Vacancies

Teaching Partner (aka Teaching Assistant)

Please click on the following link to view this role.

https://mynewterm.com/jobs/100346/EDV-2025-JBPS-03782

ALL YOU NEED TO KNOW ABOUT WORKING AT JB

As a school we constantly evolve and change based on research as well as experience and knowledge of our staff. Fundamentally, we believe that everything teachers do in class have a purpose and has clear impact on children otherwise it is simply a waste of time doing it. Shirley Clarke, Dylan William and John Hattie are just a few of the educational experts we follow as well as Mary Myatt. We own a number of their books and will share these and refer to these as part of CPD and INSET.

We strongly encourage people to bring and share ideas and are keen to discuss these. We would ask that staff pilot their ideas in their own classroom to show us that this works before introducing it across the school. Sometimes what works in one setting doesn’t always translate so it is always worth checking this.

We believe where the children can do the work you need to ensure that they are doing it and you are not doing it for them. Therefore, punctuation checks and asking them to correct their own mistakes not only develops their learning, it also is one less piece of marking you have to do 😊

Changing places each week

Each week the children change their table places. This is done by total random selection (teachers usually use lolly pop sticks to help them). Teachers will find an appropriate time of the week (Monday or Friday lunchtime) to do this and it is expected to be part of the weekly routine. We do this to provide children opportunity to work with a range of learners across the classroom, to prevent habitual behaviours (lower achievers becoming over reliant on higher achievers, higher achievers dominating lower achievers), develop children’s social skills and to enhance different learning styles working together. On occasion if there is a child with an EHCP you may decide (in agreement with them or SENCo) that they will remain in their allocated place and the rest of the class are seated around them. You may find on some occasions that you have a table where you anticipate really difficult behaviour from a group of children sitting with each other. Please endure this as usually this provides opportunity for children to self-regulate as they soon become frustrated with the lack of focus. Another advantage of this system is that if the children are sitting next to someone who is difficult to work alongside they know they only have to deal with it for a week and it will enhance and develop their tolerance levels, it will also help if parents make noises about who their child is sat next to – it is only a week so they can’t complain.

Higher achieving children

At John Betts we have some exceptionally able children. It can make planning challenging however they need to be the focus of your challenge. If they are not challenged they will easily bore and this is often when we see negative behaviours setting in. When you are planning for lessons you absolutely must plan to your highest achievers and then scaffold down to your other learners. We do not set in this school and they must not sit in tables of ability as research proves this has little impact and usually negative impact on any group.

As you will have a significant range of learners in your cohort, you may find that when you are teaching NUMBER in maths you might use a ‘hinge’ question after part of your teaching input and talk task. Children who are confident answering this question can then start on the independent task that is prepared for that session. As a teacher you will then teach the remaining learning objective to the rest of the class in the usual way. Once the rest of the class have been set a task you would then move your attention to the higher achieving children to assess what they have completed and provide further challenge where necessary.

It is really important you are aware of their gaps in learning. Often children who are very good with numbers do not enjoy the reasoning side of this and you may need to ensure they develop this skill.

Punctuation checks

From the Feedback and Marking policy you will know that the children use pink biros to edit their work prior to adult intervention. We believe the best way to instil children using CAPITAL LETTERS and full stops… They need to correct and edit their work themselves. It is good practice to include a bright pink slide for the end of each session the children are writing and give them 5 minutes to carry out a punctuation check. By doing this you are saving yourself a great deal of marking time. It will provide you with an insight to which children understand what punctation and grammar and will also allow them to see how much pink pen they are using and if they see a reduction in this as the year goes on. On occasions it is absolutely fine to ask them to do this as peer punctuation checks.

