Behaviour Support and Pupil Management

The Provider:
Holte Visual and Performing Arts College

• Inner city school - 926 on roll.
• Predominantly muslim community.
• Highest multiple deprivation index in Birmingham.
• Point of settlement for economic migrants and refugees.
• English = second language of 90% of pupils.
• Unemployment = highest in Birmingham.
• Poor housing, overcrowding, poverty, unhealthy diet, limited physical activity and a drug culture has raised mental instability and violent crime.
• 63% of pupils = FSM.
• 44% of pupils on SEN register.
• Prior attainment = below National Average.
• Effects of community tensions impact upon T&L.
• Developing achievement culture has nurtured potential.
• GCSE 5+A*-C - 2001= 15% 2008 = 80%
• GCSE 5+A*-G - 2001= 79% 2008 = 97%
• High Value Added and CVA.

Summary:

• Much work has taken place at the school to improve standards of behaviour and attendance within an inclusive ethos and climate so that pupils not only attend more regularly and behave more responsibly but they "own" their behaviour and use this as a baseline from which to thrive at school and achieve academic success. Additional funding streams and resources from BIP / BEST and EiC have added value to the B&A work at the school and proactive and targeted use of B&A data has facilitated specific support to individuals, groups and whole school allowing measurable improvement to be quantified.

The Aim:

• Behaviour has improved greatly in the last six years and was labelled "Outstanding" by Ofsted in June 2006. Average school attendance levels have risen during the same period from well below 90% to 93%. In addition, use of BIP / BEST for early identification of specific needs has assisted targeted pupil support. This improvement in pupil B&A performance has coincided with the development of much closer relationships with our parents and local community and, most pertinently, a seven year year-on-year rise in whole school GCSE attainment at all levels and great improvements in Value Added and CVA.

What do you see in the school?

• Behaviour is an important, high priority whole school issue which is well resourced.
• The behaviour and Attendance Audit was undertaken in 2003 and 2006. All stakeholders (governors, parents, staff and students) contributed to the review. The audit highlights areas of good practice as well as areas for development and directly informs the School Improvement Plan
• Behaviour is a standing item on all departmental and pastoral meeting agendas. It is a priority within the SIP and departmental plans and is discussed at SLT and Departmental Meetings. Weekly staff bulletins have a focus on behaviour which provides tips and advice and highlights good practice.
• The Deputy Headteacher has an excellent reputation and a proven track record for improving behaviour and attendance. The DHT is called upon regularly to share good practice locally and nationally.
• Staff have access to a comprehensive range of in house and external CPD opportunities including mentoring, Triple P Parenting Course, Sleuth and Data Management, Restorative Justice, etc.
• Behaviour and attendance is a whole school priority and is reflected within the Pastoral Teams performance management targets.
• NQTs are given excellent support to develop their behaviour management strategies including an intensive induction programme, access to resources to use in the classroom such as positive quotes, guidelines for creating a positive learning environment and support from senior staff.
• There is a clear behaviour policy and referral structure which is understood by staff, parents and young people.
• The schools' Behaviour Policy and Code of Conduct are clear, easy to navigate and include the rights, responsibilities, routines, rewards and consequences. The policy is embedded across the whole school and there is ongoing review and evaluation of policy and practice which is detailed in numerous schools reports written for a range of audiences.
• The staff handbook clearly outlines the principles for good behaviour and attendance. Behaviour and attendance are an integral part of inclusion and pupil support and is seen as an important part of the schools raising achievement agenda. Staff clearly articulate their role within this agenda and are aware of the role of others.
• The school uses a strategic multi-agency approach to address the underlying causes of behaviour issues and ensures that student's needs are identified and met.
• The school employs a range of staff and multi agency teams to support behaviour and attendance including mentors, Home School Link Workers (fluent in community languages), School Nurse, ESW, School Based Police Officer, BEST, YISP, YIP, CAF Teams and an on site Educational Psychologist.
• Behaviour management is led by SLT and supported by all teaching and non-teaching staff.
• The school uses data proactively to identify, target, monitor support and evaluate individual and group behaviour issues.
• The DHT produces a termly / annual report which is disseminated to all staff. There are regular memos to staff which help to lead and guide them on behaviour management issues
• The DHT accesses a half termly behaviour data report on departments. This is then used as a basis for formal and informal discussions and reviews between the DHT and Team Leader / Departmental Head.
• The students have devised 'code of conduct' posters which are laminated and displayed around the school and in classrooms. The students take ownership and a lead role in the management of their own behaviour.
• There are nurture activities for KS2 / 3 transition to help students with challenging behaviour prepare positively for starting Holte.
• The non-teaching Year Co-ordinators have a responsibility for the behaviour, attendance and pupil welfare. They have a role in internal and external exclusions and closely monitor students in their year group and seek appropriate internal / external support for students prior to problems escalating.
• All year groups have a positive behaviour folder which highlights positive behaviours displayed by individual students.
• There are excellent relationships between students, parents and staff. Parents and students speak passionately and respectfully about all staff in the school and the support they give to ALL families, particularly those who are 'at risk'.
• The school has incorporated the principle of SEAL into the Y7 curriculum.
• The LSC is totally student centred. The main focus of the Learning Support Centre is the development of student's socials skills. The Centre identifies and seeks to address the root causes of student's poor behaviour and helps to reintegrate students back into mainstream school. The LSC has a 90% success rate.
• The LSC has been running for 6 years. It accommodates students from within the school and provides placements for students from other schools. Students are given a minimum 2 week placement which includes academic support and support for students and staff in understanding and addressing the issues which lead to poor behaviour.
• The LSC works proactively with relevant outside agencies and in school teams and members of staff and provide full time placements for students causing concern. Since September the LSC has provided 20 external placements, 18 have been successful. A student on placement from another school commented that 'The teachers in the LSC handled issues better. They teach you how to avoid situations and how to diffuse issues which may arise. They have arranged a meeting with my school and parents to discuss what we ALL need to do to improve my behaviour. The teachers are excellent'.
• There are termly and annual reviews of policy and practice at all levels.
• The school monitors behaviour referrals on a monthly basis. Behaviour data is analysed by gender, class, subject, year / tutor group and ethnicity to track and monitor individual and group pupil behaviour and support targeted intervention.
• Students set personal targets to improve their behaviour. There are regular meetings to monitor individual behaviour plans.
• Staff Performance Management targets reflect the schools priority on behaviour and are reviewed annually as part of the schools performance management cycle to highlight individual progress towards the whole school agenda.
• Governors hold Pupil Support Panel Meetings / Final Warning Meetings with students who are at risk of exclusion and their parent / carer to discuss issues before they escalate. This has proved very successful in reducing permanent exclusions in the school.
• The school has made good progress since the last inspection, particularly in improving behaviour, and the curriculum, which were judged "Outstanding" by Ofsted 2006, and also standards. The high quality of monitoring and evaluation and the drive of leadership and management to raise standards give the school good capacity to make further improvements. OFSTED 2006

