- 1 School Improvement Partners (SIPs) e-newsletter: Autumn 2009
- 2 Primary: Use of key mathematics materials
- 3 Primary: Supporting SIPs to challenge and support improvement in the EYFS and key stages of transition
- 4 Primary: Using CLLD resources to support self-evaluation
- 5 Primary: Launching 'priority learning' local authorities
- 6 Secondary: The role of the SIP in specialist school re-designation
- 7 Secondary: Assessing pupils' progress in ICT
- 8 Secondary: Delivering the behaviour challenge
- 9 Secondary: Modern Foreign Languages – the role of SIPS
- 10 Cross-phase: Addressing disproportionality in school attendance
- 11 Narrowing the Gaps for underachieving, disadvantaged children
- 12 What Works Well
- 13 SIPs and pupil referral units
- 14 RAISEonline: new reports to support the 2011 target setting process
- 15 Narrowing the Gaps: Targeting the underachievement of vulnerable groups
- 16 Masters in Teaching and Learning
- 17 Key events
- 18 Key resources
- 19 Information, advice and guidance
Secondary: Delivering the behaviour challenge
On 30 September 2009 the Secretary of State launched a new behaviour strategy grounded on the belief that no child or teacher should have to put up with disruption in the classroom and that no child should be left behind. The central elements of the behaviour strategy are:
- the new Behaviour Challenge, through which schools that have only a 'satisfactory' Ofsted grade for behaviour will be encouraged and supported to work towards the 'good' or 'outstanding' standard
- making behaviour improvement a priority for the Good and Great Schools programme
- engaging parents through a new leaflet on how they can work with schools on pupil behaviour issues.
The Secretary of State, Ed Balls, has written to all local authorities (LAs) asking them to prioritise support to schools with satisfactory behaviour. He has also identified 43 LAs with high numbers of satisfactory behaviour schools and a low rate of improvement where action plans and improvement targets would be required.
The National Strategies Behaviour and Attendance regional advisers will provide expert advice and guidance to these schools supported by the revised Securing Good Behaviour framework. Structured around the headings in the school self-evaluation framework it provides a set of indicators to guide schools in identifying evidence to support their current position and actions for further improvement. The National Strategies will also be working with partnerships of schools in sharing expertise to develop staff confidence and skills in all schools. The goal of this is to secure the role of good behaviour in all schools.
For those not giving sufficient priority to improve satisfactory behaviour, the DCSF are proposing to introduce legislation for School Improvement Partners (SIPs) to advise LAs to hold back the school improvement budget until the SIP is confident about the school’s plans. Where schools make insufficient progress at their next inspection, LAs have been asked to consider issuing a warning notice and are also expected to ask Ofsted to consider re-inspecting the school within a year.
- What are the key characteristics of a school with good behaviour?
- How can the school use the Securing Good Behaviour framework to identify key actions to secure good behaviour across the school?
- How can middle leaders ensure a consistency of approach to behaviour improvement across all subjects?