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Case Study: Sleuth - The Behaviour Tracking System

School Name:
Brynhyfryd High School
Type of School:
Mixed Comprehensive School 11-19
Pupils on Roll:
1200
LEA Name:
DENBIGHSHIRE
Implemented By:
Deputy Headteacher
Why did you introduce Sleuth to track behaviour?

Prior to the introduction of Sleuth we had 5 Heads of Year who were responsible for managing information specific to their year group. Each Deputy Headteacher was responsible for line managing the Heads of Year: one for KS3 and one for KS4.

It was very difficult to get an overall picture for each Key Stage and for the Whole School with our existing system.  Collating and retrieving meaningful information about individual students was not easy. Information was stored by the Heads of Year and so would have to be requested by each of the deputies.

We decided that a computer program would allow us to address this. We began by writing our own program in FileMaker Pro and had got to the stage where we could record information and access it from a central source. However, we lacked the ability to interrogate the data meaningfully and were very limited in the range of reports and analysis we could produce. Then we got a Sleuth flyer through the post!! Sleuth's ability to analyse and report on recorded data was the feature that we wanted and were lacking in our existing systems.

How did you implement Sleuth?

We already had a detailed referral form (our Pink Slip - see page 3) so we just added behaviours, sanctions and rewards to Sleuth to correspond to our existing forms. The changes we had to make were minimal and we also added a couple of things that we could now record in Sleuth that were not previously on our form.

Since we started using Sleuth we have logged about 3000 incidents. We record in the region of 20-30 negative incidents a week. The majority of incidents logged in Sleuth are those which require dealing with by the either the Heads of Department/Faculty, Heads of Year or SMT.

Sleuth is also used to log positive events (our yellow slip - see page 4).

Once a pink slip is filled out it is passed to the admin team and they enter the details into Sleuth. The slip is then passed on to the member of staff who needs to deal with it. Once they have concluded the incident, and detailed any further action, the slip is then passed back to admin who update the original incident record. Sleuth gives each incident a number when it is entered, the admin team write this on the slip as it goes back out into the system so it is easy to find when the form comes back to them. Our pink slip clearly indicates how each particular behaviour should be dealt with (or to whom it should be referred). Our behaviour (both positive and negative) is roughly split into two categories - Pastoral and Curriculum: Pastoral Issues are dealt with by the Heads of Year and the Curriculum behaviour is addressed by the Heads of Department. Where we identify, using Sleuth, that behaviour is becoming a concern in a number of subject areas then it becomes the responsibility of the Heads of Year.

How has Sleuth improved your behaviour management?

Sleuth has had a positive impact on the way we manage behaviour. It gives us the information we need to celebrate success and the ability to make sure our systems are clear and consistent and work to address inappropriate behaviour.

Rewarding Positive Behaviour - The recording of our yellow slips in Sleuth allows us to support our system of postcards home and prizes. We can easily print how many yellow slips an individual has got and also compare this by tutor group and year group.

A Proactive Approach to Behaviour Management - We can compare the behaviour of particular Year Groups and then filter down within each Year Group to pinpoint particular tutor groups or students. We profiled the school when we got to 1800 incidents and looked at the gender breakdown. There were 1207 incidents for boys and 593 for girls. We then looked at the picture by Year Group and identified year 10 as our most difficult group. The gender split was the same as for the whole school. The most frequently recorded behaviour was different though. Year 10 had been recorded 87 times for disturbing lessons. We could then look in more detail at which lessons this seemed to be happening most in.

A Consistent Approach to Behaviour Management - We produce reports from Sleuth every half-term for Heads of Faculty/Department and we try to develop a comparative picture across all the departments in the school. The information is invaluable in directing the way we offer support and mentor staff and how we put our class groups together. Heads of Department can look at things like "Lack of Homework" and then respond appropriately to concerns specific to their faculty or classes being taught within their faculty. Heads of Year receive a weekly profile for their Year Group which allows them to really keep on top of things. A copy of the relevant year profile is also given to the Form Tutors in each year group.

Consequence Follows Behaviour - Sleuth has definitely enabled us to tighten our systems up. Students know that behaviour, both positive and negative, will be logged and that consequences will follow. They are aware that staff have a documented picture of what is going on.

Governors Meetings - Sleuth allows us to give detailed feedback to Governors annually, presenting them with a clear picture of behaviour in the school.

Giving the Behaviour Policy Direction - All Heads of Year and SMT have access to Sleuth for the information (reports and analysis). The data entry is carried out solely by the admin team who will also produce reports on request. Each member of the SMT line manages a particular Year Head (Group) The data in Sleuth is very useful in directing the way we work to address and respond to the behavioural issues of each year group.