The Critchill Code Curriculum - A School-Wide Approach to Positive Behaviour Support

“We teach more by what we are than by what we teach.”
Will Durant (1885-1981) American Historian

At Critchill School, we have developed ‘The Critchill Code’, which is centred on a ‘School wide positive behaviour support model’ (SW-PBSM). This approach is an effective, efficient and consistent method for implementing ‘The Critchill Code’ and provides a consistent school-wide approach for all stakeholders.

The ‘Critchill Code’ ensures our school:

• Is a safe, caring and inclusive environment free from bullying, harassment, intimidation and discrimination
• Is built on positive, respectful and supportive relationships
• Recognises, acknowledges and celebrates efforts and accomplishments
• Places a high regard on student & staff well-being
• Nurtures belonging and connectedness
• Promotes and celebrates equity, equality and diversity
• Has clear expectations and consequences that are appropriately personalised to a pupil’s development/age

Principles of ‘The Critchill Code’

• Creating a safe and caring school is a process, which requires ongoing support, direction and attention from all stakeholders.
• All members of the school community are responsible for the positive culture of the school. Student, teacher, parent and community engagement must be encouraged, nurtured and expected.
• The school community consists of students, parents/guardians, volunteers, teachers, and other adults who are in contact with students and school staff, in any school setting or school related activity.
• The positive nature of relationships within the school community, and the consistent, inclusive and nurturing nature of the school permit students to build healthy relationships, to create a strong and supportive social network, to develop emotional well-being and to achieve to the best of their ability.
• Fair and consistently implemented policies contribute to positive learning environments and reduce bullying, harassment, intimidation and discrimination.
• Positive social behaviours must be taught, modelled and reinforced throughout the curriculum and embedded in all aspects of school life.
• Inter-agency collaboration and community partnerships are essential components of building and maintaining a safe, caring and inclusive school environment.
  
  

The ‘Critchill Code’ encompasses three statements:

• Be Kind
• Be Safe
• Be Resilient

 

Lower Nest	Suggested Key Themes	Suggested Resources, Texts, Activities and Community Based Learning Opportunities
	Building friendships Developing play skills with peers Recognising acts of kindness Developing listening skills Honesty   Taking on class responsibilities / helping others	Playing alongside and with others, sharing toys, books, art resources. Being supported to play turn taking games, drawing a picture for a friend Teaching good manners; saying please and thank you. Holding a door open for someone. paying someone a compliment. Pupils learn how to be kind and can articulate / share a photo of this “I got my sticker for sharing with…..” Introduce classroom monitor, the monitor could change on daily basis. They are responsible for sharing out resources, drinks bottles etc The rainbow fish, Monkey Puzzle Be kind story: https://www.youtube.com/watch?v=kAo4-2UzgPo

 

Middle Nest	Suggested Key Themes	Suggested Resources, Texts, Activities and Community Based Learning Opportunities
	Kindness around us- the roles we can play e.g. Looking after the school environment What does kindness feel like? How do I notice it in my body? Recognising when I’ve been unkind Developing Empathy Showing kindness and empathy to people outside of our immediate community	Litter picks around school and in the community. Alphabet kindness - writing kind words to say beginning with each letter of the alphabet. /Kindness partners - assigning children a different partner each day to show acts of kindness too. Kindness bucket (based on the book) - teaching children to recognise kindness in other people, and adding tokens to their peers’ bucket when they spot them being kind. Who has the most tokens at the end of the day? Writing and hiding positive affirmations around the school for people to find. Have you filled a bucket today? by Carol McCloud You, Me and Empathy by Jayneen Sanders Colour the world with kindness: https://www.youtube.com/watch?v=mdA2sByFX1I

 

Upper Nest	Suggested Key Themes	Suggested Resources, Texts, Activities and Community Based Learning Opportunities
	What is our ethical and social responsibility? Self-kindness – exploring feelings of being self-critical, depression, anxiety, fear of failure, and perfectionism. Identifying strategies that help promote self-kindness Current affairs - world wide empathy	https://www.mypowerofsmall.com/ https://www.annafreud.org/media/15053/my-self-care-plan.pdf Watch Newsround - discuss top stories and how they impact on us personally, as a school, community, wider world. Select a story to research and follow up as a class. Proprioceptive activities to support self-kindness: Drop anchor, Notice 5 things etc. Mindfulness activities - what works for me

 

