We use cookies to collect information about how you use GOV.UK. Most schools mentioned the need to build and maintain positive relationships with all pupils to ensure ongoing good behaviour management. It has brought improvement in pupils’ behaviour around the school When this is not the case, the school takes appropriate, swift and effective action. We found great concern among teachers and pupils about a large amount of low-level disruption, which in many cases was not recognised or adequately addressed by school leaders. In our teacher well-being study, we again found that many teachers felt that senior leaders provided insufficient support. The behaviour for learning of a small group of pupils is not good enough. Foundational behaviours, such as punctuality and not calling out, are the baseline pupils need to meet to allow effective teaching and learning to happen. To allow parents to do so, they need to be properly informed of the school’s policies and practices. Positive behaviour needs to be taught as early on as possible and expectations raised as children get older. Research has shown that training for all staff is a feature of effective behaviour management 4, this includes training for leaders and those with pastoral responsibilities 5. In July 2017, the headteacher resigned her post. In the academic year 2016 to 2017, the fixed-period exclusion rate was 4.8% in secondary schools and 1.4% in primary schools. Summary. Students are incredibly quick in This was often the headteacher, particularly in smaller schools. The strategies to manage transition that schools said had been successful include individual support plans or an extended period of transition. This Ofsted survey report looks at what makes nurture group provision successful and evaluates the impact on the pupils and their families. Independent report Creating a culture: a review of behaviour management in schools Tom Bennett’s independent review on behaviour in schools and strategies to … Location East Riding, Yorkshire. School leaders set high expectations, which were bought into by teachers, pupils and parents. As we roll out the new framework, we’ll be monitoring how well we’re able to get under the skin of behaviour management, and to calibrate our inspection findings with what our research shows works best. You’ve accepted all cookies. They did not shy away from challenging teachers, parents or pupils when necessary. Effective behaviour management means that low-level disruption is not tolerated and pupils’ behaviour does not disrupt lessons or the day-to-day life of the school. During classroom visits by inspectors, pupils were engaged in learning 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 … 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. Home; ... Adams Building, Stoney Street, Nottingham, Nottinghamshire, NG1 1NG. During the summer term the school received leadership support from the headteacher of Cam Woodfield Infants School which is based on the same site. Meet them at the pass. Published 25 September 2014 From: Check how the new Brexit rules affect you. In this commentary, we report on the first phase of this programme. 1.5.2 Ofsted 10 1.6 How data was gathered 10 2 Introduction 12 2.1 Better behaviour benefits everyone 13 2.2 All schools, not some 14 2.3 Is there a behaviour problem? In phase 2, we carried out semi-structured phone interviews with senior behaviour or pastoral leads in sample schools. Additional questions were asked of leaders on these visits. Check Ofsted's COVID-19 updates to see how inspections and reports are affected. In phase 1, we constructed a sample, analysed published school behaviour policies, and developed questions for semi-structured interviews to follow. The vast majority of those who do not behave can be taught to do so through explicit teaching and effective behaviour management. Ofsted said effective behaviour management was essential for pupils' learning, development and wellbeing. Consistency should be the aim, with leaders supporting teachers to achieve this. However, we lack evidence of the effectiveness of these strategies and lack equivalent data on transition into primary. Share this resource. There may also be some pupils who are going through particularly difficult life circumstances at a given moment in time, which affects their behaviour in school. Some schools focused on improving attendance at parents’ evenings. It builds on guidance produced by the Government’s lead adviser on behaviour, Tom Bennett in 2017. Established 2017. To help us improve GOV.UK, we’d like to know more about your visit today. It will take only 2 minutes to fill in. Everyone stands to benefit from good behaviour in schools. Other groups with higher levels of self-reported misbehaviour and poorer social-behavioural outcomes (measured by hyperactivity, anti-social behaviour, pro-social behaviour and self-regulation) include boys; those 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. Check how the new Brexit rules affect you. 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. Nevertheless, most staff we spoke to made a point of establishing good relationships with their pupils. This year’s annual Ofsted report finds the overall quality of education and care in England is improving, but areas of persistent under-performance remain. Policies that are called ‘zero-tolerance’, for example, can mean different things in different contexts. This could be done in a number of ways. These 3 types of behaviours are reflected in the behaviour and attitudes judgement in the EIF. We’ll send you a link to a feedback form. Leaders in these schools did not accept low standards of behaviour and made sure teachers were supported in managing behaviour. We are providing additional support for schools through our behaviour support networks – … Behaviour management is a subject that causes a lot of heat, and sometimes rather less light. 