Contribute to the creation of a culture of high expectations across the school by:
● Articulating, modelling and rehearsing practices that contribute to the intended school culture and the responsibilities every member of the school community has in its creation.
● Developing colleagues’ ability, through articulating, modelling and rehearsing, to contribute to the intended school culture within lessons and at other times during the school day (e.g. extra-curricular activities and lunchtime).
● Using intentional and consistent language that promotes challenge and aspiration for all pupils and colleagues.
● Creating an environment for all pupils and colleagues where everyone feels welcome and safe and learning from mistakes is part of the daily routine.

Contribute to the creation of a culture of professional learning and continuous improvement for colleagues by:
● Involving colleagues in the creation of short-, medium- and long-term priorities that will lead to improved outcomes for pupils and communicate these priorities regularly.

● Prioritising professional development and a shared responsibility for continuous improvement.

1. While classroom-level approaches have a big impact on
pupil behaviour, consistency and coherence at a whole
school level are paramount.
2. Whole school changes usually take longer to embed than
individually tailored or single-classroom approaches
although behaviour programmes are more likely to have
an impact on attainment outcomes if implemented at a
whole school level.
3. Teacher and pupil behaviours become ingrained and can
be difficult to change, so most whole school behaviour
policy or practice change will likely take more than a
school term to demonstrate impact.
4. Some teachers will benefit from intensive support to
improve their classroom management.
5. Teaching model behaviours will reduce the need to
manage misbehaviour.
6. Teachers should encourage pupils to be self-reflective of
their own behaviour.
7. Establishing and reinforcing routines, including through
positive reinforcement, can help create an effective
learning environment.

8. A predictable and secure environment benefits all pupils,
but is particularly valuable for pupils with special
educational needs.
9. The ability to self-regulate one’s emotions affects pupils’
ability to learn, success in school and future lives.
10. Building effective relationships is easier when pupils
believe that their feelings will be considered and
understood.
11. Pupils are motivated by intrinsic factors (related to their
identity and values) and extrinsic factors (related to
reward).
12. Pupils’ investment in learning is also driven by their prior
experiences and perceptions of success and failure.
13. Building effective relationships with parents, carers and
families can improve pupils’ motivation, behaviour and
academic success.

Support the development of a positive, predictable and safe environment for pupils by:
● Contributing to the creation of a whole school approach to recognition, rules and sanctions that is built on strong
relationships between pupils and staff, complements the intended school culture and includes a clear approach to escalation of behaviour incidents.
● Ensuring that this positive, predictable and safe environment is consistently maintained across the whole school including during extra-curricular activities, in communal spaces, on school trips and travelling to and from school.
● Explicitly teaching model behaviours (including selfregulation) to pupils.
● Using feedback and a wide range of data from across the school community to continuously refine and improve the approach.
● Ensuring that every pupil has a supportive relationship with at least one member of staff.

Ensure colleagues are able to create a positive, predictable and safe environment in their classrooms by:
● Explaining the importance of rigorously maintaining clear behavioural expectations in line with school policies and expectations.
● Developing colleagues’ ability to respond consistently to pupil behaviour through thoughtful application of recognition, rules and sanctions in line with the school’s approach; giving manageable, specific and sequential instructions; using consistent language and non-verbal signals for common classroom directions; using early and least-intrusive interventions as an initial response to low level disruption and responding quickly to any behaviour that threatens emotional safety.
● Responding swiftly, supportively, and consistently to behaviour incidents that have been escalated by colleagues.

Motivate pupils by:
● Encouraging colleagues to highlight to pupils how the curriculum and extra-curricular activities relate to their aspirations and long-term goals alongside expressing the inherent value of mastering content.
● Encouraging colleagues to provide opportunities for pupils to articulate their long-term goals and helping them to see how these are related to their success in school.

