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Sleuth Helps You Manage Behaviour More Effectively

  • Consistent and Objective - Sleuth provides a consistent and objective way to record observations about behaviour
  • Proactive and Strategic - Sleuth promotes a proactive and strategic approach to behaviour management
  • Policy and practice - Sleuth ensures that policy and practice are one and the same

Consistent and Objective - Sleuth provides a straightforward electronic incident report form for recording incidents of behaviour using language that is familiar to staff and which reflects your policy. If staff are consistent in their use of language to describe behaviour it will support a consistent response.

A Consistent & Objective Approach
"One of the fringe benefits of introducing a more objective recording system is that staff take a bit more time to select the appropriate sanction. Consequently we are more consistent in the strategies we use to manage behaviour"
Headteacher - Worcs Secondary

The Sleuth incident report form includes detailed information vital to tracking behaviour without being time-consuming to fill-in. The Sleuth incident report form establishes an objective and standardised means of recording which improves the exchange of information about behaviour amongst staff, which in turn improves the response to it.

Once entered in Sleuth, analysis of recorded incidents enables schools to determine the consistent application of their behaviour policy. Sleuth provides schools with an invaluable means of ensuring that policy and practice are one and the same.

A behaviour policy should make a significant contribution to the day to day management of behaviour in schools. If this is not the case then more autonomous approaches to behaviour may start to emerge if staff feel that the policy lacks necessary impact. It is therefore crucial that policy and practice inform each other. To this end, Sleuth provides the means for a school to monitor the impact of policy on practice and enables practice to develop policy.

In school, a systematic approach is directed by the Behaviour Policy which must clearly outline a simple guiding philosophy for all stakeholders, including parents, to ensure a collective, consistent response to behaviour.

A Proactive & Strategic Approach
"At the time we introduced Sleuth we were in special measures and it was recognised by HMI that sleuth was enabling us to take a much more proactive approach to the way we managed behaviour"
Deputy Headteacher - Bradford Secondary

Proactive and strategic - The results from analysing behaviour data give a policy its direction. There are many outcomes to analysing behaviour, among them: providing evidence of improvement; highlighting behaviour hotspots; revealing trends in behaviour and identifying any inconsistencies in putting policy into practice. All these outcomes provide the information required to develop a policy that is effective, inclusive and will evolve.

Another hallmark of an effective approach to behaviour is that it can be easily monitored and reviewed ensuring that strategies are evidence based, add value, and improve outcomes for students.

Sleuth has a detailed reporting facility allowing in-depth analysis, on a daily basis. One of the commonly identified benefits in schools using Sleuth is that they are far more proactive in their management of behaviour because they have easy access to the information they need and can stay on top of issues. They are able to plan to manage behaviour with a far greater insight, focussing on the causes rather than the symptoms.

Effective Behaviour Management - The Schools' View

Below are a selection of comments from schools describing how Sleuth enables you to manage behaviour more effectively. Click on the link to read their comments. To read the full case study for the school click 'Read full Case Study' at the end of the text.

The Schools View

Developing a systematic and objective approach

Sleuth has helped us to develop a far more systematic approach to the way we manage behaviour. It enables us to intervene early so we can prevent behaviour escalating. From a whole school viewpoint, the language we use to describe behaviour has become far more objective.

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Evaluating our Behaviour Policy

Evaluating our Behaviour Policy - Sleuth has helped us to define our Behaviour Policy. We recently reviewed our Behaviour for Learning Policy and considered the types of behaviour and the range of sanctions and rewards that we used. These were then put in to a hierarchy. Sleuth enables us to record our responses to behaviour and test the consistency of our policy.

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Making tutors lives easier and more productive

Sleuth has been the best piece of school based software I have ever used and is making a daily difference to the way our school deals with the issues of behaviour and discipline. School tutors have welcomed it with open arms because it makes their lives both easier and more productive. I am sure as the whole staff start to use it they will also appreciate what it can do and how it can help them.

