Rhododendron.
A revolution in behaviour at Kingsbury School
Jamie Barton Assistant
Headteacher, Kingsbury School and Sports College
When Ofsted labelled
behaviour ‘Poor’, our new head knew that only by changing the culture,
and overhauling the climate
for learning, would teachers be able to teach effectively.
Since February and the
arrival of new headteacher, Mark Rhatigan, the senior leadership team (SLT)
have been relentlessly supporting staff to make classrooms purposeful learning
environments
where students can make
progress.
Too many students were acting
boisterously and dangerously; starts and ends of lessons
were chaotic with many
students arriving late, and students were defiant towards teachers
who challenged them. Staff
had given up teaching – they were just trying to get through.
The new head told the staff
what we would do as a team and why.
He wanted them to be able to
teach again so students could achieve.
He established his vision
with the students in assemblies to each year group
and we set about implementing
it,
making sure all staff
followed and if students weren’t on board, they were excluded.
"All meetings were
cancelled as nothing was more important.
We were changing a culture,
second by second, conversation by conversation."
This was now a ‘no touching’
school. Play-fighting saw a same-day detention.
Students sat boy, girl, boy,
girl in rows; facing the front, no excuses.
They followed instructions
first time, every time.
The mantra was adopted by
staff across the school
and repeated by us as senior
staff in the many post-exclusion meetings with parents.
We were in and out of
lessons, every lesson – all meetings were cancelled as nothing was more
important. We were changing a culture, second by second, conversation by
conversation.
This climate for learning
established the next phase: a structure for learning and progress.
We did developmental work
with staff on planning around the teacher standards,
setting a ‘Kingsbury
Standard’ of non-negotiables: visible learning objectives and success criteria,
a basic structure to lessons which would
produce high quality outcomes.
We asked staff to write
lesson plans and we gave them feedback. Every teacher had an ‘active file’ – we
gave them the data for their groups through a computer programme called CLIPS
to produce meaningful seating
plans so they could tailor questioning and activities in their lessons,
differentiating through support and challenge effectively.
They kept records of CPD in
these files too.
We gave additional support to
those that didn’t meet the standards yet. Every lesson, we checked that staff
were doing what we had asked them to do, giving them support and feedback
as necessary; collating these
together at every SLT meeting, until we were sure it was embedded
and all were following
expectations. It was relentless but staff welcomed it.
They were teaching and we
were clear that they should ‘teach’ – lessons are for learning.
Ofsted agreed on their visit
this June: ‘Teaching is improving’, they said.
HMI talked about staff morale
and ‘team spirit’. The report (released
today) was the best outcome we could have but it couldn’t have come without
the relentless legwork to ensure consistency, underpinned by a firm belief that structure liberates children to achieve.
http://www.future-leaders.org.uk/insights-blog/revolution-behaviour-kingsbury-school/?gclid=Cj0KEQjw9tW5BRDk29KDnqWu4fMBEiQAKj7sp93dsSkf---NJnHw0uHPN11Wp4x0u5iIcjbufADBRqIaAtd-8P8HAQ
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