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Case Study: Sleuth - The Behaviour Tracking System

School Name:
Torpoint Community School
Type of School:
Mixed Comprehensive School 11-19
Pupils on Roll:
992
LEA Name:
CORNWALL
Implemented By:
Deputy Headteacher
Why did you introduce Sleuth to track behaviour?

Before Sleuth was introduced to track behaviour at Torpoint College referral slips were written and distributed between the relevant staff before being logged onto individual student records on SIMS. The referral slips were also filed in students’ records.

I had worked with Sleuth in a previous school and new that Sleuth offered a more dynamic use of the data than SIMS. Behaviour was a strategic issue in the College and Sleuth provided a tried and tested framework around which we could structure our revised Behaviour for Learning policy.

Access to information for all staff was key. With Sleuth staff could interrogate the data and explore behavioural issues and trends. We needed hard data to move away from perception and surmise on behavioural issues. Key leaders would be able to use the data to inform strategic decisions about the College day, the curriculum and tracking students’ individual progress against targets. Clear information would also be invaluable in meetings with parents and in providing evidence of need when liaising with external agencies. We were also keen to use the positive behaviour points functions within Sleuth to provide a more consistent approach to student rewards.

How did you implement Sleuth?

As with the introduction of any new system, we are on a journey! We made it clear that the introduction of Sleuth in itself was not the answer to the issues but that it would be tool to enable us to get to where we wanted to be more quickly. We have introduced "Rewards Boards" into all tutor rooms to update students on their positive and negative scores. Sleuth is the framework for our BfL policy, data is shared and used routinely by all staff.

We consulted widely with staff on BfL policy but introduced Sleuth immediately. The Sleuth incident record sheets were adapted after consultation with staff. All staff needed to be trained to log onto and use the system; this became a useful opportunity to challenge and support opinions about managing behaviour.

Initially there was scepticism and a reluctance to change from the old systems; a certain amount of this was down to anxieties about routinely using ICT and moving away from a paper based system. However, it didn’t take long for Sleuth’s functionality to win people’s commitment.

How has Sleuth improved your behaviour management?

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.

Tutor Group Reports - We publish tutor group negative incident numbers on tutor group displays as well as students’ positive behaviour points totals. Heads of Year use the full range of reports

Parents Evening and Target Setting - Reports are very valuable when shared with parents and external agencies. We use them for our formal parents’ evenings and target setting days - both positive and negative incident list screen prints.

Promoting Positive Behaviour - We run our rewards policy based on Sleuth’s positive points. Outcomes have points, points lead to Headteacher’s awards and prizes.