Ref: DFE-00059-2017 Worryingly, only a third of teachers said that the school’s behaviour policies were applied consistently. Behaviour is also being brought into sharper focus in the Department for Education. This group should therefore not be confused with the minority of pupils with particular needs or life circumstances. The announcement on ITT comes after Ofsted’s new education inspection framework came into force, bringing with it a greater focus on behaviour in schools through the new ‘behaviour and attitudes’ judgement. To this end, inspectors have been speaking to schools about how they manage behaviour and are planning further research to identify what the most successful schools are doing on behaviour management. In 2018, 17,900 (25%) initial requests for assessment were refused compared with 14,600 (23%) in 2017. It’s not enough just to ‘expect the standard’. Everyone stands to benefit from good behaviour in schools. Foundational behaviours, such as punctuality and not calling out, are the baseline pupils need to meet to allow effective teaching and learning to happen. Check Ofsted's COVID-19 updates to see how inspections and reports are affected. review. Children’s Services and Skills 2017/18 Presented to Parliament pursuant to section 121 of the Education and Inspections Act 2006. It is also about the values and ethos of the school. In 2014, we published a report on low-level disruption, ‘Below the radar’, the findings of which were disturbing. Strong values underpin good behaviour. Consistency and clarity in understanding and implementing a behaviour policy have been linked to effective behaviour management and lower levels of exclusions. Most schools in our study favoured whole-school behaviour management approaches in which a set of consistent routines are put into practice and rigorously and consistently applied. Don’t worry we won’t send you spam or share your email address with anyone. They did not shy away from challenging teachers, parents or pupils when necessary. Through these good relationships, staff felt they were more able to spot behaviour that was out of character and so apply flexibility in the behaviour policy when necessary. Staff, particularly in secondary schools, emphasised the value of teaching desired behaviours and making them routine. Many teachers also valued informal discussions with school leaders alongside clear monitoring systems and policies. As an inspectorate we need to know what best practice is, so it can inform both our inspectors and the system. Published 25 September 2014 From: We piloted the questions in a small number of schools and used this feedback to refine the questions. Headteachers and teachers told us that establishing clear routines is not just about expecting consistent standards of behaviour (though this is of great importance). Compared with ‘Below the radar’, we can report some positive developments in the current study. Leaders, staff and pupils create a positive environment in which bullying is not tolerated. Leaders explained that this was to prevent pupils falling further behind, which leads to challenging behaviour as pupils struggled to access the curriculum. This was often the headteacher, particularly in smaller schools. We use cookies to collect information about how you use GOV.UK. Tom Bennett’s independent review on behaviour in schools and strategies to support effective behaviour cultures, and the government's response. These statements clearly relate to the 3 types of behaviour schools identified as important, which provides some reassurance that we are assessing the right things. The vast majority of those who do not behave can be taught to do so through explicit teaching and effective behaviour management. We need to know more about how the most effective secondary schools manage transitions from primary, and especially how the most effective primaries manage the transition from early years into the school setting. … When this is not the case, the school takes appropriate, swift and effective action. We also need to know what training the most effective schools employ. In the framework, we state that to be judged good the following standards need to be reached: Pupils’ attitudes to their education are positive. As yet, we do not have much evidence on the relative effectiveness of these approaches. To allow parents to do so, they need to be properly informed of the school’s policies and practices. During classroom visits by inspectors, pupils were engaged in learning These 3 types of behaviours are reflected in the behaviour and attitudes judgement in the EIF. We are providing additional support for schools through our behaviour support networks – … Check how the new Brexit rules affect you. In the best schools, there was an emphasis on creating a positive climate for learning. Consistency should be the aim, with leaders supporting teachers to achieve this. This Ofsted survey report looks at what makes nurture group provision successful and evaluates the impact on the pupils and their families. Behaviour matters. Independent report Creating a culture: a review of behaviour management in schools Tom Bennett’s independent review on behaviour in schools and strategies to … Behaviour management is a subject that causes a lot of heat, and sometimes rather less light. Of course, we found good practice as well. 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