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. 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. In the best schools, there was an emphasis on creating a positive climate for learning. Behaviour management in 'outstanding' schools A research report on case studies of behaviour management practices in schools rated 'outstanding' by Ofsted. 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’. Indeed, we found that long behaviour policy documents (and some were 40 pages or more) were not necessarily any clearer than those that were much more succinct. A whole-school behaviour approach is much more than a set of policies or documents. Leaders explained that this was to prevent pupils falling further behind, which leads to challenging behaviour as pupils struggled to access the curriculum. As yet, we do not have much evidence on the relative effectiveness of these approaches. Too many teachers simply accepted low-level disruption as a part of everyday life in the classroom. Moments of transition, from an early years setting to primary school, from primary to secondary, or from one school to another, are very important. It should therefore surprise no one that we are concerned with ensuring that we know and inspect behaviour well. It will take only 2 minutes to fill in. Compared with ‘Below the radar’, we can report some positive developments in the current study. Children's Behaviour Ofsted Inspection Focus 2017. Behaviour matters. In some, but by no means all, schools we visited, the values underpinning the behaviour management policy were clear and explicit. Nursery owners Camilla Parsonage, Tamara Hall. 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. Web link for this resource: Managing challenging behaviour.pdf. Ofsted Managing Challenging Behaviour. 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. Pupils can learn; teachers can teach; staff can do their job; and parents have confidence that their child is safe and supported to do the best that they can. 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 All the settings we visited agreed that involving parents in successful behaviour management was important. 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. Behaviour management remains a critical matter that can cloud the working day for too many teachers (NFER, 2013). Some secondary schools said they had had success when starting work with pupils in year 5 or had run summer schools or literacy and numeracy catch-up sessions in year 7 for pupils who were struggling at the end of primary school. 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. If we do not get managing behaviour right, we will not be able to provide children with the quality of education they deserve. We know that these routines do not happen by accident. Resource Type: Report. The study to date has used a range of mainly qualitative methods to develop an understanding of how teachers, leaders and pupils think about managing behaviour. The assumption being that these schools had taken steps to improve their behaviour management. Of course, we found good practice as well. As an inspectorate we need to know what best practice is, so it can inform both our inspectors and the system. We use cookies to collect information about how you use GOV.UK. Strong values underpin good behaviour. Leaders, staff and pupils create a positive environment in which bullying is not tolerated. Many leaders in our study confirmed that they achieved consistency through regular training, mentoring and induction of new teachers. Some schools had systems in place to communicate when a child arrived at school having experienced something the previous evening that might influence their behaviour. In our research, we look at what has changed since ‘Below the radar’ and what issues persist. “ Ofsted Annual report. To help us improve GOV.UK, we’d like to know more about your visit today. Children’s Services and Skills 2017/18 Presented to Parliament pursuant to section 121 of the Education and Inspections Act 2006. Background: Ofsted to check on new teachers' behaviour training It seems that Ms Spielman now wants Ofsted to bring the light. 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. Strong views are held regarding the effectiveness of particular approaches, such as restorative … 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. We inspect services providing education and skills for learners of all ages. This could be more difficult to achieve in secondaries and larger primary schools. PDF, 3.33MB, 76 pages. This report can help make a real difference to … Behaviour in School Contexts, which resulted in the development of a conceptual framework for behaviour in schools with the term ‘learning behaviour’ being coined and the phrase ‘Behaviour for Learning’ (B4L) becoming widely used by teachers and academics (Ellis and Tod, 2009). They are committed to their learning, know how to study effectively and do so, are resilient to setbacks and take pride in their achievements. It also leaves us with a number of questions still to be resolved. 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. Ordered by the House of Commons to be printed 4 December 2018. Pupils have high attendance, come to school on time and are punctual to lessons. Worryingly, only a third of teachers said that the school’s behaviour policies were applied consistently. We know that behaviour remains a major concern for teachers. We also look at what school leaders, teachers and pupils tell us about how they are managing behaviour today. In these cases, policies need to be applied flexibly, as was recognised by the teachers and leaders we spoke to. Ref: DFE-00059-2017 suitably trained in behaviour management, and step in calmly and efficiently to support pupils in behaving sensibly and safely. OfSTED Report 2017. The result is that all pupils show a good attitude to learning. 