Following my visit to the school on 12 September 2017 with Julian Scholefield, Ofsted Inspector, I write on behalf of Her Majesty’s Chief Inspector of Education, ... all staff in behaviour management. 2. 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. It covers headline messages about Ofsted inspection and debunks Ofsted myths. We inspect services providing education and skills for learners of all ages. The assumption being that these schools had taken steps to improve their behaviour management. OFSTED report. review. Not all teachers deal with poor behaviour promptly and effectively. They need to be explicitly taught to pupils and modelled by all staff in the school. 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? We use cookies to collect information about how you use GOV.UK. Others found positive ways to re-engage with parents when their child was sanctioned. We know that these routines do not happen by accident. Many teachers mentioned the power of regular positive communication. Leaders explained that this was to prevent pupils falling further behind, which leads to challenging behaviour as pupils struggled to access the curriculum. During the summer term the school received leadership support from the headteacher of Cam Woodfield Infants School which is based on the same site. … 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. It is about what everyone in the school does, how they behave, and what expectations are set and taught. Parental engagement is an important element of effective whole-school behaviour management 2. There are not many changes but they are significant. Mr Bennett told the BBC: "Behaviour has not been taken seriously enough in … 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. Register now for a new account on the Excellence Gateway and start building shareable personalised collections of resources. Home; ... Adams Building, Stoney Street, Nottingham, Nottinghamshire, NG1 1NG. 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. OFSTED have slightly revised their handbook for schools. Leaders talked about the value of managing transition to make it as smooth as possible. Independent report Creating a culture: a review of behaviour management in schools Tom Bennett’s independent review on behaviour in schools and strategies to … 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. 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’. 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. That is why we will be embarking on further projects as part of a programme of research on behaviour, looking specifically at what the schools that are most effective at managing behaviour do. Teachers felt that this inconsistency, and a lack of support from senior leaders, undermined their efforts to manage behaviour well. 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 The strategies to manage transition that schools said had been successful include individual support plans or an extended period of transition. Published 25 September 2014 From: 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’. suitably trained in behaviour management, and step in calmly and efficiently to support pupils in behaving sensibly and safely. We also found that terms used in school behaviour policies can cover a wide range of approaches. Nevertheless, most staff we spoke to made a point of establishing good relationships with their pupils. 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" That is why the EIF contains a separate behaviour and attitudes judgement. We use this information to make the website work as well as possible and improve government services. Most schools in our study favoured whole-school behaviour management approaches in which a set of consistent routines are put into practice and rigorously and consistently applied. Many teachers also valued informal discussions with school leaders alongside clear monitoring systems and policies. It is also about the use of routines daily and in classes to create an environment in which learning can take place. Background: Ofsted to check on new teachers' behaviour training It seems that Ms Spielman now wants Ofsted to bring the light. 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. Ofsted homepage. Social behaviours, the ways in which pupils interact with each other and with adults, formed the third component. Share this resource. Ref: DFE-00059-2017 Policies that are called ‘zero-tolerance’, for example, can mean different things in different contexts. 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. However, we found that teachers and headteachers typically did not talk about their approaches in those terms, and rarely made reference to any of the standard approaches so frequently discussed in the media. Tom Bennett’s independent review on behaviour in schools and strategies to support effective behaviour cultures, and the government's response. Established 2017. In some, but by no means all, schools we visited, the values underpinning the behaviour management policy were clear and explicit. To sign up to the service, please click here.. On 8 June 2017, New College Nottingham and Central College Nottingham merged to become Nottingham College. 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. 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. Location East Riding, Yorkshire. In our research, we look at what has changed since ‘Below the radar’ and what issues persist. During classroom visits by inspectors, pupils were engaged in learning They are committed to their learning, know how to study effectively and do so, are resilient to setbacks and take pride in their achievements. Sean Harford, Director, Education, gave this presentation at the conference in Ilminster, Somerset on Wednesday 18 January 2017. A whole-school behaviour approach is much more than a set of policies or documents. Check how the new Brexit rules affect you. Leaders, staff and pupils create a positive environment in which bullying is not tolerated. 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 … The school’s behaviour policy does not support them, or sanction pupils, effectively enough. 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. Behaviour management remains a critical matter that can cloud the working day for too many teachers (NFER, 2013). Children's Behaviour Ofsted Inspection Focus 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. Some schools focused on improving attendance at parents’ evenings. We’ll send you a link to a feedback form. We use cookies to collect information about how you use GOV.UK. Strong views are held regarding the effectiveness of particular approaches, such as restorative justice … Staff, particularly in secondary schools, emphasised the value of teaching desired behaviours and making them routine. 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. We expect that this will bring a greater focus on behaviour on inspection, and allow us to probe more deeply into what schools do and how well this is working. You can change your cookie settings at any time. Coney Hill Community Primary School. This Ofsted survey report looks at what makes nurture group provision successful and evaluates the impact on the pupils and their families. 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. We are providing additional support for schools through our behaviour support networks – … We wanted to identify the strategies that schools use to pre-empt and manage challenging behaviour and promote good behaviour. Meet them at the pass. A 2014 Ofsted report mentioned that pupils were ... we’ve taken our eye off behaviour management… This group should therefore not be confused with the minority of pupils with particular needs or life circumstances. It is also about the values and ethos of the school. In these cases, policies need to be applied flexibly, as was recognised by the teachers and leaders we spoke to. Students are incredibly quick in We also look at what school leaders, teachers and pupils tell us about how they are managing behaviour today. We piloted the questions in a small number of schools and used this feedback to refine the questions. Ofsted have announced that inspectors are going to be asked to ‘collect additional evidence on behaviour as part of inspections to find out how the early years affect later attitudes to learning at school’ in inspections during 2017. Consistency and clarity in understanding and implementing a behaviour policy have been linked to effective behaviour management and lower levels of exclusions. 