We welcome the publication of a new report on behaviour in schools by Tom Bennett.
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We invite readers to consider and re-examine our own thoughts on behaviour in schools, particularly with reference to the current Ofsted framework and its “Personal Development, Behaviour and Welfare” judgement criteria.
Within this post, we’ve posed some questions that would be pertinent for reviewing work on behaviour.
For example,
- Has the curriculum offer been reviewed? Is the content of the curriculum a causal factor in the lack of engagement?
- Are there opportunities for CPD in pedagogy that links directly to behaviour management?
- Is there a class and school charter for behaviour developed with young people– not imposed and without negatives (i.e.DO rather than DO NOT)?
- Does every young person have a behavioural target as well as academic targets for the term/year with opportunities for regular review?
- Is the rewards and sanction policy working, and is there a clear emphasis on rewards?
- Is the environment, external and internal, engaging and conducive to learning?
- How are incidents of bullying managed? Are young people involved in the process?
Relating to behaviour, schools are supposed to be judged according to the following criteria.
“Inspectors will make a judgement on the personal development, behaviour and welfare of children and learners by evaluating the extent to which the provision is successfully promoting and supporting children’s and other learners’: (for example)
- self-confidence, self-awareness and understanding of how to be a successful learner
- following of any guidelines for behaviour and conduct, including management of their own feelings and behaviour, and how they relate to others
- personal development, so that they are well prepared to respect others and contribute to wider society and life in Britain.”
Schools are “likely” to be judged as “inadequate” for personal development, behaviour and welfare if any of one of the following are in evidence.
- Low and/or high level disruption in lessons with a lack of pupil engagement.
- Lack of self-discipline or respect for staff and one another.
- Pupils show negative attitudes about the value of good manners and behaviour.
- Attendance is consistently low for all or a group of students with no sign of improvement.
- A significant number of students don’t know how to live healthily – physically and emotionally.
- Frequent incidents of bullying or discriminatory behaviour.
- Lack of confidence in the schools’ ability to tackle bullying.
- Pupils or a particular group of pupils do not feel safe in school
As Tom Bennett said today, judgements on behaviour should be more nuanced.
These eight points could be a good starting point for self-evaluation.
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See other posts that could impact on behaviour – e.g. a lack of a cohesive PSHE education curriculum, teacher stress etc.
https://3diassociates.wordpress.com/2015/03/30/are-schools-emotionally-well-places-to-work/
https://3diassociates.wordpress.com/2011/11/30/pshe-education-review/
3D Eye 