Work in partnership with parents and carers by:
● Providing practical approaches to support parents and carers to help their children with learning at home including establishing a regular routine, good homework habits, setting goals, planning, and managing their time, effort, and emotions.
● Communicating carefully to encourage positive dialogue about learning, focussing on building parents and carers’ efficacy and avoiding stigmatising, blaming, or discouraging parents or carers.
● Planning carefully for group-based parenting initiatives (such as regular workshops) ensuring that the time and
location is convenient, recruitment is face-to-face, relationships are built on trust and the environment is informal and welcoming.
● Offering more structured, evidence-based programmes to develop positive behaviour and consistency where needed; starting by assessing needs and asking parents or carers about what would help them.
● Where appropriate, considering offering regular home visits for younger children with greater needs. This can be an effective approach for parents or carers that struggle to attend meetings, and for building relationships.

1. Despite consistent systems being beneficial for all pupils,
universal behaviour systems are unlikely to meet the
needs of all pupils all of the time.
2. If pupils need more intensive support with their behaviour,
the approach may need to be adapted to individual
needs.
3. Pupil behaviour has multiple influences. Teachers can
manage some of these influences directly, some
indirectly, and there are some that may be outside the
purview of teaching staff.
4. While every person’s behaviour and their motivations for
it are complex and unique, pupils’ age or their actual
stage of development can affect their behaviour in ways
that are predictable.
5. Understanding a pupil’s context will inform effective
responses to complex behaviour or misbehaviour.
6. Pupils who need a tailored approach to support their
behaviour do not necessarily have a special educational
need and children with special educational needs and
disabilities will not necessarily need additional support
with their behaviour.

7. SENCOs, pastoral leaders and other specialist
colleagues also have valuable expertise and can ensure
that appropriate support is in place for pupils.
8. A key influence on a child’s behaviour in school is being
the victim of bullying. As well as causing stress for the
pupil, being bullied is linked to lower attainment and
longer-term health and prosperity outcomes.

Support pupils who need more intensive support with their behaviour by:
● Contributing to the creation of a whole school approach that complements the intended school culture.
● Liaising with parents, carers and specialist colleagues to better understand pupils’ individual circumstances and how they can be supported to meet high academic and behavioural expectations.
● Actively seeking and applying knowledge of policies and regulations relating to SEND (including reasonable adjustments), looked after children, children who have a social worker, safeguarding and exclusions.
● Selecting, adapting and consistently using targeted, age/developmentally appropriate interventions without lowering expectations of any pupil’s behaviour.

Prevent and respond to bullying by:
● Contributing to the creation and implementation of a whole school anti-bullying approach including prevention work
that encourages pupils to empathise with others, understand the harm caused by bullying and play an active role in supporting all of their peers.
● Ensuring this whole school anti-bullying approach is communicated clearly to pupils, parents and carers, colleagues and the wider community.

Contribute to effective professional development linked to behaviour and culture across the school by:
● Aligning professional development priorities related to behaviour and culture with wider school improvement
priorities and focussing on a shared responsibility for improving outcomes for all pupils.
● Making use of well-designed frameworks and resources instead of creating new resources (e.g. the Early Career Framework and associated core induction programme for early career teachers, ITT Core Content Framework, suite of National Professional Qualifications).
● Ensuring that time is protected for teachers to plan, test and implement new, evidence-informed ideas.
● Developing a team of colleagues who can facilitate a range of professional development approaches.
● Ensuring that colleagues are able to continually develop specialist subject, phase and domain expertise.
● Making reasonable adjustments that are well-matched to teacher needs (e.g. to content, resources and venue).
● Ensuring that any professional development time is used productively and that colleagues perceive the relevance to
their work.

Plan, conduct, and support colleagues to conduct, regular, expert-led conversations (which could be referred to as mentoring or coaching) about behaviour and culture by:
● Building a relationship of trust and mutual respect between the individuals involved.
● Tailoring the conversation to the expertise and needs of the individual (e.g. adapting conversations to be more or less facilitative, dialogic or directive).
● Using approaches including observation of teaching or a related artefact (e.g. videos, assessment materials,
research, lesson plans); listening, facilitating reflection and discussion through the asking of clear and intentional
questions; and receiving actionable feedback with opportunities to test ideas and practise implementation of new approaches.
● Where appropriate, creating opportunities to co-observe a lesson segment, exploring and modelling what a teacher
with a particular area of expertise sees and thinks.

