17. Vision for the House System:Ā
Opportunities to take part, to feel a sense of belonging and
to enjoy spending timeĀ with each other will be available to all.
Challenge, friendly competition and co-operationĀ will enrich
the school lifeĀ we share.
We will learn about our self, each other and about how we
work and play together. We will win and we will lose, and we
will learn from those experiences.
People who come to Droitwich Spa High School will enjoy
being here and invest eļ¬ort to achieve.
From the students and staļ¬
of the life@DSHS development group
19. Keeping it simple
ā¢ 2 competitions feeding in to 1 ļ¬nal
outcome
ā¢ Department challenges (5-25 points)
ā¢ Feedback results to me and I will collate
ā¢ SIMS points weekly (5 points per week)
ā¢ Weekly display in glass cabinet / on TV
20. Keeping it simple
ā¢ 2 competitions feeding in to 1 ļ¬nal
outcome
ā¢ Department challenges (5-25 points)
ā¢ Feedback results to me and I will collate
ā¢ SIMS points weekly (5 points per week)
ā¢ Weekly display in glass cabinet / on TV
You will be recognised and rewarded for :
ā¢ Contributing to the life of the school in a positive way
ā¢ Showing improvement, changing and making progress
ā¢ Excellent work or a itude to learning
SIMS points
Praise Cards
Curriculum Recognition
Stars
of the
Week
Awards Evenings and Assemblies
CELEBRATION OF ACHIEVEMENT
21. Keeping it simple
ā¢ 2 competitions feeding in to 1 ļ¬nal
outcome
ā¢ Department challenges (5-25 points)
ā¢ Feedback results to me and I will collate
ā¢ SIMS points weekly (5 points per week)
ā¢ Weekly display in glass cabinet / on TV
ā¢ Add them up to ļ¬nd the House of the
Year and the winners of the House
Trophy
29. 1. People are naturally curious but not
naturally good thinkers
2. Factual Knowledge precedes Skill
3. Memory is the residue of thought
4.We understand new things in the
context of things we already know
5. Proļ¬ciency requires practice
6. Cognition is fundamentally different
early and late in training
7. Children are more alike than different
in terms of learning
8. Intelligence can be changed though
sustained hard work
9.Teaching, like any complex cognitive
skill must be practised to be improved
They are true ALL of the
time in learning.
Based on EVIDENCE
and lots of it as opposed
to āhearsayā
Using or ignoring WILL
have sizeable impact
People know HOW they
can apply it in schools
36. Valuable time
ā¢ Year 8-10
ā¢ Structured time via the VLE course
ā¢ Morning
ā¢ Thought for the day
37. Valuable time
ā¢ Year 8-10
ā¢ Structured time via the VLE course
ā¢ Morning
ā¢ Thought for the day
ā¢ A ernoon tutor period except assembly day
ā¢ Citizenship requirement (1-2 days)
ā¢ Topical where possible and linked to learning assemblies
ā¢ Question based
38. Valuable time
ā¢ Year 8-10
ā¢ Structured time via the VLE course
ā¢ Morning
ā¢ Thought for the day
ā¢ A ernoon tutor period except assembly day
ā¢ Citizenship requirement (1-2 days)
ā¢ Topical where possible and linked to learning assemblies
ā¢ Question based
ā¢ MyLife Challenge (1-2 days)
39. Valuable time
ā¢ Year 8-10
ā¢ Structured time via the VLE course
ā¢ Morning
ā¢ Thought for the day
ā¢ A ernoon tutor period except assembly day
ā¢ Citizenship requirement (1-2 days)
ā¢ Topical where possible and linked to learning assemblies
ā¢ Question based
ā¢ MyLife Challenge (1-2 days)
ā¢ Reading
42. āMyLifeā Challenge
ā¢ One simple personal challenge each term
ā¢ That push the boundaries of the studentās current
life in or out of school
ā¢ Spiritual / Moral
ā¢ Social
ā¢ Cultural
43. āMyLifeā Challenge
ā¢ One simple personal challenge each term
ā¢ That push the boundaries of the studentās current
life in or out of school
ā¢ Spiritual / Moral
ā¢ Social
ā¢ Cultural
ā¢ SMSC activities become the āvehicleā for some
ā¢ Recorded in SIMS - House colours / Reward
47. Behaviour Systems and Support
āBehaviour around the academy and in
lessons is good overall and o en
outstanding. Students are courteous and
polite to adults and each other. Students
are safe and it is clear from their a itudes
and improving a endance that they enjoy
coming to the academyā
Ofsted, November 2012
48.
