local government
primary & secondary education
2

Raising Standards of Behaviour in Schools

local government

primary & secondary education

08:45 - 16:10

Tuesday 21 May 2019

Central London

 

This forum will provide participants with the opportunity to hear directly from Tom Bennett on recommendations for reviewing the national guidance on behaviour and discipline in schools. Participants will hear from leading policy figures on the next steps for improving school behavior, excelling at inspection and supporting staff to manage challenging behaviour. Additionally, best practice case studies will share innovative behavioral practices which minimise exclusion, improve school standards and meet pupils’ individual needs.

Audience

This forum is specifically designed for the Education and Local Government Sectors. Typical job titles will include:

  • Headteachers
  • Deputy Headteachers
  • Class Teachers
  • School Improvement Officers
  • Directors of Children’s Services
  • School Governors
  • Head of Schools Standards and Effectiveness
  • Directors of Education
  • Heads of Inclusion

This forum will also be open to the Voluntary Sector to encourage networking and debate.

Key Speakers Confirmed:
  • Tom Bennett, Author, Independent Review of Behaviour in Schools Commissioned by DfE
  • Igraine Rhodes, Lead for Behaviour Programme, Education Endowment Foundation
  • James Bowen, Director of Policy, National Association of Head Teachers (NAHT)
View the agenda and additional speakers

08:45

Registration, Refreshments and Networking


09:30

Chair's Welcome Address

Professor Carl Parsons, Visiting Professor of Social Inclusion Studies, University of Greenwich (CONFIRMED)


09:40

Morning Keynote: Outlining the Key Recommendations from the Bennett Review

  • Examining the key issues illustrated in the Independent Review of Behaviour in Schools, 2017, and the resulting recommendations
  • Discussing how behaviour audits can be utilised to create a data map of school behaviour to compare and benchmark schools over time
  • Proposing internal inclusion units in schools to offer early specialist intervention for challenging pupils, in order to integrate them back into school and avoid permanent exclusion
  • Outlining the crucial role teacher training can play in improving school behaviour, such as ensuring staff are trained to respond effectively to inappropriate behaviour so as to minimise disruption, and building relationships of trust and respect with pupils
  • Examining the common characteristics of schools that deal with behavioural issues and enable pupils to thrive in an outstanding learning environment

Tom Bennett, Author, Independent Review of Behaviour in Schools Commissioned by DfE (CONFIRMED)


10:10

Special Keynote: Examining the Landscape for Behaviour Management in Schools

  • Considering what should be expected of schools in behaviour management
  • Discussing how the funding crisis is affecting schools’ ability to address behavioural issues
  • Understanding what the new Ofsted proposals around behaviour might mean for schools
  • Examining the issue of exclusions and off-rolling

James Bowen, Director of Policy, National Association of Head Teachers (NAHT) (CONFIRMED)


10:30

Questions and Answers Session


10:50

Refreshments and Networking


11:10

Case Study: Improving School Behaviour Management to Achieve Outstanding Pupil Outcomes

  • Outlining how developing effective school behaviour management techniques contributed to the school’s progression from a ‘requires improvement’ rating for pupil outcomes to ‘outstanding’ in two years
  • Examining the ‘Team Wright Robinson’ concept, which creates a whole-school culture and ethos, embodied through the Team Wright Robinson badge as part of the uniform, which encourages all students to take pride in the school and its achievements
  • Improving from below average levels of attendance to one of the highest in the country, achieving 96.8% in 2016, rapidly decreasing the number of fixed-term exclusions and discussing how this has resulted in improvements in school behaviour
  • Implementing an effective pastoral support programme, including anger management sessions and a special support programme

Neville Beischer, Headteacher, Wright Robinson College (CONFIRMED)


11:30

Case Study: Outlining the Importance of Effective School Leadership to Improve Pupil Behaviour

