There’s further guidance and resources, like checklists and tools, at behaviour and discipline in schools. Behaviour management in 'outstanding' schools A research report on case studies of behaviour management practices in schools rated 'outstanding' by Ofsted. Five years on, we felt it was time to update what we know about managing challenging behaviour in schools, looking not just at low-level disruption but at more challenging forms of misbehaviour as well. Children’s Services and Skills 2017/18 Presented to Parliament pursuant to section 121 of the Education and Inspections Act 2006. As one pupil told us, the aim of her school was to: ‘try to shape us to be a better person and prepare us for the outside world’. Staff and pupils across the school knew what the values were. Students are incredibly quick in This review highlights strategies that school leaders can use for managing classroom disruption, working with staff, developing rules and policies, using school premises and internal inclusion units. In the best schools, there was an emphasis on creating a positive climate for learning. Pupils have high attendance, come to school on time and are punctual to lessons. While we know it is imperative that we actively teach pupils desired behaviours, we do not know enough about how the most effective schools do this. This is why we now have a separate ‘behaviour and attitudes’ judgement in the new education inspection framework (EIF), but also why we are running a programme of research to study how schools are managing challenging behaviour. Ofsted is the Office for Standards in Education, Children’s Services and Skills. In phase 3, we carried out follow-up visits to selected schools to meet with pupils, teachers (including newly qualified teachers (NQTs) where possible) and support staff in focus groups. As well as these foundations, pupils also need to show positive attitudes to learning, such as making a strong effort, a positive contribution in class, engaging in their learning and completing homework to a high standard. During the summer term the school received leadership support from the headteacher of Cam Woodfield Infants School which is based on the same site. These statements clearly relate to the 3 types of behaviour schools identified as important, which provides some reassurance that we are assessing the right things. Share this resource. It will take only 2 minutes to fill in. We know that behaviour remains a major concern for teachers. We found that teachers and leaders understand the importance of consistency in the implementation of behaviour policies. One area in which the 2017 report demanded improvement was pupils’ personal development and behaviour, with inspectors calling for the school's "character strengths" to … Additional questions were asked of leaders on these visits. Consistency should be the aim, with leaders supporting teachers to achieve this. Ofsted Managing Challenging Behaviour. It’s not enough just to ‘expect the standard’. Check how the new Brexit rules affect you. “ Ofsted Annual report. In some cases, we found evidence of teachers and leaders defining this latter group too broadly and thus potentially undermining the consistency of their approach. Behaviour management is a subject that causes a lot of heat, and sometimes rather less light. The strategies to manage transition that schools said had been successful include individual support plans or an extended period of transition. That is why the EIF contains a separate behaviour and attitudes judgement. They need to be explicitly taught to pupils and modelled by all staff in the school. The result is that all pupils show a good attitude to learning. Consistency and clarity in understanding and implementing a behaviour policy have been linked to effective behaviour management and lower levels of exclusions. The aim was to provide case study illustrations of behaviour management practices used in schools categorised as outstanding by Ofsted in the period 2014-2015 having improved from their previous Ofsted rating. Don’t worry we won’t send you spam or share your email address with anyone. This study provides some promising results, but also some continued concerns around the management of behaviour in some schools. Everyone stands to benefit from good behaviour in schools. The teachers and leaders we spoke with identified different types of behaviours they wanted to see in their pupils. Behaviour management is a subject that causes a lot of heat, and sometimes rather less light. Foundational behaviours, such as punctuality and not calling out, are the baseline pupils need to meet to allow effective teaching and learning to happen. Parental engagement is an important element of effective whole-school behaviour management 2. Title: Ofsted Check List – Behaviour and Safety Author: dominic Last modified by: Knightrun Created Date: 6/19/2013 8:14:00 PM Company: BHS Other titles Of course, there may be a small group of pupils with particular needs, such as a disability or mental health issues, that mean they will always struggle with behavioural norms. Some schools focused on improving attendance at