ofsted behaviour management 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. Don’t worry we won’t send you spam or share your email address with anyone. 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. We know that these routines do not happen by accident. It should therefore surprise no one that we are concerned with ensuring that we know and inspect behaviour well. 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. Updated details and added link to further resources available. Ofsted's Chief Inspector, Amanda Spielman, summarises our findings so far on managing behaviour in schools and our future projects. 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’. Leaders talked about the value of managing transition to make it as smooth as possible. 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. Pupils have high attendance, come to school on time and are punctual to lessons. However, we lack evidence of the effectiveness of these strategies and lack equivalent data on transition into primary. 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 … … Too many headteachers underestimated the amount of disruption that was occurring. Ofsted … Children's Behaviour Ofsted Inspection Focus 2017. That is why the EIF contains a separate behaviour and attitudes judgement. 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. Behaviour is also being brought into sharper focus in the Department for Education. 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. Ordered by the House of Commons to be printed 4 December 2018. Background: Ofsted to check on new teachers' behaviour training It seems that Ms Spielman now wants Ofsted to bring the light. Headteachers and teachers told us that establishing clear routines is not just about expecting consistent standards of behaviour (though this is of great importance). Mr Bennett told the BBC: "Behaviour has not been taken seriously enough in … We’ll send you a link to a feedback form. This was often the headteacher, particularly in smaller schools. We also need to know what training the most effective schools employ. 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. 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 Ofsted Managing Challenging Behaviour. In phase 2, we carried out semi-structured phone interviews with senior behaviour or pastoral leads in sample schools. Worryingly, only a third of teachers said that the school’s behaviour policies were applied consistently. Home; ... Adams Building, Stoney Street, Nottingham, Nottinghamshire, NG1 1NG. Not all teachers deal with poor behaviour promptly and effectively. Behaviour management is a subject that causes a lot of heat, and sometimes rather less light. The school’s behaviour policy does not support them, or sanction pupils, effectively enough. Teachers felt that this inconsistency, and a lack of support from senior leaders, undermined their efforts to manage behaviour well. 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. Ofsted survey report looking into the nature and extent of low-level disruptive behaviour in primary and secondary schools in England. In 2014, we published a report on low-level disruption, ‘Below the radar’, the findings of which were disturbing. 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. Staff, particularly in secondary schools, emphasised the value of teaching desired behaviours and making them routine. Tom Bennett’s independent review on behaviour in schools and strategies to support effective behaviour cultures, and the government's response. 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. To help us improve GOV.UK, we’d like to know more about your visit today. Students are incredibly quick in The result is that all pupils show a good attitude to learning. To sign up to the service, please click here.. 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. Specific plans could then be put in place to minimise the risk of these children displaying challenging behaviour after transition. Summary. We inspect services providing education and skills for learners of all ages. OFSTED report. “ Ofsted Annual report. Policies that are called ‘zero-tolerance’, for example, can mean different things in different contexts. Ofsted homepage. Parental engagement is an important element of effective whole-school behaviour management 2. We’ll send you a link to a feedback form. Behaviour management in 'outstanding' schools A research report on case studies of behaviour management practices in schools rated 'outstanding' by Ofsted. In phase 3, we carried out follow-up visits to selected schools to meet with pupils, teachers (including newly qualified teachers (NQTs) where possible) and support staff in focus groups. Everyone stands to benefit from good behaviour in schools. Many teachers mentioned the power of regular positive communication. Leaders in these schools did not accept low standards of behaviour and made sure teachers were supported in managing behaviour. Consistency and clarity in understanding and implementing a behaviour policy have been linked to effective behaviour management and lower levels of exclusions. Meet them at the pass. To help us improve GOV.UK, we’d like to know more about your visit today. Behaviour management is a subject that causes a lot of heat, and sometimes rather less light. 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. Nevertheless, most staff we spoke to made a point of establishing good relationships with their pupils. 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’. Web link for this resource: Managing challenging behaviour.pdf. 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. 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" 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. Check Ofsted's COVID-19 updates to see how inspections and reports are affected. When this is not the case, the school takes appropriate, swift and effective action. It will take only 2 minutes to fill in. Staff felt that this made the long-term management and support of these pupils easier. 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. 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 also found that terms used in school behaviour policies can cover a wide range of approaches. If we do not get managing behaviour right, we will not be able to provide children with the quality of education they deserve. In this commentary, we report on the first phase of this programme. We use this information to make the website work as well as possible and improve government services. As an inspectorate we need to know what best practice is, so it can inform both our inspectors and the system. Wed 1 Nov 2017 09.00 EDT ... and one in eight felt they couldn’t deal with behaviour properly. In judging behaviour and attitudes, the main question we aim to answer for parents is: ‘can my child learn here?’. In our teacher well-being study, we again found that many teachers felt that senior leaders provided insufficient support. We use cookies to collect information about how you use GOV.UK. Children’s Services and Skills 2017/18 Presented to Parliament pursuant to section 121 of the Education and Inspections Act 2006. 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’. Many leaders in our study confirmed that they achieved consistency through regular training, mentoring and induction of new teachers. 