I visited Sanderson’s Wynd Primary School in Tranent this morning.

In the course of a very enjoyable visit where I observed a number of classes and talked with Headteacher Fiona Waddell and some of her staff about how they create a purposeful learning environment.  The school is not without its challenging pupils but what struck me was the collective impact the staff make and the cumulative effect it has upon children.

All too often in schools classroom behaviour is seen to be the responsibility of the individual teacher, and there is no doubt that individual teachers do set the tone and do have significant impact upon their own class’s behaviour. However, when we talk about the standard of behaviour in an entire school it’s a much more complex affair.

The reality is that an individual teacher can have little effect upon behaviour across a school, nor can a headteacher impose discipline if they have to do it all themselves.  However, where all the staff come together and realise the collective impact that they have upon children then the results can be quite exceptional.  It’s in circumstances such as these that the critical mass takes on a life of its own (see – tipping point)

In my recent posts about being user (customer) facing it might have been possible for people to think that I was suggesting that we roll over when confronted by kids who want their own way on all matters – especially where their behaviour is concerned. I actually think we do a great disservice when this happens as in my experience they need clear parameters and boundaries against which they can rub up against – but which provide clear and unabiguous guidance. Our commitment to treating learners with unconditional positive regard demands that we set such standards.

The problem occurs in schools when these expectations and behaviours are not consistently upheld by all teachers or the management of the school.  What I saw today was a very impressive collective effort which will create a very positive dynamic over the next few years (I should have said that the school has just been created through amalgamation with two other schools).

Last point – in times of challenge -such as these – it’s vital that we retain our sense of “fun”. The staff – despite the challenges they face are prepared and encouraged to relax and have fun with pupils and the wider school community at regular intervals. It’s this careful balance between high expectations and clear boundaries, and relaxation and fun which go towards making a positive, effective and rewarding  learning environment – for both children and adults.