School self-evaluation: behaviour and attendancewsassets.s3.amazonaws.com/ws/nso/pdf/8ccc407accf927c...Emphasise that the school’s leadership team will take the lead in implementing

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School self-evaluation: behaviour and attendance

School self-evaluation:behaviour and attendance

PrimaryNational Strategy

School self-evaluation:behaviour and attendance

This session will take a minimum of one hour

Objectives

• To consider how school self-evaluation willhelp you to promote positive behaviourand regular attendance

• To familiarise you with some tools for self-evaluation

• To help you plan how you might use thesetools in school

Resources

• OHTs 1.1–1.6

• Handouts 1.1–1.3

• A highlighter pen for each participant

• Flipchart paper

• Sticky notes

• A print copy of the Primary National Strategy’s Initial review and In-depth audits (1732-2005CDO-EN)for each participant

Session outlineIntroduction 3 minutes

An initial self-review 20 minutes

Exploring the in-depth audit tools 15 minutes

What’s in it for us? 15 minutes

Planning next steps 5 minutes

Summary 2 minutes

3© Crown copyright 2005 1734-2005PD5-EN School self-evaluation: behaviour and attendance

Primary National Strategy

Introduction 3 minutesBriefly discuss the importance now placed on school self-evaluation as the starting point

for external inspection and, more importantly, school development/improvement planning.

Ask participants for examples of self-evaluation tools they are currently using or have used in

school (for example, tools like the CSIE Index for Inclusion, or local tools devised within the LEA).

Use OHT 1.1 to run through the aims of the session, which offers the group an opportunity

to look together at a set of school self-evaluation tools that focus on behaviour and attendance.

OHT 1.1

These tools are needed because behaviour and attendance are very often areas of concern

in school, where much energy is expended on trying to solve problems but where systematic

analysis of strengths and weaknesses is not always undertaken.

Emphasise that the school’s leadership team will take the lead in implementing self-evaluation

in the area of behaviour and attendance, but that ultimately it is a tool that will support everyone

because it will help to improve the learning and teaching environment for all.

Aims

• To consider how school self-evaluation willhelp you to promote positive behaviour andregular attendance

• To familiarise you with some toolsfor self-evaluation


4 School self-evaluation: behaviour and attendance 1734-2005PD5-EN © Crown copyright 2005


An initial self-review 20 minutes Activity (15 minutes)

Give out Handout 1.1, sample pages from the Primary National Strategy’s Initial review

self-evaluation materials. Ask the group to work in pairs, each focusing on their school and

highlighting the ‘descriptors’ (the sentences on the handout that describe practice) that seem

to provide the best fit to their own school situation.

Handout 1.1

2b)

Syst

ems

for

supp

ortin

g th

e w

ell-b

eing

of s

taff

and

child

ren

Focu

sin

g

The

man

agem

ent g

roup

are

aw

are

of th

e im

port

ance

of m

aint

aini

ngst

aff m

oral

e an

d m

eetin

gch

ildre

n’s

emot

iona

l nee

ds.

The

scho

ol’s

sta

tem

ent o

fov

erar

chin

g ai

ms

and

prin

cipl

esst

ates

that

chi

ldre

n an

d st

aff a

reva

lued

.Som

e st

aff a

nd c

hild

ren

feel

val

ued

and

‘list

ened

to’.

Info

rmal

sys

tem

s be

twee

nco

lleag

ues

are

the

prin

cipa

lso

urce

of s

uppo

rt fo

r st

aff.

Dev

elop

ing

The

man

agem

ent g

roup

are

begi

nnin

g to

set

up

som

efo

rmal

syst

ems

to p

rom

ote

the

emot

iona

l hea

lth a

nd w

ell-b

eing

ofst

aff a

nd c

hild

ren.

Som

e sy

stem

s ar

e in

pla

ce to

ensu

re th

at s

taff

are

supp

orte

dw

hen

deal

ing

with

a p

artic

ular

diffi

culty

(a g

roup

or

indi

vidu

alch

ild).

Syst

ems

are

in p

lace

to a

llow

staf

fto

‘off-

load

’ or

take

tim

eou

t(w

ith s

uppo

rt if

nec

essa

ry)

incr

isis

situ

atio

ns.

Esta

blis

hin

g

Man

ager

s se

ek fe

edba

ck fr

omst

aff a

nd c

hild

ren

rega

rdin

g th

eir

wel

l-bei

ng.

Som

e fo

rm o

f sup

port

for

indi

vidu

al m

embe

rs o

f sta

ffis

avai

labl

e on

req

uest

.

The

impo

rtan

ce o

f inf

orm

al a

s w

ell

as fo

rmal

sys

tem

s fo

r pr

omot

ing

wel

l-bei

ng is

ack

now

ledg

ed.S

taff

have

opp

ortu

nitie

s to

get

to k

now

each

oth

er a

s in

divi

dual

s an

dha

ve fu

n,so

met

imes

out

side

ofth

e w

ork

cont

ext.

