guidance on the self- evaluation of behaviour
TRANSCRIPT
This guidance is the intellectual copyright of Milton Keynes’ Council.
Date issued September 2018
Review date
September 2019
Prepared by Linda Bartlett, Improvement Partner
Approved by
Head of Setting and School Effectiveness
Guidance on the self-evaluation of behaviour
How schools can evidence impact
This guidance is the intellectual copyright of Milton Keynes’ Council.
Introduction Self-evaluation should establish what behaviour is “typically like” at the school, during and out of lessons and over time. Crucially behaviour “over time” should be the school’s main focus. The evidence for this self-evaluation should be gathered by triangulation from a range of sources, using both qualitative and quantitative information. A view of behaviour “over time” should be collated from information from staff, pupils and their parents through: the school’s own surveys; Ofsted’s Parent View; minutes of governors’ meetings; case studies; behaviour, bullying and prejudice based incident logs; internal and external exclusion records; as well as face-to-face dialogue. Part 1 provides a detailed set of questions for comprehensive self-evaluation. In Part 2, possible focused summary questions are provided as a guide to support self-evaluation through stakeholder surveys. The list is not exhaustive. The school’s governing board should have a good working knowledge of what behaviour is “typically like” at the school, as part of their statutory duty to ensure that there are adequate behaviour arrangements at the school. This includes appropriate business continuity / emergency planning procedures. In particular, governors are expected to ensure that the school has effective strategies for: dealing with prejudice based incidents and any incidences of radicalisation/extremist behaviour, for any pupils missing from school, internal and external exclusions, and safety and monitoring arrangements for pupils taught off site, in any form, such as alternative provision or when on visits/field trips.
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Part 1 – Overview of typical questions by theme
Theme Key Information Key questions Evidence Attitudes to learning
Consistency
Assessment
Strategies
How does the school demonstrate that attitudes to learning and behaviour for learning are consistently good across subjects, years, classes and with different staff?
How do staff monitor attitudes to learning as part of their daily assessment of learning?
What do staff do to address needs?
How can the school evidence that it is a hardworking community?
What has been the impact of using external role models from the local community or businesses in changing attitudes to learning or behaviour?
How well has the school engaged all pupils in extra-curricular activities?
How well have staff been trained to plan lessons which are engaging and which ensure that pupils develop their long term knowledge and skills, including recall, the development of academic vocabulary and their broad knowledge base?
Lesson observations
Short term lesson planning
Planning feedback
Assessment
Extra-curricular activities log
Staff training
Behaviour around the school
Behaviour policy
Behaviour management
Consistency
Reasons for behaviour needs
Expectations
Punctuality
What does the school do to check that its behaviour policy matches need and is understood and followed by all stakeholders, including governors?
Does the behaviour policy fulfil the school’s statutory obligations?
How well does the behaviour policy link to quality of teaching and preparing pupils for life in modern Britain?
How effective and consistent is behaviour management by all staff across the school on a day-to-day basis?
Is the school able to articulate what the conduct of pupils is typically like, based on what is observed over time at the school?
How well and politely do pupils speak to each other and to staff around the school?
How does the school evaluate its own behaviour management and what has it done where it has identified gaps? How effective has this been?
How consistent is good behaviour across a range of groupings and settings?
How well does the school evaluate how behaviour around the whole school is affected by a range of reasons, such as: weak teaching; lack of support and guidance to pupils; low expectations; failure to identify SEND, including speech, language and communication needs and other difficulties with literacy; and bullying?
How does the school evaluate behaviour and the school’s management of behaviour during informal parts of the school day, e.g. start / ends of the school day (on and off buses, on foot arrivals / departures, lunchtimes and movement between lessons?
Behaviour policy School development planning and impact evaluations Lesson observations Learning walks Academic outcomes Published expectations/web site
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What actions have been taken by the school to address any poor conduct and how does the school know that they have had a positive impact on behaviour?
How is behaviour around the school linked to the school ethos?
How clear are the school’s expectations of pupils’ behaviour?
How does the curriculum contribute to good behaviour in school (including behaviour for learning)?