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Benefitting all members of the school community

Whole School Approach with Transparency for All - The variety of uses for the data produced by Sleuth has given staff the opportunity to quickly see the benefits of behaviour recording. Sleuth has enabled us to develop a transparent system where everyone is able to see that responsibility is being taken by all members of the school community. Staff can see all incidents are being followed up and actioned. Every member of staff, not just teachers, are encouraged to record behaviour so we get a true picture of how behaviour affects all members of the school community.

Sanctions have more impact

Rapid Intervention - One significant benefit of Sleuth has been that it has enabled far more rapid intervention. We are able to pick things up before they escalate and make sure that the time between behaviour and consequence is much quicker. This is so important if our sanctions are going to have any impact.

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Whatever the questions, Sleuth has answers

Sleuth has improved our behaviour management. We are able to analyse whatever question we have - it gives us something to start from even if we aren’t sure where we are going!

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Improvements to behaviour management in a term and a half

We have been using Sleuth for a term and a half now and it is going fantastically well, making a great contribution to the way we manage behaviour. Our overall impression of Sleuth after a term and a half is overwhelmingly positive.

It is fair to say that we have realised a key number of our intended outcomes within the first term of having introduced Sleuth, in particular with regards to how we use behaviour data to drive our behaviour strategy.

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Targetted interventions that lead to improvement

Very specific targetted interventions - This process is also particularly useful in assessing the impact of our work with individual students. At the end of the Winter Term we had real concerns about an individual student with a very high incident count in Sleuth. Very specific targetted interventions were put in place to address his behaviour. Profiling his data this term we can see real progress has been made, the number of incidents that staff are recording have reduced significantly and we are able to share this very positive news, with evidence to back it up, with the student and his parents.

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A consistent record of staff responses to behavioural issues

Consistent Behaviour Policy - One area that has really benefitted has been the school behaviour policy. We have a 10 step behaviour Management plan in the school. This had not always been consistently applied. Sleuth has provided us with a useful means to link policy and practise by consistently recording staff responses to behavioural issues.

Meet & Greet Policy

Meet & Greet - Using Sleuth we have profiled in-class behaviour, analysing by the time the incident occured during the lesson. We discovered a high incident count at the beginning of lessons. Consequently we have introduced a Meet and Greet policy where all staff greet students as they come into a classroom and there is an activity waiting on their desk to start the lesson. This means that staff don't have to wait for students who may be delayed in arriving at a lesson allowing those waiting to become restless and disengaged.

Trends in Behaviour for Specific Year Groups

Identifying Patterns & Trends in Behaviour - Heads of Year will use Sleuth to communicate concern about certain behaviours to their line managers. They in turn will check to see if the behaviour is specific to a year group or extends across the school. If it specific to a year group then the behaviour might be targeted during a year group assembly.  Whole School issues are dealt with more broadly.

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Identifying & Tackling the Issues

Recently we have noticed that the misuse of mobile phones has increased and become a problem. We could easily see this from the number of incidents broken down by behaviour type. There is now a clear directive that mobile phones can only be used at certain times and in two dedicated areas of the school. At any other time students can expect them to be confiscated.

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Sleuth is central to our BfL policy

Sleuth is central to our BfL policy and its implementation and the language of Sleuth has become embedded in our culture. Our student support framework relies on the data and the various reports enable us to identify students’ issues and provide support when needed. Sleuth data is used to support applications for additional support for students.

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Measuring the impact of learning styles on behaviour

Identifying Barriers to Progress - Sleuth allows us to clearly demonstrate that we do all we can to be inclusive. It allows subject leaders to measure the impact of learning styles on particular behaviours and provides another means by which we can identify barriers to childrens' progress.

As well as using the graphs and reports from Sleuth to inform our decision-making, they have proved useful in illustrating progress to children. At a recent Year 3/4 assembly we used the trend reports to demonstrate to each of the year groups that behaviour had been consistently improving over the last term. We asked one of the Year 4 children to explain the graph to the rest of the children. They were pleased to see their progress and each year group received a round of applause from the other.

