Sleuth Helps You Make Better Decisions
Perhaps the real test of a behaviour tracking system is how well (and how frequently) it contributes to the process of decision making and strategy in relation to whole school behaviour issues.
Sleuth provides schools with a detailed evidence base from which to inform the dialogue about behaviour and influence the decisions taken in response. Just as importantly, Sleuth then reveals the impact of decisions and strategies so you know what works and what doesn't, good practice can be recognised, re-used and shared.
Behaviour data in Sleuth is current and at your fingertips so today's decisions are being informed by today's information.
The ability of a school to strategically manage behaviour is improved with a means to frequently review and evaluate behaviour. Weekly or monthly reports can show individual behaviours causing concern by learning style, interaction, subject area, gender, ethnicity, etc., so appropriate intervention can be put in place. Sleuth provides schools with an opportunity to move away from generalised perceptions about behaviour and instead base decisions on the objective evidence provided in Sleuth.
Make Better Decisions - The Schools' View
After the Bell by Felix
Below are a selection of comments from schools describing how Sleuth enables you to make better decisions. 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
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.
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.
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.
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.
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.
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!
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.
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.
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 - 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.
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.
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.
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.
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.
Supporting Staff Roles and Responsibilities - All levels of management within the school have benefitted from having Sleuth:
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.
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.
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.
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.
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.
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.
We are now able to get a global picture which enables us to make a link between behaviour and attainment.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.