Does the school have a sound understanding of what constitutes low level disruption? (Pupils off-task, distracted from learning, low levels of concentration, or attitudes to learning over time, teaching is not matching needs, learning is passive, unnecessary talk, calling out, slowness to start work, not following instructions, not bringing the right equipment, using mobile phones inappropriately, lack of respect to others including staff)
How does the behaviour policy clarify the school’s understanding and response to low level disruption?
What causes low level disruption in the school?
What has the school done to reduce low level disruption and what impact has been made?
Have links been made between low level disruption, lesson observation and work scrutiny? What did this show? What actions have been taken as a result?
How does the school monitor punctuality to activities as pupils move around the school?
What does the monitoring indicate about punctuality within school?
Theme Key Information Key questions Evidence Attitudes, respect and courtesy to all people involved with the school
Planning
Approaches to teaching and learning
PSHE
How does the school plan to develop its pupils’ attitudes, respect and courtesy in all aspects of school life?
How well do pupils respond and contribute to the culture of the school?
Can the school demonstrate to what extent the school’s culture promotes and supports good behaviour?
How well do leaders and staff model good behaviour to pupils?
How well do leaders and managers model good behaviour management techniques to staff?
How is the school creating a culture of high expectations and aspirations (academically and socially)? How do you know that this is effective?
How does this transfer into approaches and attitudes to teaching and learning?
How well are pupils prepared for lessons? Do they have the right equipment?
How eager are the pupils to learn? How do you know?
How much does pupils’ pride in their school contribute to punctuality?
How robust are arrangements to support personal and social development? How does the school evaluate the impact of programmes and the curriculum?
Long and medium term lesson planning Assembly programme Monitoring of punctuality to school/lessons Stakeholder surveys Pupil Council Visitor feedback
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How well do pupils respect and protect the school learning and wider environments and facilities? For example, is there a problem with litter and/or graffiti?
How well do pupils adhere to the school’s uniform policy?
What has the school done to ensure compliance with the school’s uniform policy?
How has the school involved pupils in volunteering and interacting with the local community?
Theme Key Information Key questions Evidence Views of all stakeholders about behaviour
Surveys
Views of groups
Views on behaviour
View on safety
How does the school gain the views of all stakeholders (pupils, staff, parents, governors and community) about the behaviour in the school?
What do the surveys show and how does this contribute to the development of behaviour?
What do pupils, parents and staff think about how well the school manages behaviour?
What are the views of pupils/groups of pupils of the behaviour and attitudes of others towards them?
How well does the school respond when pupils and/or their parents have concerns about the behaviour of others towards them?
How have pupils who started within term-time been included? How safe do they feel?
How safe do pupils feel in school, around the school, in different locations and at different times?
Do all groups feel safe at all times?
How committed are all stakeholders to the vision of the school leaders and governors?
How effective is the governing board in challenging the school on its response to behaviour?
Stakeholder surveys
Parent View
Outcomes of response to incidents
Governing board minutes
Theme Key Information Key questions Evidence School’s analysis of / response to behaviour
Monitoring and tracking
Patterns over time
School structures and systems
Variations in behaviours between groups
Contexts
Is there consistency in the school’s response to behaviour incidents and to following the behaviour policy?
What procedures and policies are in place? How is impact on reducing challenging behaviour measured?
How does the school monitor and track behaviour needs across the school, and know if there has been an improvement for individuals or groups?
What has the tracking indicated and what impact has the school had on reducing incidences over time and improving behaviour?
Are there patterns of different behaviours over time?
How effective are the structures and systems established by the school?
How does the school distinguish between and monitor overt and covert behaviours?
How does the school address overt behaviours such as: “calling out”; talking over the voice of
Behaviour incidents tracking by group Behaviour logs (class and school) Restraint logs (class and school) Resolutions Case studies
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Consistency
Expectations
School responses
Compliance with statutory duties
Reasonable adjustments
Strategies & sanctions
the teacher; or chattering which causes low level disruption?
How does the school address covert behaviours, such as refusal to co-operate with peers, staff or other adults?
