• Jenny Mosley has developed the  very successful Whole School Quality Circle Time Model which is used in thousands of schools in the UK.

• Quality Circle-Time holds self-esteem building to be a central aim.

• The Quality Circle-Time model is effective because it interweaves a positive behaviour management system with a process of personal and social education.

• Its basic tenet is that the most effective way of promoting positive behaviour and respectful relationships is through working on moral development within a structured Circle-Time approach.

• Quality Circle-Time is a democratic and creative approach used to consider a wide range of issues affecting the whole school community: teaching staff, children, support staff, parents and governors both in the school and the playground. 

• Industry has been using a similar method of 'Quality Circles' since the 1960's to overcome the gulf that can develop between management and the shop-floor, leading to a 'them and us' attitude. The reputation for quality which Japan enjoys can be attributed largely to the widespread use of this approach.

• In the school setting, the Quality Circle-Time method involves all participants sitting in a circle and taking an equal responsibility for the solving of problems and the issues that they have highlighted themselves.

• Quality Circle-Time operates within an agreed framework of guidelines, participants must take turns to speak, listen and bring their concerns or ideas to the circle.

• Individuals are given time both to volunteer their own concerns for group help and to offer help and encouragement to others. The teacher adopts a facilitative role to encourage participants to feel that they too have the authority and control to solve any behaviour, learning or relationship problems that concern them.

• Initially one of the the facilitator's tasks is to introduce a range of Circle-Time strategies that will encourage co-operation and honesty within the class or staff group. Through subsequent discussion, the sharing of ideas and the building of relationships, the participants develop a whole school policy on self-esteem and positive behaviour which is endorsed by all members of the school community.

© Positive Press Limited 2002