[Previous] [Contents] [Next]

A CLIMATE FOR LEARNING
A Review of the Implementation of the ‘Better Behaviour – Better Learning’ Report

CHAPTER 4: ACTION IN SCHOOLS TO PROMOTE POSITIVE BEHAVIOUR AND REDUCE LOW-LEVEL DISRUPTION

4.1 Leadership

Inspection evidence consistently indicates that a high quality of climate and relationships, particularly in relation to pupil behaviour, is strongly associated with high-quality leadership at all levels in the school. In around four out of ten primary and secondary schools in the inspection sample analysed for this report there were major strengths in leadership. In these schools there was a strong commitment to social inclusion which included pupils who presented challenging behaviour. There was also generally a clear policy framework, in line with the recommendations of BB-BL, and effective arrangements for promoting positive behaviour. In addition, a clear lead was given in establishing links between effective learning and teaching and behaviour management. Considered use of curriculum flexibility was seen as a key means of motivating pupils to learn and achieve. Staff worked well as teams at all levels and were well consulted about new policies and procedures. Partnership with parents and the wider community was strong and included agencies which supported the development of a flexible curriculum. Standards of pupil welfare and pastoral care were high. Attendance, exclusion and incidences of indiscipline were monitored systematically and appropriate action taken.

There was scope for improvement in leadership in more than half the primary and secondary schools inspected, with important weaknesses in around 15% of them. In almost all secondary schools and in the majority of primary schools where insufficient leadership was given in relation to improving learning and teaching, there were also weaknesses in managing pupil behaviour. In addition, poor behaviour was often linked to inconsistency in applying procedures for managing indiscipline. This applied to inconsistency in the approach taken by different teachers and departments within the school, and in the differing responses of senior managers, and others with additional responsibilities, to referrals from within the school.

Almost all primary and secondary schools had taken some action to review their policies for promoting positive behaviour in the light of the BB-BL action plan. Some secondary schools had successfully put in place effective policies for care and welfare and managing behaviour, with clear advice on implementation. Most of these schools were in the process of linking guidance on learning and teaching more closely to policies on promoting positive behaviour.

In about a quarter of secondary schools there were important weaknesses in policies and strategies to promote positive behaviour. In these cases, approaches to promoting positive behaviour had not been linked to guidance on effective teaching and learning, and staff had been given insufficient practical guidance on implementing behaviour management policy. In the small minority of secondary schools which were experiencing high levels of pupil indiscipline, guidance was often either insufficient or focused too closely on sanctions rather than on promoting positive discipline. In almost all of these schools, teaching and learning styles were limited and there was little use of curriculum flexibility to meet pupils' needs.

In secondary schools it was often helpful when a senior manager took the lead for managing integrated support for pupils. The majority of secondary schools were now moving towards such an integrated approach to supporting pupils. However, in half of the secondary schools inspected HMI noted that there was still a need for closer working among guidance, learning support and behaviour support staff.

Around three-quarters of primary schools had clear policies on care and welfare which included promoting positive behaviour. Many of these schools had referred to recommendations of the BB-BL report in their development plans. Some had focused well on developing teaching and learning styles within the context of promoting positive behaviour and raising achievement. However, in about a quarter of primary schools, policies and guidelines were underdeveloped.

4.2 Strategies for promoting positive behaviour

General approaches to managing behaviour and discipline

Almost all schools had built up a range of approaches to promoting positive behaviour in the way that they managed behaviour and discipline. Effective practice was associated with a number of common characteristic.

• Clear expectations, communicated positively and on a regular basis, and implemented consistently by staff across the school.
• High visibility of all staff, who challenged inappropriate behaviour wherever and whenever they encountered it.
• The consistent use of praise to recognise and encourage good behaviour.
• The introduction of dress codes to develop a sense of school identity and pride.
• The involvement of pupils in decision making, providing a forum for complaints and the use of pupil councils.
• The provision of opportunities to take responsibility for others through, for example, senior pupils buddying or mentoring younger ones.
• The recognition and celebration of success in behaviour and achievement.
• The provision of opportunities to discuss behaviour-related issues during circle time in primary schools and in personal and social education classes in secondary schools.
• Sanctions and rewards which were clearly understood and consistently applied.

