Here are some of the good practices that we have heard about over the last few years from our schools:
Headteacher supervising play and dinner breaks, wearing a KiVa vest. Emphasises to the pupils and staff, that KiVa is now an important part of the school system and fully supported by the Headteacher.
A non-teaching Headteacher delivering the KiVa lesson with a class.
This allows the Headteacher to demonstrate his support for the programme, to pupils and the staff, whilst improving his/her knowledge of the lessons. It also allows for observation of pupils’ acceptance and engagement with the materials, activities, and programme as a whole. The class teacher should remain present during the lesson to support this process.
KiVa incident file. This file allows for effective recording and follow-up of bullying incidents. It also provides the school with a trail of structured reports, demonstrating the strict procedures followed when dealing with bullying incidents The file can be used when dealing with parents, teaching staff, and inspectors. The file also can also identify pupils who require outside agency support and pupils with reoccurring issues.
Providing the whole of KS2 staff with a designated time to deliver the lessons. All KS2 teachers can be timetabled to deliver the lessons on the same day and the same time, once a fortnight. This allows the KiVa lead to monitor the plan and ensure that the programme is being delivered consistently across the school.
A designated KiVa slot in staff meetings. This ensures that teachers discuss activities and good practices and also any issues or incidents that may have been highlighted during the lessons or at school since the last meeting.
KiVa bench: A bench that provides a place for pupils to go for support or to locate someone to play with. Pupils can support peers by asking pupils by the bench to come and join them.
Peer to peer support: Children are asked to report on peers that had supported others whilst outside during break/lunch. Some schools with peer-mentors/peacemakers/PALs provide stickers for pupils demonstrating “Kiva” qualities: inclusion, good mood-gifts, defending behaviour, respect, etc.
KiVa photo frame and board: Photo frame in reception with pictures of KiVa team to inform pupils, parents, and visitors who the KiVa team are. A KiVa board displaying work, contracts, rules/expectations, etc. Some schools have a circle of friends; handprints signed by pupils circling the rules/expectations of KiVa.
School play to launch/remind parents about KiVa: Pupils invited parents to class or school assembly. The assembly demonstrated the positive relationship skills and social responsibility learned during lessons. The pupil’s performance can be followed up by a teacher delivered KiVa powerpoint. A one-to-one question time later appears to be the preferred method for question time, as it prevents parents discussing individual cases.
Early Years: KiVa Unit 1 has ten lessons each with a topic, summary and goal. These topics and goals can be employed in a simplified manner for lessons with KS1 classes and linked to assembly topics, to enhance the understanding of KiVa throughout the school.
KiVa 2 minutes after breaktime: Before break/dinner time pupils are asked to look out for pupils behaving in a KiVa manner. After break/dinner times pupils are encouraged to immediately report on pupils they have observed being KiVa outside. This time allows for reinforcement of positive behaviours.