Page 8 - 15 STAGE AUDIT WHOLE SCHOOL EVALUATION

MINDSET AGREEING EXPECTATIONS PREP4BEST

Adults use the language of difficulties Adults agree expectations WITH children. Adults give time before tasks to consider how children can be at their
best and what support they might need to do well.
This includes all members of the school community – office and These expectations are related to what would help all people to feel safe,
premises staff, Midday Meals staff, teachers, governors, leaders and happy and able to be at their best (pro-social and pro-learning behaviours Adults have a way of remembering to do Prep4Best with children before
parents. – ‘Good for me, Good for you, Good for everyone). tasks such as a slide, visual or piece of music which signals it is
‘Prep4Best’ time.
Adults and children know that some children find things easier and Adults discuss expectations regularly and before new tasks so that
others find them more difficult. children learn that being prosocial / pro-learning is different in different Adults teach children to use the language of Prep4Best themselves. They
places and for different tasks e.g. in the cloakroom, playground, lunch hall, say things like: “For meto do really well in this … I need….”
Adults know that some children will have higher physical, sensory,
class.
emotional and learning needs – through no fault of their own. The Prep4Best tool sequence is displayed in classrooms and shown at
Adults discuss expectations with children in a way that helps them to the start of some lessons, particularly when introducing something new
adults will understand that poor attachments and Adverse Childhood consider the needs of others, gain a firmer understanding of the purpose or less familiar.
Experiences can affect the development of the brain, making it of different boundaries and develop a strong sense of right and wrong.
genuinely more difficult for children to remember, process information People hear adults saying: “Who thinks they might find that difficult?” or
Through this, adults help children to develop an internal moral compass
and instructions, be flexible, regulate energy and feelings and manage “Who finds it hard to … like that?” and “What could help you to manage
which lasts beyond the watch of an adult and the school gates.
impulses. adults see these difficulties like any other area of learning. it better?”
Adults recognise that if rules are simply given to a child, they are not then
Staff are always curious, not furious! One would hear: One would hear adults working with children to think through how they
educated on understanding the why or supported to consider the needs of
can do well and at the same time consider the needs of those around
“You find it easier now to focus attention on a single task. That is going others. them.
to help you achieve well. It adultsans others can get on too which is Adults show that they recognise that some children will find it incredibly
great for us all.” OR e.g.: “We are visiting the theatre. For everyone to feel safe, content and
difficult to keep to the expectations agreed due to their own high needs
“adultst’s still really hard for you to stop one thing you are enjoying and lagging Executive Function Skills. As a result, adults use pre-mortem able to be at their best, how do you think we should we act / talk?”
and start another task you are asked to do. That needs good flexible and Prep4Best to help children plan how to do well ahead of time and It would be clear from what adults say and do that adults believe
thinking skills. We can help you with those so it is good for us all have a better chance to succeed. Adults ask questions such as: educating children to be able to do the right thing and want to is
around here.” important – not just telling them
“Who feels they are going to find keeping to that expectation really hard?”
“What could help you manage it better?” “What could you do to manage
well?” and “What support do you need?”

One wouldn’t hear ‘s/he’s had a ‘good day’ or ‘bad day’. One would not hear adults talking about ‘rules’ and deciding boundaries One would not see adults launching into unfamiliar activities or events
without speaking with children about them. Adults would not respond without first carrying out ‘Prep4Best’.
Staff wouldn’t use ‘good and bad choice’ or ‘good and bad behaviour’.
with “Just do what you are told.” Adults would know this would work well
Staff may still find some children hard work and challenging – and at in the short term but wouldn’t educate children to become thoughtful, One would not hear or see adults expecting every child to manage to
keep to agreed boundaries without some form of preparation – it would
these times they may talk about finding it difficult to regulate their law abiding citizens in the future. be clear from my practice that adults recognise that some children have
own feelings and needing help. This would be teamed with an
One would hear adults using language such as ‘pro social’ and pro higher needs and poorer skills to manage stressors and may therefore
acknowledgement that it isn’t the child’s fault – there must be
learning’ and phrases such as “How would we all need to be for this need to prepare ahead of time and think through the additional support
something going wrong for them not to be able to manage the
session to be ‘Good for adults, good for you and good for everyone?” required.
demands of the classroom / school.