Academy’s high expectations and ensuring any rewards, sanctions and interventions are appropriate, timely and consistent with this policy.
Our focus is to encourage positive behaviours and attitudes. Staff will do so by using praise, recognition, and rewards.
Where negative behaviour or attitudes are evident, we will seek to clarify our expectations with the pupil and give them an opportunity to demonstrate the appropriate behaviour and attitude.
However, when negative behaviour and attitudes persist, or when a pupil disrupts the learning of other pupils, deliberately upsets, mistreats or harms a member of the school community, or demonstrates intolerance for someone with a protected characteristic we will apply sanctions to reinforce our expectations.
When pupils behave inappropriately, teachers will respond with a cool, mechanical, emotionless response. Teachers should save their emotion, passion, enthusiasm and excitement for when it has most impact - when pupils behave appropriately. Setting the scene for positive behaviour is key.
Key Questions for Teachers
- Have I planned my lesson appropriately and are pupils clear what they are learning, what they are doing to demonstrate that learning and why?
- Am I praising and rewarding those who behave and work hard?
- Is the work relevant, challenging and interesting enough to engage pupils in learning?
- Are the needs of all learners planned and catered for?
- Are the resources appropriate and readily available so that pace is maintained?
- Is my seating plan right and have I made my expectations clear?
- Have I taken control of the class on entry, during the lesson and at the end of the lesson?
Positive Role Modelling
In order to create a positive, welcoming atmosphere, teachers will aim to be at the door, smile, and be enthusiastic about working with the pupils and about the content/context of the lesson. When pupils are having difficulty, teachers will discuss how successful learners deal with their frustrations and create a calm atmosphere. Consideration will be given to Spiritual, Moral, Social and Cultural issues and how developing the ‘big picture’ with pupils allows them to think outside the box.
Next: Rewards and Recognition