Behaviour and attendance

1

Key Stage 3 National Strategy Behaviour and
Attendance Training Materials Core Day 1
2
Session 1 Aims of the session

• For school senior leadership teams to
• Be introduced to the DfES advice on whole school
  behaviour and attendance policy
• Discuss the values, principles and beliefs that
  inform an inclusive whole school policy
• Review the current policy for behaviour and
  attendance
• Examine strategies for gaining whole school and
  community ownership of policies

Slide 1
3
A positive approach

• Encourages positive behaviour rather than
  punishes bad behaviour
• Includes policies that distinguish between
  appropriate and inappropriate behaviour
• Promotes consistency to which all staff should
  feel committed

Slide 2
4
The policy should

• Build on clear values, principles and beliefs
• Promote high standards of behaviour, attendance
  and achievement
• Be understood and owned by the whole school
  community
• Include all school staff, pupils and
  parents/carers in its development and evaluation
• Inform and be informed by practice both inside
  and outside of the classroom
• Include advice on monitoring and evaluation
• Be concise and avoid any unnecessary bureaucracy

Slide 3
5
The policy should refer to

• Principles the whole school community
• Principles schools aims and the curriculum
• Promoting teaching and learning
• Roles and responsibilities
• Standards
• Rewards

• Sanctions
• Pupil support
• Staff support
• Support for parents
• Consultation
• Resources
• Monitoring and review

Slide 4
6
An effective behaviour and attendance policy

• Shows how the school values and includes all
  members of its community
• Is essential for a creative environment in which
  all members of the school community can thrive,
  feel respected, safe and secure
• Improves pupils, parents/carers and staff
  confidence in the school

Slide 5
7

High expectations
Parent, staff and pupil support systems
Principles
Beliefs
Ethos
Values
Slide 6
8
The policy will explain

• How pupils learn positive behaviour and regular
  attendance
• How adults teach positive behaviour and
  attendance
• How parents/carers can contribute

Slide 7
9
When reviewing your school policy, consider
whether it is

• Appropriate
• Efficient
• Effective
• Fair

Slide 8
10
Summary

• The most effective policy
• Is underpinned by shared values, principles and
  beliefs
• Has clearly defined aims which fit the ethos of
  the school
• Reflects the needs of the whole school population
• Is reviewed by making judgements across all
  aspects of school life

Slide 9
11
Session 2 Aims of the session

• For school senior leadership teams to receive
  support in
• Implementing a policy which promotes a consistent
  approach to behaviour and attendance
• Considering how to implement change following a
  policy review
• Identifying school systems that support
  implementation
• Encouraging the communication of success

Slide 1
12
OFSTED report on behaviour and attendance

• The key characteristic is the consistency with
• which staff, having agreed a policy, apply it

Slide 2
13
All staff should

• Own the development of the policy
• Know their role in defining the policy principles
• Inform policy development and implementation
  through sharing their own good practice

Slide 3
14
According to OFSTED

• Pupils had learnt how to circumvent rules and to
  exploit differences in teachers approaches

Slide 4
15
There are too many pupils being sent out of
lessons and referred to SLT.

• How does this situation affect me?
• What is the biggest problem that this situation
  causes me?
• What support do I need to change this situation?

Slide 5
16
School systems to facilitate support

• Pastoral organisation
• Subject department groupings (e.g. humanities)
• Timetabling
• Parent/carer consultation arrangements
• Organisation of premises
• Lunchtime and break organisation

Slide 6
17
Summary

• Successful implementation of the behaviour and
  attendance policy is through
• Ownership of the change and consistent
  approaches by all staff
• Shared identification of solutions that are
  relevant and workable
• School systems that support implementation
• Celebrating and sharing success regularly and
  widely

Slide 7
18
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Session 3 Aims of the session

• To promote the use of a behaviour and attendance
  audit
• To familiarise schools with the behaviour and
  attendance audit
• To help prepare schools to undertake an audit
• To establish what consultant support may be
  needed to undertake an effective audit

Slide 1
20
The behaviour and attendance audit is

• For all schools
• For the whole school
• For everyone involved e.g. staff, pupils, parents
• About outside as well as inside the classroom
• Tailored and adaptable to local issues

Slide 2
21
The audit process
Gathering
Collation
Interpretation
Decision making
Action planning
Implementation
Review
Slide 3
22
The role of the behaviour and attendance
consultant 1

• Supporting SLT during initial review
• Being a critical friend to the process
• Brief discussion with SLT on process and action
  points following the initial review
• Assistance with collation of data

Slide 4
23
The role of the behaviour and attendance
consultant 2

• Assistance with in-depth audits
• Input into action plan meetings
• Ongoing support and training following the audit
• Liaison with other strategy consultants to ensure
  coherent whole school picture
• Participation in follow-up monitoring and review

Slide 5
24
Summary

• The audit
• Is flexible and selective
• Requires careful planning of staff time
• Involves all staff, some of whom may require
  reassurance
• Is supported by consultant advice
• Leads to a focused action plan

Slide 6
25
Session 4 Aims of the session

• To build on sessions 1-3 with practical advice
  about staff training to improve classroom
  teaching and learning
• To examine how effective classroom teaching can
  promote positive behaviour and regular attendance
  
• To consider approaches to planning which include
  all pupils and raise standards of behaviour and
  attendance

Slide 1
26
Support and guidance from the senior leadership
team may involve

• Identifying training needs
• Coaching in behaviour and attendance management
• In-class support and modelling of strategies
• Observation, feedback and evaluation of good
  practice to promote behaviour and attendance
• Support for staff in addressing individual pupil
  needs
• Improving peer support systems
• Support for behaviour and attendance improvement
  planning

Slide 2
27
Situations for which planning is needed

• Pupils who arrive late
• Pupils who do not participate in the whole class
  lesson
• Pupils who do not participate in group work
• Pupils who have returned to school after an
  absence
• Pupils who have recently arrived at the school
  following exclusion from another school
• Pupils who have particular social, emotional or
  behavioural needs

Slide 3
28
Aspects of physical environment which may impact
on pupil behaviour and learning

• The furniture may be fixed
• External distractions and noise at certain times
  of the day
• Light and ventilation in rooms may not be
  adjustable
• Sight lines may be poor
• Classrooms may be cluttered and untidy

Slide 4
29
Summary

• Effective teaching for positive behaviour and
  regular attendance includes
• Structuring lessons to include the teaching of
  positive behaviour and attendance
• All the techniques for effective teaching in
  general
• Good classroom organisation, including the
  physical environment
• Understanding pupils' responses and needs related
  to their behaviour and attendance

Slide 5