Syst

ems

are

in p

lace

to e

nsur

eth

at c

hild

ren

and

staf

f ‘ha

vea

voic

e’ a

nd fe

el li

sten

ed to

.

Act

ion

is s

omet

imes

take

n as

are

sult

of fe

edba

ck.

Enh

anci

ng

An

appr

opria

te fo

rm o

f aud

it is

inpl

ace

for

iden

tifyi

ng th

e ne

eds

of s

taff

and

child

ren

and

thei

rem

otio

nal h

ealth

and

wel

l-bei

ng.

Regu

lar,

plan

ned,

non-

stig

mat

isin

gop

port

uniti

es a

re p

rovi

ded

for

staf

f and

chi

ldre

n to

mak

e th

eir

need

s an

d id

eas

know

n.

Thes

e ar

e di

scus

sed

colla

bora

tivel

y an

d ac

tions

take

nw

here

pos

sibl

e.

Both

form

al a

nd in

form

alm

echa

nism

s de

mon

stra

te th

eim

port

ance

the

scho

ol p

lace

son

staf

f wel

l-bei

ng.



Before taking feedback on this activity, show OHT 1.2 which illustrates diagrammatically the

various components of the self-evaluation tools the group are going to look at in the session.

Locate on the diagram the handout they have been looking at. It is part of the ‘Initial review’.

OHT 1.2

Ask participants to look briefly at pages 11 and 12 of the Initial review. Use the notes on these

pages to talk through the process it is envisaged that schools might use to complete their review.

Highlight in particular the following points.

• The initial review involves the management team analysing the school’s data on behaviour

and attendance, since we know from Ofsted’s evidence that sound data analysis is

instrumental in school improvement in this area.

• This is followed by using a self-evaluation grid. This is intended to be a quick, intuitive

process which brings together a range of views from staff working at different levels and

in different contexts (it can also be helpful to involve a ‘critical friend’ from outside the school

in the process).

• Using the self-evaluation grid gives the school a picture of where it sits in a continuum

of development and effectiveness. The school will be at different points on this continuum,

or improvement ‘journey’, in the different areas covered in the grid.

• The picture painted through use of the grid will not be an exact one. It will, however, give

the school an idea about areas it might want to explore further, a sense of its strengths

and an idea of where it might want to get to in the future to improve school standards.

Refer back to the highlighting exercise the group have done and take feedback on issues it raised.

Who do the group think ought to be involved in this type of self-evaluation? What were

participants’ views on the descriptors used and how they match to the four headings

(focusing, developing, establishing, enhancing) that describe the continuum of the development/

improvement journey?

Understanding the audit process –an overview

Management team

Initial review1. Reviewing the data2. Drawing on others’ views3. Taking an overview of strengths

and weaknesses, using the gridfor self-evaluation

4. Setting out the areas that requireaction or further examination throughthe in-depth audits

In-depth audits1. Leadership and management2. Whole-school ethos and framework3. School organisational factors and the

management and deployment of resources4. Continuing to improve the quality

of teaching and learning5. Pupil support systems6. Staff development and support

Action



Issues raised might include:

• the varying judgements that might be made by different personnel within the school.

Emphasise that the initial self-review is about ‘best fit’ rather than exact judgements. Stress

the potential role of a focus group drawn from different levels within the school in reaching

judgements through discussion;

• whether the descriptors are pitched too high. Some schools may feel they are not yet at

the ‘focusing’ stage in some areas. Acknowledge that this is likely to happen quite often;

• the potential usefulness of the descriptors in identifying the next steps a school might want

to take, whatever its starting point, in the school improvement journey. Draw out the point

that this is a key purpose of the review. It is intended to help plan action as well as to take

stock of current practice.

Activity (5 minutes – allow longer if time is available)

Ask the group to browse through their copy of the Initial review. Suggest that they look

particularly at the sections on reviewing data and the notes on identifying key findings and issues

for further action.

Suggest the use of sticky notes to jot down issues and comments that arise as participants look

through the review. Say that, when they have had a chance to look through all the self-evaluation

tools outlined in OHT 1.2, you want to come back to the group’s comments and issues and explore

them together. Collect the sticky notes on a flipchart.

Exploring the in-depth audit tools 15 minutes Note that the initial review is based largely on perceptions of the school’s strengths and areas

for development. It does not directly gather evidence to support those perceptions, outside of the

raw data on behaviour and attendance – data which, although essential, often needs ‘unpacking’

and explaining.

Schools may therefore want to ‘unpack’ the perceptions and data about one or more areas of the

school’s work in more detail. They can do this, if they choose to, by using the tools available in six

in-depth audit booklets. The initial self-review will help them to choose which, if any, of the in-depth

audit booklets to use. They will choose the in-depth audit(s) that relate to areas of the self-

evaluation grid where school practice was towards the ‘focusing’ or ‘developing’ end of the

continuum in the initial self-review.



Activity (15 minutes)

Ask participants to work in groups of six. Each person takes one of the in-depth audit booklets.

Their task is to investigate their booklet for 5 minutes and then take a minute or two to:

• provide an overview for the others in their group of the type of tools which that particular

in-depth audit provides;

• give a view on any tools that immediately strike them as potentially useful in their school;

• note comments and issues on sticky notes as before.

