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Visions and Values

A case study to share how ‘Trackit Lights’ has worked alongside our behaviour management strategies to reduce incidences of behaviour by 65%.

 

https://trackitlights.com/heatherlands-case-study/

                                      

 

                      

 

Heatherlands Primary School is a three-form entry National Support Primary School. In the first term of using Trackit Lights they were able to reduce negative behaviour incidents by over 50% and then saw a further 15% reduction by the following year, they were also able to make huge reductions in their teachers behaviour admin workload.

This case study explores how the school has transformed their behaviour through using Trackit Lights alongside restorative approaches and other strategies.

 

                               


“As a National Support School, we are designated to work with schools with Ofsted inspection grades of Requires Improvement or Special Measures to help and support them in their specific areas of need. Many of the schools we visit are struggling with behaviour and we always signpost them to Trackit Lights.” Bea Collis, Assistant Head, Heatherlands Primary

 

Promoting Positive Behaviours

Research suggests that especially with primary aged children, reaffirming positive behaviour that the child is already doing, is cognitively far easier to conceptualise than telling the child to behave in a way that they are not currently doing. Last year, Heatherlands School logged nearly 110,000 behaviours and 85% of them were positive. They run a ‘Promoting Positive Behaviours Policy’, which puts a greater emphasis on praise and celebration than warnings and sanctions.

Using Trackit Lights, Heatherlands have been able to customise their green behaviours icons to their school values - Respect, Resilience, Motivation, Aspiration and Independence, as well as other positive behaviours such as contributing well and working hard. These visual icons are displayed on the board every time a positive behaviour and class point is awarded to a pupil. This gives the pupils instant recognition for positive behaviour and helps them continuously visualise, internalise and memorise the school values and learning behaviours. At the same time, the behaviour is automatically logged into their easy to use school-wide behaviour tracker which tracks everything. 

 

Restorative conferences

At Heatherlands Primary, if behaviour escalates beyond low-level, a member of staff sits with a pupil and guides them through a Restorative conference in ‘Reflection Time’. The focus is to help the child reflect on the thoughts and feelings that are driving the behaviour, but also the consequences of their behaviour and how it has affected others. The goal is to identify any needs of the pupil, identify strategies to resolve and repair the issue and equip the pupil with the self-awareness to regulate their own behaviour moving forwards.

Many schools see the same pupils receiving the same sanctions, for the same behaviours week after week highlighting that the interventions in place aren’t working for that child. At Heatherlands though, they have reduced the amount of Reflection Time referrals by up to 67% in some year groups. Across the whole school they reduced Reflection Time referrals from 347 in a term, to 150 when comparing this year’s statistics with last years.

Using Trackit Lights, the staff members conducting Restorative conversations can see every low-level behaviour logged in class, or break times, and how it has escalated. They can see the time of each log, what the specific behaviour was. Also graphs, trends and statistics highlight patterns in behaviour across days, weeks, months and even years and notes regarding what the triggers and motives were can be viewed which then directly informs the Restorative conversation.

“All behaviour is an attempt to meet a need and can be seen as a form of communication” – quoted from the Heatherlands Primary School behaviour policy

Trackit Lights also helps senior leaders do termly analysis that visually highlights any pupils who have high levels of challenging behaviour and Reflection Time, and then they are able to put additional interventions in place such as Individual Behaviour Plans, meetings with parents, and follow up meetings to reflect on strategies. This also provides Ofsted with evidence that the school knows exactly where any problem areas are and that the school is responding accordingly.

 

Rewards

Every time a pupil is given a class point on the board in their lessons, it is automatically added to their house points in Trackit Lights. The leading house gets recognition in assembly every week. When a pupil earns 50, 100, 200 and 250 points they receive bronze, silver, gold and the ‘Head teachers award’ certificates which are generated automatically in Trackit Lights and can be printed at a click of a button. Trackit Lights also visually identifies pupils who have had constant good behaviour and have not received any sanctions for a specific date range. This makes sure that it is not just pupils who are overtly ‘trying’ to behave in the moment who get recognition, but also the pupils who never disturb the class but often go unnoticed. The school also makes use of ‘value stickers’, visiting other teachers and the Headteacher for praise, Golden Time, postcards home and wristbands.