In schools where there was good behaviour, staff had been given practical advice on implementing care and welfare policies, including policies on child protection, anti-bullying and racial equality, as well as on promoting positive behaviour. Behaviour had also improved through the deployment of additional staff to support pupils in class and at breaks.

Parental involvement

Several schools involved parents in developing policies, for example on dress code, and shared policies with parents. In many cases, however, schools had not involved parents sufficiently in developing and implementing key policies for promoting positive behaviour.

Some schools had taken good steps to increase the involvement of the parents of pupils with behavioural difficulties in their child's education. Parents were invited to review meetings, diaries were used to inform them of their children's progress and behaviour, and packs for parents helped them to support their child's learning. However, many schools could support parents further in managing and improving their children's behaviour.

Dress codes

Almost all schools had consulted with parents and pupils on dress codes. When a new dress code was being established, pupils often had good opportunities to influence the decisions made. Some schools made provision for the sale of second-hand items and responded sensitively with support where cost was a barrier. In many secondary schools, senior pupils or prefects provided role models for younger pupils by wearing uniform. Further encouragement for senior pupils to abide by a dress code will be provided by the government's Educational Maintenance Allowance scheme which requires pupils receiving financial support to comply with their school's dress code.

Managing behaviour in playgrounds and corridors

Some schools had introduced effective measures to improve the management of behaviour outwith class time. These included establishing clear arrangements for teaching and auxiliary staff to supervise corridors and playgrounds. In addition, pupils were actively encouraged to promote positive behaviour in playgrounds and public areas, and lunchtime and after-school activities were provided by teachers, sports coordinators and youth workers. Some schools had also introduced effective supervision of pupils on school buses. However, in a number of other cases schools and education authorities needed to give more attention to arrangements for managing and promoting positive behaviour at breaks and in buses.

Improving transition

Some schools had improved transition arrangements for pupils with behavioural difficulties, including transition between P7 and S1, and between mainstream classes and support bases, and mainstream schools and off-site provision. Transitions at all key stages for pupils with Records of Needs were generally well planned. In most cases, guidance and support staff in secondary schools liaised effectively with primary staff over the transfer of pupils who had been identified as requiring significant behaviour support.

In both primary and secondary schools, class teachers were not always given sufficiently detailed information about the needs of pupils requiring additional support, including those with behavioural difficulties. This made it difficult to adjust teaching to meet the needs of these pupils. A few authorities had improved their approaches to providing such information. Teachers in these authorities were well placed to contribute to individual education and behaviour plans for those pupils. Most authorities had identified the need to improve the access of teachers to information on pupils' specific needs.

Use of curriculum flexibility

HM inspectors saw some examples of secondary schools that were taking well-considered steps towards extending flexibility in the curriculum in order to meet the range of pupils' needs better. Through doing this they aimed to avoid disaffection developing amongst pupils who were not well motivated by more traditional course provision. Enhancements to pupils' programmes included additional tuition focused on literacy and numeracy in S1/S2, often using ICT, and the introduction of National Units for some pupils in S2. Reducing the number of teachers met by pupils in a week allowed teachers and pupils to get to know each other better. In some cases, replacing some Standard Grade courses with appropriate alternatives such as National Units and courses, provided some disaffected pupils with motivation and good opportunities for learning. Pupils were also given access to part-time pre-vocational courses in school or in colleges, and to enterprise education and outdoor education. To date, however, very few schools had evaluated systemically the outcomes of their use of increased flexibility, including its impact on attainment and behaviour. There are also examples of pupils receiving alternative curricular programmes which lack a clear educational rationale. It is vital that pupils do not lose out on future opportunities as the result of parts of the curriculum being 'dropped' without attention being paid to ensuring that alternative activities continued to ensure development of key skills as part of a well-balanced and suitably challenging programme. Overall, too few schools were exploiting the potential of curriculum flexibility effectively to enhance pupils' motivation, learning and achievement.

Learning and teaching

As stated at the beginning of this report, HM inspectors typically found strong links between the quality learning and teaching, leadership and standards of pupil behaviour. In almost all secondary schools where leadership was strong and focused clearly on improving the quality of learning and teaching, problems of indiscipline were relatively few and generally handled well. Significant weaknesses in aspects of learning and teaching were often accompanied by episodes of disruptive behaviour.