The task is summarised on OHT 1.3.

OHT 1.3

Before participants begin, explain that all of the tools they will see in the in-depth audit booklets

are available electronically, on CD-ROM and on the National Primary Strategy website. Responses

can be entered and collated using the software on the CD-ROM. The software takes care of

analysing the data and will produce a report (with text, graphs and charts) of key findings.

After the task, give out Handout 1.2, to illustrate the type of report that might be generated

by the software if a school uses the in-depth audit tools.

Handout 1.2

Handout 1.2 page 3 of 3

Analysis D (behaviour systems):The views of children (by ethnicity)

Source of evidence:

• children’s questionnaire.

Analysis E (behaviour systems):The views of staff (by role)

Source of evidence:

• staff questionnaire.

25© Crown copyright 2004 DfES 0224-2004 School self-evaluation: behaviour and attendance


Analysis B (behaviour systems):The views of children (by year group)

Source of evidence:


Analysis C (behaviour systems):The views of children (by gender)

Source of evidence:



24 School self-evaluation: behaviour and attendance DfES 0224-2004 © Crown copyright 2004


Handout 1.2

Sample report generated from electronic audit

How well are school systems for promoting positive behaviourperceived to work ?

Staff and governors

How effective are the reward and sanction systems in promoting positivebehaviour and deterring inappropriate behaviour?

Parent/carer

How good are the reward and sanction systems at promoting positive behaviourand deterring children from inappropriate behaviour?

Children

How good are rewards and punishments at helping children to try hard at theirwork and behave well?

Analysis A (positive behaviour systems)Overall: the views of staff, children, parents/carers and governors

Sources of evidence:

• children’s questionnaire;

• staff questionnaire;

• parent/carer questionnaire;

• governor questionnaire.



Task

• Provide an overview for the others in your groupof the type of tools in the in-depth audit

• Give a view on any of the tools that immediatelystrike you as potentially useful in your school

• Note comments and issues on sticky notes



What’s in it for us? 15 minutesIt is likely that participants will be instrumental in introducing the self-evaluation process in school.

They should therefore have a good understanding of:

• the reasons for undertaking self-evaluation in this area;

• the tools that are available;

• the processes involved;

• the likely issues about self-evaluation in their unique school context.

They will inevitably also need skills in convincing potentially sceptical colleagues of the benefits

that self-evaluation will bring. The next activity aims to help them with this.

Activity (5 minutes)

OHT 1.4

Invite participants to imagine they are introducing the self-evaluation tools to their colleagues.

Using OHT 1.4, ask them to devise five bullet points to use when they are explaining the reasons

for undertaking this kind of self-evaluation.

Remind participants that reviewing data on attainment has become a regular part of school life and

school improvement. Ask them to consider whether a similar formal and frequent analysis is made

of data on behaviour.

Take feedback from the activity and ask someone to log the main points on a flipchart as you take

responses. Check the points made against those on OHT 1.5.

• Reflecting the raised profile of behaviour and attendance nationally.

• Providing a starting point for any school wishing to improve behaviour and attendance.

• Collecting together and mobilising data to inform targeted action.

• Establishing a baseline against which progress can be measured later.

• Identifying existing strengths and revealing good practice for sharing.

• Empowering all staff by giving them a say.

• Empowering children and parents/carers by giving them a say – finding out what children

and parents think.

• Providing an opportunity to get beneath the surface of common perceptions about children’s

behaviour in the school.

Why behaviour and attendanceself-evaluation?You are launching a behaviour and attendance auditwith colleagues. Devise five bullet points to use whenexplaining the reasons for undertaking the audit.



• Identifying where improvements can be made.

• Helping to plan a professional development programme on behaviour and attendance

for all staff.

OHT 1.5

Significantly, the process of self-evaluation is ‘owned’ by the school and feeds into its regular

processes for school improvement such as the school improvement plan. The self-evaluation

should be seen as the start of a process that will make a difference to standards.

Round off the discussion with the following points.

• A great deal of good news will come from the self-evaluation – it is an excellent opportunity

to say ‘well done’.

• Stress the importance of creating opportunities for staff who are most skilled in promoting

positive behaviour to share best practice.

• Time spent in self-evaluation is well spent. If referrals to senior managers are reduced

as a result, the time spent will be repaid many times over.

• Self-evaluation could lead to curriculum changes, improved CPD opportunities, changes

in staffing levels or deployment, or improvements in support systems for staff and children,

which colleagues will see as immediately helpful to them when working to promote positive

behaviour and regular attendance.

Return to the sticky notes on which the group have written issues and comments on the initial

self-review and the in-depth audits. Check that issues that may have been raised, such as the

investment of time that self-evaluation requires, have been covered in the discussion so far.

Address any issues or questions that have not been covered. The points you make might include

those below.

Why self-review and audit?

