The strategy for behaviour and discipline in Fife

1
The strategy for behaviour and discipline in Fife

• Bryan Kirkaldy
• Senior Manager
• November 2006

2
National context

• Social changes
• Rising concern
• Modernising schools to become better fit for
  purpose
• BBBL initiative and action plan

3
Findings staff and pupil perceptions

• Survey of all staff views of discipline,
  behaviour, welfare (2005)
• Low level, high frequency disruption remains the
  prominent issue
• Variation between departments, and between
  schools, in staff perceptions of control and
  well-being
• Action plans to be developed by each school and
  to include surveys of pupil perceptions

4
What works. and what doesnt

• Staff are defensive, inconfident, tolerate low
  level indiscipline
• High rate of punishments, referral to guidance,
  SMT and exclusions
• High staff absence, use of supply
• SMT snowed under with referrals, are not visible
• Induction to fear

• Staff show respect, positive regard, high
  expectations and praise
• Lessons are relevant, accessible and purposeful
• SMT lead the above and are visible, supportive,
  clear and consistent
• System is monitored, coaching and support is
  targeted

5
Nine ingredients of inclusion
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Strategy for behaviour and discipline

• Purpose to develop a coherent and consistent
  approach to improving behaviour across all
  schools, based on most effective practice
• Main elements
• the nature and causes of disruption
• the effective school better fit for purpose
• multi agency context collective accountability
• strategic developments as tools and levers, not
  solutions
• evaluation in what conditions does it work?

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Strategic development work

• Positive prevention
• Being Cool in School/Whats Going On?
• Buddying best practice and evaluation
• Staff support
• Coaching from skilled and trained peers
• Staff welfare project
• Intervention that works
• Intelligence led support
• Restorative approaches modernise relationships
  and lead to better outcomes
• Organisational and cultural development
• Indicators of transformational change
• Themed review of leading inclusion

8
Why restorative?

• It works by
• Reducing repeat misdemeanours
• Attributing responsibility
• Modelling citizenship in real life
• Building resilience and social capital
• Our evaluative task is to discover and create the
  conditions in which it works..readiness to
  modernise relationships