Case study – West Drayton Primary School

Headteacher Richard Yates tells us how important it is to be ahead of the curve in terms of behaviour and about the importance of sharing a consistent whole-school approach.

“West Drayton Primary School is located in an area of high deprivation, with over-crowded households and high levels of unemployment.  Many of the schools’ families are classified as ‘hard-pressed’, 32% of children receive free school meals and 30% of the children having Special Educational Needs (2011). The children’s behaviour at West Drayton Primary is and has been first-rate for many years – so why did we need a new policy? The aim was to reinforce and spread the excellent practice of current staff members, to help with the induction of new staff in relation to behaviour and introduce new school-wide behaviour strategies that will support aims, targets and continued school success. We wanted to improve whilst being already ahead!

We contacted Greg with the view to introduce a school wide behaviour and relationship policy.

Future Behaviour facilitated:

  • The consultation of relevant staff, establishing the strategies, routines and rituals to be formally embedded across school.
  • The creation of a clear and shared vision of appropriate behaviour at West Drayton based on current practice and future aims.
  • The agreement of a clear and shared hierarchy of consequences and rewards.
  • A full days training in behaviour management.

Follow up video-conferencing sessions to tackle initial difficulties and answer questions.

Greg has enabled a bespoke behaviour and relationship package at West Drayton with standards now being set around the system not the personnel. The system works for 98% of our children. No system works for all children but the approach allows us to more easily identify those individuals who do need extra support. In addition, when the rest of the school is running smoothly, this support is much easier to deliver.

Twelve months on, through collective, owned and repetitious practice of the approach, children’s behaviour, both in and away from the classroom, is outstanding. We are nearing interdependent practice, conduct that is intuitive and inherited. That’s were all schools want to be.”

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