A review of the evidence 14 2.4 Defining the problem 14 2.4.1 Evidence against 15 2.4.2 Evidence for … Ref: DFE-00059-2017 suitably trained in behaviour management, and step in calmly and efficiently to support pupils in behaving sensibly and safely. This could be more difficult to achieve in secondaries and larger primary schools. Nursery owners Camilla Parsonage, Tamara Hall. We use cookies to collect information about how you use GOV.UK. This was often the headteacher, particularly in smaller 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. 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. Updated details and added link to further resources available. Ofsted homepage. In 2018, 17,900 (25%) initial requests for assessment were refused compared with 14,600 (23%) in 2017. Check Ofsted's COVID-19 updates to see how inspections and reports are affected. 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. Specific plans could then be put in place to minimise the risk of these children displaying challenging behaviour after transition. 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. Foundational behaviours, such as punctuality and not calling out, are the baseline pupils need to meet to allow effective teaching and learning to happen. In our teacher well-being study, we again found that many teachers felt that senior leaders provided insufficient support. Everyone stands to benefit from good behaviour in schools. As an inspectorate we need to know what best practice is, so it can inform both our inspectors and the system. We use this information to make the website work as well as possible and improve government services. In 2014, we published a report on low-level disruption, ‘Below the radar’, the findings of which were disturbing. Leaders talked about the value of managing transition to make it as smooth as possible. It gives parents a sense of involvement, provides a consistent message and helps their understanding of procedures and rules 3. 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. It’s not enough just to ‘expect the standard’. … Not all teachers deal with poor behaviour promptly and effectively. 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. Behaviour management remains a critical matter that can cloud the working day for too many teachers (NFER, 2013). Most schools mentioned the need to build and maintain positive relationships with all pupils to ensure ongoing good behaviour management. Too many teachers simply accepted low-level disruption as a part of everyday life in the classroom. Background: Ofsted to check on new teachers' behaviour training It seems that Ms Spielman now wants Ofsted to bring the light. Summary. We know that these routines do not happen by accident. 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's Chief Inspector, Amanda Spielman, summarises our findings so far on managing behaviour in schools and our future projects. Check how the new Brexit rules affect you. 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 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. To sign up to the service, please click here.. “ Ofsted Annual report. We piloted the questions in a small number of schools and used this feedback to refine the questions. Ordered by the House of Commons to be printed 4 December 2018. Social behaviours, the ways in which pupils interact with each other and with adults, formed the third component. PDF, 3.33MB, 76 pages. 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. Leaders, staff and pupils create a positive environment in which bullying is not tolerated. It also leaves us with a number of questions still to be resolved. This is quite a revealing paragraph. Positive behaviour needs to be taught as early on as possible and expectations raised as children get older. There’s further guidance and resources, like checklists and tools, at behaviour and discipline in schools. Location East Riding, Yorkshire. Staff and pupils across the school knew what the values were. Independent report Creating a culture: a review of behaviour management in schools Tom Bennett’s independent review on behaviour in schools and strategies to … Leaders explained that this was to prevent pupils falling further behind, which leads to challenging behaviour as pupils struggled to access the curriculum. The strategies to manage transition that schools said had been successful include individual support plans or an extended period of transition. You can change your cookie settings at any time. Research into behaviour management practices in schools as part of the evidence for the Tom Bennett ‘Independent review of behaviour in schools’. To allow parents to do so, they need to be properly informed of the school’s policies and practices. In July 2017, the headteacher resigned her post. When this is not the case, the school takes appropriate, swift and effective action. 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. This study provides some promising results, but also some continued concerns around the management of behaviour in some schools. Ofsted is the Office for Standards in Education, Children’s Services and Skills. This could be done in a number of ways. It is also about the values and ethos of the school. This group should therefore not be confused with the minority of pupils with particular needs or life circumstances. 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. You can change your cookie settings at any time. Nevertheless, most staff we spoke to made a point of establishing good relationships with their pupils. behaviour management, and marking and feedback, are not consistently and effectively implemented. Behaviour management in 'outstanding' schools A research report on case studies of behaviour management practices in schools rated 'outstanding' by Ofsted. If bullying, aggression, discrimination and derogatory language occur, they are dealt with quickly and effectively and are not allowed to spread. If we do not get managing behaviour right, we will not be able to provide children with the quality of education they deserve. Authority and pupils with poor language and social skills (Ofsted, 2005). It has brought improvement in pupils’ behaviour around the school Ofsted Managing Challenging Behaviour. 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’. 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. We are providing additional support for schools through our behaviour support networks – … Headteachers and teachers told us that establishing clear routines is not just about expecting consistent standards of behaviour (though this is of great importance). The result is that all pupils show a good attitude to learning. Ofsted said effective behaviour management was essential for pupils' learning, development and wellbeing. Some schools focused on improving attendance at parents’ evenings. 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. Families are most likely to support a school’s behaviour policies and practices if they understand the reasons for a particular approach. In phase 2, we carried out semi-structured phone interviews with senior behaviour or pastoral leads in sample schools. 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. Many teachers mentioned the power of regular positive communication. review. In our research, we look at what has changed since ‘Below the radar’ and what issues persist. Parental engagement is an important element of effective whole-school behaviour management 2. In one school, pupils described good behaviour as that which prepares them well for their future lives. They are committed to their learning, know how to study effectively and do so, are resilient to setbacks and take pride in their achievements. During classroom visits by inspectors, pupils were engaged in learning 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. 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. Pupils have high attendance, come to school on time and are punctual to lessons. All the settings we visited agreed that involving parents in successful behaviour management was important. The teachers and leaders we spoke with identified different types of behaviours they wanted to see in their pupils. 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