parents’ evenings. We also found that terms used in school behaviour policies can cover a wide range of approaches. In this commentary, we report on the first phase of this programme. It’s vital that the next generation of teachers know the important principles of behaviour management, how to teach pupils to behave and how to create an environment that allows them to focus on learning. In these cases, policies need to be applied flexibly, as was recognised by the teachers and leaders we spoke to. The behaviour for learning of a small group of pupils is not good enough. Behaviour management will also be a focus in our upcoming initial teacher education inspection framework. We use this information to make the website work as well as possible and improve government services. All content is available under the Open Government Licence v3.0, except where otherwise stated, Pupil wellbeing, behaviour and attendance, ‘Creating a culture: how schools can optimise behaviour’, School behaviour management case studies report, Low-level disruption in classrooms: below the radar, Creating a culture: a review of behaviour management in schools, Using rewards: encouraging good behaviour, Whole school approach: managing poor behaviour, Coronavirus (COVID-19): guidance and support, Transparency and freedom of information releases, the safe movement of pupils around the school, the minimum loss of learning time to low-level disruption, Hatton, Lucy Ann, ‘Disciplinary exclusion: the influence of school ethos’, Emotional and Behavioural Difficulties, 18:2, 2013, pages 155–178, De Nobile J, El Baba M, and London T, ‘School leadership practices that promote effective whole-school behaviour management’, School Leadership and Management, 36:4, 2016, pages 419–434, Mackay, J, ‘Developing school-wide practice’, Teacher Learning Network, 16:2, 2009, pages 38–39, Trotman D, Tucker S and Martyn M, ‘Understanding problematic pupil behaviour: perceptions of pupils and behaviour coordinators on secondary school exclusion in an English city’, Educational Research, 57:3, 2015, pages 237–253. Of course, we found good practice as well. Wed 1 Nov 2017 09.00 EDT ... and one in eight felt they couldn’t deal with behaviour properly. Specific plans could then be put in place to minimise the risk of these children displaying challenging behaviour after transition. Coney Hill Community Primary School. Most schools mentioned the need to build and maintain positive relationships with all pupils to ensure ongoing good behaviour management. It gives parents a sense of involvement, provides a consistent message and helps their understanding of procedures and rules 3. … Published 25 September 2014 From: To allow parents to do so, they need to be properly informed of the school’s policies and practices. Many teachers mentioned the power of regular positive communication. Positive behaviour needs to be taught as early on as possible and expectations raised as children get older. You can change your cookie settings at any time. In our teacher well-being study, we again found that many teachers felt that senior leaders provided insufficient support. Meet them at the pass. We inspect services providing education and skills for learners of all ages. It has brought improvement in pupils’ behaviour around the school This is quite a revealing paragraph. It also leaves us with a number of questions still to be resolved. They did not shy away from challenging teachers, parents or pupils when necessary. To this end, inspectors have been speaking to schools about how they manage behaviour and are planning further research to identify what the most successful schools are doing on behaviour management. Teachers felt that this inconsistency, and a lack of support from senior leaders, undermined their efforts to manage behaviour well. Leaders talked about the value of managing transition to make it as smooth as possible. The school’s behaviour policy does not support them, or sanction pupils, effectively enough. The NASUWT big question survey, the OECD TALIS study and our own study on teacher well-being at work show that teachers feel misbehaviour is common, and is a major source of teacher stress. A 2014 Ofsted report mentioned that pupils were ... we’ve taken our eye off behaviour management… This could be more difficult to achieve in secondaries and larger primary schools. There was agreement that early identification should not result in secondary schools pulling up the drawbridge and discouraging entry under the guise that the child ‘would not fit here’. This will not only lead to better behaviour overall, allowing all pupils an education free of disruption, but it promotes fairness and avoids discriminatory practices. Extract taken from the Focus Update Service. Moments of transition, from an early years setting to primary school, from primary to secondary, or from one school to another, are very important. Strong views are held regarding the effectiveness of particular approaches, such as restorative justice … To help us improve GOV.UK, we’d like to know more about your visit today. We visited more secondary than primary schools because the