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Benefits for all levels of behaviour management

Supporting Staff Roles and Responsibilities - All levels of management within the school have benefitted from having Sleuth:

  • SMT - For the Senior Management Team sleuth offers a clear concise strategic overview of behaviour
  • Heads of Year - Sleuth gives our Heads of Year the ability to easily monitor students in their care. We can quickly identify students who may need additional support and can generate reports that are useful when discussing concerns and successes with parents. Using the points reports has enabled us to introduce an element of competition across Year Groups as the number of positive points accumulated in Sleuth are compared across each tutor group year by year
  • Intervention Support Workers - We have three intervention support workers, two of whom support students who face academic barriers to learning with the other addressing barriers to learning as a result of behaviour. The profiles and reports generated by sleuth on each student are a crucial source of information to support the types of intervention chosen to support our young people. We can also easily monitor how successful each intervention has been.

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Fulfilling responsibilities for all roles

Sleuth is now used at every level of the school. All staff who need to view and record incidents have access allowing them to better fulfil the responsibilities of their specific roles. Accountability is well defined and all staff can clearly demonstrate the action they have taken in response to certain incidents.

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Celebrating success

Sleuth has had a positive impact on the way we manage behaviour. It gives us the information we need to celebrate success and the ability to make sure our systems are clear and consistent and work to address inappropriate behaviour.

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Reducing repeat behaviour

Appropriate and Effective Intervention Leads to Improvement - I don’t know if Sleuth itself has improved behaviour but the way we record, monitor and deal with poor behaviour has meant that poorly behaved students are dealt with much more quickly and much more effectively and so repeat behaviour has become less of a problem. This is obvious when you look at the pattern and frequency of behaviour incidents in Sleuth and how they tail off when you have dealt appropriately and effectively with any individual.

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More proactive in managing behaviour - recognised by HMI

A Proactive Approach - Recognised by HMI - At the time we introduced Sleuth we were in special measures and it was recognised by HMI that Sleuth was enabling us to take a much more proactive approach to the way we managed behaviour. When HMI visited, our progress within the Key Issue area was identified as being 'Good'. The improvement in how we managed behaviour was then identified as leading to increased opportunities for effective learning.

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Students recognise consequence follows behaviour

Student Support - Students understand that a record in sleuth means that a particular sanction will be triggered. It is a good way for us to demonstrate that each behaviour has a specific consequence.

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Daily update for Form Tutors

Student Support from Tutors - We have set-up Sleuth so that when each Tutor logs in they see the list of incidents specific to their tutor group. Tutors are encouraged to review this list everyday. When a student accumulates more than 4 incidents over a given time a meeting is set up to discuss their behaviour. At the end of each month we use to Sleuth to profile the behaviour of each tutor group, pastoral leaders then use a variety of reports to inform their discussions of individual students' behaviour.

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A global view linking behaviour with attainment

We are now able to get a global picture which enables us to make a link between behaviour and attainment.

Consistent recording and management of behaviour

Annual Review - We regularly use the Sleuth data to feed into the review process and share the data with external agencies when running multi agency reviews. It is an amazing way of sharing with all stakeholders what is happening in school.

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Identifying and addressing concerns

Identifying Issues & Intervening - Sleuth has proved particularly helpful in giving us a much better idea of what is going on in our school: for example, from the analysis we were able to discover that Tuesday was the day of the week when we had the highest number of incidents of negative behaviour. We identified two factors for this: Behaviour and Attendance - our attendance data demonstrated that Tuesday was our peak for numbers on-roll for the week directly linking behaviour and attendance. Consistency in Personnel - we noted that two members of staff were absent for a lengthy period on a Tuesday as a result of ongoing Professional Development. This demonstrated to us how crucial it is for there to be consistency in personnel and with behaviour management strategies with certain pupils. Some of our pupils find changes in staff very unsettling and difficult to cope with.

