What type of targets Are suitable for a daily behaviour report?

[Fruitandveg1234]

Asking as my DS3 is on it and has been for quite a while in my opinion but I don’t think his targets are defined enough. What type of targets would be acceptable to put on would you say ?

Thread edited at OP's request

Behave as expected in each lesson, signed off by the teacher.
No issues at lunch or break.

Behave as expected in each lesson
Arrive on time,
with correct equipment,
engage in lesson, working as required
no calling out, distracting other pupils, or other low level disruption
hand homework in

No issues at lunch or break.
No fighting.
No bullying.
No swearing at teachers.
No damage to school property.
Following instructions.

Would you not say some are too vague though?

Which bits are vague?

If he finds a target too vague he can ask for it to be clarified.

Eating lunch quietly and with minimal fuss, staying seated, tidy table and clearing plates onto bin.

Just to be clear my DS3 is 12 and one of his targets is pleasing actions/communication with teachers and students. I find it’s too vague and that he doesn’t know what to focus on not doing. For example he may be focusing on not shouting out but get a bad score for tapping his pen

Does he have sen?
If not then it really shouldn’t be too hard for a 12yo to neither shout out or tap his pen. I would sanction students in my lessons for either of those.
Maybe you could go through a list of all the things that he has received a bad score for and see if you can help him to identify things he needs to stop doing.

No Sen , I guess he may be in a habit of shouting questions out though which is why it may be harder

It is hard to control that impulse but with practice he’ll manage and it really isn’t a particularly unusual ask of a 12yo. Is he in year7? Transition to secondary can be difficult. He just has to keep trying his best. He’ll get there.

teentimestwo has an excellent list there.
If the target that is not specific is to do with pleasing actions (tbh I have never put it like that but I do know there is focus on positivity rather than don'ts) but neither of you are daft...specifically it's going to be along the lines of
DO put your hand up (don't shout out)
DO keep still on your chair (don't swing on it)
DO listen without playing with equipment (don't tap, throw stuff)
DO remain quiet while others are contributing (don't comment)
DO keep hands to yourself (don't nudge, poke)
DO speak to others when you are supposed to respectfully (don't snigger, troll, call across classroom, take the piss)

In short - don't act like a dick!

There is no room to list all the low level distractions that fuck up a lesson even if only one kid is doing them - times the above list by several kids and you can see the problem.

I agree that blanket statements don't help (how to train a dragon - Change that! You just pointed to all of me!!)
But if there is no specific learning difficulty, then positive action (not being a distraction) and positive communication (not being rude) isn't that hard to understand - it's essentially about being considerate and allowing teachers to teach and other pupils to learn.

No he’s year 8 but August born so one of the youngest

The problem OP is that you are only supposed to choose 2-3 SMART (specific, measurable, achievable, realistic, time-related) targets.
If it continuous acting like a numpty, you cannot pick 3 out of the 6 DOs above and ignore the rest - in other words, your son not shouting out for a week might be a great improvement but if he then taps his pen like Alan C;umming in Goldeneye for an hour, then it's two steps forward, one step back territory. He needs to do all six all the time - without a SEN preventing that then it's not unrealistic: other pupils do it all the time. It's about impulse-control.

He may be young in year but he is year 8
That means he has already had 8 years of schooling.

Even allowing for a more relaxed classroom in infants and lower juniors, it should mean he has had at least 3.5 years of proper behaviour expected of him.

Unless he is at a detention-happy super-strict Michaela-type school, behaving sensibly isn't rocket science. If he is at a M-type school it clearly isn't working for him(or you) and I'd look at moving.

Tbh OP I don't think a report target needs to be "don't tap your pen". That's expected behaviour. Tapping a pen is distracting to others and is totally unnecessary.

We usually have 3-4 targets along the lines of
-arrive on time

• positive behaviour in the classroom

-complete all work set -stay focused on tasks

I'm a Leo - it's not that much of a deal by secondary albeit girls allegedly mature faster than boys. I can understand your frustration though if he has been on report for an eternity.
It shouldn't be like that - staged procedures means it should go green-amber-red for example (although you don't actually want a fixed term exclusion so they may extend green report for continuous low-level):
There is just little time to explain in a square why he was annoying (sorry to be blunt) so a teacher will either go tick tick cross or if it is a target that is general/acrosss the board then you will get Pen tapping/chair swinging etc as the main reason in the ten seconds you have to sign the damned thing.

You need to sit down with DS3 and figure out why it's not achievable/working - which lessons - which triggers.

If he cannot sit with a friend without getting into trouble, then he proactively asks to sit at front then if teacher has not moved him.

I sound snarky - promise I'm not - DC1 will never be on report, DC2 occasionally fucks up, DC3 would never achieve any of the above Dos (am hoping to get a diagnosis soon but even so, his target will be the same as yours ad infinitum and I will also be pulling my hair out)

Hope the diagnosis goes well , he has 3 targets max

Honestly , I’m realising it is most if not all lessons

What was behaviour like at primary?
What is behaviour like at home?

Also, what are his academics like, and coordination and concentration? Has he had an eyesight test recently.

I am wondering whether there is some SEN that was 'hidden' at primary because the environment was more relaxed and requirements not so tight. e.g. More moving around at primary might mask an inability to sit and focus for longer than 20 minutes.

The behaviour is one of:
A) willful
B) habit that needs to be trained out
C) a symptom of something else

I get the impression that school think it is A, you maybe think B, but perhaps you need to do some checking it isn't actually C.