Example: tourism industry

Learning Behaviour - educationengland.org.uk

Learning Behaviour :LESSONS LEARNEDA review of Behaviour standards and practices in our schoolsSir Alan SteerLEARNING Behaviour : LESSONS LEARNED - A review of Behaviour standards and practices in our schoolsYou can download this publication or order copies online at using ref: DCSF-00453-2009 Copies of this publication can be obtained from: DCSF Publications PO Box 5050 Sherwood Park Annesley Nottingham NG15 0DJ Tel: 0845 60 222 60 Fax: 0845 60 333 60 Textphone: 0845 60 555 60 Please quote the ref: 00453-2009 BKT-ENISBN: 978-1-84775-426-4D16(8208)/0409/13 Crown copyright 2009 Extracts from this document may be reproduced for non-commercial research, education or training purposes on the condition that the source is acknowledged.

5 ensure that schools do the same for those excluded for a fixed term. Improving behaviour is a shared responsibility between government, schools

Tags:

  School, Behaviours

Information

Domain:

Source:

Link to this page:

Please notify us if you found a problem with this document:

Other abuse

Transcription of Learning Behaviour - educationengland.org.uk

1 Learning Behaviour :LESSONS LEARNEDA review of Behaviour standards and practices in our schoolsSir Alan SteerLEARNING Behaviour : LESSONS LEARNED - A review of Behaviour standards and practices in our schoolsYou can download this publication or order copies online at using ref: DCSF-00453-2009 Copies of this publication can be obtained from: DCSF Publications PO Box 5050 Sherwood Park Annesley Nottingham NG15 0DJ Tel: 0845 60 222 60 Fax: 0845 60 333 60 Textphone: 0845 60 555 60 Please quote the ref: 00453-2009 BKT-ENISBN: 978-1-84775-426-4D16(8208)/0409/13 Crown copyright 2009 Extracts from this document may be reproduced for non-commercial research, education or training purposes on the condition that the source is acknowledged.

2 For any other use please contact Behaviour 114/4/09 14:59:20iForeword: Letter to the Secretary of State1 Executive summary2 Recommendations6 Section 1 Introduction16 Section 2 Chapter One: Perception and reality20 Chapter Two: The Behaviour Review: progress so far24 Chapter Three: Schools have the power to discipline27 Chapter Four: We know what works in improving behaviour34 Chapter Five: Supporting the development of good behaviour47 Chapter Six: Raising standards higher57 Section 3 Appendices69 Principles and Practice what works in schoolsAExample Learning and Teaching policyBRights and Responsibilities ChartCUseful pupil Behaviour contactsDDCSF information papersResponses to recommendations made in 2005 Learning Behaviour reportEResponse to recommendations made in earlier stages of this reviewFEarly intervention and support for children at risk, or with behavioural difficulties GContents12 Learning Behaviour : LESSONS LEARNEDE xecutivesummary.

3 Learning Behaviour , lessons learnedThis report presents the overall conclusions of my review of pupil Behaviour issues, announced in the Children s Plan. It builds on findings from the four interim reports between March 2008 and February 2009. As suggested by the above title, it also reviews progress since October 2005 when I and other members of the former Practitioners Group on school Behaviour and Discipline (The Practitioners Group) produced our reportLearning report makes a total of 47 recommendations, grouped under three overall themes: legal powers and duties, supporting the development of good Behaviour and Raising Standards Higher.

4 I highlight some of the key conclusions and recommendations starting point of my report is that poor Behaviour in schools cannot be tolerated and that both teachers and pupils have the right to work in an orderly environment. However while there is a legitimate concern in society about standards of Behaviour of young people (as in earlier generations) there is strong evidence from a range of sources that the overall standards of Behaviour achieved by schools is good and has improved in recent years. The steady rise in standards needs to be celebrated and the achievement of teachers and pupils progress also reflects the take-up and consistent application by schools of established good principles of Behaviour management, as set out in the What Works advice of the former Practitioners Group, as well as the implementation of the policy agenda set by the Group in 2005.

5 Almost all of the Group s recommendations have been acted upon, as have recommendations from earlier stages of this review. One key outcome has been a considerable strengthening and clarification of the law on school powers and duties are considered on pages 27 33 of my report. I have not found evidence of a need or desire among the profession for schools to be given wider powers, but I do identify a need for a dissemination strategy to raise awareness and understanding of the powers that already exist. This includes the power to exercise discipline beyond the school gates 3which schools should work with wider partners, such as the police, to deliver.

6 I also recommend reviewing the proposed wider legal power to search pupils within three years of it coming into force, to assess its use and evaluate if it is properly exclusions, I believe it vital that independent appeals panels are retained, in the interests of natural justice and to stop schools becoming embroiled in legal need for consistent good quality teaching, as the basis for raising standards and reducing low level disruption, has been highlighted both by Ofsted and fellow practitioners. Following consultation with the professional associations, I make a key recommendation that all schools should be required to produce a written policy on Learning and teaching, in order to ensure consistent high standards in the classroom and to support pupils and teachers.

7 I also recommend a review of the range of policy documents that schools are asked to report then moves on to consider whatworks in schools particularly in terms of supporting the development of good Behaviour (pages 34 46 and 47 56). This includes an endorsement of the What Works good practice advice of the former Practitioners Group, which is included as an annex to the report and which the Department for Children, Schools and Families (DCSF) at my request are also separately reprinting. My conclusions here relate to:Schools and school staff L where I highlight the importance of early intervention including a recommendation that DCSF s current review of the Dedicated Schools Grant should consider how this can best be funded; of initial teacher training andcontinuing professional development (CPD); of Training Schools; and of the DCSF and professional associations working together on disseminatinggood practice advice to schools.

8 In particular, I recommend giving a greater emphasis to Behaviour management training within the Training Schools programme and promoting greater involvement in the programme of schools for pupils with behavioural, emotional and social difficulties (BESD) and Pupil Referral L where I recommend how schools can ensure appropriate engagement of and support for pupils and also recommend that an assessment is undertaken of the potential of nurture groups and other additional provision to support good pupil L where I identify the potential to use and build on a range of existing initiatives, including ParentSupport Advisers,Family Intervention Projects.

9 On-line reporting and FamilySEAL to support and strengthen the engagement of and attendance partnerships L where, building on my previous report and reflecting further consultation with 4 Learning Behaviour : LESSONS LEARNEDthe teacher professional associations and other stakeholders, I specify the keycharacteristicsone would expect to see in all partnerships. While the great majority of schools are successfully achieving satisfactory or better standards of pupil Behaviour , there is no room for complacency. Schools with satisfactory standards have potential to rise to the challenge to do even better.

10 Instances of unacceptable Behaviour by pupils and unacceptable performance by schools and Local Authorities also need to be tackled effectively. Raising Standards Higher(pages 57 68) sets out a number of conclusions relating to:Schools L a particularly significant recommendation in this part of the report is about the Local Authority not only prioritising support for schools with unsatisfactory Behaviour but also the Local Authority seeing an Ofstedjudgement of satisfactory Behaviour as a trigger for additional support.


Related search queries