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Case Study: Sleuth - The Behaviour Tracking System

School Name:
Bradford Cathedral community College
Type of School:
Mixed Comprehensive School 11-19
Pupils on Roll:
726
LEA Name:
BRADFORD
Implemented By:
Deputy Headteacher
Why did you introduce Sleuth to track behaviour?

We needed a simple, time efficient way of analysing data to be more proactive in the way we managed behaviour. We were using an Excel spreadsheet but this was mainly just for recording, since any analysis was difficult. We looked at what was offered by both SIMS and Sleuth and the analytical capability of Sleuth really impressed us, particularly because it was so easy to use. We were encouraged to find, in Sleuth, a behaviour monitoring system that would analyse behaviour, something which would drive decision making based on hard evidence.

How did you implement Sleuth?

We have a whole school licence for Sleuth so it can be available for use on every PC and laptop in school. At the moment we use a paper-based proforma that staff record incidents on. These are then entered into Sleuth by the admin team. Weekly year/tutor group reports or pupil profiles can be requested via the admin team or accessed directly from Sleuth by a member of staff. We use it to record negative behaviour but we are now looking at ways in which Sleuth might be used to support our merit and reward system.

How has Sleuth improved your behaviour management?

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.

Monitoring SMT Call-Out - We have used Sleuth to do an analysis of our call-out. These are situations where SMT are called out to remove students from lessons and support teaching staff in dealing with classroom incidents. We are tracking certain groups and individual students and this has led to input from the KS3 Behaviour Strategy Team in supporting particular members of staff. The analysis provided by Sleuth highlights those areas where we can provide support to staff. We have also been able to identify the specific behaviours that lead to students being removed from lessons and have developed strategies accordingly that staff can use to manage the situations themselves.

Targetted Support for Students

  • For our SENCO: Our SENCO has used Sleuth to analyse the call-out statistics for all of the students identified as having Special Educational Needs. As a result we have been able to make a valuable link between behaviour and teaching and learning.
  • Form Tutors and Heads of Department: A weekly list of incidents is sent out to each Form Tutors and each Head of Department. This has enabled HoDs to be much more effective mentors to staff in their charge.
  • For Heads of Year: We use sleuth to generate a daily detailed list of incidents which is sent out to each Head of Year allowing them to immediately follow-up incidents.
  • For Admin Staff: A letter home is automatically generated by Sleuth to inform parents of detentions and other sanctions.

Evaluating & Developing Policy - Sleuth has been central to changing the culture of behaviour at our school. During the period we have been using Sleuth, we have made the behaviours we record more specific in order to better inform our response.

Communicating with Parents - We use a range of Sleuth reports to profile students for Review Days. These form the basis for discussing behaviour with students and their parents. Having such detail to hand enables very specific discussions about behaviour, but also ties this in with academic progress as well.