 

Sanctions

When a pupil’s behaviour does need challenging, they can use Trackit Lights to log low-level behaviour and give visual warnings to help the pupil visualise the behaviour policy and the expectations of the classroom. When challenging behaviour is logged, senior leaders and behaviour support can see this instantly appear in their reports and email notifications inform them of the pupil, class and behaviour. SLT then visit the class and have a Restorative chat to nip the behaviour in the bud and stop it escalating any further if necessary. This provides teachers with extra support and it allows the behaviour to be dealt with more restoratively before reaching the point of a sanction.

The school uses sanctions as a last resort, but avoids them if other strategies can be used. Sanctions can include moving seats within the class, loss of Golden Time, loss of break time, referral to the Headteacher and Reflection Time. When an extreme incident is logged, an incident form is generated automatically from the system and the pupil’s name, teachers, class, date, time and all the lead up behaviour is input into the form without the teacher having to do anything. The teacher can then add additional information and on completion, the form is instantly inputted into their safeguarding system using the Trackit Lights integrations. This reduces the time it takes to fill out a form from 10-20 minutes to a matter of seconds and allows the school to see all their behaviour issues along-side their safeguarding issues. 

 

 


 

Additions to the current school behaviour policy June 2020

The British Value of Individual Liberty would have been our focus in school this half term. Have a look at the pictures from Picture Primary Newspaper and decide what you think about the need to test. Have your say. Let us know your opinions...

 

 

      

Heatherlands Vision

 

‚ÄčOur vision is for the pupils of Heatherlands to have high aspirations and to strive to be the best that they can be whilst making a positive contribution to the school community and beyond. We believe these values define our cultural capital and that our children can draw upon these values to give them an advantage in social life. 

British Values by Leyton Westlake (Year 3)

No photo description available.

 

Voting has now closed!
The results of the votes have been counted and verified...

 

Early Years – Should we eat more vegetables?
For: 71 Against: 19

 

Year 1 – Should we have bonfires in our gardens?
For: 19 Against: 64

 

Year 2 – Should we drive to school?
For: 23 Against: 63

 

Year 3 – Should the school ban plastic?
For: 47 Against: 36 Both: 1 void paper

 

Year 4 – Should Poole remain twinned with Cherbourg?
For: 53 Against: 30

 

Year 5 – Should we wear school uniform?
For: 21 Against: 67

 

Year 6 – Should tourists continue to visit the Jurassic Coast?
For: 38 Against: 47

Voting is well underway. Years 3, 2 and 5 have already voted this morning and their votes have been counted...

 

No photo description available.

It is polling week at Heatherlands.

 

The topics decided upon have been discussed and debated in class and now it's time to hear our children's voices!

 

 

EYFS – Should we eat more vegetables?
Y1 – Should we have bonfires in our gardens?
Y2 – Should we drive to school?
Y3 – Should the school ban plastic?
Y4 – Should Poole remain twinned with Cherbourg?
Y5 – Should we wear school uniform?
Y6 – Should tourists continue to visit the Jurassic coast?

Democracy

 

This week we have introduced the 2nd British value to the children in assembly. Each year group are going to be given a question to discuss and debate and then on the week beginning the 18th November they will have a chance to visit the Heatherlands polling station and cast their vote 'for or against'.

 

These are the questions to be debated:

 

EYFS- Should we eat more vegetables?

Y1 – Should we have bonfires in our gardens?

Y2 – Should we drive to school?

Y3 – Should the school ban plastic?

Y4 – Should Poole remain twinned with Cherbourg?

Y5 – Should we wear school uniform?

Y6 – Should tourists continue to visit the Jurassic coast?

 

What would your vote be?

 

Heatherlands Values

Respect: At Heatherlands Primary School we will make good choices to ensure we take care of ourselves, each other, our belongings and our environment. We know that everyone has the right to be listened to without being judged. We accept differences and treat everyone equally.

