Presentation on theme: "Behaviour Group Update – March 2013. Context within Bearsden Academy ‘In almost all classes observed, learners were well behaved, motivated, remained."— Presentation transcript:
Behaviour Group Update – March 2013
Context within Bearsden Academy ‘In almost all classes observed, learners were well behaved, motivated, remained on task and interacted well with teachers and each other. They feel valued, cared for, respected and spoke highly of the support they receive from their teachers and support staff.’ EDC Quality Improvement Review, Nov The Behaviour Group has been running for the past three years. We continue to aim to encourage pupils to achieve the highest possible standards of behaviour, both within class and around the school.
Rights and Responsibilities Education must focus on the development of the child's personality, talents and mental and physical abilities to their fullest potential; School discipline must be administered in a manner consistent with the child's human dignity. Children’s Rights Children must ensure that their own behaviour does not prevent other pupils from fully experiencing their right to develop their full potential and the teachers’ ability to achieve this; Teachers must deliver the school discipline policy in a way that is fair, consistent and without prejudice. Children must be expected to treat other people with respect and dignity. Associated Responsibility
Behaviour Policy reminder… The core focus of our behaviour strategy is the promotion of positive behaviour. With this in mind, we aim to rewarding good behaviour, consistent effort and acknowledge particular achievements. We do this through awarding merits and adding these to a pupil’s score, using a points system for each merit. If a pupil does not meet the high expectations that we promote, they are given a demerit. The appropriate points are then deducted from their total score. Gaining subsequent merits can increase their score again, giving pupils the opportunity to ‘undo’ the problematic issue and focus on succeeding again.
Additional procedures For more serious or persistent indiscipline, a punishment exercise or detention may be given. All behavioural data, positive and of concern, is monitored by the Guidance Team and Year Head. Communication with parents is managed by the Guidance Team and Year heads. Support programmes run for pupils to enable them to engage fully with school for example, a homework club, bereavement support and instrumental enrichment.
Going for Gold – A New Initiative! The Going for Gold Scheme was piloted for the month of November through to December. It involved a display of information to registration to let S1 pupils know what their weekly merit and demerit statistics were. The data was colour coded. Much planning and debate ensued prior to this! The scheme was paused through January to enable us to analyse any impact on pupils.
Exemplar Going for Gold
What did our pupils think? They liked to check their results on the board. Some felt it made them try harder as they did not want to be embarrassed in front of their friends by a demerit. They felt good if they were on ‘gold’. It helped classmates to behave well therefore classes were not disrupted. They missed it when it was gone.
Statistical Impact – S1 Year Group
Impact upon individual pupils
What does this tell us? Our young people receive far more merits than demerits – this is testament to their excellent behaviour and positive attitude! They want to succeed and improve. Our teachers want to acknowledge this good effort. The scheme had a positive impact. We want to work in partnership with parents. Our focus should be positive and conversations with you should ensure that all information is passed to you in a sensitive way. The systems that we have in place prioritise positive behaviour.
Next steps for Going for Gold We re-launched the scheme with S1 last week, with a view to monitoring the data over a lengthier period. If an impact is sustained over this period, to consider launching for Term 3 with S2. Weekly figures can be viewed by all staff in the photocopy room for information. Merit texts continue to be sent to parents to celebrate achievement. Guidance and Year Heads use the statistics to minimise instances of indiscipline and maintain contact with parents on issues of concern.
Next Steps for the Group A reward trip is planned for March 15 th for S1/2. We are conducting pupil focus groups to canvas opinion on our Summer reward trip – possibilities include an Allander afternoon, cinema trip, bouncy castle afternoon or ‘games and pizza’ day. The Instrumental Enrichment Pilot programme will run for selected pupils and the impact of this will be evaluated and shared. A full review of the present policy is underway – staff, pupils and parents will be consulted with next steps. We will link with our Homework, Rights Respecting School and Anti-bullying Policy.
An invitation is extended… To Parent Council members who may like to come to our meeting when we consult on our draft policy. To representative pupils who may like to come to our meeting when we consult on our draft policy.
Self Evaluation Update What is self evaluation in our school? Three key questions… 1. How are we doing? 2. How do we know? 3. What are we going to do now? We plan to look inward at our provision, outwards at best practise exemplars, and forward in a way that maximises the potential of our school and its young people.
Looking inwards… In January, I submitted a proposal to review self-evaluation procedures. Particular areas of focus were agreed with SMT in response to EDC Quality Improvement report. A meeting took place with Alistair Deans to discuss the proposal and agreed a timeline for the proposed activities. Alistair suggested some centres to visit to support with gathering exemplars of good practice. A working party has been established. We have now met twice and agreed an initial plan. The present membership is small to facilitate effective auditing. Membership of this group will be opened up following the initial audit of practice. We began by sharing existing models of practice and exploring from the exemplars shared what areas were highly effective and may be developed further.
Looking outwards… Having identified schools with a specific area of interest, we are in the process of planning visits to examine their procedures in certain areas of the self-evaluation process. An agreed agenda for these visits will be developed following examination of specific HGIOS indicators, particularly 5.9. I t is our hope that the Parent Council may be willing to be involved in future consultation on self-evaluation. The initial priority for the group will be to tighten up the focus on specific quality indicators and agree and develop procedures for producing the SIP/DIPS, Quality Assurance Calendar, departmental tracking records/procedures and to link these outcomes to a more evaluative approach for Standards and Quality reporting. Thereafter, procedures will be examined and standardised for collating evidence in relation to the quality indicators and related self-evaluation activities required in support of these.
Looking forward… Once structures have been agreed and focus clarified, peer observations will be extended across the school. This may be a focus for staff for the In-service Day in May. CPD may then be delivered to staff on the language of peer mentoring. CPD could also be delivered on the ‘Implemento’ tool for planning. This can be used by pupils and parents as well as staff. The findings of the working party will help to inform the next improvement planning cycle. It is our hope that the Parent Council may be willing to be involved in future consultation on self- evaluation and on issues affecting our school.