Are there variations in behaviour between groups, subjects, and times of day, different staff? Are there variations in behaviour when pupils are taught in different contexts, such as intervention groups? How is the school monitoring improvements for different groups?
What has the school done to effectively tackle this where it has been observed?
How do variations in behaviour management impact on learning? What different strategies are used and how does the school evaluate the relative effectiveness? For example, how effective are detentions in reducing repeated behaviours by participants?
What are your main sanctions for challenging behaviour?
How do you know that they are effective?
How does the school support pupils who are experiencing difficult personal circumstances, and what impact does this have on behaviour management?
How effectively does the school support its most behaviourally challenging pupils, including those with SEND?
How does the school ensure that pupils have clarity of expectations?
What structures and systems does the school have in place to support pupils with challenging behaviour?
What additional support is being provided for pupils with challenging behaviour and how does the school know that it is effective and offers value for money?
What “reasonable adjustments”, is the school making in line with the Equality Act (2010), for pupils with social, emotional and mental health needs (SEMH) and those with disabilities, such as autistic spectrum disorders (ASD)? Provide examples. How effective are the adjustments? Does the school use a blanket approach to behaviour incidents which negatively affects pupils with SEND or SEMH?
How do these “reasonable adjustments” triangulate against exclusion rates and the use of other sanctions?
How well does the school and its staff understand its duties under the Equality Act (2010) in terms of its implications for support of SEMH?
Evaluation of structures and policy Provision management Lesson observations Outcomes of staff training
Response and understanding of risk
Repetitions
Types
Resolutions
Reductions
Stakeholder training
Teaching
How well do leaders and other stakeholders understand the different risks that behaviour incidents pose or risks which may result in negative behaviours?
What has the school done to reduce risks to pupils and how does it know if it has been effective?
How effective are the monitoring systems in supporting planning to address the most vulnerable pupils’ needs?
How does the school train/ensure that staff model appropriate language and behaviours which
Registers Impact of actions in incidents logs Curriculum review Lesson observations
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Environments
E safety
Prejudice based incidents
Extremism
effectively reduce the risk of incidents? What is the impact of training on practice?
How do leaders balance risks to pupils and to staff?
How well do staff understand the varied risks facing vulnerable pupils, which may either manifest in behaviour patterns or be important for staff to know when setting up support for pupils?
What is the schools response and understanding of risk from radicalisation and extremism? How protected are your pupils?
How does the school respond to extremist views of pupils?
How well does the school teach pupils to keep safe when using the internet and social media?
Are leaders and staff aware of how online bullying, radicalisation, sexting and child sexual exploitation can manifest in behaviours? Are leaders confident that they would respond effectively?
Stakeholder surveys Published expectations/web site
Bullying and prejudice
Monitoring and frequency
Prevention
Training
Pupil engagement
Dealing with incidents
Curriculum
How does the school ensure that all pupils are fully aware of different forms of bullying, including prejudice based and cyber bullying particularly in line with the 7 protected characteristics from the Equality Act (2010)?
How effective is the school in the prevention of prejudice-based bullying?
How frequent are cases of the different forms of bullying and prejudice based incidents? As a result of the school interventions, how has this changed over time?
Are incidents repeated by the same individuals or groups? If so, what has the school done to support both perpetrators and victims?
What do the school’s pupils say about bullying and prejudice and how it impacts upon their safety and learning?
How well do pupils work with the school to tackle and prevent bullying and prejudice? What does the school do to support pupils in this?
What training has been provided to all staff on bullying and equalities? How frequent is and is it part of staff induction?
What evidence does the school have on both direct and indirect forms of bullying and prejudice? Are all stakeholders fully aware of the difference between direct and indirect prejudice?
Are there any links between incidents and absences? How effective is the school’s response?
How quickly do staff deal with bullying/or prejudice based incidents? What evidence does the school have to show that a prompt response has resulted in positive outcomes for victims and perpetrators? Provide some examples of positive outcomes.
How do teachers promote clear messages about the impact of bullying and prejudiced behaviour so that all pupils are safe? Do pupils understand the impact of bullying and prejudice on others’ wellbeing?
