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Case Study: Sleuth - The Behaviour Tracking System

School Name:
Woodham Community Technology College
Type of School:
Mixed Comprehensive School 11-16
Pupils on Roll:
948
LEA Name:
DURHAM
Implemented By:
Assistant Headteacher
Why did you introduce Sleuth to track behaviour?

Removing the amount of paper from our referral system was one of the benefits of introducing Sleuth but better analysis of collected behaviour data was our key priority.

How did you record behaviour before Sleuth?

Prior to Sleuth we ran a carbon-paper based referral system.   We had no easy means of analysing the data that we had recorded. Introducing Sleuth has enabled to ask very specific questions about behaviour in our school and using the evidence manage behaviour in a far more strategic fashion.

How did you implement Sleuth?

We have been using Sleuth for a term and a half now and it is going fantastically well, making a great contribution to the way we manage behaviour. Our overall impression of Sleuth after a term and a half is overwhelmingly positive.

It is fair to say that we have realised a key number of our intended outcomes within the first term of having introduced Sleuth, in particular with regards to how we use behaviour data to drive our behaviour strategy.

There has been a very positive response from staff, they have found Sleuth easy to use and appreciate it has made improvements to the way we used to work.

The aims for the next few terms will be to increase the frequency with which the data is used and to improve on the consistency. I certainly think that we can make even better use of Sleuth data at Form Tutor level.

How has Sleuth improved your behaviour management?

Pinpoint Decision Making - We are far more strategic in the way we go about managing behaviour. We are able to justify the decisions that we make using clear evidence and are now in a position to make continuous adjustments to the way we work to improve what we do. Being able to pinpoint our decision making is crucial to improving the way we work.

Dynamic Decision Making from Heads of Year - Our staff are now far better informed at a middle management level. My Heads of Year now have information I never had access to as a Head of Year. They are now far more accurately informed and data rich. Dynamic decisions are now being made about the way we manage behaviour.

Staying on Top of All the Issues - Each month a specific selection of reports are produced to analyse the behaviour across the school and then for each Year Group.  These reports include Incident Count by Student and Behaviour by Gender, by Day of the Week, by Subject, by Tutor Group, by Behaviour Type.   Selected reports are also used in short weekly meeting with Heads of Year to make sure we are on top of all the issues.

Monitoring Strategies and Making Changes - We may look to change groups around to alter the dynamic, offer additional support where appropriate or target support at particular times of the day. Through our monthly meetings strategies are formulated and reviewed each month.

Very specific targetted interventions - This process is also particularly useful in assessing the impact of our work with individual students. At the end of the Winter Term we had real concerns about an individual student with a very high incident count in Sleuth. Very specific targetted interventions were put in place to address his behaviour. Profiling his data this term we can see real progress has been made, the number of incidents that staff are recording have reduced significantly and we are able to share this very positive news, with evidence to back it up, with the student and his parents.

Feedback to Governors - The variety of reports that Sleuth can produce has also proved to be very helpful to feedback to Governors and in some case support exclusions.

Communication with Parents is Focussed - The conversations we are able to have with parents about behaviour is also now much more focussed and we are able to show that we are very systematic in the way in which we deal with behaviour.