  • Examining how developing an effective school behaviour policy resulted in an increase in the number of students achieving A-C in English and Maths from 24% in 2013 to 54% in 2015
  • Understanding how strong leadership teams with a balance of aptitudes are essential to implement an effective school behaviour policy
  • Discussing how transforming the leadership team and creating middle tier leaders ensured that there were clear and accountable systems in place and that all leaders shared a clear vision and culture for the school
  • Monitoring all classes and establishing effective performance management across the whole school to establish clear and shared standards for managing behaviour
  • Operating a mobile phone policy which bans their use in school and discussing how this contributed to an improvement in pupil behaviour
  • Holding meetings with challenging pupils and their parents to ensure that both parents and pupils are clear about the procedures in place to improve behaviour

Alison Coldwell, Principal, Ebbsfleet Academy (CONFIRMED)


11:50

Case Study: Developing Effective Behavioural Management Techniques for Primary School Pupils

  • Ensuring staff are able to identify, prevent and respond effective to challenging behaviour by providing effective functional behaviour training for all staff
  • Utilising an individual behaviour policy for pupils in order to meet their needs, such as acknowledging pupils that have anxious attachment first in classroom interactions and positioning them at the back of the room where they can see everything
  • Sharing effective strategies for common disruptive issues, such as allowing pupils to wear headphones if they are struggle in noisy environments or using sensory techniques if they need opportunities to calm down
  • Designing the ‘small garden’, an area where disruptive children can work in a space of care and control, not punishment, and outlining how this led to an improvement in pupils’ engagement and fewer fixed-term exclusions

Ruchi Sabhawal, Assistant Headteacher with Responsibility for Teaching and Learning, Behaviour and Inclusion, The Weatheralls Primary School (invited)


12:10

Questions and Answers Session


12:30

Lunch and Networking


13:30

Afternoon Keynote: Identifying Effective Behaviour Intervention Programmes

  • Outlining findings from research reports produced in February 2019: why children misbehave in schools, teacher classroom management approaches and school-level approaches that can result in improved academic performance for pupils
  • Highlighting May 2019 guidance report recommendations for targeted and universal interventions
  • Examining findings from the ‘Magic Breakfast’ trial, which demonstrated how providing free, universal breakfast clubs in schools in disadvantaged areas improved class behaviour and pupil attainment
  • Outlining the new trials by EEF, which consider: whether adventure learning can improve pupil behaviour; impact on behaviour of popular classroom management training programme Incredible Years; and influence of parenting programme Group Triple P (parenting programme)

Igraine Rhodes, Lead for Behaviour Programme, Education Endowment Foundation (CONFIRMED)


13:50

Case Study: Developing an Effective School Behaviour Policy for SEN Pupils

  • Discussing how school behaviour policy should be adapted to the needs of SEN pupils and understanding specific challenges SEN pupils face
  • Designing a clear and coherent whole-school policy which explicitly references a shared set of underlying principles for behaviour management at school
  • Outlining the importance of positive reinforcement and minimal feedback for low level misbehaviour to manage pupil behaviour successfully
  • Responding to physical assault as the most common cause of exclusions in special schools: establishing clear procedures on physical intervention policy and ensuring that staff are trained effectively to respond appropriately to confrontational situations

John d’Abbro, Headteacher, Swiss Cottage School (CONFIRMED)


14:10

Case Study: Delivering Outstanding Alternative Provision to Raise Attainment for Disadvantaged Students

  • Discussing the role of alternative provision for improving behaviour for challenging and vulnerable students and the learnings which mainstream schools can take away from success in alternative provision
  • Achieving outstanding attainment for pupils, with 31% of students receiving 5 GCSES graded at 4+, compared to a national average for alternative provision of 4.5%, and ensuring that all students left with a minimum of 5 GCSEs, including English and Maths
  • Outlining the importance of developing close staff-student relationships to elicit a positive response, particularly for tutors, who stay with their form group all day with teachers coming in to teach groups of 8 or less
  • Discussing the school’s ethos of raising aspiration, for example by providing students with the opportunity to do things which they never got the opportunity to do before, such as rock climbing and overseas residential

Chris Mulqueen, Principal, Aspire Academy (CONFIRMED)