Avoid common teacher assessment pitfalls by designing approaches that:
● Ensure formative assessment tasks are linked to intended outcomes.
● Draw conclusions about what teachers have learned by reviewing patterns of performance over a number of assessments.
● Use multiple methods of data collection in order to make inferences about teacher quality.

Plan and execute implementation in stages by:
● Ensuring that implementation is a structured process where school leaders actively plan, prepare, deliver and
embed changes.
● Making a small number of meaningful strategic changes and pursuing these diligently, prioritising appropriately.
● Reviewing and stopping ineffective practices before implementing new ones.

Make the right choices on what to implement by:
● Identifying a specific area for improvement using a robust diagnostic process, focusing on the problem that needs solving, rather than starting with a solution.
● Providing credible interpretations of reliable data that focus on pupils’ knowledge and understanding.
● Examining current approaches, how they need to change and the support required to do so.
● Adopting new approaches based on both internal and external evidence of what has (and has not) worked before (e.g. pupil outcome data and research-based guidance).
● Ensuring it is suitable for the school context, recognising the parameters within which the change will operate (e.g.
school policies) and where the school is in its development trajectory (e.g. addressing any significant behaviour problems would be an immediate priority).
● Assessing and adapting plans based on the degree to which colleagues are ready to implement the approach
(e.g. current staff motivation and expertise).

Prepare appropriately for the changes to come by:
● Being explicit about what will be implemented, and the overall desired outcomes.
● Specifying the elements of the approach that appear critical to its success (i.e. the ‘active ingredients’) and communicating expectations around these with clarity.
● Developing a clear, logical and well specified implementation plan, and using this plan to build collective understanding and ownership of the approach.
● Using an integrated set of implementation activities that work at different levels in the school (e.g. individual teachers, whole school changes).

Deliver changes by:
● Managing expectations and encouraging ‘buy-in’ until positive signs of changes emerge.
● Monitoring implementation (including by clearly assigning and following up on the completion of critical tasks) and
using this information to tailor and improve the approach over time (e.g. identifying a weak area of understanding and providing further training).
● Reinforcing initial training with expert follow-on support within the school.
● Prioritising the ‘active ingredients’ of the approach until they are securely understood and implemented, and then, if needed, introducing adaptations.

Sustain changes by:
● Using reliable monitoring and evaluation to review how the implementation activities are meeting the intended objectives and continue to align with school improvement priorities.
● Continuing to model, acknowledge, support, recognise and reward good approaches.
● Treating scale-up of an approach as a new implementation process (e.g. from one department to another).

Support colleagues to avoid common assessment pitfalls by:
● Providing examples of assessment designed to indicate understanding and inform teachers’ decision-making within a lesson (e.g. using hinge questions to identify misconceptions, using questioning to check that correct answers stem from secure understanding).
● Explaining that it is best to draw conclusions about what pupils have learned by looking at patterns of performance over a number of assessments.

Contributing to the design of school assessment systems by:
● Choosing, where possible, unedited, externally validated materials in controlled and uniform conditions when required to make summative assessments.
● Making use of well-designed resources (e.g. qualityassured, centrally created assessments and other highquality external assessment).

Support colleagues to provide high-quality feedback by:
● Providing examples of feedback that is accurate and clear, encourages further effort, and provides specific guidance on how to improve.

● Sharing approaches to peer- and self-assessment that are likely to increase its effectiveness (e.g. by sharing model
work with pupils and highlighting important details, and modelling metacognition in teaching).

Encourage colleagues to use high quality, reliable assessment without creating unnecessary workload by:
● Emphasising that written marking is only one form of feedback and explaining ways to use verbal feedback in lessons where possible.
● Sharing specific approaches that reduce the opportunity cost of marking (e.g. by using abbreviations and codes in written feedback).
● Prioritising the highlighting of errors related to misunderstandings, rather than careless mistakes when marking.