How quickly do teachers and other adults tackle the use of derogatory or aggressive language? Provide some examples of positive outcomes.
Bullying and prejudice based incident logs and overviews Pupil/parent/staff surveys Case studies Reports to governors Curriculum overviews and reviews
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How is anti-bullying and anti-discrimination included across the curriculum and within extracurricular activities? Is this broad and balanced across all year groups?
Use of physical intervention/restraint and force
Appropriate use of physical intervention
Compliance with statutory duties
Meeting needs of vulnerable pupils
Record keeping
Restriction of liberty
How does the school record incidents where restraint or physical intervention has been used? How does the school ensure that this is systematic and matches the school policy? (There is no legal requirement to do so, but this is good practice and will support challenge)
How does the school know that the use of physical intervention is not a default position and how does it check its use by different members of staff? If a concern arises, how effectively is this addressed with staff?
Is the school complying with current DfE guidance on the use of force and restraint?
How does the school demonstrate that its use of force and restraint is reasonable?
How do you know that intervention has not been excessive and that it is proportional?
How do you know that the outcomes of restraint have been effective for the pupils and have supported them to manage their own behaviour and responses?
Are pupils restrained unnecessarily because of poor teaching or not meeting the needs of vulnerable pupils?
What accredited training has been provided to staff using physical intervention? Is this all up-to-date? How does the school check that physical intervention is only carried out by trained staff?
Do rises in the number of incidents of physical intervention correspond with staff training dates?
Are pupils able to flow throughout the school or are there instances where liberty is restricted? If so, is it appropriate to level of risk?
Physical intervention log Behaviour incident logs Reports to governors Training overview
Removal systems
Impact
Frequency
Patterns
Groups
What evidence does the school have of the impact of removal systems on improving behaviour?
How frequently is the school using “time-out rooms” and how is this recorded and monitored? What actions result from using the record?
What are the patterns of use for individual pupils by different staff members and how well does it match the additional needs of pupils? Are some pupils being placed in removal systems when a different approach would be more effective?
How does the school demonstrate that it is only used when absolutely essential to keep either the pupil or others safe?
What are the patterns of use for different groups?
How does the school ensure that any removal is not restricting the liberty of the pupil?
Is there a link between the use of removal systems and internal exclusion?
Removal log/incident log by groups/staff members (class and school) Time-out room log Pupil records
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Theme Key Information Key questions Evidence Permanent and fixed term exclusions
Legality
Patterns and frequency
Repetition
Groups
Strategies
Safeguarding
Evaluation of outcomes for pupils
Provision for needs
If the school uses exclusion, what has been the impact of this on improving behaviour of individuals and across the school?
If fixed term exclusion overall or for any group is above the national average, to what extent is its use reducing over time?
How well is the school developing the use of alternative strategies to exclusion? What impact is this having?
What is the school’s understanding of legal requirements when making exclusions? Is the school clear that unofficial or informal exclusions, such as asking a parent to take their child home, are illegal?
Is the school’s use of sanctions and exclusion clear in the behaviour policy? Do parents know why a pupil will be excluded and the different levels for different behaviours/actions?
Does the school use lunchtime fixed term exclusions? What impact has been made through their use for individual pupils and for behaviour in general? How has the school evaluated if fixed term exclusions are effective in improving the behaviour of the pupils excluded?
How do the school’s rates of exclusion compare with national data?
What patterns has the school identified in its exclusion data over the last 3 years, both for fixed and permanent exclusions?
If the school’s rates are higher, what reasons can be given for this and what actions have been set in place to reduce this?
What are the rates of repeated exclusions of the same pupils? How is the school monitoring multiple exclusions by pupils?
Are there pupils for whom there have been multiple fixed-term exclusions?
What are the rates of exclusion of different groups of pupils? Is there a pattern?
What does the school do to ensure that Children in Care are only excluded as an absolute last resort? How does the school ensure their safety?
What are the numbers of pupils taken off roll related to behaviour? Is the school ‘off-rolling’ pupils to improve outcomes?
How successful has the school been in reducing exclusion rates?