Please click here to see how Respect is demonstrated at Heatherlands Primary.

Resilience: At Heatherlands Primary School we never give up, even when we are faced with a challenge. We always reflect on our mistakes, seek and listen to advice and use the experience in a positive way to do even better next time.

Please click here to see how Resilience is demonstrated at Heatherlands Primary.

Aspiration: At Heatherlands Primary School we believe that through hard work and determination we can achieve the goals that we set ourselves to become the best we can.

Please click here to see how Aspiration is demonstrated at Heatherlands Primary.

Motivation: At Heatherlands Primary School we have a positive attitude and are active learners striving to do our best.

Please click here to see how Motivation is demonstrated at Heatherlands Primary.

Independence: At Heatherlands Primary School we are ready to learn. We try to solve problems ourselves in different ways and we make sure that we have everything we need for learning.

Please click here to see how Independence is demonstrated at Heatherlands Primary.

Heatherlands Voice have written to the Queen and got a reply!

British Values Competition

Coral Class have been talking about what the British value of democracy means. They then voted democratically for the person in their class who best represented the British and school value of respect. Finley was celebrated in the Key Stage 1 assembly for exemplifying this value.

British Values at Heatherlands

British values competition 1 2019

British Values Statement

                                                                                                                                                                                               

                                                                                                                                                             

At Heatherlands Primary School we promote ‘British Values’ through our spiritual, moral, social and cultural education, which permeates through the schools’ curriculum and supports the development of the ‘whole child’. We recognise that such development is most successful when those values and attitudes are promoted by all the staff and provide a model of behaviour for our pupils.

 

 

‘British Values’ have been identified as:

 

        

 

Democracy: The ability to communicate is the most important area of learning. At Heatherlands Primary School we ensure that pupils are given a ‘voice’ to communicate. We empower our pupils by giving them opportunities to make choices about the things that they believe to be important. By valuing each ‘voice’ and by listening and responding to that voice we demonstrate that we support democracy and liberty.

 

Rule of Law: We involve pupils in setting codes of behaviour; helping pupils to make decisions and choices that are acceptable to the school community and society at large. Pupils are helped to learn to manage their behaviour and take responsibility for their actions. Staff are committed to providing a consistent and predicable environment within the school and beyond. We can help some pupils to understand the connection between actions and consequences. This type of environment enables pupils to feel safe and secure; this in turn, promotes the optimum conditions for learning to take place.

 

Individual Liberty: Pupils are encouraged to become good and valued citizens. We do this by supporting each pupil to become as independent as possible. We endeavour to demonstrate that everyone has rights; this includes the right to say ‘No’ when appropriate. Some pupils will be able to take responsibility for particular roles and to understand that with certain rights comes a level of responsibility. Learning to do things independently is an important part of learning to understand yourself. We support others by participating in local community and national events and charitable events such as, Fair-trade, Children in Need, and Local Charities. We believe that by engendering a caring and helpful environment and by learning to be independent can boost and nurture a healthy self-esteem.

 

Mutual Respect: We promote each pupil’s inclusion, where possible, in a range of activities and settings and locations. Events and circumstances are planned for pupils to go into the community to meet with a range of people in a variety of situations which include: sports events, community events and shared participation with other schools within and beyond our MAT.

 

Tolerance of different faiths and beliefs: We serve a multi-faith community where each person is respected and valued equally without regard to ability, gender, faith, heritage or race. Cultural appreciation and development forms part of our curriculum. We place great emphasis on providing encounters and participation in events and celebrations to broaden all pupils’ experiences and awareness of others. Pupils are encouraged to experience British Culture through our curriculum themes. We take part in local sporting activities which helps to instil ‘fair play’ and engender a ’team spirit’. For example, children have the opportunity to participate in football, netball, athletics and swimming competitions. The staff work closely with parents, carers and other professionals to ensure that the pupils school are happy, well cared for and enabled to learn the skills they need to live a fulfilling life as part of their community.

 

 

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