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Case Study: Sleuth - The Behaviour Tracking System

School Name:
Paulsgrove Primary School
Type of School:
Mixed Primary 4-11
Pupils on Roll:
700
LEA Name:
PORTSMOUTH
Implemented By:
Deputy Headteacher
Why did you introduce Sleuth to track behaviour?

We wanted to get a better overview of behaviour in our school for individuals and groups so we could assess and direct our behaviour strategies more effectively. We were already recording incidents using a paper-based system and had a lot of information but any attempts to analyse it, and put it to good use, involved sifting through all the reports in student files. Sleuth gives us instant access to this information so we can easily measure the ongoing impact of our behaviour strategies.

How did you implement Sleuth?

We are part of a group of schools who receive 'on track' funding to provide added pastoral support for our children, some of our funding for Sleuth came from this. One of The School Software Company's behaviour consultants met with the SMT to discuss the most appropriate way for us to implement Sleuth and explore the possible benefits of behaviour tracking to whole school behaviour management.

We also had a session to train our LSAs who now run the system and a short presentation was delivered to other members of staff. We have adapted our existing incident form so that it gathers the information we want to use in Sleuth. Initially Sleuth was installed on four PCs in school. This number continues to grow as more and more staff are given access. The information gathered and analysed by Sleuth is used across the whole school.

How has Sleuth improved your behaviour management?

Measuring Impact of Strategies - All in all Sleuth is an extremely useful tool. It allows you to plan the strategies you want to use and then enables you to measure the ongoing impact of these strategies. Most of all Sleuth lets us know that what we are doing is working when sometimes you all too easily lose sight of that.

More Consistent & More Strategic - In terms of consistency Sleuth has been useful in helping us move forward as an organisation. We formulate our behaviour strategies using Sleuth as well as basing our Behaviour Action Plan on the analysis it provides. We have proof of the things that work and the things that don't, whereas beforehand we responded based on anecdotal evidence and a gut feeling about behaviour. Certainly we have benefited from a much more systematic recording process.

A More Proactive Approach - Before we started using Sleuth we had a large volume of records that we could do little with. Yesterday I was able to produce graphs showing us that negative behaviour is reducing in frequency and that what we are doing to manage it is working. We are quickly able to identify which are the most successful responses.

Staff Deployment - We are now able to deploy support much more effectively by using Sleuth to identify particular hotspots in terms of location, subject, weekdays and time of day for example. The reports from Sleuth inform how we deploy our supply staff. We can see which groups work best with supply staff and whether changing some groups might allow supply staff to be better accommodated. Our children need consistency and some don't cope well with changes to personnel. The detailed information from the reports can also be used with outside agencies who work with us to provide additional support for the children we work with.

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.

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.