Lower Nest	Suggested Key Themes	Suggested Resources, Texts, Activities and Community Based Learning Opportunities
	Following instructions to stay safe within the school environment Using IT safely Stranger danger Risky play Social boundaries in friendships and play	Using the playground equipment safely, looking after resources, walking in corridors. Pupils can articulate / share a photo of how they have shown safe behaviours “ I held my teachers hand on the way to lunch”. Accessing appropriate child safe games online. esafety video: Child Focus ‘e safety’ https://www.youtube.com/watch?v=d5kW4pI_VQw Taking children on local community walks, teaching pupils who strangers are. https://www.youtube.com/watch?v=92HCKfYakLU Being able to take risk in play, climbing high, going fast on the swing, climbing trees in forest school. Teaching personal safe and appropriate touch. Respecting the word ‘No’ Digiduck’s Big Decision by Lindsay Buck

 

Middle Nest	Suggested Key Themes	Suggested Resources, Texts, Activities and Community Based Learning Opportunities
	Online - safe watching and sharing Safe strangers - who can help me in the community Recognising personal space Risk assessing - knowing own capabilities within play Moving around our school and community safely - road safety	Creating safety signs for the playground Visit various places in the community; shops, cafes, library, identify who can help us in these places. Modelling how to ask for help. Practice crossing the road safely consistently, where is the safest place to cross? When should we cross?   Teaching of language for children to use if they feel uncomfortable, e.g. too close and the importance of saying no. Recognising inner and outer personal space using hula hoops to represent inner space. Who would we let into our inner space, (doctors, family) who should we keep in our outer space? (strangers) Obstacle courses to practice manoeuvring around safely, using the words ‘excuse me’ if people are in the way. Looking at a variety of online videos, who should we share with? What kind of content should we be sharing? Speaking to an adult if we receive something that we don’t like. Personal Space Invader by Harrison P. Spader

Upper Nest	Suggested Key Themes	Suggested Resources, Texts, Activities and Community Based Learning Opportunities
	Respect and consent Online etiquette Social media - benefits, positive use, online footprint Reporting unsafe situations - online and in the community	Using personal emails safely Teach “Netiquette” https://healthpoweredkids.org/lessons/online-safety-for-kids-your-digital-footprint-and-digital-imprint/ Set up whatsapp groups on class smart phones. Role-play sending messages in a group whatsapp. Model positive usage and discuss problematic behaviour. Discuss use of text speak.

 

Lower Nest	Suggested Key Themes	Suggested Resources, Texts, Activities and Community Based Learning Opportunities
	Having a go, accepting a challenge, being confident - what does that look like Trying something new, a learning activity, a physical challenge, a food at snack time Positive thinking- having a ‘can do’ approach to things Emotions linked to resilience Managing changes in routines	Sharing PLIM maps with pupils and showing them how they are aspirational. Modelled adult role play - act out trying something thing new and finding it hard but keep going for example, tying shoe laces, threading beads, using a fork. Exploring and experiencing new WOW activities linked to new themes. Pupils can articulate / share a photo of when they’ve been resilient “ I tried a new food”. Managing emotions when you feel disappointed, learning ways to help regulate - bouncing, rocking, drawing, hug, music, space to run around. The Koala Who Could

 

 

Middle Nest	Suggested Key Themes	Suggested Resources, Texts, Activities and Community Based Learning Opportunities
	Learning from failure Persistence Identifying and recognising resilience in ourselves Role models in community Teaching resilience traits - bravery, curiosity, confidence and problem solving	Ink dots or straw blow painting (Beautiful Oops book) - making an ‘oops’ on the page and being resilient and creative by turning it into something else. Teaching the ability to make mistakes and adjust. Encouraging children to move out of their comfort zone and trying something that they are unsure of. E.g. WOLT activities, climbing wall, zip wire. Giving specific positive feedback to help children to recognise their own strengths and build their self-esteem Creating a self-esteem sun or shield, with a picture of themselves and positive thoughts and feelings about themselves. Children could write these or cut out pictures/words from magazines. Role models with special needs, e.g. paralympians. How do they show resilience? Looking at the zones of regulation and recognising how failure makes us feel, how do we feel after showing resilience and completing a task? Beautiful Oops by Barney Saltzberg Resilience by Sofia Cardoso

 

Upper Nest	Suggested Key Themes	Suggested Resources, Texts, Activities and Community Based Learning Opportunities
	Emotional resilience Resilience in careers  - application and interview process Embracing opportunities Role models for resilience - worldwide Core values as individuals / Personal growth and growth mind-set	https://positivepsychology.com/teaching-resilience/ Mock interviews. Complete application forms together for dream jobs. Speakers with additional needs- visiting school ‘Your life your way’ - Ciarrochi, J. V., & Hayes, L. L. (2020). Your Life, Your Way: Acceptance and Commitment Therapy Skills to Help Teens Manage Emotions and Build Resilience. New Harbinger Publications. A life change list