Learning Systems and planning

Learning Systems are used for all subjects. This includes a learning objective, three adapted tasks under the heading ‘PRACTISE’ ‘USE’ ‘APPLY’ an extension task, assessment grids and when appropriate success criteria. For Science and Foundation subjects the symbol from the Disciplinary Knowledge Shields are also included so the children are clear as to what disciplinary knowledge they are working towards for this session. For Foundation subjects this also needs to specify the subject you are teaching. These systems are the main body of your planning along with the flipcharts that you use for each lesson and this is what will be monitored (see below for more information). The other planning that must be provided each week is a timetable of how the teaching team will be providing support to individuals (this includes skills sessions and guided reading). An example may be LL working with Red Children, BH working with PP children or they could be more specific and provide the initials of individual children where appropriate e.g. Precision teaching – HH

Use of testing and assessment

At John Betts we use minimal amount of summative assessment – why – an analogy – ‘You can weigh a pig every day but if you want the pig to put on weight you need to feed it.’ We could spend time delivering test but all this does is take time out of your teaching curriculum and you then spend hours marking these tests which don’t tell you anything you don’t already know. Formative assessment is used throughout and the use of the learning system, the assessment grids, Insight tracking grids, Disciplinary Knowledge Shields and your brilliant knowledge of the children you work with you will know everything you need to know about your children, in fact you will have a far deeper knowledge and understanding of your children which will support and help your teaching and planning.

Home learning

Google Classroom is used for the majority of home learning. As Home Learning has minimal impact on primary school children (Hattie) we provide this but I do not anticipate a high level of marking on this work. Please however be aware that parents do spend time helping their children and do need to have acknowledgement that it has been completed. For Maths we provide the use of Maths Passports and Mathletics – we do not send any other formal Maths homework as many of our parents are keen to teach their children how they learnt and this can be confusing. A blended learning task is set for a Science or Foundation subject each week. This could be a video for pupils to watch or a piece of online research.

To ensure there is coverage across all Science and Foundation subjects, the blended learning task must have a clear purpose and directly feed into your lesson for the following week. So when selecting which subject to cover, you will need to think carefully about which lesson/subject would be the most beneficial. 

Spelling

We do send spelling home HOWEVER it is really important that you only send either 3 or 5 depending on whether you are going to test 6 or 10 words. They need to show they understand the spelling rule so they will have 5 they have learnt and 5 that are ‘blind’ but follow the rule you have provided. Children are provided with tricky words for their year group at the beginning of the year. These should be sent home, posted on the class webpage and randomly assessed throughout the year.

Up levelling and Editing writing

In Reception, Year 1 and Year 2 a phonics task is set for home learning, based on what children have learnt in class that week. After half term in Year 2, a spelling task is set based on the Little Wandle Spelling scheme. In KS2, we do send spelling home HOWEVER it is really important that you only send either 3 or 5 depending on whether you are going to test 6 or 10 words. They need to show they understand the spelling rule so they will have 5 they have learnt and 5 that are ‘blind’ but follow the rule you have provided. Children are provided with tricky words for their year group at the beginning of the year. These should be sent home and randomly assessed throughout the year.

Up levelling and Editing writing

Children in Key Stage One are not expected to up level their writing however they are expected to be able to carry out punctuation checks as part of self-editing. This should be introduced in Year One and continued to be modelled in Year Two.

In Key Stage Two we expect a ‘green write’ which is where a piece of writing is up-levelled following teacher intervention once a week and or where appropriate once a fortnight. This can be up levelled using peer feedback, writing conferencing or written feedback from the teaching team.

Live marking in maths

We don’t anticipate Maths books are marked outside of the Maths lesson as we believe that verbal feedback is the most effective way of moving children on in their Maths. If you provide verbal feedback we are happy to see a simple VF and we should then be able to see the impact of this feedback. All teaching partners are expected to be able to mark during these lessons and should have green and pink highlighters to be able to indicate when children have achieved or struggled with a concept. If during a Maths lesson a teaching partner identifies that a child or a group of children have really struggled with a concept they need to flag this up to the teacher at the end of the session.

Resources

Whilst we are on the subject of Maths. Using resources to develop an understanding of any concept is really important to support all levels of learners. Children need to be using resources from Reception through to Year Six and at all age abilities. Resources are available in all classroom and the children should know where to access them easily and be encouraged to do so. There is a slightly historic mindset that you only need to use resources if you are a lower achieving child please do you best to quash this throughout the school, talk to the children as to why and how to use resources and how they help with understanding new concepts.

