Here you will find all the articles, Toolkit items and Q&As relating to Behaviour.
Scroll down to see the articles, supporting Toolkit documents and Q&As in this section. You will find the most recent ones listed at the top.
Articles
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Inspecting behaviour and attitudes
In this article David Birch looks at the Ofsted grade descriptors for the category ‘Behaviour and attitudes’.
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Creating the culture for good behaviour
Matt Bromley looks at behaviour and the new Ofsted inspection framework.
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Tackling bullying in schools - part two
In the second article in a two-part series on bullying, we look at strategies for tackling bullying.
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Tackling bullying in schools - part one
Bullying is defined as: ‘Behaviour by an individual or group, usually repeated over time, that intentionally hurts another individual or group either physically or emotionally’. This article looks at the different types of bullying.
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Free article: Evaluating alternative and specially resourced provision
Tony Powell explains how inspectors gather evidence and make judgements on the quality of alternative and specially resourced provision.
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Free article: The government's Prevent guidance
Suzanne O'Connell considers the guidance available regarding Prevent and school leaders' responsibilities.
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Free article: Personal development, behaviour and welfare
Tony Powell looks at the new key area ‘personal development, behaviour and welfare’ under the new Ofsted inspection framework.
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Below the radar: Low-level disruption in the country’s class-rooms
David Birch reviews the key messages from a recent Ofsted report on classroom behaviour and suggests ways in which schools might best respond to it.
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Free article: Managing behaviour outside the classroom
Since January 2014 there has been increased emphasis on the behaviour of pupils. In this article, Jim Donnelly offers advice on managing behaviour around the school.
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Free article: Managing pupils’ behaviour in lessons
David Birch offers advice on effective classroom management and argues that effective practice relies on a combination of the consistent application of agreed policy and the development of awareness and key skills for individual teachers.
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Unannounced inspections of behaviour – what to expect
Tony Powell looks at the reasons for unannounced inspections of behaviour, and what schools can expect from an inspection.
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Tackling bullying with the Ofsted framework
Jayne Lowe looks at how the inspection framework works to help eradicate bullying.
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Behaviour and safety: articulating your judgements
Tony Powell explains how to collate and present the evidence that inspectors will be looking for.
Toolkit
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Form – Behaviour and attitudes self-evaluation and action plan
To download the document click on the link:
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Handout- Explanation of the 'Prevent' strategy
To download this toolkit document, click on the link:
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Checklist - Personal development, behaviour and welfare
To download this document click on the link:
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Checklist - Implementing an effective behaviour management system
To download this toolkit, click on the link:
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Checklist - Three key areas of anti-bullying intervention
To download this Toolkit, click on the link:
Q&A
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Q. We are doing our best to apply a non-exclusion policy, but the staff are unhappy about this. How can we both serve the best interests of pupils and keep our school running smoothly?
A. This is a conundrum that many schools are facing. Awareness of off-rolling and Ofsted’s intention to name and shame those who do, has brought the problem into clear focus. There are schools that are placing greater priority on their performance table status than on the best interests of their pupils. The practice of moving some children out, by whatever means, before they sit their GCSEs is now well documented and is evidently wrong.However, taking a hard line on non-exclusion can cause concern for staff. Will they be expected to put up with any type of behaviour? Will they be backed up when a pupil has crossed boundaries? You cannot implement a policy without the support of your teachers and you have to find some middle ground here.
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Q. Low-level disruptive behaviour continues to be a problem in our primary school. What suggestions do you have?
A. It can be extremely frustrating having children in your class who are swinging on their chairs or tapping their fingers.
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Q. We understand that a recent report recommends the development of inclusion units for behaviour in schools. We have been thinking of establishing one to cater for some of our students with poor behaviour. Are they beneficial?
A. Tom Bennett is the government’s most recent school behaviour adviser. His report, published in March 2017, looks specifically at the role of leadership in the drive to improve behaviour in our classrooms.
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Q. I have a group of very challenging Year 8 students. I’ve been told that headteachers are being given more power to exclude. Is this true?
A. Had this answer been given a few weeks ago it would definitely have been ‘yes’.
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Q. I am aware of some of the main headlines from Ofsted’s annual report. What, in your view, will be the implications for schools in 2014?
A. As mentioned in my answer to the previous question, the tightening up on behaviour and, specifically behaviour for learning is a key area.
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Q. Behaviour has been identified previously as an issue for our school. I understand that we can expect a no-notice inspection?
A. Michael Wilshaw announced in his recent ‘Unlucky child’ speech that inspectors will focus more
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Q. I understand that new guidance has been released about behaviour and discipline. Is it worth reading?
A. New guidance is available. However, it very much follows the general pattern of other documents released by the DfE.
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Q: We need to improve behaviour in my school. Is Charlie Taylor’s advice worth taking a look at?
A:The release by the Department of Education of Getting the simple things right: Charlie Taylor’s behaviour checklists has perhaps taken a few people by surprise.