Identifyingexisting

strengthsEstablishinga baseline to

measure progress

Revealinggood practice

Empoweringpeople by giving

them a say

Reflectingthe raised profile of

behaviour and attendancenationally

Planningprofessionaldevelopment

Identifyingwhere improvements

can be made

Providinga starting

point

Mobilisingdata analysis

Gettingbeneath the

surface



• Each school must decide how much priority to attach to the self-evaluation, the resources

it wishes to put into the audit and the actions that follow. If behaviour and attendance are

not significant issues for staff and the school’s data confirms this, extensive self-evaluation

will not be necessary. Much will depend on existing commitments, other priorities and the

available resources. For this reason, the audit tools have been constructed to be flexible

and selective.

• The audit process will take time, so laying down a realistic time line is an important first step,

as is allocating staff time and responsibilities to it. The time line is a useful tool for keeping

track of progress later.

• Observing behaviour inevitably involves observing staff at work, who in turn may feel that

they would value feedback. Establish protocols for observation alongside those that may

already exist.

• It will be essential to engage colleagues at the beginning of the self-evaluation process.

Schools might want to hold a staff meeting to explain and discuss the advantages of the initial

review and in-depth audits. The meeting can also be used to identify potential issues about

the audit process itself and ways in which they could be addressed.

• The purpose and tone of the audit should always be constructive: ‘What are we getting

right?’, ‘How can we spread that practice?’, ‘How can we improve?’. Using solution-focused

approaches will help them to establish this positive tone, both when implementing the audit

and when developing action plans as a result. (Remind participants here about the Primary

National Strategy CPD materials available to promote solution-focused thinking.)

A process as much as a product

OHT 1.6

Use OHT 1.6 to explain that although at first it may seem that the self-evaluation is something that

is done and then finished with, analysing behaviour and attendance data and using auditing tools

should become a regular part of the monitoring, reviewing and development cycles that take place

within the school. Self-evaluation is a process not a product and any new developments or

systems that are implemented as a result of initial self-evaluation can be designed to be monitored

Need forchange

New wayof workingA structureor systemShared CPD

Monitoring andreview mechanisms

Audit



in the future by repeating relevant aspects of the audit tools. The audit will provide a baseline from

which the school can assess progress in improving behaviour and attendance in more detail than

is possible through the standard indicators such as exclusions and absence rates – in particular,

by providing information on the changed perceptions of children, parents and staff.

It would be useful at this point to remind participants about the Primary National Strategy materials

for whole-school, shared CPD that are available to them. The audit will help them to choose from

these materials those that are particularly relevant to the issues in their own school.

Planning next steps 5 minutes

Handout 1.3

Give out Handout 1.3 and allow 5 minutes for participants, working in pairs, to discuss and plan

their own next steps in taking forward self-evaluation in their schools.

Summary 2 minutesSummarise, covering the following points.

• Self-evaluation is part of a process not a product.

• Self-evaluation should be a positive experience and will identify the strengths of the school.

• Everyone has a say. The audit seeks all views and is designed to encourage ownership

by the whole school.

• Everyone has an input into any changes that come about as a result of it.

• Everyone in school wants improvements in this area.

How and when can the whole staff be consulted and contribute to the process?

Are there any external individuals or agencies that can act as critical friends andhelp us in the process?

What do I specifically need to do to follow up today’s session?

Whom do I need to talk to? By when?

Who? By when?

For permission

For support/collaboration

For direction

What is my order of priority?

28 School self-evaluation: behaviour and attendance DfES 0759-2004 © Crown copyright 2004


Handout 1.3 page 2 of 2Handout 1.3

Next steps

Who in my school might coordinate the self-evaluation process?

Time will need to be put aside for more familiarisation with the self-evaluationtools. When will this happen and for whom?

How is the self-evaluation process going to be communicated to allinterested parties?

Staff Governors

Children Parents/carers

What is the message that we are going to give each of these parties?

Who is going to communicate with the above parties and how and when?





Aims

• To consider how school self-evaluation willhelp you to promote positive behaviour andregular attendance

• To familiarise you with some toolsfor self-evaluation


OHT 1.1OHT 1.1

13

© Crown copyright 2005 1734-2005PD5-EN School self-evaluation: behaviour and attendance


OHT 1.2OHT 1.2

Understanding the audit process –an overview

Management team

14

School self-evaluation: behaviour and attendance 1734-2005PD5-EN © Crown copyright 2005


Initial review1. Reviewing the data2. Drawing on others’ views3. Taking an overview of strengths

and weaknesses, using the gridfor self-evaluation

4. Setting out the areas that requireaction or further examination throughthe in-depth audits

In-depth audits1. Leadership and management2. Whole-school ethos and framework3. School organisational factors and the

management and deployment of resources4. Continuing to improve the quality

of teaching and learning5. Pupil support systems6. Staff development and support

Action

Task

• Provide an overview for the others in your groupof the type of tools in the in-depth audit

• Give a view on any of the tools that immediatelystrike you as potentially useful in your school

• Note comments and issues on sticky notes

OHT 1.3OHT 1.3

15



OHT 1.4OHT 1.4

Why behaviour and attendanceself-evaluation?You are launching a behaviour and attendance auditwith colleagues. Devise five bullet points to use whenexplaining the reasons for undertaking the audit.