official figures on exclusion suggest that behaviour issues become more common in secondary schools, although recognising that rates of exclusion can vary even between schools with similar challenges. Strong values underpin good behaviour. It is crucial for parents to work positively with the school to support its behaviour policy and ensure good behaviour of their child when they are at school. The announcement on ITT comes after Ofsted’s new education inspection framework came into force, bringing with it a greater focus on behaviour in schools through the new ‘behaviour and attitudes’ judgement. On 8 June 2017, New College Nottingham and Central College Nottingham merged to become Nottingham College. School report Stockland Green School Slade Road, Erdington, Birmingham, West Midlands B23 7JH Inspection dates 21–22 November 2017 Overall effectiveness Good Effectiveness of leadership and management Good Quality of teaching, learning and assessment Good Personal development, behaviour and welfare Good Outcomes for pupils Good Overall effectiveness at previous inspection Requires … Compared with ‘Below the radar’, we can report some positive developments in the current study. A whole-school behaviour approach is much more than a set of policies or documents. It should therefore surprise no one that we are concerned with ensuring that we know and inspect behaviour well. The methodology we employed here, which was to look at a broad range of schools, did not allow us to identify what the schools that are best at managing challenging behaviour do that differs from what happens in those that are less successful. Worryingly, only a third of teachers said that the school’s behaviour policies were applied consistently. We also saw different approaches in schools, with training focused on a range of different aspects of behaviour, from implementation of strategies to a focus on causes. Too many headteachers underestimated the amount of disruption that was occurring. Recent research by Ofsted into behaviour management has revealed that while there was evidence of promising results, the watchdog still has some continued concerns around the management of … This report can help make a real difference to … We piloted the questions in a small number of schools and used this feedback to refine the questions. When this is not the case, the school takes appropriate, swift and effective action. However, we lack evidence of the effectiveness of these strategies and lack equivalent data on transition into primary. Many teachers also valued informal discussions with school leaders alongside clear monitoring systems and policies. Leaders, staff and pupils create a positive environment in which bullying is not tolerated. We wanted to identify the strategies that schools use to pre-empt and manage challenging behaviour and promote good behaviour. We need to find out more about how the best PRUs are able to work effectively with the most challenging pupils in the education system. behaviour management, and marking and feedback, are not consistently and effectively implemented. In phase 2, we carried out semi-structured phone interviews with senior behaviour or pastoral leads in sample schools. Headteachers and teachers told us that establishing clear routines is not just about expecting consistent standards of behaviour (though this is of great importance). Special schools and PRUs had definitions that reflected the individual needs, challenges and backgrounds that their pupils face, and often determined behaviour on a case-by-case basis. You can change your cookie settings at any time. If bullying, aggression, discrimination and derogatory language occur, they are dealt with quickly and effectively and are not allowed to spread. Hopscotch Consultancy comment :‘The team covers behaviour management at team meetings and works closely with outside professionals to gather an in-depth understanding of children’s needs and how best to manage these. Home; ... Adams Building, Stoney Street, Nottingham, Nottinghamshire, NG1 1NG. Social behaviours, the ways in which pupils interact with each other and with adults, formed the third component. All content is available under the Open Government Licence v3.0, except where otherwise stated, Pupil wellbeing, behaviour and attendance, Creating a culture: how school leaders can optimise behaviour, Government response letter to Tom Bennett's behaviour in schools review, Low-level disruption in classrooms: below the radar, Whole school approach: managing poor behaviour, Using rewards: encouraging good behaviour, School behaviour management case studies report, HMCI commentary: managing behaviour research, Coronavirus (COVID-19): guidance and support, Transparency and freedom of information releases. You’ve accepted all cookies. High levels of exclusions can result from staff and pupils not having a clear understanding of the behaviour policy or behaviour being inconsistently managed 1. Tom Bennett’s independent review on behaviour in schools and strategies to support effective behaviour cultures, and the government's response. 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