Wyvern Logo Inclusion Toolkit

Behaviour Hub

This hub explains Wyvern's inclusive behaviour approach: high expectations through PRIDE, with support from relationships, praise, behaviour strategies, and sanctions as equal parts of one inclusive model.

Behaviour pathway

Wyvern Behaviour Management Strategy

We apply one connected model: PRIDE expectations, strong relationships, consistent praise, proactive prevention, in-lesson redirection, repair and rebuild, reasonable adjustments, and sanctions where needed. This hub gives a clear overview of the full approach and practical routes into detailed strategy guidance.

What this hub contains

  • PRIDE expectations and the full inclusive behaviour model.
  • Relationships and praise guidance for daily classroom routines.
  • Common behaviour issue cards linked to useful strategies.
  • Four Point Plan sanction escalation guidance.

Knowledge base

View Behaviour Strategies Knowledge Base

Detailed Proactively Prevent, Interrupt and Redirect, and Repair and Rebuild strategies for classroom use.

Open knowledge base

PRIDE Expectations

These high expectations are visible and taught explicitly across lessons.

Prepared

  • On time, correct seat
  • Correct uniform
  • Correct equipment out
  • Prepare the page

Respectful

  • Follow instructions first time, every time
  • Listen in silence
  • Wait your turn to speak
  • Be polite and kind

Involved

  • Sit up, listen and focus
  • Actively contribute
  • Ask and answer questions
  • Help each other

Dedicated

  • Stay work focused
  • Neat presentation
  • Persevere: keep trying
  • Act on feedback

Every student, every lesson, every day.

Inclusive Behaviour Approach: how we support every student to reach PRIDE

Different students respond best to different things, so we use all of the following to manage behaviour, bring out the best in our students, and support them to reach our PRIDE expectations. In daily lesson practice, all of these should be in place; we do not rely on just one or some of them.

  • Relationships

  • Praise

  • Proactively Prevent

  • Interrupt and Redirect

  • Repair and Rebuild

  • Reasonable Adjustments

  • Sanctions

Sanctions are one part of the overall model and are used in line with policy for serious, repeated, or high-risk behaviour.

Relationships

Relationships are built through warm, professional, and consistent adult practice.

Principles

Warm welcome and belonging

Greet students, use names, notice effort, and help them feel they belong.

Respect and dignity, always

Be firm without humiliation; correct privately where possible; avoid sarcasm.

Calm, kind, clear communication

Speak slowly and calmly; listen; explain decisions; separate child from behaviour.

Predictable routines and follow-through

Use the same language, same steps, and same consequences; no surprises.

Model the behaviour we teach

Show self-control, fairness, good manners, and repair after mistakes.

Professional boundaries and safety

Keep appropriate distance; protect confidentiality; avoid favourites; follow safeguarding guidance.

What it looks like in lessons

  • Meet and greet at the door; names used routinely.
  • Narrate the positive: "Thank you for getting started."
  • Private correction where possible (quiet word, desk-side, corridor chat after).
  • PRIDE-linked, calm language when behaviour slips (same phrasing across staff).
  • Follow-through on sanction every time - culture of certainty.
  • Repair: check-in later, reset the relationship, then move forward.

Common mistakes

  • Use sarcasm, ridicule, or labels ("lazy", "attention seeker").
  • Argue across the room or continue a conflict in front of an audience.
  • Bargain away expectations to "keep them sweet".
  • Blur boundaries (social media contact, private messaging, over-sharing personal life).

Praise

Principles

We use praise as a tool to motivate and reward student behaviour that meets PRIDE expectations. Research shows praise is often a stronger motivator for behaviour change in teenagers than sanctions.

Our mindset is to notice the positive and maintain a high ratio of praise to negative or sanction comments. After correction, we actively look for students getting it right and praise that quickly. We also work to make sure praise is distributed fairly across classes, so it does not go only to the same few students.

What it looks like in lessons

  • Notice and name students meeting PRIDE expectations in real time.
  • Use high-frequency positive narration during starts and transitions.
  • After correction, look out for the next right action and praise quickly.
  • Use praise fairly across the class rather than repeatedly praising only the same students.

Common mistakes

  • Relying mostly on correction and sanctions instead of positive recognition.
  • Letting praise become vague, delayed, or disconnected from PRIDE expectations.
  • Failing to rebalance with praise after giving corrective feedback.
  • Praising the same few students while missing quieter positive behaviour.

P1

Expectations met

1 house point

P2

Expectations exceeded

10 house points

P3

Exceptional achievement

50 house points

Behaviour Strategies Knowledge Base

Browse strategies by the three behaviour rings, or launch the full knowledge base.

View Behaviour Strategies Knowledge Base

Proactively Prevent

Reduce problems before they start through routines and predictable lessons.

