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Case Study: Sleuth - The Behaviour Tracking System

School Name:
St. Helena School
Type of School:
Foundation School 11-16
Pupils on Roll:
1018
LEA Name:
ESSEX
Implemented By:
Deputy Headteacher
How did you implement Sleuth?

Prior to introucing Sleuth in school we relied on paper to record behaviour. This information was then logged in SIMS. We also had a separate system for our Senior Staff Support Calls.

Why did you introduce Sleuth to track behaviour?

We wanted to improve the quality of analysis of our recorded behaviour data and more easily identify key concerns. We were unable to analyse effectively using SIMS so we looked into a dedicated behaviour tracking system.

As well as improving our analysis of data, another objective was to stop recording twice – once on paper and then later typing this information up. We wanted to prevent duplication and free-up admin time.

How did you implement Sleuth?

We ran Sleuth in parallel with our paper-system for a term, making a few tweaks to our referral form to tie in with Sleuth. After a term we moved to using Sleuth fully electronically and paperless.

How has Sleuth improved your behaviour management?

Rapid Intervention - One significant benefit of Sleuth has been that it has enabled far more rapid intervention. We are able to pick things up before they escalate and make sure that the time between behaviour and consequence is much quicker. This is so important if our sanctions are going to have any impact.

Quick & Detailed Reporting - Heads of House and their Assistants use a variety of reports and find the level of individual detail very helpful. The presentation of behaviour data is far more straightforward in comparison to the way we used to work.

Managing Bullying - We log all incidents of bullying in Sleuth and students’ perception of how we deal with bullying has changed a result. They are now clear that we take incidents seriously, that they will be followed up and there is a record of what we have done to support students and deal with incidents of bullying.

Evidence of Improvement - We have found using the data in Sleuth very helpful in supporting certain assertions that we make in our SEF. We can easily show that behaviour has improved over time by using certain graphs, which helps us to demonstrate that teaching and learning have improved. Our lesson observations indicate that behaviour has improved and this can be backed up by the evidence in Sleuth.

Gender Attainment - We have used Sleuth to profile the behaviour of boys and girls in the school. We have found this very helpful in supporting strategies we have put in place to address issues relating to attainment.

Monitoring Intervention Strategies - We have made comparison between the behaviour of each year group. Anecdotally it was suggested that Yr 8 were our least well behaved group. Sleuth evidence backed this up. The behaviour was not serious and there were higher levels of Fixed Period Exclusions in other groups but this overall this year group had the most incidents. As a result we will be piloting a specific behaviour approach with Yr 8 next year. The LEA will be supporting this and sleuth will enable us to easily monitor its success and impact.

Getting Good News to Parents"Heads of House also log positive behaviour in Sleuth and we find that the automated letter generating feature very helpful in getting the good news home to parents.

The online version of Sleuth makes it even easier for staff to access data so we will be able to extend our daily use of Sleuth further still.  We are keen to start using the behaviour points in Sleuth to support our reward system and the speed of data entry in Sleuth Online will help all staff to do this.