Raising Student Achievement
There is an obvious correlation between behaviour, both good and bad, and student achievement. Schools using Sleuth regularly investigate behaviour as a means to identify ways to improve student achievement.
Often academic data will identify that a student is under achieving but may not yield many clues as to why this is so. Combining academic data with behaviour data gathered in Sleuth gives a broader picture of a student's abilities, identifying patterns and trends in behaviour which in turn offers insight into how best to intervene. As interventions are put in place, particularly those which focus on the individual, progress can then be demonstrated with a direct impact on student esteem and motivation. The graphs in Sleuth have proven to be a useful tool to engage students in their own progress and encourage them to take responsibility for their behaviour.
Heads of Year can produce a number of reports in Sleuth which support early intervention. Sleuth is used to track underachieving students, to support mentoring schemes, changes to curriculum or teaching groups, to focus support within target faculty areas and inform specific projects such as those focussing on raising the achievement of boys.
Significantly Sleuth does not only enable schools to proactively examine poor behaviour but to support a merit and reward system as well. Removing barriers to learning is a clear outcome of behaviour tracking but raising student achievement through recognising good behaviour also forms a key feature of using Sleuth.
Raising Student Achievement - The Schools' View
After the Bell by Felix
Below are a selection of comments from schools describing how Sleuth has helped to raise student achievement. 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
Delivering SEAL - We use Sleuth to influence the way we deliver SEAL, in particular with individual students to personalise learning. We may for example, having identified specific behaviours in Sleuth, put together a programme which helps pupils develop their relationship and social skills. We can then monitor the impact of these programmes for each student.
Gender Attainment - We have used Sleuth to profile the behaviour of boys and girls in the school. We have found this very helpful in supporting strategies we have put in place to address issues relating to attainment.
Supporting Students with SEN - Each member of the SLT line-manages a specific year group and together with the Head of Year they get a weekly profile from Sleuth of behaviour in that year group. This profile includes the number of incidents per student, times of day that are most prevalent and the staff members making the referrals. The reports are a useful source of information when considering students for special provision. Records in Sleuth are one of our key indicators. Special provision may include a referral to the LSU or the provision of an alternative curriculum package.
Monitoring Progress - For each of our students on a Pastoral Support Plan the Sleuth reports are very valuable during our 6 weekly meeting where we review progress and set targets. A review of a students’ behaviour will enable us to set very specific targets.
Monitoring Intervention Strategies - We have made comparison between the behaviour of each year group. Anecdotally it was suggested that Yr 8 were our least well behaved group. Sleuth evidence backed this up. The behaviour was not serious and there were higher levels of Fixed Period Exclusions in other groups but this overall this year group had the most incidents. As a result we will be piloting a specific behaviour approach with Yr 8 next year. The LEA will be supporting this and sleuth will enable us to easily monitor its success and impact.
Student Support from Curriculum Leaders - Curriculum Leaders have also identified benefits from using Sleuth. They are easily able to profile behaviour specific to their department/faculty area. This has enabled them to check perceptions towards student behaviour across their departments and make a valuable contribution to ensuring the behaviour policy is being consistently practised. By looking at the concerns logged by staff we are also able to ensure that we can mentor and offer staff support far more effectively. Using the behaviour profiles and analysis provided by Sleuth we are able to address underperformance and identify barriers to learning experienced by individuals.
Appropriate Interventions - As a BIP school our BEST Team has allowed us to offer a range of different interventions. Sleuth plays a crucial role in identifying students who need support, allowing us to identify what support we have used so far and what other options are still available.
Student Support from Key Stage Managers - As Key Stage Managers Sleuth has also made key contributions to how we perform our roles. We have used the graphs profiling the behaviour of each year group in assemblies to demonstrate the behaviours which are giving us cause for concern and set specific targets and challenges for each year group as a whole. The visual impact of the graphs in Sleuth is proving very effective. We can also demonstrate that behaviour is deteriorating or improving over time.