14:30

Questions and Answers Session


14:50

Refreshments and Networking


15:10

Case Study: Re-Integrating Challenging Pupils Back into Mainstream School

  • Utilising the traffic light system to effectively identify individual pupils’ needs and ensure that all support is tailored to meet individuals’ needs
  • Designing intervention programmes for individual pupils on the brink of exclusion, using methods such as art therapy and activity based reflection techniques to gradually re-integrate pupils back into mainstream classes
  • Working with families to embed behaviour management techniques at home and ensuring a holistic approach to improvement pupil behaviour
  • Offering a range of services designed to meet pupils needs, including individual therapeutic tutoring and family counselling
  • Discussing how schools can work in partnership with the voluntary sector to pool resources and share expertise

Susie Besant, Director of Interventions, One-Eighty (invited)


15:30

Case Study: Taking an Early Intervention Approach to Improving School Behaviour

  • Creating an internal inclusion unit, built at the centre of the school, staffed by fully trained teachers, where pupils receive targeted curriculum support and social support aimed at reintegrating them back into the school community
  • Establishing a Students Towards Excellent Progress (STEP) team, designed to carry out early intervention for challenging pupils, for example by responding to pupil’s specific needs through positive reinforcement booklets
  • Designing a ‘Relationship Charter’ rather than a behaviour policy, which was co-designed by staff, parents and students, which aims to affirm rather than condemn, and discussing how rewards for good behaviour avoids pupils becoming desensitised to benefits
  • Working in partnership with parents and carers through the mutually agreed partnership agreement and establishing a comprehensive support system for parents, which helped pupils to recognise the impact their behaviour had

Vic Goddard and Nat Christie, Co-Principals, Passmores Academy (invited)


15:50

Questions and Answers Session


16:10

Chair's Summary and Close

*programme subject to change


The number of pupils permanently excluded from school has risen for the third year in a row, according to Department for Education statistics published in July 2018 . This resulted in 7,720 pupils permanently excluded in 2017, and 381,856 pupils suspended.

The Department for Education’s guidance on behaviour and discipline in schools was re-issued in January 2016 but it has not been reviewed since September 2015. In light of this, the Independent Bennett Review was published in March 2017, commissioned by the DfE. This outlined areas in which the guidance on behaviour and discipline was failing to address growing behavioural problems in schools and outlined a set of recommendations to improve school behaviour management. This included proposing behaviour audits to capture and compare school behaviour, increasing the role of Ofsted to target the most at need staff and funding internal inclusion units in schools.

In response to this, Damian Hinds announced plans for the first review of the school behaviour guidance in over three years. This would include a 10 million fund to help schools which manage behaviour well to train other teachers and the possibility of reforming the first two years of training newly qualified teachers receive in the classroom.

The worrying number of school exclusions is causing growing concern nationwide regarding the way in which schools manage the behaviour of their pupils. With ‘persistent disruptive behaviour’ identified as the most common cause of school exclusion, accounting for 36% of all permanent exclusions in 2016/17, according to DfE statistics, schools will be under pressure to ensure that they are operating an effective preventative and responsive approach to managing pupil behaviour and decreasing the rates of exclusion.

In January 2019, it was announced that Ofsted is planning to overhaul the way in which they inspect schools, with a greater focus to be included on the inspection of pupil behaviour. Proposals include placing increased emphasis on behaviour and attitudes in a revised category distinct from personal development, which would require schools in ‘challenging contexts’ to create a positive learning environment in order to receive an outstanding rating. The suggested framework would also punish schools which are identified as off-rolling: the process of pushing out less able children to ensure high results. This would mean that the level and causes of exclusion in schools would be under greater inspection.

With challenging school behaviour shown to have a negative effect on pupil’s learning, development and wellbeing, and teachers losing an hour of teaching a day on average as a result of pupil misbehaviour, it is imperative that schools are training their staff to respond effectively to challenging pupil behaviour, setting clear and coherent behaviour policy and working to re-integrate challenging pupils back into mainstream school.

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