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. 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. … Behaviour management will also be a focus in our upcoming initial teacher education inspection framework. Others found positive ways to re-engage with parents when their child was sanctioned. You can change your cookie settings at any time. Updated details and added link to further resources available. The school’s behaviour policy does not support them, or sanction pupils, effectively enough. Ofsted is the Office for Standards in Education, Children’s Services and Skills. Ofsted … Leaders talked about the value of managing transition to make it as smooth as possible. Behaviour management is a subject that causes a lot of heat, and sometimes rather less light. Behaviour is also being brought into sharper focus in the Department for Education. 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’. You can change your cookie settings at any time. Families are most likely to support a school’s behaviour policies and practices if they understand the reasons for a particular approach. A 2014 Ofsted report mentioned that pupils were ... we’ve taken our eye off behaviour management… Staff and pupils across the school knew what the values were. Through these good relationships, staff felt they were more able to spot behaviour that was out of character and so apply flexibility in the behaviour policy when necessary. Too many headteachers underestimated the amount of disruption that was occurring. Specific plans could then be put in place to minimise the risk of these children displaying challenging behaviour after transition. We found that, in many schools, leaders failed to identify and tackle disruptive behaviour at an early stage or provide enough support for their teachers. In 2018, 17,900 (25%) initial requests for assessment were refused compared with 14,600 (23%) in 2017. Following my visit to the school on 24 January 2017 with Lizzie Jeanes, Ofsted Inspector, I write on behalf of Her Majesty’s Chief Inspector of Education, Children’s ... You have introduced a behaviour management system that is understood by staff and pupils. Don’t worry we won’t send you spam or share your email address with anyone. We also need to know what training the most effective schools employ. Coney Hill Community Primary School. Behaviour management is a subject that causes a lot of heat, and sometimes rather less light. Parental engagement is an important element of effective whole-school behaviour management 2. You’ve accepted all cookies. 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. This is especially the case for those behaviours that are repeated regularly throughout the school day and that ensure: When pupils and staff have a shared understanding of the expectations for these common behaviours, and both staff and pupils follow established routines, overall consistency is easier to achieve. It is also about the use of routines daily and in classes to create an environment in which learning can take place. It’s not enough just to ‘expect the standard’. Authority and pupils with poor language and social skills (Ofsted, 2005). For some pupils, going from a relatively small primary community, where you’re known by everyone and where you have a close relationship with a small number of teachers, to a much larger secondary school with several teachers will be particularly challenging. A complete list of the changes and a web version of the headlines below can be found on our … Continue reading "Changes to the OFSTED Handbook October 2017" Strong views are held regarding the effectiveness of particular approaches, such as restorative justice … A senior leader with expertise in behaviour management has been seconded from a local school. We need to know more about how the most effective secondary schools manage transitions from primary, and especially how the most effective primaries manage the transition from early years into the school setting. Consistency and clarity in understanding and implementing a behaviour policy have been linked to effective behaviour management and lower levels of exclusions. This is quite a revealing paragraph. The advice below is for teachers who, like me, struggled for longer than they would care to admit with behaviour management. We’ll send you a link to a feedback form. Teachers felt that this inconsistency, and a lack of support from senior leaders, undermined their efforts to manage behaviour well. Parents reinforcing agreed school-based rewards and sanctions makes it easier for staff to apply the policy and for children to accept the consequences of their behaviour. Many teachers mentioned the power of regular positive communication. Strong views are held regarding the effectiveness of particular approaches, such as restorative justice or zero tolerance. Ofsted survey report looking into the nature and extent of low-level disruptive behaviour in primary and secondary schools in England. Not all teachers deal with poor behaviour promptly and effectively. That schools have differing views of what good behaviour is, and different emphases in training, begs the question of what approaches actually work best in developing good behaviour for all pupils. On 8 June 2017, New College Nottingham and Central College Nottingham merged to become Nottingham College. 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. Don’t include personal or financial information like your National Insurance number or credit card details. The schools in our sample felt that it was important to identify pupils who were particularly at risk well before they started secondary school so that they could provide appropriate support and prepare them for life in the ‘big school’. 2. 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. 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