If the school has high levels of exclusions what has it done to improve its behaviour management and policy and how effective has this been?
What does the school do to ensure that it is not excluding children in the Early Years Foundation Stage? If there are any exclusions in this age group a strong reason and measurement of impact on the child is necessary.
How is the school safeguarding pupils who may be at risk at home? How robustly does the school check safeguarding procedures when excluding?
IDSR School tracking: pupil; groups(including SEND, SEMH, LAC); repetition School roll Case studies Behaviour policy and procedures Staff behaviour and safety training impact Personal plans for pupils
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Has the school notified social services where there is sexualised behaviour?
How has the school evaluated if internal exclusions are effective in improving behaviour of the pupils who have been excluded? How has this impacted on school improvement?
Overall how is the school monitoring the quality of provision it provides for excluded pupils?
What system does the school have for monitoring all exclusions (remembering that informal exclusions, such as asking parents to take children home during the day are illegal)? How is the school checking that it is following legal requirements, such as setting work from the first day of the exclusion and making sure that after and including the 6th day that it has made suitable arrangements for the pupil’s full time educational provision?
How is the school ensuring that provision for pupils with EHCPs matches their needs?
How can the school show that exclusions are a final resort after all other sanctions have failed?
Theme Key Information Key questions Evidence Absence and attendance
Trends
Links to behaviour
Procedures
Groups
Safeguarding
Truancy
Punctuality
How does the school triangulate attendance data with behaviour incidents, particularly for pupils with the greatest need?
How does the school use this data and analysis to reduce absence rates?
What does the school do to support the attendance of pupils from groups, such as disadvantaged or SEND? There is an expectation that their rates of attendance will be the same as for all pupils. Is there a link between attendance, behaviour and outcomes?
What alert systems does the school have to indicate where there might be safeguarding issues in relation to attendance and behaviour? How does it know that it is effective in this?
How does the school check for truancy? If it has been identified, what remedial action has been taken and how effective has it been?
Where pupils are placed on part-timetables how well do leaders ensure that pupils are safe? Is it in the best interests of pupils when they are placed on part-timetables?
How does the school demonstrate an improvement for pupils who have previously had high rates of absence? Is this linked to effective behaviour management?
How successful has the school been in tackling cases of persistent absence? Has this been linked to behaviour?
How does the school respond to lateness and what sanctions does it use?
How does it know it has been effective?
IDSR School tracking: pupil/ groups(including SEND, SEMH, LAC) Absence logs/monitoring/links to safeguarding and behaviour records Case studies Attendance policy and procedures Personal plans for pupils Published expectations/web site
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Theme Key Information Key questions Evidence Learning support units / alternative provision
Purpose
Effectiveness
Tracking and monitoring
Academic progress
Curriculum
Is the school clear about the purpose, effectiveness and impact of the unit/provision and how does it demonstrate this?
How well has the school checked the safeguarding arrangements of an alternative provision before placing a pupil there?
Has the school using an alternative provision visited and rigorously evaluated that the quality of provision is high? Is the provision registered and if not has the school checked that it should not be?
How does the school ensure high quality pupil information is shared by the school/s? In the case of an alternative provision this includes pupil attainment and progress data before, during and after provision.
What academic progress do pupils make in the core subjects while in alternative provision? Is it at least in line with expectations?
Are both the mainstream school and the alternative provision clear what pupil outcomes are planned and how this will add to the pupil’s education?
Are targets clearly defined and realistic, with baselines and evidence of impact? Are they related to personal development as we all as academic outcomes?
How does an alternative provision ensure that the pupils receive their full curriculum entitlement and that the alternative provision complements the school’s curriculum and does not repeat previously embedded learning?
What does the system of tracking of changes in behaviour over the time between the alternative provision and when the pupil returns to the mainstream show? How is the school triangulating this with other evidence?
Where a pupil is in an alternative provision does the school maintain “ownership” of their pupil and close links between the school, the alternative provision, pupil and family?
How is the safeguarding of pupils and involvement with Children’s Social Care monitored across both mainstream and alternative provisions and how is provision joined up?
