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Case Study: Sleuth - The Behaviour Tracking System

School Name:
Ashcroft High School
Type of School:
Mixed Comprehensive School 11-16
Pupils on Roll:
1100
LEA Name:
LUTON
Implemented By:
Deputy Headteacher
How has Sleuth improved your behaviour management?

Dialogue with Parents - Every week we use Sleuth to produce an incident count for each student. Any student with 3 or more incidents for the week will have a letter sent home. At the discretion of the line managers, parents will sometimes be invited to discuss the situation. The reports on individual student behaviour are a valuable means to conduct dialogue with parents and carers about behaviour.

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.

Objective Input to Meetings - Each week behaviour is an item on the agenda for the SLT. The reports from Sleuth mean that the discussions are specific and focussed on what has gone on in school over the past week. It is evidence based. At our weekly Staff Meeting we discuss whole school behaviour, letting staff know the number of incidents there have been during the course of the week. Using this evidence from Sleuth has proved a useful way to break down certain pre-conceptions that we had about behaviour.

Appropriate & Early Intervention - By identifying particular locations or groups we are able to respond proactively. Information within Sleuth may lead to changing tutor groups with a view to shifting the dynamic within a certain group. It may mean that staff are asked to focus on particular areas around the school because we are aware of an increase in problems in a certain area. The data has enabled more focussed work at every level of the school. We can provide good information to Heads of Faculty about behaviour specific to their area allowing us to both raise awareness and focus on specific areas for improvement. Heads of Year get a complete picture of the behaviour of students in their care. This allows them to intervene effectively to provide the most appropriate intervention.

Staff Development - Using Sleuth, staff are able to see that colleagues may also be struggling with certain individuals or groups. It has helped our staff to develop a more open and honest dialogue about behaviour. The transparent and practical uses for the data have addressed any concerns there might have been that this was a tool to identify any weakness. It is appreciated that Sleuth is about contributing to setting up a system to manage behaviour which allows everybody to fulfill their role to the best of their ability. The information generated by Sleuth has contributed significantly to how we mentor staff internally and how we access support from within the LEA.

Saving Time - Ultimately Sleuth may be used to support an exclusion tribunal. The speed with which we can now produce a complete history of an individual's behaviour has significantly improved the information gathering process. It's a good example of some of the time saved by the system. "If I lost Sleuth now it would be like losing my right arm".