Consistency and clarity in understanding and implementing a behaviour policy have been linked to effective behaviour management and lower levels of exclusions. 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. Leaders talked about the value of managing transition to make it as smooth as possible. Strong views are held regarding the effectiveness of particular approaches, such as restorative justice … School leaders set high expectations, which were bought into by teachers, pupils and parents. Moments of transition, from an early years setting to primary school, from primary to secondary, or from one school to another, are very important. We also look at what school leaders, teachers and pupils tell us about how they are managing behaviour today. This was often the headteacher, particularly in smaller schools. 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. Ofsted is the Office for Standards in Education, Children’s Services and Skills. Strong views are held regarding the effectiveness of particular approaches, such as restorative … Behaviour matters. Behaviour management is a subject that causes a lot of heat, and sometimes rather less light. It also leaves us with a number of questions still to be resolved. OFSTED have slightly revised their handbook for schools. 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. It will take only 2 minutes to fill in. There’s further guidance and resources, like checklists and tools, at behaviour and discipline in schools. Web link for this resource: Managing challenging behaviour.pdf. Research into behaviour management practices in schools as part of the evidence for the Tom Bennett ‘Independent review of behaviour in schools’. 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. Behaviour management is a subject that causes a lot of heat, and sometimes rather less light. Some schools focused on improving attendance at parents’ evenings. Extract taken from the Focus Update Service. Behaviour management remains a critical matter that can cloud the working day for too many teachers (NFER, 2013). In 2014, we published a report on low-level disruption, ‘Below the radar’, the findings of which were disturbing. 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. This is quite a revealing paragraph. In this commentary, we report on the first phase of this programme. Children’s Services and Skills 2017/18 Presented to Parliament pursuant to section 121 of the Education and Inspections Act 2006. A whole-school behaviour approach is much more than a set of policies or documents. Authority and pupils with poor language and social skills (Ofsted, 2005). 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 … 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 2018, 17,900 (25%) initial requests for assessment were refused compared with 14,600 (23%) in 2017. It has brought improvement in pupils’ behaviour around the school 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. Staff felt that this made the long-term management and support of these pupils easier. 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. 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. 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. Don’t worry we won’t send you spam or share your email address with anyone. 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 The result is that all pupils show a good attitude to learning. Wed 1 Nov 2017 09.00 EDT ... and one in eight felt they couldn’t deal with behaviour properly. The behaviour for learning of a small group of pupils is not good enough. Others found positive ways to re-engage with parents when their child was sanctioned. Don’t include personal or financial information like your National Insurance number or credit card details. It will take only 2 minutes to fill in. Behaviour management will also be a focus in our upcoming initial teacher education inspection framework. Behaviour management in 'outstanding' schools A research report on case studies of behaviour management practices in schools rated 'outstanding' by Ofsted. Independent report Creating a culture: a review of behaviour management in schools Tom Bennett’s independent review on behaviour in schools and strategies to … Don’t worry we won’t send you spam or share your email address with anyone. A 2014 Ofsted report mentioned that pupils were ... we’ve taken our eye off behaviour management… It gives parents a sense of involvement, provides a consistent message and helps their understanding of procedures and rules 3. 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. 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 builds on guidance produced by the Government’s lead adviser on behaviour, Tom Bennett in 2017. We piloted the questions in a small number of schools and used this feedback to refine the questions. 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. Strong views are held regarding the effectiveness of particular approaches, such as restorative justice or zero tolerance. Coney Hill Community Primary School. It should therefore surprise no one that we are concerned with ensuring that we know and inspect behaviour well. Ofsted … Additional questions were asked of leaders on these visits. “ Ofsted Annual report. 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" review. suitably trained in behaviour management, and step in calmly and efficiently to support pupils in behaving sensibly and safely. Nursery owners Camilla Parsonage, Tamara Hall. We have worked through the October 2017 version and compared it with the last published version in August 2016. 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. 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 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. As an inspectorate we need to know what best practice is, so it can inform both our inspectors and the system. This study provides some promising results, but also some continued concerns around the management of behaviour in some schools. 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 … We use cookies to collect information about how you use GOV.UK. All the settings we visited agreed that involving parents in successful behaviour management was important. During the summer term the school received leadership support from the headteacher of Cam Woodfield Infants School which is based on the same site. 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. Check how the new Brexit rules affect you. 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. Policies that are called ‘zero-tolerance’, for example, can mean different things in different contexts. Many teachers mentioned the power of regular positive communication. 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. Teachers felt that this inconsistency, and a lack of support from senior leaders, undermined their efforts to manage behaviour well. We also found that terms used in school behaviour policies can cover a wide range of approaches. Not all teachers deal with poor behaviour promptly and effectively. Consistency should be the aim, with leaders supporting teachers to achieve this. Ofsted's Chief Inspector, Amanda Spielman, summarises our findings so far on managing behaviour in schools and our future projects. Leaders, staff and pupils create a positive environment in which bullying is not tolerated. Too many teachers simply accepted low-level disruption as a part of everyday life in the classroom. Leaders in these schools did not accept low standards of behaviour and made sure teachers were supported in managing behaviour. 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. These 3 types of behaviours are reflected in the behaviour and attitudes judgement in the EIF. 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. We are providing additional support for schools through our behaviour support networks – … Resource Type: Report. 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. Pupils have high attendance, come to school on time and are punctual to lessons. In the framework, we state that to be judged good the following standards need to be reached: Pupils’ attitudes to their education are positive. Home; ... Adams Building, Stoney Street, Nottingham, Nottinghamshire, NG1 1NG. To allow parents to do so, they need to be properly informed of the school’s policies and practices. OFSTED report. Of course, we found good practice as well. This could be more difficult to achieve in secondaries and larger primary schools. 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