View ring strategies

Common Behaviour Issues

These are high-frequency issues presented as quick-entry cards into the knowledge base so staff can view useful strategies.

Chatting during teacher talk / instruction

Protecting explicit instruction time and first-time listening.

Proactively Prevent: 8 | Interrupt: 9 | Repair: 5

View useful strategies (22)

Chatting during independent work

Maintaining focus and independent effort during practice tasks.

Proactively Prevent: 9 | Interrupt: 8 | Repair: 5

View useful strategies (22)

Calling out / interrupting

Building turn-taking routines and respectful classroom dialogue.

Proactively Prevent: 7 | Interrupt: 8 | Repair: 4

View useful strategies (19)

Off-task / fiddling / low-level distraction

Improving attention, task focus, and sustained engagement.

Proactively Prevent: 9 | Interrupt: 10 | Repair: 4

View useful strategies (23)

Slow starts / dawdling transitions

Strengthening routines for calm starts and efficient transitions.

Proactively Prevent: 8 | Interrupt: 8 | Repair: 4

View useful strategies (20)

Work avoidance / blank page / 'I can't'

Reducing task avoidance and supporting productive first attempts.

Proactively Prevent: 12 | Interrupt: 10 | Repair: 7

View useful strategies (29)

Low-level defiance / arguing / 'No' (mild)

De-escalating pushback while keeping expectations clear and consistent.

Proactively Prevent: 6 | Interrupt: 10 | Repair: 11

View useful strategies (27)

Attention seeking / clowning / minor disruption

Reducing performance behaviour and protecting learning climate.

Proactively Prevent: 9 | Interrupt: 8 | Repair: 5

View useful strategies (22)

Peer friction / bickering / low-level conflict

Restoring respectful peer interactions and cooperative norms.

Proactively Prevent: 7 | Interrupt: 9 | Repair: 7

View useful strategies (23)

Disorganisation / missing equipment / dead time

Increasing readiness, equipment routines, and lesson momentum.

Proactively Prevent: 6 | Interrupt: 7 | Repair: 4

View useful strategies (17)

Sanctions: Four Point Plan

Use sanctions in line with policy where behaviour is serious, repeated, or meets defined escalation triggers.

The Four Point Plan

A clear escalation pathway from initial disruption to severe incidents, with consistent thresholds and follow-through.

Step 1

Initial disruption

C1 verbal warning

Any behaviour which breaks the PRIDE expectations, interrupting the flow of the lesson.

  • Explain clearly what the student has done and why it is disruptive.
  • Warn that further disruption will result in detention.
  • Place the C1 card on the student desk as a visual warning.
  • Do not record students' names on the board.
  • Record an 'L' on SIMS for lateness; over 10 minutes late triggers C3 (30 mins).

Step 2

Repeated disruption

C2 break detention (20 mins)

A second incident of behaviour which breaks PRIDE expectations.

  • Explain this is now repeated disruption and set detention.
  • Record in SIMS and give clear detention timing details.
  • A restorative conversation should happen in break detention.
  • Students must still have at least 10 minutes to eat.
  • No-show at break detention escalates to C3 (30 mins) with parent contact.

Step 3

Serious disruption

C3 detention + buddy room

A third disruption incident, phone out in class, or one act of defiance to staff direction.

  • State clearly why this meets the serious threshold.
  • Buddy room protects lesson flow; sanction remains C3 detention.
  • Use office support when escort is not practical; request a C3 check rather than escalating publicly.
  • Refusal to move to buddy room escalates to C3 SLT detention and on-call follow-up.
  • For phone/headphone issues, issue C3 and follow confiscation process.

Step 4

Severe disruption

C4 isolation, off-site direction, suspension

Refusal to be parked in buddy room, disruption of buddy room, swearing at staff, dangerous conduct, or non-attendance at C3 (75 mins).

  • Use on-call for swearing at staff/staff decisions, threatening behaviour, or buddy room refusal/disruption.
  • Notify Curriculum Leader and/or SLT for investigation and sanction decision.
  • Pastoral leaders notify parents and apply the C4 sanction route.
  • Use Edulink call-out for on-call; do not email on-call.
  • Maintain discretion when briefing on-call in front of students.

Additional consequence rules
Home learning
  • First home learning failure in any half term = C1.
  • Further home learning failure in any half term = C3 (30 mins) detention.
Lateness
  • Late to lesson by more than 10 minutes: C3 (30 mins) detention and remain in room.
  • Each subsequent late over 10 minutes: C3 (75 mins) detention.
  • Three late marks under 10 minutes in one week: C3 (30 mins) detention set centrally.
  • Six or more late marks under 10 minutes in one week: C3 (75 mins) detention set centrally.