What specific curriculum area, subject or aspect did you intend to have impact on?
- Behaviour and attendance
How did you intend to impact on pupil learning?
The intention was to secure improved attendance of target Year 11 pupils in mathematics lessons and to work with the B&A consultant and Regional Adviser (mathematics) to create an improved classroom climate to support learning.
When I realised there was a vulnerability regarding attendance during Key Stage 3 Tests week this became an additional focus of my support.
The intention of the second phase of support was to secure a whole-school approach to behaviour and attendance by offering direct support to the senior leadership team. As a consequence there would be a rise in attendance, a reduction in exclusions and improvements in the climate for teaching and learning.
What were your success criteria?
March to June 2007
- Target year 11 pupils attending a majority of mathematics lessons.
- A reduction in the number of incidents disrupting Year 11 lessons.
- A majority of Year 9 pupils attending Key Stage 3 Tests.
September 2007 onwards
- The development of whole-school systems and structures to support a reducing trend in the number of exclusions and to promote regular attendance.
- To secure an approach where every level of the escalation process provides a supportive route back whilst maintaining pupil learning as a core priority.
- The establishment of regular analysis of a range of data to inform intervention programmes and to support monitoring of impact.
What information or data did you use to measure progress towards your success criteria?
- Data comparison of cohorts
- Test results
What did you do? What teaching approaches (pedagogy) did you use to achieve the intended impact?
Describe the teaching approaches you used
Key actions to support target Year 11 pupils
Analysis of attendance data, classroom observations focused on behaviour, and pupil interviews supported the development of a data set profiling each of the target pupils (attainment data was also included). Where appropriate, letters were sent to parents to: express concerns; set expectations; and to offer support. Morning absence triggered a prioritised first day call. Truancy from lessons was picked up and challenged, pupils were regrouped and SLT timetabled to support lessons where pupil disruption was known to significantly impact on learning.
Key actions to support Tests attendance when concerns were raised one week before:
The importance of attending the tests was highlighted during assemblies and reaffirmed by form tutors. Phone calls were made to all parents/carers where pastoral staff expressed concerns.
Start times were reaffirmed and separate facilities and invigilation arranged for pupils known to be reluctant to attend. Phone calls were made to all late pupils and the mini-bus put on standby to collect pupils who otherwise would have missed the tests. An incentive in the form of a prize draw took place at the end of each exam and encouragement given to attend the next day.
Key actions to improve attendance
Regular meetings with the attendance lead and assigned Education Social workers (ESW) to review current practice, impact of interventions and to make further recommendations to develop both the strategic and operational plans as part of an improvement cycle. This included:
- the development of monitoring prompts for heads of year to provide rigour and consistency in approach
- an extension of data analysis to include absence by code by cohort. Trends and patterns were used to inform interventions
- a review and refinement to the system to clear 'N' codes
- nomination of a Governor to take responsibility for attendance
- allocation of class buddies for pupils returning from absence
- raised expectations regarding the role of the form tutor
- mentors for all target PA pupils
- staff CPD -to include specific training for subject teams, form tutors, pastoral staff
- raised profile of rewards, attendance displays and key information displayed on the home page of the intranet.
All agreed outcomes were shared with the head teacher and deputy head.
Key actions to reduce the need for exclusions
Regular review meetings with the Deputy Head to discuss policy development, impact of interventions and reach agreement on next steps to build capacity and sustainability.
Stages to date include:
- Introduce several layers to the referral system to provide earlier interventions. This includes the development of facilities to support internal exclusions.
- The development of a mapping diagram to ensure all stakeholders have a clear understanding of the escalation process. This now needs developing to place more emphasis on reintegration at all stages.
- Relocation of support staff to curriculum areas.
- Assembly time repositioned at the beginning of the day.
- Staff actively encouraged to praise and reward positive behaviour.
- Increased ownership of the climate for learning and pupil behaviour from some subject leaders. This is creating the capacity to be able to spread this practice through coaching.
- A strong stance from SLT to look after the emotional health and well-being of staff. Currently this is through active listening and direct support to individuals.
What did you do? What approaches to CPD and learning for adults were used?
- Leadership enquiry
- Lesson observation
Describe the CPD approaches you used
Target Year 11 pupil in mathematics
Lesson observations and leadership enquiry were part of a modelling exercise to support the school strategy manager and head of department in finding solutions.
Lesson observations supported the collation of behaviour and punctuality data which was then correlated with individual pupil attainment data to give improved pupil profiles.
Outcomes subsequently informed next steps in terms of the reorganisation of groups, lesson content, in-class support and the role of the attendance team.
Improving behaviour and attendance
Half termly touch base meetings give SLT time to:
- reflect on the current status of behaviour and attendance
- be informed of national agendas
- discuss and evidence the impact of interventions and reach agreement on next steps.
What CPD materials, research or expertise have you drawn on?
The B&A consultant is allocated a high percentage of time in the school to support staff CPD. The contributions to date have been well received and there is a confidence from SLT and staff that the support is making a difference.
Materials to support include:
- the behaviour self-review developed by the B&A programme
- resources from the local authority attendance strategy 'Wise-up.'
Who provided you with support?
- Senior management
How were you supported?
The Head Teacher recognised the task required to secure stepped changes in behaviour and attendance and valued the input from an external resource to offer support and challenge to key members of the senior team.
The Deputy Head and Attendance lead understand the vision and take a very proactive role in developing relevent systems and structures to support.