Teaching teams

John Betts is a very collaborative school. Over time we have evolved the role of the Teaching Assistant, they are very much part of the teaching team, are highly respected across the school and have a significant responsibility. They are known as Teaching Partners. Each year group is a Teaching Team, when there is a child in the class who has an EHCP they will have a key worker however the entire team are expected to work with all children and be able to support all learners. Key Workers will be responsible for attending sessions with external agencies and attend Annual Review meetings with the teacher/s and SENCo.
The rule of thumb with your Teaching Partners is their primary role is to support the teacher to enhance and improve outcomes for all children. That means they may need to act like the left part of the teacher’s brain whilst they are using the right part and vice versa. Thinking ahead and for the teacher particularly when it comes to classroom organisation and communication. It is a good idea that each classroom has a communication book to ensure that nothing is missed and any issues are recorded and followed up, please do this as you see fit as a team.
In addition to this across the school each teaching partner has different strengths and talents and on occasions they may need sharing out. If you have a teaching partner who is particularly strong at display and you know that others don’t please work together to share these skills. Let’s make this the best experience for all children by working together and utilising each other’s strengths.

Wellbeing

The wellbeing of all stakeholders at JB is imperative. One key factor to ensure that we are getting this right is communication. If you are aware that someone is struggling or if you are struggling please make sure you are sharing this to ensure support is in place. Whilst SLT do their best to monitor all staff members they can easily miss things and really do want to make changes if it is going to help you in anyway. If you are given any information about a child or their family struggling in anyway (small things can reveal bigger problems) please let someone on SLT know so that if we can provide support we will.

The wellbeing of the children is paramount and when you attend Pupil Progress meetings you will discuss their wellbeing alongside their academic progress, if anything comes up between these meetings please share as we can potentially provide nurture or external support where necessary. Please DON’T wait for these meetings.

Staff wellbeing is also extremely important and we have made changes throughout the last few years to do as much as we can to ensure you are supported appropriately.

• Each teacher has a teaching partner in their class from 8.30am to support with admin duties. This is an expensive resource so please make sure you utilise. Teaching partners need to be in class ready to start at 8.30. Use this time to discuss the day ahead, stick learning systems in books, prepare resources and put up displays
• Planning has been reduced
• Marking has been reduced
• Each class had teaching partners on a daily basis
• PPA is blocked
• Staff INSET is cancelled during Pupil Progress and Parent Evening weeks
• Parents (apart from reps) are not allowed to contact you directly and SLT are aware of any communication that is sent to you
• Support staff meetings and Breakfast meetings weekly
• Refreshments and social events planned for pinch points throughout the year
• Health Assured Service- provided for all staff for advice and a free counselling service

Zones Of  Regulation

At John Betts, we recognise the importance of promoting positive mental health and emotional wellbeing to our students and their families. We aim to create an open culture around the discussion of mental health and wellbeing and to empower our children be able to regulate their emotions. By implementing the Zones of Regulation throughout the school  we aim to teach our pupils to identify emotions in themselves and others and provide them with bank of strategies to help regulate their emotions and improve their wellbeing.

Each classroom has a display where children can indicate thorough the day what zone they are in.  Children have access to tools and strategies to help them regulate how they are feeling. There is also an area in the playground where children can identify how they are feeling and find tools to help self regulate.

Monitoring

JB has a ‘little and often’ approach to monitoring. This is across both observations and work scrutiny.

Observations are planned to take place approximately every two weeks. These observations will last no more than ten minutes. We absolutely do not want to see any special performances, we want to see what you get up to when nobody is looking so we can support you in developing your practice. Following on from the observation you will be provided with a ‘lever’, this ‘lever’ is a small and achievable adjustment that we will be looking for in the following observations. By using this approach, we quickly identify any possible negative habits forming and your teaching will evolve successfully with little pressure. If when we provide you with a lever you feel you would like support with this we will arrange for you to observe someone or plan for some time with a subject leader or a member of SLT.