16



Why self-review and audit?

OHT 1.5OHT 1.5

17



Identifyingexisting

strengthsEstablishinga baseline to

measure progress

Revealinggood practice

Empoweringpeople by giving

them a say

Reflectingthe raised profile of

behaviour and attendancenationally

Planningprofessionaldevelopment

Identifyingwhere improvements

can be made

Providinga starting

point

Mobilisingdata analysis

Gettingbeneath the

surface

OHT 1.6OHT 1.6

18



Need forchange

New wayof workingA structureor systemShared CPD

Monitoring andreview mechanisms

Audit

Handout 1.1



Beh

avio

ur

and

att

end

ance

:an

init

ial r

evie

w f

or

pri

mar

y sc

ho

ols

Key

area

2:W

hole

-sch

ool e

thos

and

fra

mew

ork

2b)

Syst

ems

for

supp

ortin

g th

e w

ell-b

eing

of s

taff

and

child

ren

Focu

sin

g

The

man

agem

ent g

roup

are

aw

are

of th

e im

port

ance

of m

aint

aini

ngst

aff m

oral

e an

d m

eetin

gch

ildre

n’s

emot

iona

l nee

ds.

The

scho

ol’s

sta

tem

ent o

fov

erar

chin

g ai

ms

and

prin

cipl

esst

ates

that

chi

ldre

n an

d st

aff a

reva

lued

.Som

e st

aff a

nd c

hild

ren

feel

val

ued

and

‘list

ened

to’.

Info

rmal

sys

tem

s be

twee

nco

lleag

ues

are

the

prin

cipa

lso

urce

of s

uppo

rt fo

r st

aff.

Dev

elop

ing

The

man

agem

ent g

roup

are

begi

nnin

g to

set

up

som

efo

rmal

syst

ems

to p

rom

ote

the

emot

iona

l hea

lth a

nd w

ell-b

eing

ofst

aff a

nd c

hild

ren.

Som

e sy

stem

s ar

e in

pla

ce to

ensu

re th

at s

taff

are

supp

orte

dw

hen

deal

ing

with

a p

artic

ular

diffi

culty

(a g

roup

or

indi

vidu

alch

ild).

Syst

ems

are

in p

lace

to a

llow

staf

fto

‘off-

load

’ or

take

tim

eou

t(w

ith s

uppo

rt if

nec

essa

ry)

incr

isis

situ

atio

ns.

Esta

blis

hin

g

Man

ager

s se

ek fe

edba

ck fr

omst

aff a

nd c

hild

ren

rega

rdin

g th

eir

wel

l-bei

ng.

Som

e fo

rm o

f sup

port

for

indi

vidu

al m

embe

rs o

f sta

ffis

avai

labl

e on

req

uest

.

The

impo

rtan

ce o

f inf

orm

al a

s w

ell

as fo

rmal

sys

tem

s fo

r pr

omot

ing

wel

l-bei

ng is

ack

now

ledg

ed.S

taff

have

opp

ortu

nitie

s to

get

to k

now

each

oth

er a

s in

divi

dual

s an

dha

ve fu

n,so

met

imes

out

side

ofth

e w

ork

cont

ext.

Syst

ems

are

in p

lace

to e

nsur

eth

at c

hild

ren

and

staf

f ‘ha

vea

voic

e’ a

nd fe

el li

sten

ed to

.

Act

ion

is s

omet

imes

take

n as

are

sult

of fe

edba

ck.

Enh

anci

ng

An

appr

opria

te fo

rm o

f aud

it is

inpl

ace

for

iden

tifyi

ng th

e ne

eds

of s

taff

and

child

ren

and

thei

rem

otio

nal h

ealth

and

wel

l-bei

ng.

Regu

lar,

plan

ned,

non-

stig

mat

isin

gop

port

uniti

es a

re p

rovi

ded

for

staf

f and

chi

ldre

n to

mak

e th

eir

need

s an

d id

eas

know

n.

Thes

e ar

e di

scus

sed

colla

bora

tivel

y an

d ac

tions

take

nw

here

pos

sibl

e.

Both

form

al a

nd in

form

alm

echa

nism

s de

mon

stra

te th

eim

port

ance

the

scho

ol p

lace

son

staf

f wel

l-bei

ng.




2c)

Prom

otin

g po

sitiv

e re

latio

nshi

ps

Focu

sin

g

The

scho

ol r

ecog

nise

s th

eim

port

ance

of s

uppo

rtiv

e an

dha

rmon

ious

rel

atio

nshi

ps,b

utth

isis

not

yet

em

bedd

ed in

pol

icy

or p

ract

ice.

Man

y m

embe

rs o

f sta

ff ha

vepo

sitiv

e an

d re

spec

tful

rela

tions

hips

with

chi

ldre

n an

dth

ese

staf

f mem

bers

put

a p

riorit

yon

the

deve

lopm

ent o

f sel

f-es

teem

.Chi

ldre

n fe

el ‘l

iste

ned

to’

by a

num

ber

of a

dults

.

