North West London

PRIMARY EDUCATION

restorative approaches, and I employed two learning mentors and a health mentor to assist the children in their understanding of the consequences of their actions. My long-term goal was to allow for children to take responsibility for their own behaviour and to discuss how their actions had led to certain consequences – which they would appropriately be able to decide for themselves. As well as this responsibility, I wanted children to take ownership among themselves of their behavioural conduct. We have two parallel systems that both contribute to this long-term goal. The first is the well-established school council, who meet regularly to discuss changes needed (or wanted) at the school. After getting past the inevitable (swimming pool discussions and so forth), the school council now has an established chair, vice chair, clerk and research assistant. On behalf of their peers, they have made significant changes. For instance, the playground is now stocked with more equipment and has a daily music session to which the children dance along; the football cage now has an Astroturf; and areas around the school are now due to be painted by a local artist who, with

consultation with the school council, will craft some fabulous pieces of art. The second system we have in place is the “Buddy System”. Buddies are year 6 children who monitor the playground and act as the trusted eyes and ears of the children at lunchtime. Buddies are in post from February in year 5 until January in year 6, by which time they read applications and interview new prospective buddies from year 5. Buddies can apply to be head boy and girl and are voted in by their peers. As part of the responsibilities of the head and deputy head boys and girls, they announce every week the attendance winners in Friday’s celebration assemblies. I feel that by allowing the children the responsibility to have an important say in how the school is run, they are able to develop the resilience and independence that they will need as they progress through life. To ensure the children have the mental health skills to become well- rounded and resilient individuals, we utilise the mentors, a play therapist, a music therapist and, crucially, an incredible staff.

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All children feel valued, therefore behaviour is exemplary

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The multicultural make- up of Lordship Lane is what makes it such a special place

23 LORDSHIP LANE PRIMARY SCHOOL |