1. Secondary National Strategy Secondary Strategy ‘From Satisfactory to Good’ Improving your Ofsted ‘Behaviour of Learners’ grade Presented by Helen Smith ‘From Satisfactory to Good’ Improving your Ofsted ‘Behaviour of Learners’ grade Presented by Helen Smith Contact: 07717 543 777 Helen@helencsmith.co.uk

2. Secondary National Strategy Objectives To identify the criteria used to grade the Ofsted judgement for the ‘behaviour of learners’ and to consider how this can be used to identify areas for improvement To share practice in improving behaviour on a whole school level from successful Lancashire schools To consider how these strategies and resources can be used to bring about whole school behaviour improvement

3. Secondary National Strategy Session outline Session one: Introduction and the Ofsted perspective Session two: Good practice from David Bird (SEBD Adviser) Break Session three: Good practice from Our Lady’s Catholic High School, Preston (Nigel Ranson, Headteacher) Session four: Additional resources and links, next steps

4. Secondary National Strategy What do we mean by the ‘behaviour of learners’? Personal development and wellbeing How good is the overall personal development and well being of learners? Elements are: The extent of learners’ spiritual, moral, social and cultural development The behaviour of learners The attendance of learners How well learners enjoy their education The extent to which learners adopt safe practices The extent to which learners adopt healthy lifestyles The extent to which learners make a positive contribution to the community How well learners develop workplace and other skills that will contribute to their future economic well being

5. Secondary National Strategy Guidance for inspectors Inspectors are advised to evaluate: Learner attitudes to bullying The quality of relationships with peers and adults The extent to which learners behave in ways that allow others to be safe and free from harassment and effective learning to take place The extent to which learners respond to the school’s expectations Learners’ enjoyment of learning, completion of tasks and engagement in independent work Learners’ freedom from physical or verbal abuse Safety in lessons, particularly Science and Technology Support for schools’ anti- smoking policies Learners’ habits as active and independent learners Learners’ development of skills in leadership, group work, problem solving, speaking and listening

6. Secondary National Strategy Evaluating personal development and well being Outstanding (1) Learners’ personal development and wellbeing are at least good in all major respects and are exemplary in significant elements. Good (2) Learners’ overall spiritual, moral, social and cultural development is good, and no element of it is unsatisfactory. Young children are learning to understand their feelings. All learners enjoy school a good deal, as demonstrated by their considerate behaviour, positive attitudes and regular attendance. They feel safe, are safety conscious without being fearful, and they adopt healthy lifestyles. They develop a commitment to racial equality. They make good overall progress in developing the personal qualities that will enable them to contribute effectively to the community and eventually to transfer to working roles.

7. Secondary National Strategy Satisfactory (3) Learners’ personal development and their well-being are inadequate in no major respect, and may be good in some respects Inadequate (4) Learners’ overall spiritual, moral, social and cultural development is unsatisfactory. Learners generally, or significant groups of them, are disaffected and do not enjoy their education, as shown by their unsatisfactory attitudes, behaviour and attendance. Too many require internal and external exclusion. Some groups of learners are isolated or integrate poorly with other learners. Exposure to bullying, racial discrimination or other factors mean that learners feel unsafe. When threatened, they do not have confidence that they can get sufficient support. Healthy lifestyles are not adequately appreciated or pursued. Learners do not engage readily with the community. Learners are not developing the social and learning skills that will equip them for work.

8. Secondary National Strategy How is this reported? Grade 2 comments from Lancashire schools Pupils have a mainly positive outlook and behaviour Behaviour management in the school is effective The majority of pupils learned and behaved well and enjoyed school activities The challenging behaviour of a minority of pupils can occasionally adversely affect learning. The school has many strategies in place to deal with inappropriate behaviour Pupils had good relationships with staff and were co- operative and considerate of others Behaviour on the corridors, yard and dining hall is never less than satisfactory and generally good Pupils were positive about the school and the strategies used to combat poor behaviour The rate of exclusions is not high Good support systems in school provide good care for vulnerable students The whole school discipline policy is used effectively to manage behaviour Behaviour is closely monitored Students’ much improved attitudes to learning and their enjoyment of school reflect the school’s substantial effort to give students a degree of control over their education

9. Secondary National Strategy Grade 3 In most lessons pupils behave well and apply themselves to their work A small minority display poor attitudes There is a significant minority who disrupt the learning of others The school has established clear procedures for care and guidance but there is inconsistency in their use Pupils attitudes are satisfactory overall There is an inconsistent approach to managing behaviour across the school In a very small number of lessons teaching fails to engage some pupils who then misbehave The school provides a well ordered and safe environment Behaviour is usually orderly around school although there is sometimes a lack of consideration for others on crowded corridors In a minority of lessons where classroom management is poor, learning is disrupted Most students behave well in lessons. The behaviour of a minority of students is inappropriate and is of concern to a small number of pupils and parents Internal exclusion and new support systems are in use to reduce the high levels of fixed term exclusions