Has the school received written confirmation from the alternative provision that appropriate pre-employment checks have been made for all staff working in the setting?
How are pupils’ views taken into account when setting up alternative provision and in reviewing its impact?
Are governors of mainstream schools made fully aware of pupils accessing alternative provisions and are they monitoring safeguarding and progress in learning?
How is attendance at the alternative provision monitored? What does it show? Is the
Behaviour policy Register and link to school tracking Pupil progress and gap closing, including progress in mainstream Curriculum planning Lesson observations Case studies Pupil interviews Baseline assessment/referral notes Social and emotional development assessments
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mainstream school informed if a pupil is absent?
Theme Key information Key questions Evidence
Nurture groups
Purpose
Effectiveness
Academic progress
Social and emotional development
Reintegration to mainstream
What is the impact of the group on academic progress in the core subjects and across the curriculum?
Are pupils making the progress the school would expect by the time they are settled into the group?
How effectively does the school ensure that pupils are able to continue to engage with other pupils to maintain their peer relationships?
What is the impact of the group on social, emotional and behavioural development?
How well do the pupils reintegrate when they leave the group to return to the mainstream classroom? How well is transition planned? Is the pupils’ social and emotional wellbeing sustained? Do pupils continue to learn well?
How effective is the school in engaging parents to continue the new learning and behaviours at home?
How well does the school support the whole family?
Behaviour/nurture group policy Baseline assessment / referral notes Pupil academic progress and gap closing over time (before, during, after) Social and emotional development assessments Curriculum / lesson planning / lesson observations
Case studies
Part 2 – Typical questions by key group
Key Groups Theme “Typical questions” to use with key groups / stakeholders during self-evaluation Leadership and Management, including Governance (See Part 1)
Behaviour How good are behaviour and attendance at the school? How do you know?
What is the nature of your behaviour policy and what has been its impact?
How effective is your behaviour policy in preparing pupils for life in modern Britain?
Do pupils respect teachers and vice versa?
What happens if a pupil is badly behaved? How consistently are procedures followed?
Are there any lessons / subject areas where behaviour is not good? What are you doing to address this?
How much use is there of prejudice based language by pupils? Reflect by the protected characteristics under the Equality Act (2010). How are you addressing this?
What are behaviour and attendance like in terms of your offsite provision?
How do you deal with challenging behaviour?
How high are exclusions?
On what basis do you exclude?
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How do you deal with bullying?
What are you doing to promote good attendance and what has been the impact of what you are doing?
What can you say about patterns of attendance?
What do you do to ensure that all pupils remain safe? Key Groups Theme “Typical questions” to use with key groups / stakeholders during self-evaluation Teachers / Pastoral Support
Behaviour and Safety
What can you tell me about the school behaviour policy?
Do you feel well supported by line managers if your pupils have behaviour problems?
What is behaviour typically like in your lessons / area?
Are there any subjects / areas where behaviour is not as good as expected?
How do you deal with pupils who exhibit challenging behaviour?
How well do pupils respond to teaching assistants and other support staff?
How well do pupils interact with each other – whether they work cooperatively in groups or pairs as required?
Are pupils supportive of each other’s learning, for example not making derogatory comments about other pupils’ answers to questions?
How well behaved are pupils in lessons and around school?
Do pupils respect staff and vice versa?
What happens if a pupil is badly behaved?
Do pupils ever use homophobic or prejudiced language? How do you react? What is the school policy in respect of the use of racist, homophobic or other prejudiced language?
How good is the school at dealing with bullying?
What training have you had in terms of how to deal with bullying and prejudiced based incidents, including homophobia and in teaching about gender identity or sexuality? How confident are you in dealing with incidents?
Are pupils ever picked on because of their race, religion, sexual orientation or beliefs?
How well have you been trained in behaviour management and how well do you understand the connection with high quality teaching?
Key Groups Theme “Typical questions” to use with key groups / stakeholders during self-evaluation Pupils Behaviour What are the values of the school?
Is there a behaviour / code of conduct at school? Is it understood by pupils and staff?
How well behaved are pupils in lessons and around school?
What are attitudes to learning like in lessons and with homework?