What difference does it make?

• Behaviour was judged to be outstanding by OFSTED in June 2006 'Students' spiritual, moral, social and cultural development is outstanding. …They have a well developed moral code that underpins their outstanding behaviour both in and out of lessons.
• Behaviour and Attendance Audits were undertaken in 2003 and 2006 and have contributed to the improvement in behaviour across the school
• There are more proactive positive partnerships with parents. There are weekly meetings and many training opportunities available for parents and parents feel confident to approach staff on a range of issues involving behaviour and attendance.
• There has been a reduction in behaviour referrals and Pupil Office referrals over the past few years. Improvements in behaviour have significantly contributed to the calm working ethos within the school.
• There is an increased success rate of in-school Learning Support Centre referrals and there is reported satisfaction from schools that have used the LSC support package.
• Results have improved over time and the school is seen as a model of excellent practice by the LA. Senior staff are regularly called upon to represent the LA locally and nationally.
• The school has improved significantly over the past few years. It is seen as a beacon of good practice in behaviour management locallyand nationally and the LSC is recognised as providing high quality behaviour support .
• There are close relationships between the school and its primary feeder schools. There is greater information sharing about behaviour which has led to smoother transition from Year 6 to 7.
• The school provides specific support for the most vulnerable and at risk students via the Youth Inclusion Support Panel (YISP), Youth Inclusion Project (YIP) and Junior YIP and other in school and local agencies.
• For the past 4 years Holte has been over subscribed.
• Holte LSC offers behaviour support placements to schools in Birmingham and other LAs.
• Visit by DCSF Consultant and Head of Youth
• Offending Service to discuss and share good practice in addressing gang culture and related issues in schools. Visits by LA, YJB and DCSF to endorse BIP work.
• Holte is used as a case study by the School Software Company to promote good practice in the use of the Sleuth behaviour data tracking system.
• The DHT provides support, advice and training for schools and LAs and take up requests to make presentations to local and national audiences on aspects of good practice in inclusion and behaviour management and OFSTED preparation.
• Holte staff offer support to local partner primary schools to assist B&A improvement.
• Year 9 Pathways guidance ensures appropriate KS4 subject choices and groups. The KS4 curriculum has been reviewed to ensure that the needs and aspirations of all students are met through curriculum entitlement and provision.
• Students in Y9 have the opportunity to undertake Peer Mentor Training. The Peer Mentors will initially provide virtual mentoring for Y6 students who will be transferring to the school.
• There is more extensive, creative and appropriate use of alternative provision in KS4 to ensure continued engagement in education by all students. There is use of external community individuals and organisations who are commissioned by the school to work with identified individuals and groups.
• The various inclusion teams provide a range of support for students including 1:1 mentoring, group support programmes and specialist interventions
• The SEN Co-ordinator provides INSET for staff to identify SEN reasons for pupils poor behaviour issues i.e. low literacy levels, cognitive disability, etc. and provide resources and advice to support individual staff and students.
• Results have improved steadily and consistently over a number of years form 12% in 200 to 50% in 2007.
• Behaviour referrals to the pupil office has reduced from 435 in Spring 2003 to 147 in Spring 2008
• The range and variety of courses, clubs and activities in the visual and performing arts has significantly expanded and are enjoyed and well supported by students and the local community. Students achieve well because of the good teaching they receive. Lessons are well planned to stretch students and accelerate their learning.OFSTED 2006
• The school-based Police Officer reduces anti-social behaviour and builds school and community confidence by providing 1:1 support for individuals, taking assemblies and running group support programmes. to raise awareness about the Criminal Justice System.
• The school uses SLEUTH Behaviour Monitoring and Tracking System and have written a National Case Study

