Positive Behaviour for Learning 2015/16

In September 2014 we launched our Positive Behaviour for Learning focus, as outlined in this initial post here. One year on and after some extensive evaluations and gathering of feedback – from across teaching staff, students and year leaders – the signs are very encouraging. As a result our PBfL wheel continues to roll forward, albeit with a few tweaks from lessons learned, ready for this new term, September 2015.

What follows is a brief introduction to PBfL for new staff, parents, and interested others, with some further information and resources for our first focus in September – PREPARED.

a3_final_pbfl_stp_mindset2015Hopefully you have taken a moment to read how our PBfL wheel was developed. If you are not already familiar with the research that has shaped our intentions – including the work and writings of Ron Berger, Carol Dweck, Doug Lemov, and Guy Claxton - then some wider reading might also prove of value (all resources are available in our school library).

A few changes for September 2015

Positive ‘points’ category adjustments:

In response to staff feedback we have now removed the original ‘P-Points’ categories from the outer circle of the PBfL wheel. (Although it will still be present in student diaries this September, due to their early printing). This makes even more sense now that we have moved over to using a SIMS database.

As requested, staff will now be able to record their positive comments and accompanying ‘points’ directly under one of the six PBfL headings, e.g. PREPARED, PERSISTENT etc.

Staff are able to enter up to two ‘positive’ points for PBfL whilst adding (most importantly) descriptive sentences / specific praise on the positive behaviour demonstrated.

Points accumulated will continue to be shared on reports and will also continue to inform rewarding at our success assemblies. One-to-one specific praise remains paramount though, and staff should consider our online points system as an important follow-up to this.

PBfL Tutor Programme

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Throughout last year, each half-term had a designated PBfL focus, with a series of resources provided to tutors to introduce the theme. The feedback received for the tutor programme resources was overwhelmingly positive, and these  – in the form of booklets, tutor guidance notes and supporting PowerPoint presentations – remain available for revisiting, via the following links (this is also, once again, the order of roll out for 2015/16):


However, from September 2015, rather than repeat the booklet format, additional prompts will be provided for all tutors in the form of PBfL activity cards.

These can be found in the following documents, with additional guidance:

PBfL resources and support materials for KS3 and 4 tutors: Term 1A PREPARED 2015/16 (word doc)

PBfL resources and support materials for KS3 and 4 tutors: Term 1A PREPARED 2015/16 (pdf)

PBfL resources and support materials for KS5 tutors: Term 1A PREPARED 2015/16 (word doc)

PBfL resources and support materials for KS5 tutors: Term 1A PREPARED 2015/16 (pdf)

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The following powerpoints are to support tutors with these introductory tasks:

KS3/4 Term 1A PREPARED Powerpoint resource 2015/16 (ppt)

KS5 Term 1A PREPARED Powerpoint resource 2015/16 (ppt)

In summary, with regards to our PBfL work, for this first half term we hope that:

Tutors will strive to:

  • Introduce the PBfL wheel and ensure that students understand the vocabulary and descriptors
  • Use and make reference to PBfL when appropriate- within day-to-day discussions and, importantly, within support of teaching and learning
  • Ensure awareness of our reward point system (and use it regularly as both tutors and teachers to celebrate good effort)
  • Provide regular, high quality PBfL reflection time. Opportunities to consider PBfL are available via daily reflection resources (provided by chaplaincy team) and also through half-termly PBfL prompt cards / booklets / online resources (provided by FS).

Students will:

  • Always try their best
  • Be receptive to feedback and advice, and use our PBfL resources to reflect carefully on their own strengths, weaknesses and personal targets for improvement
  • Be collaborative – sharing ideas and opinions, co-operating fully and supporting others
  • Discuss our PBfL reflections at home and seek guidance if unsure

For further information regarding PBfL please contact Mr. Francis, Mr. Evans or Mr. Antram