49. Behaviour Systems and Support
āNearly all students behave well in lessons and
around the academy. Misbehaviour in lessons is
rare and is usually the result of less eļ¬ective and
engaging teaching. Students agree that poor
behaviour is rare in lessons and, when it does
happen, it is handled consistently and eļ¬ectively
by staļ¬ so that no learning time is lost. Students
who are removed from lessons are also given
work to do, so that they do not lose learning
time.ā
Ofsted, November 2012
59. meet, greet and seat
know names
Developing positive relationships
60. meet, greet and seat
know names
engage with everyone
Developing positive relationships
61. meet, greet and seat
know names
engage with everyone
praise positive participation
Developing positive relationships
62. meet, greet and seat
know names
engage with everyone
praise positive participation
high expectations
Developing positive relationships
63. meet, greet and seat
know names
engage with everyone
praise positive participation
high expectations
Developing positive relationships
value eļ¬ort and achievement
64. meet, greet and seat
know names
engage with everyone
praise positive participation
high expectations
Developing positive relationships
value eļ¬ort and achievement
engage and enthuse
68. Separate the behaviour
from the student
Describe, remind and re-direct
Choice - Consequence -
provide ātake up timeā
Developing positive relationships
69. Separate the behaviour
from the student
Describe, remind and re-direct
Choice - Consequence -
provide ātake up timeā
āWhen....then....ā
Developing positive relationships
70. Separate the behaviour
from the student
Describe, remind and re-direct
Choice - Consequence -
provide ātake up timeā
āWhen....then....ā
āThank-youā not āPleaseā
Developing positive relationships
71. Separate the behaviour
from the student
Describe, remind and re-direct
Choice - Consequence -
provide ātake up timeā
āWhen....then....ā
āThank-youā not āPleaseā
Developing positive relationships
72. Teacher
Head of Dept Head ofYear
SLT
CHOICES AND CONSEQUENCES
Teacher Department
Pastoral
Team
SLT
Teacher
Consequence
Department
Consequence
Pastoral Team
Consequence
SLT
Consequence
Your choice
Positive | Negative
Your choice
Positive | Negative
Your choice
Positive | Negative
You can choose to behave well at any point even
when you have already made a mistake
If you make positive choices the problem ends
More than 6 Negative SIMS points in a
2 week period will mean an automatic
detention.
Lateness at any time and poor
behaviour at break and lunch will also
receive consequences.
Life. Changing. Learning.
74. A girl walks into your lesson wearing a nose-stud. When you ask her to take
it out, she tells you that her form tutor has said that she could wear it,
adding that her mother has already been in touch with the school to explain
why she cannot take it out. What do you do?
75. A girl walks into your lesson wearing a nose-stud. When you ask her to take
it out, she tells you that her form tutor has said that she could wear it,
adding that her mother has already been in touch with the school to explain
why she cannot take it out. What do you do?
A boy calls another student āgayā, when that student has a empted to
answer a question but gave the wrong answer. The boy has quickly
apologised to you and said, āSorry, it was just banter.ā What do you do?
76. A girl walks into your lesson wearing a nose-stud. When you ask her to take
it out, she tells you that her form tutor has said that she could wear it,
adding that her mother has already been in touch with the school to explain
why she cannot take it out. What do you do?
A boy calls another student āgayā, when that student has a empted to
answer a question but gave the wrong answer. The boy has quickly
apologised to you and said, āSorry, it was just banter.ā What do you do?
You notice a boy in your tutor group is very subdued during tutor time. He hangs around
at the end of the session to speak to you. He tells you that his friend in another tutor
group has said that his father hit him the previous night a er an argument and that his
friend is frightened to go home a er school. What do you do?
77. A girl walks into your lesson wearing a nose-stud. When you ask her to take
it out, she tells you that her form tutor has said that she could wear it,
adding that her mother has already been in touch with the school to explain
why she cannot take it out. What do you do?
A boy calls another student āgayā, when that student has a empted to
answer a question but gave the wrong answer. The boy has quickly
apologised to you and said, āSorry, it was just banter.ā What do you do?
You notice a boy in your tutor group is very subdued during tutor time. He hangs around
at the end of the session to speak to you. He tells you that his friend in another tutor
group has said that his father hit him the previous night a er an argument and that his
friend is frightened to go home a er school. What do you do?
You are walking along the corridor on your way to the staļ¬room for morning
break when a girl runs out of a classroom, slamming the door. When you ask
her to stop, she swears at you, and carries on running. What do you do?
