- 1 School Improvement Partners (SIPs) e-newsletter: Summer 2009
- 2 Primary: Improving writing using Pupil Writing Targets to support guided writing
- 3 Primary: Developing stronger management systems through the effective use of the Improving Schools processes
- 4 Primary: Securing children's progress in mathematics
- 5 Primary: Leading Literacy Schools: High praise through evaluation
- 6 Primary: Support for SIPs in the EYFS
- 7 Secondary: Core Plus English and schools beyond the National Challenge constituency
- 8 Secondary: Gaining Ground
- 9 Secondary: 'Golden handcuffs' package for schools – new schools become eligible
- 10 Secondary: Masters in Teaching and Learning (MTL) programme available in National Challenge schools across England
- 11 Secondary: Science supports 5 A*-C target
- 12 Cross-phase: Sharing practice to improve learning
- 13 Cross-phase: Progression guidance for children and young people identified with SEN/LDD
- 14 Cross-phase: Gifted and Talented: guidance on addressing underachievement - planning a whole-school approach
- 15 Cross-phase: Behaviour, Attendance and SEAL Programme
- 16 Cross-phase: Consistent whole-school approaches to school attendance
- 17 Cross-phase: Apprenticeships for the school and children's workforce
- 18 Cross-phase: Using data for improvement
Cross-phase: Behaviour, Attendance and SEAL Programme
Essential briefing
The Learning Behaviour: Lessons Learned (link opens in new window) report by Sir Alan Steer indicates that overall standards of behaviour achieved by schools are good and have improved in recent years.
The substantial progress that has been made in implementing the recommendations of the 2005 report Learning Behaviour, identifies the significant contribution made by the National Strategies. This includes:
- schools being supported to make better use of self-evaluation tools and pupil-tracking systems
- support to schools to embed approaches to develop social and emotional aspects of learning (SEAL)
- promoting the anti-bullying charter in schools and LAs
- development of behavioural, emotional and social difficulties (BESD) materials to support teacher training and Pupil Referral Unit provision
- encouraging all schools to develop the role of a strategic lead for behaviour and attendance.
The introduction to the report outlines however, that there are still improvements to be made:
Learning Behaviour: Lessons Learned, page 1Poor behaviour in schools cannot be tolerated. To do so is to harm the interests of pupils, staff and the perpetrators of the bad behaviour. Children have a right to attend school in safety and to learn without disruption from others.
There are 47 recommendations in the report for the DCSF, Ofsted, LAs and schools. Key areas for development by the National Strategies include:
- strengthening support to schools and services to work in partnership to improve behaviour and attendance
- supporting schools to improve upon 'satisfactory' Ofsted ratings for behaviour
- developing sound structures in school to support early intervention
- reducing multiple fixed period exclusions and issues relating to disproportionality.