Early Intervention for At-Risk Students - The information in Sleuth allows us to identify students who may need to be logged on our at-risk register. Once a student is placed on this register we are in a position to activate a number of different interventions to help them manage their behaviour. Sleuth provides us with the evidence base to make sure our decisions are appropriate for supporting both students and staff in these instances.
Targetting Interventions - By using Sleuth we can more easily meet the needs of groups of students by pinpointing types of behaviour by gender, year group and ethnicity. A specific example of this was a social skills programme we ran: when we profiled our behaviour by Year Group we identified Year 8 as a problem. Further investigation identified boys as the main perpetrators and within this sub-set a group of twelve boys were specifically identified. We then initiated an intense Social Skills programme for these twelve Year 8 boys. We employed the services of an external agency to deliver a ten week programme which ran for 4 hours a week. Using Sleuth we were then able to test the effectiveness of the work comparing behaviour before and after the programme.
The ability of Sleuth to provide a very detailed analysis of individual behaviour means that it is a crucial tool in our work to support Vulnerable and At Risk students. Sleuth, in conjunction with data relating to other aspects of a students schooling, enables us to provide much better support for this student group. The "Every Child Matters" agenda has meant that we have to think carefully and clearly about how we support each student in our care. Effective use of Sleuth certainly helps us towards meeting this agenda successfully.
Individual Student Support - We have been able to identify individual students who are giving cause for concern and then intervene to discuss their behaviour in very specific terms. Using the behaviour profiles in sleuth we then trigger report cards to set behaviour improvement targets based on their particular behaviour issues.
Curriculum Planning - The data helps inform the way we manage staff and student support and informs our curriculum planning, for example: using Sleuth we may spot a student struggling in certain area and based on this information we are able to come up with a much more individual curriculum based on student needs. Once we have made modifications to the curriculum for an individual we can then clearly demonstrate that an appropriate curriculum has a positive impact on the way they behave.
Proactive Support for Students - Our Key Stage Managers use the Sleuth reports during meetings with our Heads of Year. This has allowed us to identify potentially difficult tutor groups or respond to concerns about individual students. Heads of Year in turn can then provide up to date information to tutors. Key Stage Managers also provide Faculty Heads with information about trends which may emerge in different subjects areas and can be identified using Sleuth. These may not always be obvious by other means. This has allowed us to link the management of behaviour with learning and academic progress. The reports from Sleuth are being used to develop individual curriculi for Students in KS4.
Identifying Students for Early Intervention - Each Friday we have a Pupil Referral Meeting. Sleuth enables us to quickly identify the students that we need to discuss. The Sleuth data on a student for a specific week (or other period of time) is then discussed and analysed to identify the most appropriate course of action for the student. We may identify from the data that there is only a problem in one particular lesson. In this case we may remove a student from that lesson for a period of time and look at ways to work through the problem.
Managing our LSU - By September 2006 we will have a Student Development Centre (LSU) We anticipate that Sleuth will play a useful role in screening students who are being considered for a placement. We will easily be able to see whether they are suitable because we have quick access to full behaviour profile for a student. This information will also allow us to look at strategies for improving the behaviour of these students. For example we could develop a part-time timetable for a fixed period and set behaviour targets specific to the evidence we have for the individual. Progress can easily be monitored and evaluated.
Targetting Support for Students - All Heads of Year get an general overview of behaviour for their year group on a weekly basis. They can then generate more detailed reports for specific interventions on an individual student level. We use sleuth behaviour reports at parents' meetings which allows interviews to be much more structured rather than anecdotal. Information from Sleuth was recently used at a Year 7 target setting meeting. Tutors were able to give parents a clear academic and pastoral overview and set appropriate and specific targets. We have an Inclusion Group which deal with referrals to the LSU. The information from Sleuth is used at these case conferences to determine the suitability of students for referral.
Monitoring At-Risk Students - Heads of Year also benefit from using Sleuth to identify and track students who are giving cause for concern. Further investigation of data may lead to HoYs putting together a specific programme of tracking where they drop in on particular lessons to monitor groups or individuals.