From where is evidence collected to prove the Leading Aspect?

• "Inclusion Matters" periodical info sheet to staff.
• B & A Audits 2003 and 2006.
• Behaviour / Pupil Office referrals.
• Behaviour Policies / reports.
• Behaviour Policy and Code of Conduct.
• Behaviour Policy review and consultations with Students (via School Council, parents and Governors.
• BEST Leading Aspect for Multi Agency Support.
• BIP Case Study.
• BIP Objectives.
• Code of Conduct posters.
• Comments, testimonials and endorsements from schools, DCSF Consultant, Head of YOS
• Copies of presentations.
• Copies of presentations / materials.
• Departmental and Head of Department meetings
• Discussions with individuals seen.
• End of placement pupil reports and reviews.
• Endorsements from other schools.
• Examples of behaviour support work from agencies
• Examples of range of Sleuth behaviour data.
• Examples of staff Performance Management objectives / reviews.
• Exclusion data
• History, LSC and MFL Departmental Improvement Plans.
• Holte transition nurture group records.
• Inclusion team structure.
• INSET Programmes
• Key Stage 3 and 4 data
• KS2 / 3 Moving on up Certificates
• KS2 / 3 Nurture Programme.
• LSC marketing materials for other schools.
• LSC placement marketing materials.
• LSC programme outline.
• LSC progress records and placement reviews.
• LSC protocols and contract.
• LSC referral form.
• Minutes of meeting with DCSF B&A Gang Culture consultant.
• NQT Induction Programme.
• Nurture programme.
• OFSTED report. 2006
• Parent Partnership meetings / on-site adult and family learning activities.
• Performance Management objectives / reviews.
• Policy reviews and updates.
• Post LSC pupil performance information / tracking data.
• Pupil Office referral data.
• Range of Sleuth behaviour monitoring and tracking data.
• Requests from Birmingham Secondary School Networks (North West, North and East) to secure behaviour support placements at Holte LSC.
• SATs and GCSE results.
• School / Departmental Improvement Plans
• SEF.
• Sleuth behaviour referral form.
• Sleuth behaviour referral / Pupil Office (isolation room) comparative data.
• Sleuth case study.
• SLT / Departmental Agendas and Minutes.
• SRB6 "Moving On Up" transition workshop programme.
• Staff bulletins, briefings and INSET.
• Staff Handbook / Departmental Handbook.
• Student centred Code of Conduct.
• Students individual targets
• Termly / yearly Sleuth behaviour data/Pupil Office data
• Testimonials from schools using LSC and outside agencies.
• Tour of the school.
• YIP programme outline.
• YISP agendas and minutes.

The Verifiers Comment

• The school has invested in an extensive range of resources (human and physical) to support the management of student's behaviour and develop student's social skills.
• Teams within the school work collaboratively and proactively with young people and their parents to prevent behaviour issues escalating.
• There are excellent partnerships with parents and the local community and the school is seen as a focal point for family support by parents.
• The DHT / Lead Behaviour Professional provides invaluable support, advice and guidance for other schools, local authorities and the DCSF and shares good practice locally and nationally.