Impeccable Behaviour

Excellent Behaviour - The Kelvedon Way

Our Simple Rules

Behaviour for learning is underpinned by relationships, lesson planning and positive recognition. At Kelvedon, we expect our pupils to adhere to our three simple rules:

• Be ready

• Be responsible

• Be safe
  
  

This simple code is displayed and referred to in conversations around conduct.

Our Behaviour Curriculum

Please click here to see the behaviour curriculum we have developed.  Our Pupils will be taught and expected to know the routines and behaviours in our curriculum and it also sets out how staff will teach and model these behaviours.

Our Blueprint for Behaviour gives an overview of the key approaches to supporting positive behaviour in our school.  

Our stepped response for managing behaviour gives a clear and consistent approach to managing behaviour and teaching children appropriate behaviours - it always starts with prevention.

Consistencies

We are all consistent in our approach by the way we:

• Meet and greet learners at the door

• Model positive behaviours and build relationships

• Plan lessons that engage, challenge and meet the needs of all learners

• Use positive noticing and recognition 

• Refer to ‘Ready, Responsible and Safe’ in all conversations about behaviour

• Be calm and give ‘take up time’ with the intention to prevent before sanctions

• Follow up every time, retain ownership and engage in reflective dialogue with learners

• Never ignore or walk past learners who are behaving inappropriately

Steps to Reset

We follow steps to positively reset behaviour.  All learners are given ‘take up time’ in between steps. We do not leap steps or accelerate steps for repeated low-level disruption.

Redirection - Gentle encouragement, a ‘nudge’ in the right direction, small acts of kindness and reference to the  Zones of Regulation. 

Reminder/warning - A reminder of the expectation to be ready, respectful and safe is delivered privately whenever possible. Repeat reminders are given if necessary. We always strive to de-escalate where possible and take the initiative to keep things at this stage. 

Time out - A clear verbal caution is delivered privately wherever possible, making the learner aware of their behaviour and clearly outlining the consequences if they continue.

We give the learner a chance to reflect away from others. Learners should go to another classroom or supervised space if they need to cool down and/or to defuse a situation. In general, five minutes should be enough.

We speak to the learner privately and give them a final opportunity to engage and offer a positive choice to do so.

Consequences - Consequences will be logical and either educational or protective.

Restoration - A restorative conversation will take place to help support the learner. Members of the senior team may support with this. 

Formal partnership meeting - A meeting may be convened with families and agreed targets that will be monitored.

A serious breach is an incident that may lead to a fixed term suspension or permanent exclusion.

Our House System

Our house system develops a greater sense of togetherness, belonging and identity and provides opportunities for mixing pupils from all year groups. Through a variety of opportunities it encourages competition in sport and academic areas of academy life. It also allows pupils to demonstrate responsibility and loyalty to their house. 

Pupils are awarded house points for all aspects of academy life: good work, handwriting, competitions, sports day, school events and more. 

There are four houses at Kelvedon St Mary’s that were historically named after famous British dukes and explorers: Drake, Scott, Marlborough and Wellington. Each member of staff and pupil belongs to a team. Each house has its own coloured PE kit.

House points are announced weekly in assembly, with the winning team being reconised termly.

'Pupils are respectful and polite. They behave well.' Ofsted 2022.