English and Maths work scrutiny will take place every other week. So, each week a set of books will be monitored, again you will be provided with a lever from this subject lead. During these scrutinies they will sometimes use pupil voice and interview children about their learning and during moderation and staff inset they will find times to discuss your books and planning with you. As part of the scrutiny they carry out they will also look at the Insight tracker grids to ensure you are using these as planning tools and that gaps for the whole class as well as individuals are being planned for.

Science or Foundation work scrutiny will take place once every half term and again pupil voice will be part of this scrutiny at least once a term.

From this regular monitoring the SLT will meet with subject leads to identify and highlight any areas of development. This may require individual support being provided or it might be that we need to plan a whole staff INSET to fill in the gaps.

Please do be aware that if we see that children are not making the expected progress and that work is not to the level we would anticipate we will be asking individual teachers to provide full planning so that we are able to monitor and identify where support is required. Some teachers do work more effectively if they create detailed plans weekly and this may be what is required to improve outcomes for children.

Guided Reading

For Guided Reading we have use a weekly learning system focused on VIPERS*see English guidance. It is essential that high quality texts are being used for Guided Reading sessions.  On occasions the text you are using as part of your English planning may be appropriate to also use as your guided reading text. In addition, there are times where non-fiction texts related to your topic should be used. It is really important that you do not use TWINKLE as their level and use of language is not good quality and use of questioning is often incorrect therefore not supporting children in their reading skills.

We teach early reading  to children through guided reading sessions. We use Little Wandle books matched to the children’s secure phonic knowledge. These sessions are monitored by the class teacher, who rotates and works with each group on a regular basis. The reading practice sessions have been designed to focus on three key reading skills: decoding, prosody (i.e. the patterns of stress and intonation in a language) and comprehension. Reading deliberately patterned, simple, repetitive grammatical structures helps children to achieve early success. This success creates confidence – an essential prerequisite for ongoing, successful learning. When children show a secure phonic knowledge and comprehension they then move away from Little Wandle phonics books and move onto Little Wandle fluency books.

Buddy Reading

This is a whole school weekly timetabled session where children are paired up with a partner to share a book together.  Each week has a VIPER focus that is directed from the English lead.   Y5 & Reception and Y6 & Y1 are specifically paired up and this system continues for a 2 year programme.  This allows the children to develop  trusted relationships with each other and act as a further buddy system for when Reception enter Year 1 .  Please ensure that  buddy reading pairings are with children from the same house, as these partnerships are used in different events.   All other year groups (Y4, Y3 and Y2) are split into houses for their buddy reading sessions.

Phonics

Phonics is taught daily from Reception to Year 2 (in Year 2, phonics is taught until October half term) using the Little Wandle phonics planning system. These structured lessons include teaching each grapheme (the smallest unit of a writing system, such as a letter or a digraph) with a visual and an action to help children recall the sound. Handwriting is also supported as the formation phrase complements the visual cue for the grapheme. Children should be informally assessed on their new sounds taught on a weekly basis and gaps addressed promptly through using Keep Up intervention materials. Half termly assessments ensure teachers know where gaps are and Keep Up interventions can be planned accordingly.

Any children who did not pass the phonics screening should be given Rapid Catch Up sessions in Year 2 as part of their continued support. Any children being given Keep Up or Rapid Catch Up sessions should be assessed on a 6 week basis and the intervention should be timetabled.

Rapid Catch Up phonics interventions should take place for any children who have been identified as having gaps from Year 2 – Year 6.

Oracy

We believe oracy—the ability to speak and listen effectively—is a vital foundation for children’s personal, social, and academic growth. To support children to become confident communicators, they are encouraged to actively participate in lessons using their speaking and listening skills. This is achieved through using consistent hand gestures (to show whether children agree, disagree or want to build on ideas) during class discussions. Sentence stems are provided during talk tasks to encourage purposeful and meaningful talk.

