Behaviour Management: What makes the Pivotal approach different?
We start with the behaviour of adults. We shape it to reach a level of consistency that most will never have experienced. We create a platform for seismic change based around the one behaviour we can control absolutely…..our own.
We believe all adults must be fully engaged in managing and modifying behaviour. Everybody is trained to an exceptionally high standard so around the site, nobody walks past.
The behaviour management of individual teachers is rapidly upskilled in leading edge classroom practice that eradicates low level disruption and refocuses everyone on the learning. There is a huge shift in expectations in every classroom and from every adult.
We work with Senior Teams, Teachers and all adults to dramatically slim down policy and procedures.
Evidence based practice ripples through our curriculum and informs classroom practice as well as interventions for the most vulnerable learners.
Humiliation in any form plays no part in the Pivotal approach. Learners are respected, regardless of their behaviour. Adult behaviour will never be compromised by learner behaviour. Adults strip out all negative emotion/response when dealing with challenging behaviour.
Recognition replaces reward. The Pivotal focus is on pride not prizes. Recognition systems are not individual but collective. Learners are interdependent.
Our programmes are shaped around the 95% of learners who arrive every day keen to learn and eager to please. The silent majority.
We don’t believe the 5% of the most troubled learners are ‘behaviour problems’; they need a different approach. One that is not based on a set of increasingly large sanctions.
Learners are never able to ‘power play’ with adults. There is no ‘them and us’ culture. Universal micro scripts are used to intervene with poor behaviour.
Learners are never passed up the hierarchy. We have innovative approaches to ensure teachers at the classroom level remain in charge of the incident.
There are no detentions, segregation rooms, physical restraints or punitive punishments. Adults and learners have structured restorative conversations.
We rigorously evaluate the impact of the programmes on teachers, learners. Our focus is on tracking and increasing learning hours for all learners. Data is used to drive cultural change. Everyone can see the impact that their efforts are making.