Monitoring Interventions - The patterns and trends identified in Sleuth allows us to review the medication of students in our care. We monitor the frequency and timing of incidents using Sleuth to see if medication is effective in reducing previously identified trends. Using Sleuth we are also able to monitor the success of particular therapeutic interventions such as our anger management programme.
Individual Behaviour Plans - Information generated on individual students is closely tied in with target setting and specific behaviour targets for Individual Behaviour Plans are developed from the data in Sleuth. This has enabled us to improve our strategies aimed at helping students take responsibility for their own behaviour. We also use the information to plan for students on placements in the Learning Support Unit.
Informing Early Intervention - Our Student Support Leaders (non teaching pastoral staff) have regular access to Sleuth. This allows them to put together particular groups of students with whom they will then work intensively to try and bring about a change in behaviour. They use Sleuth in order to try and pre-empt the escalation of behaviour. It is a very useful tool in informing early intervention and monitoring their impact.
Support for Students with SEN - The reports from Sleuth have been very useful in supporting our requests for statements. We have a good evidence base to support our applications and can clearly demonstrate a systematic approach to student support. The data is also invaluable when we are attending Multi Agency meetings to discuss a a student.
Setting Targets - We have recently identified that behaviour in Year 8 is a particular cause for concern. The Headteacher decided to address the whole Year Group to discuss this. Data from Sleuth was used in this assembly to demonstrate the reason for this concern and set targets with the Year Group. Attention was also given to the positive behaviour for the group that had also been logged into Sleuth.
Early Intervention for At-Risk Students - We also use Sleuth to identify students who may be at risk of exclusion. We use the Incident Count by Student report to identify the 10 most frequently recorded students in each year then each HoY is then responsible for producing an action plan to support those students. The information from Sleuth is central to this process.
Targetted Support for Individuals - Sleuth has given us valuable data that can be shared with Department Heads to develop solutions in specific areas. The detailed reports inform how we target support for individual students, groups of students and also staff. The analysed data has lead to much more focussed discussions about behaviour. It enables Learning Mentors to get a good overview of young people on their caseload in order to better target their support.
Monitoring Bullying - We can use Sleuth to more effectively monitor bullying. The Gender and Ethnicity based profiles we generate using Sleuth are very useful for supporting the KS3 Strategy.
Citizenship Lessons - Every week, on Monday, we use sleuth to print out reports of positive and negative behaviour for each tutor group. This information is then taken into from groups by tutors and is discussed with students as part of the mentoring programme within the Citizenship lessons.
Supporting Students with SEN - The reports are used to decide appropriate support for students at School Action and/or School Action plus on the SEN Register. Sleuth reports have also been helpful in providing information to support the statementing of students with behavioural issues. The detailed records allow us to demonstrate the challenges faced by staff and the students. Similarly they have proved invaluable in multi-agency work such as case conferences.
Supporting Students with SEN - The information in Sleuth has been instrumental in supporting successful applications for Statementing and identifying students who may be suitable for support in our LSU. It also provides immediate information for outside agency support.
A Consistent Approach to Behaviour Management - We produce reports from Sleuth every half-term for Heads of Faculty/Department and we try to develop a comparative picture across all the departments in the school. The information is invaluable in directing the way we offer support and mentor staff and how we put our class groups together. Heads of Department can look at things like "Lack of Homework" and then respond appropriately to concerns specific to their faculty or classes being taught within their faculty. Heads of Year receive a weekly profile for their Year Group which allows them to really keep on top of things. A copy of the relevant year profile is also given to the Form Tutors in each year group.
Targetting Appropriate Sanctions - We use the information from Sleuth to contribute to our Pastoral Support Plans. Based on the behaviour information from Sleuth, we are able to better support students, offering clear targets. Individual tutors can identify where they can offer support in and out of the classroom. Staff can use the data to identify which are the most effective sanctions.
Saving Time - Sleuth produces the reports we need with much greater speed than our old Excel based system. We already produced a weekly report listing the number of incidents a student had been involved in and the number of occasions that some form of restraint had been used. Sleuth allows us to do this instantly.