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Case Study: Sleuth - The Behaviour Tracking System

School Name:
Manor School and Sports College
Type of School:
Mixed Comprehensive School 11-18
Pupils on Roll:
800
LEA Name:
NORTHANTS
Implemented By:
Key Stage Managers
Why did you introduce Sleuth to track behaviour?

Before we introduced Sleuth we were heavily reliant on a paper based system. Behaviour was logged on pink slips. At KS4 we entered the data from the pink slips into Excel so we could get a profile of student behaviour but we were limited to a spreadsheet format which only gave us league tables. The behaviour profiles were only used within KS4, they did not extend across the school. 

The potential of Sleuth was identified following a visit to a local school. Sleuth offered the opportunity to easily make sense of data recorded by staff on pink slips. The instant data access was very attractive. Ultimately Sleuth offered the chance to develop a paperless referral system which would centralise all our behaviour data for the whole school.

How did you implement Sleuth?

We started using Sleuth during the Winter Term 2006. During this first term staff continued to record concerns about behaviour using the pink slips, modified to be consistent with the information required in Sleuth. In the following term we went fully electronic and staff now record behaviour directly into Sleuth.

The administration team also have a role to play in supporting our use of Sleuth. For example they are responsible for managing the detention system and providing staff with student lists from Sleuth and they also manage our reward system.

At the end of the last term we carried out a review of the system. Staff were asked to respond to a set of questions about Sleuth. The results of the survey were universally positive and we feel that with the advent of the online version of Sleuth we can become even more effective.

How has Sleuth improved your behaviour management?

Sleuth is now used at every level of the school. All staff who need to view and record incidents have access allowing them to better fulfil the responsibilities of their specific roles. Accountability is well defined and all staff can clearly demonstrate the action they have taken in response to certain incidents.

Student Support from Tutors - We have set-up Sleuth so that when each Tutor logs in they see the list of incidents specific to their tutor group. Tutors are encouraged to review this list everyday. When a student accumulates more than 4 incidents over a given time a meeting is set up to discuss their behaviour. At the end of each month we use to Sleuth to profile the behaviour of each tutor group, pastoral leaders then use a variety of reports to inform their discussions of individual students' behaviour.

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.

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.

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.

Student Support from External Agencies - The benefits of Sleuth extend beyond the immediate school community. Where the Educational Psychology team offer support to individual students they too can benefit from the evidence base in Sleuth. Their interventions can be informed by the clear analysis the system is capable of producing.