What is the new system?

We have implemented our new SDfL system to help us more consistently manage behaviour and promote the self-regulation of behaviour in our boys. The previous system was sometimes difficult to follow and did not provide our boys with clarity about what would happen if they got things wrong, how they could put things right and how they were performing at any certain time.

The boys have been involved in the design of our new approach and have helped make it fit our school. They have had a significant hand in developing our expectations posters, and we are confident that all our boys now know what those expectations are (these can be found at the bottom of this page).  

During the summer term we will review the implementation of SDfL and identify any changes or developments that are needed in readiness for September. SDfL will then form a significant part of our behaviour policy.

How does it work?

The system is very straightforward. All boys are given 20 SDfL points at the beginning of each term. Their job is to hold onto these points. If they do keep them, they become part of the ’20 Club’ and will have access to rewards and opportunities. If our boys lose points, then they risk SDfL detentions. For each 3 points they lose they will serve a 60-minute detention after school. As boys lose points they will receive an increased level of monitoring and intervention from our Head of House team, including report booklets, meetings, calls home and support/encouragement to improve their points total. If a boy loses all of his 20 points then he will serve a period of 2 or more days in our Internal Exclusion facility, without the opportunity to attend lessons or socialise with his friends.

What are the benefits of the new system?

There are a number of important benefits to the new system that include:

Promoting positive behaviour and rewarding those ‘getting it right’

The ‘20 club’ is made up of those pupils who do not lose points. If our boys keep hold of their points, they can access a range of rewards and opportunities that are currently being developed with the support of our School Council.

Encouraging boys to improve their behaviour

Those who improve their behaviour can earn points back. Although they would not have access to all the rewards available to those in the ’20 Club’, there would be status, rewards and opportunities to acknowledge their improvement in behaviour.

Heads of House or form tutors will be able to tell the boys their points total. This encourages our boys to maintain their points and try harder to keep them. We are currently working on a way to enable parents to have access to this information from September.

Provide a tangible deterrent for negative behaviour

If our boys lose points for displaying negative behaviour, they understand that there are consequences:

– For every 3 SDfL points lost boys will serve an SDfL detention after school for 60 minutes.

– If a boy drops below 15 points his form tutor will monitor his behaviour and support him to improve.

– If a boy drops below 10 points his Head of House will monitor his behaviour and support him to improve.

– If a boy loses all of his SDfL points for a single incident or an accumulation of points-loss he will be expected to spend a minimum of 2 days in our Internal Exclusion provision.

Students will receive detentions each time they lose 3 SDfL points, either on a one off or as an accumulation. We will continue to text parents regarding these after school detentions so they are fully aware. We are working on a way that parents can see a live point total and details of points lost; this should be in place for September.

Working alongside a teacher’s responsibility to manage behaviour and right to discipline rather than replacing it

– It is a teacher’s right to discipline, and it is also their responsibility to ensure that behaviour is managed and doesn’t affect the progress of those in the class. Our staff take this responsibility very seriously; we want the highest standards for all of our boys.

– The points system assists this as it provides guidelines so that there is a more consistent set of expectations across all classrooms. This helps the boys to moderate and self-regulate their own behaviour whilst keeping the classroom teacher at the heart of what is going on in the classroom.

– The system allows staff to fulfil their right to discipline and to manage their classrooms to the highest standard by using SDFL as an ‘end of the road’ deterrent. It is part of the range of techniques used to ensure that the school is an orderly and well-managed environment.

Monitoring behaviour patterns and intervening where necessary

​​​​​- None of us want negative behaviour to be an obstacle to learning. However, across the country this is the impact of low-level disruption and poor self-discipline. Our system allows us to spot where disruption is occurring and identify patterns. It therefore allows us to work with individuals or groups to improve the learning environment.

– Where there is a pattern of continued disruption or significant poor behaviour for an individual the SDfL disciplinary staged approach operates (see below download link)

Our shared expectations of a King’s Norton boys:

Around School

  • A King’s Norton boy walks on the left-hand side, especially in congested places, like stairwells.
  • A King’s Norton boy moves around the site sensibly. To help him, staff fulfil duties before school, during break/lunch and after school.
  • A King’s Norton boy follows staff instructions without needing to question them; he trusts that staff are working in his best interests.
  • A King’s Norton boy is expected to be on time for his lessons. To support him, a bell is sounded just before the end of break and lunch time.
  • A King’s Norton boy respects the grounds and buildings around them. He does not drop litter, graffiti or cause damage to his school.
  • A King’s Norton boy respects other people’s personal space and conducts himself with care and thought.

In the classroom

  • A King’s Norton boy is met at the door/corridor by their teacher; he enters quietly with his coat off. At the end of the lessons, a King’s Norton boy waits silently to be dismissed.
  • A King’s Norton boy settles quickly at the beginning of each lesson and begins the task provided by the teacher. On his desk, he will have his planner and his equipment.
  • A King’s Norton boy is always expected to sit in the seat allocated by his teacher, and he understands that this may change at any time.
  • A King’s Norton boy avoids calling out; he will raise his hand to show he has something to contribute, however, staff will often use the ‘no hands up’ during questioning in order to assist students’ learning.
  • A King’s Norton boy often uses thinking time or talking time as directed by his teacher before he answers difficult questions or completes his written work. He is very good at using this to assist his understanding and improve the standard of his work.
  • A King’s Norton boy is expected to complete some work in silence to support all the students in the class and help to ensure the quality of their work.

Management of Behaviour

  • A King’s Norton boy has high personal expectations of his own behaviour and learning. To assist him, staff have very high expectations of our boys: Self-discipline, Teamwork, Resilience, Initiative, Vision and Endeavour.
  • A King’s Norton boy is encouraged to reach his very best standards in work and behaviour, in order to enhance the learning experience for him and his classmates.
  • A King’s Norton boy who fails to meet our high expectations will be told what he has done wrong, what he can do to improve the situation and what will happen if he does not take that opportunity.
  • A King’s Norton boy is expected to take the opportunities given to him. If he does not, he may well be asked to stand outside for a time to reflect on his behaviour. Improvement is expected, otherwise he is required to go to another room to complete his work – if this happens, he knows that he will lose 3 SDfL points.
  • A King’s Norton boy is good at reflecting on any poor behaviour, and he is expected to accept the consequences without argument.
  • A King’s Norton boy supports our quest for outstanding behaviour, and his SDfL points totals are regularly shared. His teachers are encouraged to contact parents/carers if behaviour continues to be an obstacle to learning.

Uniform Standards

  • A King’s Norton boy has the school badge visible below the knot on his tie, his shirt is tucked in and wears his blazer. He understands that he should be ready to demonstrate that he meets these standards.
  • A King’s Norton boy does not wear a hoodie or tracksuit top. He is encouraged to bring an appropriate warm and waterproof coat to school.
  • A King’s Norton boy never uses his phone or earphones in lessons unless his teacher specifically allows it. If it is allowed his phone/earphones will be put away out of sight before he leaves the room.
  • A King’s Norton boy understands that we are carefully considering whether he should be allowed to use his phone in school. During the trial period, he can access his phone at break and lunch but not in or between lessons/form.
  • A King’s Norton boy brings a note from home regarding any issues with uniform; HoH/Form Tutors sign and date these notes when they have been seen. If uniform issues are not resolved quickly, boys are referred to HoH, and this may result in a loss of social time, contact home or further consequences.