How well do staff deal with behaviour issues? Are they consistent? Give an example.
Are pupils on time for lessons / are they punctual?
How well prepared are pupils for lessons?
Are there any places around school that you think are unsafe?
Tell me about how you feel about safety at school? Do you feel safe?
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What are relationships like between teachers, other staff and pupils?
Is there a reward system at the school, does it work?
What happens if a pupil is badly behaved?
Is there any bullying at the school?
What would you do if you were bullied?
If you have any concerns about behaviour, how quickly are they followed up by teaching or support staff at the school?
What programmes are in place to teach you about preparing for life in modern Britain?
What systems are in place if you had any issues about extremist views or radicalisation, or if you were concerned about views expressed by either pupils or adults?
Key Groups Theme “Typical questions” to use with key groups / stakeholders during self-evaluation Parents / carers
Behaviour Tell me about the behaviour in this school?
What is typical behaviour like at the school at the beginning and end of the school day?
Do you receive regular updates from the school on behaviour arrangements? What is support like at the school for your son / daughter?
How are you able to share your views on behaviour with the school?
How does the school respond to any complaints about behaviour, bullying or prejudice at the school?
How clear is the information on behaviour on the school’s website? Do you feel you understand the school’s behaviour policy?
How well and consistently does the school follow its behaviour policy?
Key Groups Theme “Typical questions” to use with key groups / stakeholders during self-evaluation External Stakeholders / Alternative Providers
Behaviour What is typical behaviour like of pupils at your site?
What is typical behaviour like when you come into school?
How effective is the communication and support with pupil absences or punctuality issues from the school?
How effective is the support from the school with raising awareness of any medical issues for their pupils on your site?
What procedures do you follow if you have a behavioural issue with a pupil or groups of pupils?
What procedures do you follow if a pupil does not turn up for the day or leaves site early?
Have these procedures been agreed with the school and are the pupils themselves aware of it?
How often does the school undertake quality assurance visits to monitor the behaviour and safety arrangements at your site?
Are there risk assessments in place for all aspects of your delivery and are these known and understood by pupils and staff at the school?
Do you have a policy of restraint and if so has it ever been used? For alternative provisions:
What is the frequency and quality of any behaviour training for staff at your site?
Do you link with the mainstream school’s own CPD programme for your staff? Is this encouraged?
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Key documents: Alternative provision
Alternative Provision Statutory guidance for local authorities (last published 2013) https://www.gov.uk/government/publications/alternative-provision
Bullying
Preventing and tackling bullying: Advice for headteachers, staff and governing bodies, DfE, 2017 https://www.gov.uk/government/publications/preventing-and-tackling-bullying
Bullying at school, DfE, current web page https://www.gov.uk/bullying-at-school Latest guidance on cyber bullying on this page is 2014. Exclusion
Exclusion from maintained schools, academies and pupil referral units, DfE, 2017 https://www.gov.uk/government/publications/school-exclusion
Milton Keynes Council exclusion policy and guidance https://www.milton-keynes.gov.uk/schools-and-lifelong-learning/information-for-schools/school-exclusions
Making the difference: Breaking the link between school exclusion and social exclusion, Institute of Policy Research,2017 https://www.ippr.org/research/publications/making-the-difference
Falling through the net: Illegal exclusions, the experiences of families with disabled children in England and Wales (2013) https://contact.org.uk/media/639982/falling_through_the_net_-_illegal_exclusions_report_2013_web.pdf
Milton Keynes Council Fair Ofsted
School inspection handbook – section 8 (Unannounced behaviour inspections P50), 2018 https://www.gov.uk/government/publications/handbook-for-short-monitoring-and-unannounced-behaviour-school-inspections
Physical intervention and restriction of liberty
Positive environments where children can flourish: A guide for inspectors about physical intervention and restrictions of liberty, Ofsted, 2018 https://www.gov.uk/government/publications/positive-environments-where-children-can-flourish
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Reducing the need for restraint and restrictive intervention, 2017 https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/663453/Reducing_the_Need_for_Restraint_and_Restrictive_Intervention.pdf