Contribute to effective professional development linked to teaching, curriculum and assessment across the school by:
● Aligning professional development priorities with wider school improvement priorities and focussing on a shared
responsibility for improving outcomes for all pupils.
● Making use of well-designed frameworks and resources instead of creating new resources (e.g. sources of subject
knowledge, the Early Career Framework and associated core induction programme for early career teachers, ITT Core Content Framework, suite of National Professional Qualifications,).
● Ensuring that time is protected for teachers to plan, test and implement new, evidence-informed ideas.
● Developing a team of colleagues who can facilitate a range of professional development approaches.
● Ensuring that colleagues are able to continually develop specialist subject, phase and domain expertise.
● Making reasonable adjustments that are well-matched to teacher needs (e.g. to content, resources and venue).
● Ensuring that any professional development time is used productively and that colleagues perceive the relevance to their work.

Plan, conduct, and support colleagues to conduct, regular, expert-led conversations (which could be referred to as mentoring or coaching) about teaching by:
● Building a relationship of trust and mutual respect between the individuals involved.
● Tailoring the conversation to the expertise and needs of the individual (e.g. adapting conversations to be more or less facilitative, dialogic or directive).
● Using approaches including observation of teaching or a related artefact (e.g. videos, assessment materials, research, lesson plans), listening, facilitating reflection and discussion through the asking of clear and intentional questions, and receiving actionable feedback with opportunities to test ideas and practise implementation of new approaches.
● Where appropriate, creating opportunities to co-observe a lesson segment, exploring and modelling what a teacher
with a particular area of expertise sees and thinks.

Avoid common teacher assessment pitfalls by designing approaches that:
● Ensure formative assessment tasks are linked to intended outcomes.
● Draw conclusions about what teachers have learned by reviewing patterns of performance over a number of assessments.
● Use multiple methods of data collection in order to make inferences about teacher quality.

Plan and execute implementation in stages by:
● Ensuring that implementation is a structured process where school leaders actively plan, prepare, deliver and embed changes.
● Making a small number of meaningful strategic changes and pursuing these diligently, prioritising appropriately.
● Reviewing and stopping ineffective practices before implementing new ones.

Make the right choices on what to implement by:
● Identifying a specific area for improvement using a robust diagnostic process, focusing on the problem that needs
solving, rather than starting with a solution.
● Providing credible interpretations of reliable data that focus on pupils’ knowledge and understanding.
● Examining current approaches, how they need to change and the support required to do so.
● Adopting new approaches based on both internal and external evidence of what has (and has not) worked before (e.g. pupil outcome data and research-based guidance).
● Ensuring it is suitable for the school context, recognising the parameters within which the change will operate (e.g. school policies) and where the school is in its development trajectory (e.g. addressing any significant behaviour problems would be an immediate priority).
● Assessing and adapting plans based on the degree to which colleagues are ready to implement the approach (e.g. current staff motivation and expertise).

Prepare appropriately for the changes to come by:
● Being explicit about what will be implemented, and the overall desired outcomes.
● Specifying the elements of the approach that appear critical to its success (i.e. the ‘active ingredients’) and communicating expectations around these with clarity.
● Developing a clear, logical and well specified implementation plan, and using this plan to build collective understanding and ownership of the approach.
● Using an integrated set of implementation activities that work at different levels in the school (e.g. individual teachers, whole school changes).

Deliver changes by:
● Managing expectations and encouraging ‘buy-in’ until positive signs of changes emerge.
● Monitoring implementation (including by clearly assigning and following up on the completion of critical tasks) and using this information to tailor and improve the approach over time (e.g. identifying a weak area of understanding and providing further training).
● Reinforcing initial training with expert follow-on support within the school.
● Prioritising the ‘active ingredients’ of the approach until they are securely understood and implemented, and then, if needed, introducing adaptations.

Sustain changes by:
● Using reliable monitoring and evaluation to review how the implementation activities are meeting the intended objectives and continue to align with school improvement priorities.
● Continuing to model, acknowledge, support, recognise and reward good approaches.
● Treating scale-up of an approach as a new implementation process (e.g. from one department to another).