Whi

le th

ere

may

not

be

spec

ific

mea

sure

s in

pla

ce to

dev

elop

posi

tive

rela

tions

hips

bet

wee

nst

aff a

nd b

etw

een

staf

f and

child

ren,

thes

e ar

e in

the

mai

ngo

od.

Som

e te

achi

ng o

f soc

ial,

emot

iona

l and

beh

avio

ural

skill

sta

kes

plac

e w

ith c

hild

ren

iden

tifie

d as

hav

ing

diffi

culti

esin

this

are

a.

Som

e as

pect

s of

the

anti-

bully

ing

polic

y ar

e in

pla

ce,b

ut s

taff,

pare

nts/

care

rs a

nd c

hild

ren

are

not s

ure

how

effe

ctiv

e th

ey a

re.

Dev

elop

ing

The

scho

ol’s

sta

tem

ent o

fov

erar

chin

g ai

ms

and

prin

cipl

esan

d its

beh

avio

ur a

nd a

tten

danc

epo

licie

s ar

e un

derp

inne

d by

the

prin

cipl

e of

res

pect

and

val

uing

ofot

hers

and

of d

iver

sity

.

Mos

t sta

ff ge

nera

lly tr

eat c

hild

ren

with

res

pect

,tal

king

to th

em in

way

s th

at m

aint

ain

thei

r se

lf-es

teem

,eve

n w

hen

child

ren

are

mak

ing

poor

beh

avio

ur c

hoic

es.

Staf

f kno

w in

divi

dual

s ve

ry w

ell,

and

are

awar

e of

any

circ

umst

ance

s in

and

out

ofsc

hool

that

may

be

affe

ctin

ga

child

’s b

ehav

iour

and

atte

ndan

ce.

Chi

ldre

n ar

e su

ppor

ted

in m

akin

gth

eir

own

inte

ract

ions

res

pect

ful

and

appr

opria

te.

The

scho

ol is

dev

elop

ing

way

sto

ensu

re th

at s

taff

feel

supp

orte

d,va

lued

and

res

pect

ed.

Chi

ldre

n w

ho e

xper

ienc

e bu

llyin

gfe

el s

afe

and

able

to r

epor

t it a

ndac

tion

is u

sual

ly ta

ken.

Esta

blis

hin

g

Teac

hers

’ pra

ctic

e is

gen

eral

lyco

nsis

tent

with

the

prin

cipl

esun

derly

ing

scho

ol p

olic

y,an

dba

sed

on s

taff

unde

rsta

ndin

g of

how

inte

ract

ions

affe

ct c

hild

ren’

sse

lf-es

teem

.

The

scho

ol is

wor

king

tow

ards

grea

ter

cons

iste

ncy

in s

taff–

pupi

lin

tera

ctio

ns.

Mos

t sta

ff m

odel

the

beha

viou

rsth

ey p

rom

ote

to c

hild

ren.

A m

ajor

ity o

f chi

ldre

n ar

ere

spec

tful

and

app

ropr

iate

in th

eir

inte

ract

ions

with

eac

h ot

her

and

with

sta

ff,an

d th

is is

enc

oura

ged

in a

sch

ool-w

ide

appr

oach

.

Posi

tive

rela

tions

hips

and

the

skill

sch

ildre

n ne

ed to

mak

ean

dm

aint

ain

them

are

mad

eex

plic

it in

bot

h cu

rric

ular

and

unst

ruct

ured

tim

es

(e.g

.pla

ytim

es,l

unch

times

).

A n

umbe

r of

ant

i-bul

lyin

gin

terv

entio

ns a

re in

pla

ce,

such

as‘s

afe

have

ns’,

‘bud

dies

’,‘th

e no

-bla

me

appr

oach

’ etc

.

Enh

anci

ng

Valu

es a

nd b

elie

fs,p

olic

y an

dpr

actic

e co

here

in g

ener

atin

gre

spec

tful

rel

atio

nshi

ps b

etw

een

all m

embe

rs o

f the

sch

ool

com

mun

ity.

Chi

ldre

n re

port

feel

ing

valu

ed a

ndre

spec

ted

by s

taff.

Staf

f kno

w a

ndre

spec

t chi

ldre

n in

divi

dual

ly,an

dfe

el r

espe

cted

by

them

,by

colle

ague

s an

d by

the

man

agem

ent g

roup

.

Soci

al,e

mot

iona

l and

beh

avio

ural

skill

s ar

e ad

dres

sed

thro

ugh

both

the

‘taug

ht’ a

nd‘c

augh

t’cu

rric

ulum

.

Dat

a ar

e us

ed to

eva

luat

efr

iend

ship

pat

tern

s,pa

rtic

ular

lyth

ose

of v

ulne

rabl

e gr

oups

,and

actio

n ta

ken

usin

g th

e re

sults

.

