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Case Study: Sleuth - The Behaviour Tracking System

School Name:
Immanuel CE Community College
Type of School:
Mixed Comprehensive School 11-16
Pupils on Roll:
1200
LEA Name:
BRADFORD
Implemented By:
Assistant Headteacher
Why did you introduce Sleuth to track behaviour?

Prior to introducing Sleuth we had no easy means to get an overview of behaviour in school. We tended to record only the more serious incidents in a structured manner and it wasn't easy to analyse this information further. We needed a system like Sleuth to enable us to manage and analyse data, to give us a much better overview of behaviour in our school. It offers us a central source of objective data which supports the decisions we make. We are currently in special measures and Sleuth is very useful to demonstrate our decision making process to HMI based on hard data. It also provides evidence of the progress we are making.

How did you implement Sleuth?

When we introduced Sleuth we thought we'd just log serious incidents but on reflection decided to evaluate exactly what we wanted from Sleuth and this led to a whole school behaviour review. The review was a very useful process and helped us to refocus on our priorities as a school with regard to behaviour. We have fine-tuned the recording framework to meet our recording needs and policy.

We operate a Positive Discipline Policy based on a clear set of rewards, choices and sanctions. If behaviour deteriorates in a classroom the teacher has the opportunity to show a student a yellow card. Before this takes place the teacher will have to have taken a number actions themselves before issuing the yellow card and make the student aware of the choices available to resolve the situation. If this fails then the student, having been given the yellow card, is removed from the room and isolated within the department. If the behaviour deteriorates further, or is deemed to be more serious, the student is given a red card and is sent to the red card room for the lesson.

How has Sleuth improved your behaviour management?

Rewarding Positive Behaviour - We monitor the number of postcards we send home as rewards for positive behaviour, things like: Good Work, Effort and Contribution to School-life. We also send postcards home if students are seen to be following a school rule. This is more flexible than merits for Effort and Work etc., but is still crucial. We may choose a rule like "Putting your hand up if you wish to speak". We actively teach students how to follow these rules and so when we see positive behaviour like this happening we reward it. We might focus on a different behaviour each week.

A Consistent Whole School Approach - Sleuth enables us to produce useful information which is used at every level of management within the school. It is crucial in providing information which contributes to developing a shared whole school understanding of behaviour and a consistent response to it.

A More Strategic Approach - Sleuth demonstrates clear progress in our approach to behaviour with evidence to support decision making. It allows us to plan our response to behaviour more clearly and be much more strategic. There is now a consensus amongst staff that our policy is really working. This is backed up by interviews conducted by the KS3 Behaviour and Attendance Consultant where staff and students both felt behaviour was improving. Furthermore, in a recent visit HMI indicated we are making progress in our response to behaviour. We have gone from Limited to Reasonable in terms of our behaviour management.

Monitoring Sanctions for Consistency - Sleuth has enabled us to start monitoring the types of behaviours that lead to both red and yellow cards We can review the actions taken by staff as a consequence of behaviour and as a result make sure we are consistent across year groups and departments.

Communicating with Parents - Letters are generated automatically by Sleuth to inform parents that their son/daughter has been given a card as a consequence of their behaviour.