Quality information to support pastoral management

Access to Quality Information - The most obvious benefit to the school has been the improved access to information and the quality and variety of information that can be obtained. This has made a significant contribution to existing practise.

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Introducing a Brain Gym to Re-engage

Brain Gym - We identified that our first lesson after lunch, Lesson 4, had a significantly higher number of incidents than any other lesson. As a result we introduced Brain Gym at the beginning of lesson 4 as a means to re-engage students as they returned from unstructured time at lunch break.

Pinpointing problems early

A Proactive Approach - The analysis in Sleuth helps us to pinpoint problems and then enables us to act. It is a great trouble-shooting tool which helps us to plan to manage behaviour. We know who our problem kids are, as all schools do. We now have a means to get a specific idea of what the problems are and where they are most likely to occur and when they are most likely to occur.

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Creating understanding and consistency

A Proactive Approach to Behaviour Management - Sleuth allows us to be more analytical and to develop reflective approaches to classroom management. It will encourage us with our behaviour support, actions and follow up. We are now able to be responsive rather than reactive and can look at the influence of teaching and learning styles on behaviour. It helps create understanding and consistency of approaches.

Drawing links between behaviour and learning

Managing Behaviour & Learning - Our referral system now contributes to a more proactive response to behaviour. Information is easily accessed in a variety of formats suitable for tutors, heads of year, heads of faculty and senior staff. Sleuth is now a well established part of the our approach to behaviour management and has helped us to draw links between behaviour and learning. Our focus is not just on the management of behaviour but also the management of learning.

A better understanding of behaviour

It has enabled us to get a better understanding of where and when things are going on. Particularly interesting has been our investigation of days of the week and looking at particular times of day. The information we have gathered in Sleuth has also be very valuable to use in confirming the findings of the KS3 Audit. The next stage for us is to begin to log positive behaviour and look at our merit and reward system.

Using a consistent language to describe behaviour

A Consistent Approach - Since introducing Sleuth, we now have uniform language to describe and address behaviour. This is very apparent when listening to the way staff discuss behaviour.

Students understand consequence follows behaviour

Consequence Follows Behaviour - Sleuth has definitely enabled us to tighten our systems up. Students know that behaviour, both positive and negative, will be logged and that consequences will follow. They are aware that staff have a documented picture of what is going on.

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Proactive behaviour management for all staff

A Whole School Proactive Approach - Sleuth has enabled a much more proactive response to behaviour throughout the school community from SLT to department heads and teaching staff.

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Measuring the impact of interventions

Managing a Quiet-Room - During the last year we have developed an on-site provision called the Quiet Room. Here we are able to offer a variety of specialist interventions to children experiencing difficulties in school, including behavioural problems. Using the reports in Sleuth we can clearly demonstrate the significant impact of the intervention used by staff in the Quiet Room. As an example, in the case of one of our Year 3 students, by comparing a two month period before and after referral to the Quiet Room, we can see marked reduction in the frequency of the student's disruptive behaviour. During the first term this year we had a real push with formative assessment, for the last two terms our focus has been on active learning. It is useful to be able to monitor the impact of these two approaches on behaviour in the classroom.

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Identifying problems and targetting improvements

A Proactive Approach to Behaviour Management - The Student Behaviour report in Sleuth shows us all the volume of all the recorded behaviours. We use this to have a purge on specific behaviours at a particular time. This term we have focussed on two particular behaviours: Disturbing Lessons and Verbal Abuse to Staff. We have responded to these behaviours by carrying out short interviews with students and sending letters home.

More strategic in our approach

A Strategic Approach - Sleuth allows us to get a far broader picture. We are able to analyse the environment and the context of behaviour more closely. Consequently it helps us be far more strategic in our approach.

Sharp focus to intervention work

Targetting Support - Over the last year, since introducing Sleuth, we have quickly learnt that when we analyse the data we get information that gives us a very sharp focus to our intervention work.

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