A fu

ll ra

nge

of a

nti-b

ully

ing

inte

rven

tions

is in

pla

ce,b

ased

on

a cl

early

und

erst

ood

ratio

nale

.Th

ese

incl

ude

child

ren

unde

rtak

ing

regu

lar

curr

icul

umw

ork

on b

ully

ing,

clea

r an

dco

here

nt p

roce

dure

s fo

r st

aff

tofo

llow

to e

nsur

e in

cide

nts

are

deal

t with

and

follo

wed

up,

supp

ort f

or th

e bu

llied

indi

vidu

alan

d a

rang

e of

str

ateg

ies

for

wor

king

with

chi

ldre

n w

ho b

ully

inor

der

toch

ange

thei

r be

havi

our.




2d)

Part

ners

hip

and

liais

on

Focu

sin

g

Pare

nts/

care

rs a

re p

rovi

ded

with

info

rmat

ion

abou

t the

sch

ool

beha

viou

r,at

tend

ance

and

bully

ing

polic

ies,

and

thei

r ch

ild’s

targ

ets

whe

re a

ppro

pria

te.

For

child

ren

with

iden

tifie

d BE

SDm

ost p

aren

ts/c

arer

s at

tend

plan

ning

and

rev

iew

mee

tings

.M

ost s

uppo

rt th

e sc

hool

whe

nit

isne

cess

ary

to im

pose

sanc

tions

suc

h as

exc

lusi

on.

A m

eetin

g is

hel

d w

ithpa

rent

s/ca

rers

whe

n an

excl

usio

nha

s ta

ken

plac

eor

whe

nat

tend

ance

falls

belo

wa

pre-

agre

ed le

vel.

Chi

ldre

n an

d st

aff k

now

the

scho

ol r

ules

and

beh

avio

uran

d at

tend

ance

pol

icy

and

are

prov

ided

with

info

rmat

ion

whe

nth

ey h

ave

been

rew

arde

d or

subj

ect t

o sa

nctio

ns.

Dev

elop

ing

Chi

ldre

n ar

e co

nsul

ted

each

yea

rab

out t

heir

view

s on

the

scho

ol.

Mos

t tea

cher

s lis

ten

to a

ndw

elco

me

thei

r co

mm

ents

and

idea

s.

Pare

nts/

care

rs a

re a

ble

to c

ome

inan

d ta

lk to

sch

ool s

taff

if th

eyha

ve p

artic

ular

con

cern

s or

view

son

the

scho

ol’s

pra

ctic

ein

beha

viou

r,at

tend

ance

orbu

llyin

g or

abo

ut th

eir

child

’sBE

SD.

Whe

re a

chi

ld h

as id

entif

ied

BESD

or a

tten

danc

e pr

oble

ms,

pare

nts/

care

rs a

nd th

e ch

ildco

ncer

ned

are

aske

d to

part

icip

ate

in m

eetin

gs a

nd to

cont

ribut

e th

eir

view

on

area

sof

abili

ty,i

nter

ests

,pro

gres

s,pe

rcep

tions

of t

he s

choo

l and

the

mos

t use

ful f

orm

of s

uppo

rt.

Indi

vidu

al te

ache

rs m

ake

links

with

the

com

mun

ity a

nd m

embe

rsof

the

com

mun

ity a

re in

volv

edin

supp

ortin

g th

e sc

hool

.

Esta

blis

hin

g

Chi

ldre

n ar

e re

gula

rly a

sked

togi

ve th

eir

view

s on

sch

ool

stru

ctur

es,p

roce

dure

s an

dpr

ovis

ions

.The

y he

lp to

dev

ise

scho

ol a

nd c

lass

rul

es a

nd a

reen

cour

aged

to th

ink

of w

ays

toim

prov

e th

e sc

hool

’s r

outin

esan

dfa

cilit

ies,

such

as

thos

efo

rou

tdoo

r pl

ay.

All

pare

nts/

care

rs a

re r

egul

arly

invi

ted

into

sch

ool f

or b

ehav

iour

-an

d at

tend

ance

-rel

ated

wor

ksho

ps a

nd s

uppo

rt g

roup

s.

Pare

nts/

care

rs a

re r

egar

ded

asth

e ex

pert

s on

thei

r ow

n ch

ild a

ndar

e al

way

s in

volv

ed in

agr

eein

gta

rget

s an

d ev

alua

ting

prog

ress

.

Posi

tive

step

s ar

e ta

ken

to e

ngag

ew

ith p

aren

ts/c

arer

s w

ho m

ay fi

ndit

diffi

cult

to a

tten

d m

eetin

gs in

scho

ol,f

or w

hate

ver

reas

on.

Chi

ldre

n ar

e su

ppor

ted

in ta

king

part

in m

eetin

gs a

nd a

ctiv

ely

taug

ht th

e sk

ills

need

ed fo

r se

lf-ad

voca

cy.T

hey

are

invo

lved

inth

eir

own

targ

ets

and

revi

ews.

Enh

anci

ng

Syst

ems

to e

nsur

e th

at th

esu

gges

tions

and

vie

ws

of c

hild

ren

and

pare

nts/

care

rs a

re s

ough

t an

d ac

ted

upon

,whe

reap

prop

riate

,are

em

bedd

ed in

the

scho

ol im

prov

emen

t cyc

le.