10. Secondary National Strategy Grade 4 Parents expressed concerns regarding behaviour in the school Student attitudes to learning are unsatisfactory and a significant minority show little interest in or commitment to their studies Poor behaviour has resulted in very high levels of fixed term exclusions There is a satisfactory range of systems to ensure the care and guidance of students and effective links with outside agencies. However, the co-ordination of systems is not fully developed and this is limiting their impact on the personal development and well being of all students Behaviour is satisfactory in those lessons where teachers have high expectations and students know what is demanded of them in terms of work and discipline Students’ behaviour is disruptive which slows their progress and that of others There are too many cases of lessons being spoilt by poor behaviour There is a lack of progress due to poor attitudes and behaviour, sometimes this is associated with insecure classroom management In some lessons the poor behaviour of a significant minority prevents others from learning There is a sensible behaviour policy but its application is varied

11. Secondary National Strategy Key issues Pupil enjoyment Relationships Pupils social, emotional and behavioural skills Rates of exclusion Pupils and parents opinions of the school (systems, safety, progress) The monitoring of behaviour The impact of poor behaviour upon pupil learning The consistency of the application of school systems

12. Secondary National Strategy Links to other judgements Overall effectiveness : A school is likely to be inadequate if learners’ personal development and wellbeing are inadequate Achievement and standards: An inadequate grade can be given when progress is slow and the pace of learning is insufficient Quality of provision:  When evaluating the quality of teaching a grade 4 can be given if ‘Behaviour is often poor and is managed inadequately’  Does the curriculum contribute to improvements in a learners’ personal development? A grade 4 can be given if it is felt that the curriculum can lead to disaffection  Care, guidance and support- How does the school meet the needs of groups of learners. For example, those with disproportionate rates of exclusion, those identified as at risk

13. Secondary National Strategy Implications for other judgements The guidance states that a grade 4 for Behaviour of Learners must lead to a grade 4 for the Personal Development and Well being section The guidance states that a school cannot be given a satisfactory grade for Overall Effectiveness if the school has a 4 for Personal Development and Well being In effect this means that a school may be placed in a category if the Behaviour for Learners grade is judged inadequate

14. Secondary National Strategy Additional resources Ofsted report on ‘Improving Behaviour’ Ofsted report ‘Managing challenging behaviour’- http://www.ofsted.gov.uk/portal/site/Internet/menuitem.eace3f09a603f6d9c3172a8a08c08a0c/?vg nextoid=b6002a5f74f3c010VgnVCM1000003507640aRCRD UB RAG NPSLBA materials available to download from Teachernet- http://www.teachernet.gov.uk/wholeschool/behaviour/npsl_ba/resources/studymaterials/ David Moore video clips- http://www.teachernet.gov.uk/wholeschool/behaviour/npsl_ba/resources/davidmoore/ http://www.teachernet.gov.uk/wholeschool/behaviour/npsl_ba/resources/davidmoore/

15. Secondary National Strategy ‘Improving Behaviour’: Report key findings Schools that made the most progress tackled the improvement of behaviour as a whole school improvement programme Expectations, rewards and sanctions were made clear to all staff, pupils and parents Agreed policies and procedures were rigorously monitored to ensure consistent implementation Support strategies were put in place for vulnerable pupils Improvements were made in teaching and learning alongside improvements in skills in managing behaviour

16. Secondary National Strategy Additional resources Ofsted report on ‘Improving Behaviour’ Ofsted report ‘Managing challenging behaviour’- http://www.ofsted.gov.uk/portal/site/Internet/menuitem.eace3f09a603f6d9c3172a8a08c08a0c/?vg nextoid=b6002a5f74f3c010VgnVCM1000003507640aRCRD UB RAG NPSLBA materials available to download from Teachernet- http://www.teachernet.gov.uk/wholeschool/behaviour/npsl_ba/resources/studymaterials/ David Moore video clips- http://www.teachernet.gov.uk/wholeschool/behaviour/npsl_ba/resources/davidmoore/ http://www.teachernet.gov.uk/wholeschool/behaviour/npsl_ba/resources/davidmoore/

17. Secondary National Strategy Making a difference in Secondary Schools A presentation by David Moore HMI

18. Secondary National Strategy Next steps? Can you identify where you are? Can you identify the steps to improve to the next stage? Does the SEF need to be revisited? Do staff/ middle leaders need more training and guidance on what good behaviour looks like? Are there existing school systems which require reviewing?

19. Secondary National Strategy Coming soon…… SEAL launch  Non link schools: September 11 th (1.00- 4.00) Barton Grange, September 18 th (1.00- 4.00) Dunkenhalgh Hotel  Have a look at : http://bandapilot.org.uk/secondary/index.html Anti- bullying network meeting:  September 24 th 4.00- 6.30 Dunkenhalgh Hotel, Clayton le Moors  September 25 th 1.30- 4.00 Barton Grange, Preston