We want the student to want to learn, if a student chooses to go into class then they will learn more than a person forced to enter the classroom. We support them to understand what is expected in a class and highlight respect for learning, not just theirs but all students at the school.
With education for all at the heart of the school we will not allow student to purposely disrupt the learning of others. If they are not ready to learn then they will be supported out of the classroom. We believe in removing the audience and allowing them time to reflect and calm down until they are ready to accept the responsibility that being in a classroom brings. The focus at all times is to reengage with their learning.
During their time at school we will build up their academic skills and show them how to behave as responsible adults. When a student does something wrong, we ask them to face what they’ve done, understand why they did it and apologise to the person they hurt. By recognising the affect that their behaviour has had on the school, as a community, we hope it will help to make them more reflective and thoughtful about the way they behave.
Points and detentions
Expected standard will be a phrase that you here around the school more often now. Whether it is a student asking what they need to be above expected standard and gain 4 or 5 points or it’s a staff member stating the expected standard required in each classroom.
Points range from 0 – 5. 3 is expected standard.
There is set amount of work that fits into the expected standard and if this is not completed then a detention will be issued. The purpose is not for the student to have a detention but to complete the work and respect the learning that must take place at school. At all times the aim of the detention is to allow the students to catch up on work missed rather than act as punishment for missing class. Therefore, throughout the day opportunities will be there to ‘work back’ this time rather than stay after school – maintaining the ethos of a positive reinforcement
Along with the IEP that you are familiar with we are now introducing IBP which, when working in collaboration with the IEP will allow all areas of the student’s progression and achievement to be monitored and become smarter, having targets set which are achievable with the half termly timescale
The point sheets with a narrative of the day will be sent home daily to ensure effective communication and allows you to see the progress that has been made each day.
TCI Training Program – A Child in Crisis Needs Help
What kind of help and how it is given make a crucial difference between the child’s learning from the experience or being set back. The Therapeutic Crisis Intervention (TCI) training program for child and youth care staff presents a crisis prevention and intervention model designed to teach staff how to help children learn constructive ways to handle crisis. The ability of the entire organization to respond effectively to children and young people in crisis situations is critical in establishing not only a safe environment, but also one that promotes growth and development. The skills, knowledge, and professional judgment of staff in responding to crises are critical factors in helping young people learn constructive and adaptive ways to deal with frustration, failure, anger, rejection, hurt, and depression. While TCI is primarily intended for those who care for children and young people living in out-of-home settings or in schools (private and public), it has also been adapted for foster care families.
The purpose of the TCI system is to provide a crisis prevention and intervention model for residential child care organizations that will assist in: Preventing crises from occurring, de-escalating potential crises, effectively managing acute crises, reducing potential and actual injury to children and staff, learning constructive ways to handle stressful situations, and developing a learning circle within the organization.