Chi

ldre

n’s

idea

s,ev

en th

ose

that

are

chal

leng

ing,

are

take

nse

rious

ly.C

hild

ren’

s vi

ews

influ

ence

all

aspe

cts

of s

choo

llif

eth

at a

ffect

them

dire

ctly,

from

the

plan

ning

and

rev

iew

of d

ay-

to-d

ay w

ork

to th

e ap

poin

tmen

tof

new

sta

ff an

d th

e w

ay b

ully

ing

is d

ealt

with

.

Whe

n pl

anni

ng a

nd r

evie

win

gth

epr

ogre

ss o

f ind

ivid

uals

with

BESD

,the

maj

ority

of

pare

nts/

care

rs a

nd c

hild

ren

cont

ribut

e an

d fe

el th

at th

eir

cont

ribut

ion

is v

alue

d.

Wor

k w

ith c

hild

ren

on s

elf-

asse

ssm

ent,

goal

-set

ting

and

revi

ew is

em

bedd

ed in

the

scho

ol’s

cur

ricul

um.




Focu

sin

gD

evel

opin

gEs

tab

lish

ing

Prot

ocol

s ar

e in

pla

ce b

etw

een

the

scho

ol a

nd e

xter

nal a

genc

ies

whi

ch m

axim

ize

the

effe

ctiv

enes

sof

par

tner

ship

to s

uppo

rt c

hild

ren

and

the

scho

ol.E

xter

nal a

genc

ies

wor

k to

a p

lann

ed p

rogr

amm

eba

sed

on a

gree

d pr

iorit

ies.

The

scho

ol h

as e

ffect

ive

links

with

the

com

mun

ity a

nd c

an ta

p in

toso

me

com

mun

ity r

esou

rces

that

stre

ngth

en le

arni

ng.

Enh

anci

ng

The

scho

ol h

as a

udite

d its

beha

viou

r,at

tend

ance

and

ant

i-bu

llyin

g po

licie

s,pr

actic

es a

ndpr

ovis

ion

agai

nst t

he n

eeds

of

child

ren

in o

rder

to id

entif

y th

ear

eas

whe

re it

will

nee

d to

dra

won

ext

erna

l exp

ertis

e.It

is a

war

eof

all

poss

ible

sou

rces

of s

uch

expe

rtis

e an

d m

akes

dec

isio

nsab

out a

cces

sing

pro

visi

on o

nbe

st-v

alue

prin

cipl

es.S

yste

ms

for

effe

ctiv

e lia

ison

with

out

side

agen

cies

are

em

bedd

ed w

ithin

scho

ol p

olic

ies,

role

s an

dre

spon

sibi

litie

s.

The

scho

ol h

as e

stab

lishe

d hi

ghly

prod

uctiv

e lin

ks w

ith e

xter

nal

orga

nisa

tions

.It k

now

s its

loca

lity

wel

l and

see

s its

par

tner

s in

the

com

mun

ity a

s cr

itica

l frie

nds.

Itca

pita

lises

wel

l on

expe

rtis

e an

dre

sour

ces

in th

e co

mm

unity

.

Handout 1.2

Sample report generated from electronic audit

How well are school systems for promoting positive behaviourperceived to work ?

Staff and governors

How effective are the reward and sanction systems in promoting positivebehaviour and deterring inappropriate behaviour?

Parent/carer

How good are the reward and sanction systems at promoting positive behaviourand deterring children from inappropriate behaviour?

Children

How good are rewards and punishments at helping children to try hard at theirwork and behave well?

Analysis A (positive behaviour systems)Overall: the views of staff, children, parents/carers and governors

Sources of evidence:

• children’s questionnaire;

• staff questionnaire;

• parent/carer questionnaire;

• governor questionnaire.



Analysis B (behaviour systems):The views of children (by year group)

Source of evidence:


Analysis C (behaviour systems):The views of children (by gender)

Source of evidence:






Analysis D (behaviour systems):The views of children (by ethnicity)

Source of evidence:


Analysis E (behaviour systems):The views of staff (by role)

Source of evidence:

• staff questionnaire.





Handout 1.3

Next steps

Who in my school might coordinate the self-evaluation process?

Time will need to be put aside for more familiarisation with the self-evaluationtools. When will this happen and for whom?

How is the self-evaluation process going to be communicated to allinterested parties?

Staff Governors

Children Parents/carers

What is the message that we are going to give each of these parties?

Who is going to communicate with the above parties and how and when?



How and when can the whole staff be consulted and contribute to the process?

Are there any external individuals or agencies that can act as critical friends andhelp us in the process?

What do I specifically need to do to follow up today’s session?

Whom do I need to talk to? By when?

Who? By when?

For permission

For support/collaboration

For direction

What is my order of priority?




Documents

School self-evaluation: behaviour and attendancewsassets.s3.amazonaws.com/ws/nso/pdf/8ccc407accf927c...Emphasise that the school’s leadership team will take the lead in implementing