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. 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. 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 is also being brought into sharper focus in the Department for Education. Don’t include personal or financial information like your National Insurance number or credit card details. The teachers and leaders we spoke with identified different types of behaviours they wanted to see in their pupils. As an inspectorate we need to know what best practice is, so it can inform both our inspectors and the system. These 3 types of behaviours are reflected in the behaviour and attitudes judgement in the EIF. Foundational behaviours, such as punctuality and not calling out, are the baseline pupils need to meet to allow effective teaching and learning to happen. This is quite a revealing paragraph. In 2018, 17,900 (25%) initial requests for assessment were refused compared with 14,600 (23%) in 2017. 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. Wed 1 Nov 2017 09.00 EDT ... and one in eight felt they couldn’t deal with behaviour properly. Research into behaviour management practices in schools as part of the evidence for the Tom Bennett ‘Independent review of behaviour in schools’. 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. Headteachers and teachers told us that establishing clear routines is not just about expecting consistent standards of behaviour (though this is of great importance). Consistency should be the aim, with leaders supporting teachers to achieve this. Additional questions were asked of leaders on these visits. Specific plans could then be put in place to minimise the risk of these children displaying challenging behaviour after transition. We have worked through the October 2017 version and compared it with the last published version in August 2016. We also need to know what training the most effective schools employ. 24 March 2017 Dear Tom I would like to take this opportunity to thank you for your review of behaviour in schools, Creating a culture: how school leaders can optimise behaviour, which focuses on school leadership, culture and ethos. Nursery owners Camilla Parsonage, Tamara Hall. 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. Ofsted survey report looking into the nature and extent of low-level disruptive behaviour in primary and secondary schools in England. 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. 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. 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. Staff felt that this made the long-term management and support of these pupils easier. Don’t include personal or financial information like your National Insurance number or credit card details. Behaviour management is a subject that causes a lot of heat, and sometimes rather less light. 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. This study provides some promising results, but also some continued concerns around the management of behaviour in some schools. 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. Web link for this resource: Managing challenging behaviour.pdf. In the academic year 2016 to 2017, the fixed-period exclusion rate was 4.8% in secondary schools and 1.4% in primary schools. This could be done in a number of ways. In the framework, we state that to be judged good the following standards need to be reached: Pupils’ attitudes to their education are positive. Everyone stands to benefit from good behaviour in schools. Of course, we found good practice as well. We found that teachers and leaders understand the importance of consistency in the implementation of behaviour policies. Extract taken from the Focus Update Service. Most schools mentioned the need to build and maintain positive relationships with all pupils to ensure ongoing good behaviour management. This report can help make a real difference to … 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. In the best schools, there was an emphasis on creating a positive climate for learning. 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. We know that behaviour remains a major concern for teachers. Updated details and added link to further resources available. Behaviour management in 'outstanding' schools A research report on case studies of behaviour management practices in schools rated 'outstanding' by Ofsted. 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). It will take only 2 minutes to fill in. If bullying, aggression, discrimination and derogatory language occur, they are dealt with quickly and effectively and are not allowed to spread. Ofsted is the Office for Standards in Education, Children’s Services and Skills. If we do not get managing behaviour right, we will not be able to provide children with the quality of education they deserve. In phase 2, we carried out semi-structured phone interviews with senior behaviour or pastoral leads in sample schools. 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. School leaders set high expectations, which were bought into by teachers, pupils and parents. However, the vast majority of pupils in a school are capable of behaving well, and most can and should do so for most of the time. We’ll send you a link to a feedback form. We use this information to make the website work as well as possible and improve government services. Ofsted Managing Challenging Behaviour. It also leaves us with a number of questions still to be resolved. 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 2014, we published a report on low-level disruption, ‘Below the radar’, the findings of which were disturbing. As yet, we do not have much evidence on the relative effectiveness of these approaches. 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 … Check how the new Brexit rules affect you. In this commentary, we report on the first phase of this programme. To help us improve GOV.UK, we’d like to know more about your visit today. Strong views are held regarding the effectiveness of particular approaches, such as restorative justice or zero tolerance. The advice below is for teachers who, like me, struggled for longer than they would care to admit with behaviour management. Worryingly, only a third of teachers said that the school’s behaviour policies were applied consistently. Strong views are held regarding the effectiveness of particular approaches, such as restorative … It will take only 2 minutes to fill in. 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. Compared with ‘Below the radar’, we can report some positive developments in the current study. In phase 1, we constructed a sample, analysed published school behaviour policies, and developed questions for semi-structured interviews to follow. There’s further guidance and resources, like checklists and tools, at behaviour and discipline in schools. You’ve accepted all cookies. Many leaders in our study confirmed that they achieved consistency through regular training, mentoring and induction of new teachers. In the schools where teachers, leaders, pupils and parents shared common values and high expectations, the school was less likely to need detailed lists of behaviours because responses were determined by the ethos or values of the school. Families are most likely to support a school’s behaviour policies and practices if they understand the reasons for a particular approach. When this is not the case, the school takes appropriate, swift and effective action. OfSTED Report 2017. 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. The vast majority of those who do not behave can be taught to do so through explicit teaching and effective behaviour management. Said effective behaviour management, and a lack of support from senior leaders provided support. A particular approach pupils when necessary felt they couldn ’ t include personal or financial information like National! With the last published version in August 2016 at any time, formed third! ’ behaviour around the school ofsted behaviour management 2017 s policies and practices if they understand the importance of consistency the! 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