Science / Art / Computing timetabling

Science needs to be taught over a two-hour period in the afternoon. This is ample time to plan, prepare and carry out an investigation and write it up when necessary. If due to staffing you are struggling with this please ensure you are informing a member of SLT so that we can provide you with support for this. Science continues to be a core subject and this needs to be a non-negotiable on your weekly timetable.

Art & Computing are taught on a fortnightly timetable where one week the children have a two-hour Art session and one week the children have a two-hour Computing session. It is really important that two learning objectives (or one learning objective with two disciplinary knowledge skills) are covered each fortnight to ensure that there is full coverage of both subjects.

Maths – a further addition to the fortnightly timetable is that each week from Year 2 -Year 6 you cover three sessions of Number and either two sessions of problem solving or two sessions of geometry/measurement/statistics. These will be shared as part of the fortnightly timetable.

PE – assessment and expectations

As an inner-city school, it is really important the children have optimum time to exercise. Therefore children are to come dressed in their PE kit on PE days.Teaching Partners are provided with an observation sheet each week to assess participation, disciplinary knowledge skill coverage and sportsmanship. This is given to the class teacher at the end of each session so that they are aware of PE they have been taught and how the children are performing.

Start of the day

Aside from Reception the children should start skills as soon as they walk into the classroom, whilst the teacher takes the register. Skills sessions must include a combination of Maths and English focuses that have been previously taught. During this time Teaching Partners need to check reading record and maths passports have been completed. 
We also take a wellbeing register both in the morning and at lunchtime this is a mechanism to monitor and check on how the children are feeling. When they respond to the register they also give you a number between 1 and 10 which allows you to identify if you need to deal with an individual. On occasions we may ask you to take a record of the responses from a particular child for safeguarding or wellbeing purposes.

Parental communication

As is protocol in the majority of primary schools we ask parents not to speak to you about their child at the beginning of the day. As is typical some parents forget this, if they do please direct them to the SLT who is on the gate to pass on any messages about their child or to ring/email the office.
Parents (except parent reps) should not have access to your personal email address. Any messages should come via office@johnbetts.lbhf.sch.uk These are then emailed to you and a member of SLT and we ask you to respond within 24 hours. SLT will touch base with you to check what has happened. Verbal communication is the best so either speak to them at the end of the day or pick up the phone and call them. If following this conversation you think a meeting is necessary please make sure you have spoken to SLT before arranging this so we can assess if you need someone else to attend the meeting with you.

Parent Reps

The role of the parent rep is to support you with some of the operational aspects of the class. They are there to disseminate communication to the whole year group when necessary.

• Update the parents when it comes to a change in date or a reminder when the children are going on a trip or have assembly.
• They also help organise volunteer readers to read with children during skills sessions.
• They work alongside the PTA to raise money for the school and generally are a very useful resource.

They are allowed to email you directly regarding operational and organisational issues. They are not meant to send emails to you in regards to their children and if they do please do not respond and let a member of SLT know. Overall, they are really helpful but if you find you are being inundated with emails or questions again let SLT know.

Gold Awards

Each Friday during whole school assembly we present a child with a gold award to celebrate either an academic achievement or an achievement that reflects a positive change in learning behaviour or where appropriate something linked to one of our five values. ‘KINDNESS, INTEGRITY, RESILIENCE, COURAGE, PERSEVERANCE’. Please make sure you keep a register of who has been provided with the award so that by the end of the academic year every member of the class has received one. Please do not give Gold Awards to new starters, we can create a settling in award which can be a welcome to JB award once you think they are ready to receive this.

Playground Duties

Every member of staff is on duty at least once a week and typically twice either during playtime or assembly cover. These timetables are on the weekly communication bulletin as well as being saved in key information in staff shared. Please make sure you are aware of your duty times and that you turn up promptly for these duties. Please make sure you are timely with ringing the bell and getting the children to assembly either for a 10.30 or 10.45 start. The lunchtime bell is to be rung by the member of SLT who is on duty at 1.25 so children are returning to class by 1.30.

If you are on a course/trip it is your responsibility to change your duty and inform SLT. If you are unwell it is your responsibility to inform the member of SLT that you speak to when you phone in.

