Page 43 - Section D Part 1 Responding in the Moment Parent Carers Flipbook version_Neat
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Our thoughts on these concerns:
▪ There MUST be a systematic procedure for follow-up (for Coaching Conversations & Repair
Time) which is used consistently by everyone. This creates high expectations and certainty.
▪ It should be clear to every single member of the school community that this follow-up
will always happen (there may be a delay until everyone is cool, calm and can think rationally).
▪ If other children aren’t safe, happy or able to learn, things should always be put in
place – either something to support the child to manage better in that situation or ensuring they
aren’t placed in the same situation until they can manage well.
▪ Through procedures that are both rigorous and kind, other children, adults and
parents will know and be reassured that:
a) Adults take anti-social and anti-learning behaviour seriously (and understand that it is possible
to be kind and calm at the same time).
b) Adults have high expectations – they won’t give up and will keep going to until a child makes
progress. High expectations doesn’t mean a child need to feel worse about themselves.