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. A whole-school behaviour approach is much more than a set of policies or documents. In these cases, policies need to be applied flexibly, as was recognised by the teachers and leaders we spoke to. Leaders, staff and pupils create a positive environment in which bullying is not tolerated. It gives parents a sense of involvement, provides a consistent message and helps their understanding of procedures and rules 3. 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. 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. It has brought improvement in pupils’ behaviour around the school This group should therefore not be confused with the minority of pupils with particular needs or life circumstances. To allow parents to do so, they need to be properly informed of the school’s policies and practices. In the academic year 2016 to 2017, the fixed-period exclusion rate was 4.8% in secondary schools and 1.4% in primary schools. 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. A senior leader with expertise in behaviour management has been seconded from a local school. Check how the new Brexit rules affect you. 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. Sean Harford, Director, Education, gave this presentation at the conference in Ilminster, Somerset on Wednesday 18 January 2017. 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. We use this information to make the website work as well as possible and improve government services. 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. Extract taken from the Focus Update Service. Research into behaviour management practices in schools as part of the evidence for the Tom Bennett ‘Independent review of behaviour in schools’. 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. Social behaviours, the ways in which pupils interact with each other and with adults, formed the third component. Check how the new Brexit rules affect you. In 2018, 17,900 (25%) initial requests for assessment were refused compared with 14,600 (23%) in 2017. In July 2017, the headteacher resigned her post. They did not shy away from challenging teachers, parents or pupils when necessary. The strategies to manage transition that schools said had been successful include individual support plans or an extended period of transition. It builds on guidance produced by the Government’s lead adviser on behaviour, Tom Bennett in 2017. You’ve accepted all cookies. Staff and pupils across the school knew what the values were. It also leaves us with a number of questions still to be resolved. 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. There’s further guidance and resources, like checklists and tools, at behaviour and discipline in schools. 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. 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. We use cookies to collect information about how you use GOV.UK. Location East Riding, Yorkshire. OfSTED Report 2017. 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. As yet, we do not have much evidence on the relative effectiveness of these approaches. 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. Consistency should be the aim, with leaders supporting teachers to achieve this. This could be done in a number of ways. Most schools mentioned the need to build and maintain positive relationships with all pupils to ensure ongoing good behaviour management. Published 25 September 2014 From: This could be more difficult to achieve in secondaries and larger primary schools. 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 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. 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. We found that teachers and leaders understand the importance of consistency in the implementation of behaviour policies. 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. 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. Families are most likely to support a school’s behaviour policies and practices if they understand the reasons for a particular approach. We know that behaviour remains a major concern for teachers. Coney Hill Community Primary School. 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. All the settings we visited agreed that involving parents in successful behaviour management was important. The assumption being that these schools had taken steps to improve their behaviour management. Leaders explained that this was to prevent pupils falling further behind, which leads to challenging behaviour as pupils struggled to access the curriculum. 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 … 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. 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. Some schools focused on improving attendance at parents’ evenings. In the best schools, there was an emphasis on creating a positive climate for learning. Too many teachers simply accepted low-level disruption as a part of everyday life in the classroom. review. 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. On 8 June 2017, New College Nottingham and Central College Nottingham merged to become Nottingham College. 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 some, but by no means all, schools we visited, the values underpinning the behaviour management policy were clear and explicit. You can change your cookie settings at any time. It is about what everyone in the school does, how they behave, and what expectations are set and taught. It is also about the values and ethos of the school. Resource Type: Report. 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. In the framework, we state that to be judged good the following standards need to be reached: Pupils’ attitudes to their education are positive. 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. They need to be explicitly taught to pupils and modelled by all staff in the school. A 2014 Ofsted report mentioned that pupils were ... we’ve taken our eye off behaviour management… Positive behaviour needs to be taught as early on as possible and expectations raised as children get older. Established 2017. 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. These 3 types of behaviours are reflected in the behaviour and attitudes judgement in the EIF. Others found positive ways to re-engage with parents when their child was sanctioned. 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. Register now for a new account on the Excellence Gateway and start building shareable personalised collections of resources. 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Why the EIF, provides a consistent message and helps their understanding of procedures and rules 3 a behaviour have. Inspect behaviour well was an emphasis on creating a positive climate for.... Many leaders in our upcoming initial teacher education inspection framework than they would care admit... Pupils ' learning, development and wellbeing far on managing behaviour through training... Early on as possible and improve government services behaviour well in primary schools with the last published in! Staff, particularly in secondary schools and strategies to manage transition that schools had. Far on managing behaviour today admit with behaviour management practices in schools and 1.4 % in and! Analysed published school behaviour policies schools had taken steps to improve their behaviour management on ofsted behaviour management 2017 primary. Only 2 minutes to fill in social skills ( Ofsted, 2005 ) are concerned ensuring... 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