Sickness

If you are unfortunate enough to be too unwell to come to school please make sure you do the following:

• Phone and SPEAK to either Sue or Louisa (numbers to follow) between 7am and 8am. It is really important that you respect these times and keep to them. If you do not get through please try the other person. Leaving a message is not enough, you must SPEAK to someone and confirm that someone on SLT knows you are not coming in to school
• Please contact your teaching team and let them know you are not coming in. You do not have to speak to them but you do need to inform them.
• If you are a class teacher you need to email the office and Louisa with your plans and resources for the day.
• If you are a Teaching Partner you must ensure that any duties or responsibilities you have for that day are covered.
• Please contact the school by 3pm to let them know if you are returning to school the following day.

Trips, visitors and cultural capital

We are really keen to utilise the amazingness of London to support and enhance the children’s learning. There is an incredible array of opportunities available to the children both locally and further into London. Many of our children have a high level of exposure to cultural experiences and in addition to the trips we arrange we want to ensure that those children that don’t are given additional opportunities to be exposed to the outside world and all it has to offer to enhance their cultural capital.

The expectations for trips for Year 1 – 6  are the following:

• The class attends a trip every half term. This is either linked directly to the topic or it is a visit to an art gallery or a place of worship. Trips are mapped out on the curriculum overviews, this is to avoid children going to the same place more than once.
• Any opportunity to invite external speakers in to support their learning in class is welcome

When booking trips please check with Jessica and Sue in regards to dates and times, once agreed please do the following.

• Ask the office to book transport where necessary and ensure that packed lunches (there is a packed lunch list with the children’s choice of sandwich and this remains the  same for the year) are ordered.
•  Inform your parent reps so that they can help you with arranging vounteers to accompany the trip (pleaes be careful that it is not the same parents on every trip).
• Please make sure that the office have put the trip in the calendar.
• Our parents are really keen to have dates as far in advance as possible so make sure you book trips as early as you can, preferably a term in advance and then share that information out to reps at the earliest possible opportunity.
•  Letters regarding trips need to be written and sent to Jessica and Sue to read through.
• Risk assessments are saved in Key Information in staff shared. They need to be completed and emailed to Jessica and admin@johnbetts.lbhf.sch.uk and Jessica will sign this electronically. PLEASE DO NOT send this until you have all consent forms back.
• When a class goes on a trip the class Teaching Partner needs to go to the kitchen to help prepare packed lunches on the day of the trip.
• Staffing – if a member of your teaching team is part time or only works for half a day in your class you need to make arrangements for them to swap with another teaching partner for that day. You also need to ensure that all duties are covered and share this information to SLT and the teaching team so everyone is aware.

Assemblies

Once a term you will carry out a class assembly. These assemblies are an opportunity for the children to share their learning and perform as well as experience public speaking. Just a few pointers to think about:

• Please include a song and if you are really brave a bit of a dance
• It should not last longer than 15 minutes, remember we have 4 year olds in the audience
• Please provide your SEND children with exciting and ambitous lines avoid having them say ‘welcome to our class assembly’ and / or ‘ thank you for coming to our class assembly’
• Please make sure you are providing all children with an opportunity for significant speaking parts across the three assemblies so that those quieter ones are given a chance to shine
• Limit the amount of time you spend rehearsing for this. Provide them with the script as early as possible so that they have learnt their lines ahead of rehearsing. You should not spend more than 2 hours MAX on running through and rehearsing this.

Disciplinary Knowledge Shields and Pop Quizzes

Disciplinary Knowledge Shields and pop quizzes are used consistently across Science and foundation subjects. For each lesson, the symbol from the shields are included on the learning system and Flipchart so that the children are clear as to what disciplinary knowledge they are working towards (a Flipchart template is included in the planning folder). The shields are displayed in every classroom and are used as a planning and assessment tool. After every lesson, the focus skill will be highlighted on the shield and dated (orange for autumn, blue for spring and yellow for summer).

