Jogo Behaviour Support Blog
Behaviour
Management and the Whole School Approach is About All Pupils
As the new school year starts and the
enthusiasm, excitement and anticipation of all concerned is still palpable,
there have been a few articles and reports in regard to behaviour that one may
have missed. The first Managing Behaviour Research
by Ofsted's Chief Inspector, Amanda
Spielman, on managing behaviour in schools is an interesting read. However, before I make comment, I would like
to mention the announcement this week that Ofsted will introduce a new
framework for inspecting initial teacher training next year with an
increased focus on behaviour and the National Audit Office Report on SEND.
The article by Amanda Spielman summarises
Ofsted’s recent research on managing behaviour in schools and attempts to build
on the 2014 report on low-level disruption, ‘Below
the radar’. The key points are relevant, practical and it has to be said considered.
The research based on speaking to 23 primary schools, 22 secondary schools, 4
pupil referral units (PRUs) and visiting 4 primary schools, 14 secondary
schools, 2 PRUs and 2 special schools is
a little top heavy on secondary but this is initial research and as the author
states “official figures on exclusion suggest that behaviour issues become more
common in secondary schools”.
The report points out the importance
of whole-school approaches, consistent routines and the importance of teaching
behaviours. While hardly revolutionary the concepts and ideas made are
persuasive if obvious. Here are some extracts to make the point:
“Routines… create an environment in
which learning can take place”
“A whole school approach…is also
about the values and ethos of the school. Strong values underpin good
behaviour.”
“Consistency and clarity in
understanding and implementing a behaviour policy have been linked to effective
behaviour management”
However, the importance of
relationships between staff and pupils is not forgotten.
“Most schools
mentioned the need to build and maintain positive relationships with all pupils
to ensure ongoing good behaviour management”.
Interestingly enough the report references
that the subject of behaviour management causes a lot of heated debate and
strong views are held. A look at social
media will support this. However, the research did find practitioners made
little reference to terms used by those who hold particular views and instead
identified behaviours they want to see in pupils.
The report also cites the importance
of parental involvement and engagement in the effective management of behaviour
through a whole school approach. There
is also recognition of the importance of managing transition and identifying
pupils at risk.
While accepting the need for policy
and practice to be consistent and implemented for all there is a recognition
that policies need to be flexible. This
is a key point that needs to be addressed by all schools when developing whole
school approaches. Of course, policy and
implementation need to apply for all but there will be those who will need
additional structures, interventions and support to be taught how to behave.
While the report is correct in saying
“the vast majority of pupils in a school are capable of behaving well…and the
vast majority of those who do not behave can be taught to do so through
explicit teaching and effective behaviour management”,
The report does accept ““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.
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.”
This group could be the ones that
continually show up on exclusion figures. 2017-18
figures show pupils eligible for free school meals have seen a large increase
in fixed period exclusions… the difference between those not eligible remains
around four times higher. Fixed period
exclusions rates for pupils with special education needs (SEN) increased
slightly. The proportion of exclusions accounted for by pupils with SEN has
fallen is 45 per cent of all permanent exclusions and 43 per cent of all fixed
period exclusions. These figures are
supported by the National Audit Office report, it sates pupils without an EHCP
are more likely to be excluded. This group accounts for nearly 80% of SEND
pupils.
The report by Ofsted is welcome and
the hope is the ideas expressed within it will play a significant part of the
review into teacher training. However,
it is the beginning of a debate on identifying good practice and what works for
all pupils.
John Murray
Education Consultant