HMIE observed much good practice in learning and teaching in primary and secondary schools in all areas of Scotland, where positive relationships had been established and effective learning was taking place. The following features characterised effective learning and teaching practice and so helped to promote positive behaviour.

In these best practices, teachers were committed to their pupils, showed real care and concern for them and had established an atmosphere of mutual respect between themselves and their pupils and among pupils. Effective teachers often used humour appropriately to establish a positive and collaborative climate, but in the context of a clear purpose and pace to lesson activities. They were quick to praise but equally quick to handle any indiscipline firmly and fairly. They drew, where they deemed it necessary, on other staff to handle unacceptable behaviour and to minimise any disruption to the learning of other pupils.

Schools were increasingly aware of the need to support staff actively in reviewing and developing their learning and teaching practice. A considerable proportion of schools had given priority to improving key aspects of learning and teaching. This included the use of ICT to stimulate pupils' interest and to provide opportunities for more active involvement in their learning. They had linked these developments to providing more challenge for abler pupils as well as developing social inclusion for disaffected pupils.

Promoting positive behaviour through giving pupils responsibility

Inspection evidence suggests that most pupils followed their school's dress code and were proud of their schools. They participated with maturity in pupil councils. Senior pupils in most schools took their responsibilities seriously as buddies to younger ones, who appreciated their support. In these schools pupils were aware of the strategies to celebrate their success and were behaving responsibly towards others. Inspectors also found that many schools were actively developing approaches towards promoting citizenship skills amongst their pupils. In best practice this involved developing a coherent, whole-school approach to pupils carrying out a range of responsibilities within the school and the wider local community, and it had positive benefits for the general quality of climate and relationships in the school.

Use of exclusion

In best practice, exclusion was used rarely and in very limited circumstances. Nonetheless well-led schools which had developed effective strategies for promoting positive behaviour did typically make some use of short-term exclusion for pupils who exhibited unacceptable behaviour. Exclusion was effective when it was seen by pupils, teachers and parents as the ultimate sanction at the apex of an accepted and widely understood ladder of actions from which all other options had been exhausted. Effective management of exclusions was evident when parents and pupils were encouraged to ensure commitment to, and accept responsibility for, the pupils' improved behaviour, and where short-term targets for improvement were set and monitored. Many well-led schools which effectively managed exclusion were able to reduce the use of this sanction whilst retaining it as a key response to unacceptable behaviour.

In many schools, however, the use of exclusion was not set within a broader policy framework of approaches to promoting positive behaviour. In the worst cases, this resulted in the sanction being used excessively and inappropriately.

4.3 Quality assurance and improvement

In inspections, HMI found that a substantial minority of primary and secondary schools had good or very good systems for monitoring their policies on promoting positive behaviour. These schools had developed systems for recording and addressing low level indiscipline, poor attendance and exclusions. They acted effectively on the information they had gathered to improve the behaviour of pupils and the operation of the behaviour system.

Most schools, however, were still in the process of implementing procedures for monitoring their policies on promoting positive behaviour. In a small number of primary and secondary schools there were significant weaknesses in the systems for recording and acting upon incidents of indiscipline. In these schools there was little monitoring of behaviour at classroom level by senior managers.

The majority of schools needed to disseminate good practice more effectively. Dissemination of good practice in managing behaviour was most effective in schools with clear guidelines on promoting positive behaviour and good communication between senior managers and staff. In good practice there was effective consultation with staff in developing policies for promoting positive behaviour and all pupil support staff played a key role in disseminating good practice. Pupil support staff or behaviour support coordinators contributed to staged intervention approaches and provided support for teachers on teaching and learning. A range of agencies provided staff development and advice for teaching and auxiliary staff who worked with pupils with emotional and behavioural difficulties. Schools with effective practice monitored the success of approaches to promoting good practice and shared the results with staff.

Most schools had projects in their development plans aimed at improving their approach to promoting positive behaviour. Many linked these to achievement of the National Priorities. Examples included developing the role of additional support staff and of behaviour support bases, and the development of flexible and alternative curricula. Many projects focused on the development of the personal and social education programmes to promote positive behaviour and the development of pupils' personal and social skills. Other examples sought more effective uses of multi-agency groups within the system of staged intervention, drawing on the experience of ICS.

[Previous] [Contents] [Next]