Pop quizzes are used at the beginning of lessons to assess and revisit prior learning from the previous lesson and previous units from both their current year group and previous years. Content for what to include in pop quizzes can be found in the knowledge organisers (see below). Mini quizzes are also used during the lesson to assess learning (these are included in the flipchart template).

Curriculum maps include a break-down of what disciplinary knowledge will be used in each lesson across each unit. This is in place so that a variety of skills are used each half term and so they are revisited across different units.

Knowledge Organisers

Each foundation and Science topic has a knowledge organiser outlining the key substantive knowledge that pupils must know by the end of each unit. They should be stuck into children’s books at the start of every unit and children should have access to these to support them when answering the pop quiz questions at the start of every lesson. Pupils should use their knowledge organiser throughout lessons if they need to. Knowledge organisers are included on class pages on the website and children should be encouraged to use these at home to recall key facts.

Behaviour

Low-level misbehaviours are managed using the flowchart below. A child’s behaviour might be as such that they are required to speak to an SLT member straight away. This would be rare and in circumstances where the misbehaviour is serious.

Low-level behaviours

Misbehaviour is defined as:

• Disruption in lessons
• Non-completion of classwork
• Poor attitude

1. Eye contact/Non-verbal warning – If a child begins to misbehave, give them eye contact / non-verbal warning
2. Verbal warning – If the child continues to misbehave, give them a verbal warning e.g. ‘You are talking to / distracting others’
3. Final warning – If the child continues, give them a final warning e.g. ‘You will be moved to the regulation area’
4. ZONES - Regulation area - e.g. ‘You will be moved to regulation area’ The regulation area is a desk in the classroom positioned away from the other children. This gives the child a chance to think about how they are feeling using the Zones of Regulation and how it is affecting their behaviour. They will continue their work here until they are ready to return back to their normal chair.
5. Regulation area in partner classroom – If a child continues in their misbehaviour, they are moved to their partner classroom. Parents will be contacted and informed if it reaches this stage
6. SLT – In the unlikely event that the child continues to misbehave in their partner class, they are sent to SLT for further action.

Systems and Opportunities to Reinforce Good Behaviour/Attitudes

Gold Award in each class (To be awarded each Friday in Celebration assembly):  The class teacher awards a Gold Award to a child in the class in recognition of a specific achievement, demonstrating achievement at one of the school values or reaching a milestone in their learning.

Attendance cups (To be awarded each Friday in Celebration assembly):The class from each Key Stage with the highest attendance over the week is given a trophy to keep for the week. Both of these classes are awarded a point in an ongoing annual tally chart. A cup is also awarded each week for the most punctual classes.

100% Attendance Certificates At the end of each term, children who have attended every session are given a 100% Certificate of Attendance.  At the end of the school year, children who have attended every session receive a certificate and a reward in recognition of their achievement.

House Points (Tallies to be announced each Friday in Celebration assembly) Each week children collect house points in class and around the school for demonstrating excellent manners and positive learning behaviour. Each week the house captains announce the weekly totals for each house.

Bullying Prevention Procedure

At John Betts, we take bullying seriously. Any allegation of bullying will be investigated by a member of the Senior Leadership Team, considering the testimonies of all involved.  Any outcomes from an investigation will be communicated with parents/carers. The School also actively promotes anti-bullying through Anti-Bullying Week, special assemblies around bullying and being a ‘bystander’ and regular PSHE lessons. Being a positive ‘bystander’ is fundamental to how we coach children to deal with alleged bullying/conflicts productively.

The Bullying Prevention template can be used if you are concerned that a child is experiencing any form of difficulty with their peers, either as the victim or the perpetrator. We don’t have to use this often but it is really important that all adults are aware of any negative relationships between children so that they can prevent this by where they sit in their class or who they are working with during their lessons. Equally importantly that staff who are supervising them in the playground are made aware of this so that can prevent any unnecessary conflict.

CPOMS

CPOMS is used to record safeguarding concerns and serious behaviour. Please do this once you have spoken to a member of SLT. Please find the flowchart for these process below. Further safeguarding training information will be given during safeguarding (induction) training.