Key Stage 3 National Strategy

1. Key Stage 3National Strategy Behaviour and attendance

2. Behaviour in secondary schools • Improved teacher retention is one of the critical factors for continuing the raising of standards in schools • Reducing pupil misbehaviour is now a critical factor for improving teacher retention • The biggest demand from schools is for improved and comprehensive support for staff in behaviour management

3. Ofsted findings on behaviour in secondary schools ‘Behaviour is satisfactory or better in the majority of schools, but the behaviour of some pupils, especially of some boys, continues to be a concern. The proportion of schools where behaviour is unsatisfactory remains at one in twelve’ HMCI Report 01-02’

4. Behaviour in secondary schools

5. Attendance in secondary schools

6. Improving attendance • Poor attendance is often associated with poor punctuality and with negative attitudes to school • The situation is worse in schools where monitoring procedures are inefficient and lack rigour • A lack of parental support including the condoning of unwarranted absence continues to hamper the efforts in some schools. HMCI Report 01-02’

7. Procedures for monitoring and improving attendance In many schools: • parents are contacted on the first day of absence • good records are kept of pupils with poor attendance • Year Heads or Heads of House are kept closely involved • half-termly recognition of good attendance in the form of rewards • parents are made aware of the need for good attendance and of its effect on achievement • pupils are encouraged to take part in early morning activities such as breakfast clubs to improve attendance and punctuality • a more appropriate curriculum is provided for some pupils

8. Aims of KS3 behaviour and attendance strand To secure positive behaviour and attendance by: • supporting school leaders to establish consistent and effective policy and practice • providing guidance, training and support to increase schools’ confidence in the management of behaviour and attendance • offering appropriate support to school staff to help pupils learn positive behaviour and the habits of regular attendance • promoting the kinds of planning, teaching and school routines that support good learning and constructive behaviour • engaging the wider community in a more coherent and imaginative approach to local pupils, particularly the disaffected ones

9. Principles • Consistent, coherent and sustained approaches to teaching positive behaviour and regular attendance • Building on the best of current policies and practice • Consultation and involvement of pupils, parents, carers and the community • Identification and sharing of good practice as it emerges

10. Working in schools The role of the KS3 consultant is to work in partnership with LEA services to extend the support for schools through their senior leadership teams to include: Whole school support to improve behaviour and attendance Support to staff on whole class teaching Support to staff, teaching small groups Support to staff working with individual pupils Consultants will not be expected to provide: Support to individual and small groups of pupils

11. Behaviour and attendance audit The behaviour and attendance audit is designed to identify: • the effectiveness of the school’s organisation, policies and practice • good practice that can be shared • targeted support required to meet staff needs • an action plan linked to the school improvement plan to secure any necessary changes

12. 10 sections of the behaviour and attendance audit • A – Everyday policies • B – Systems for dealing with very poor behaviour • C – Bullying • D – Pupil support systems • E – Classroom behaviour • F – Out of classroom behaviour • G – Curriculum • H – Attendance • I – Leadership and management • J – Links with partners and other adults

13. Core Day 1Launch of the KS3 behaviour and attendance strand 4 x 75 minute sessions • Reviewing the behaviour and attendance policy • Implementation of policy • Auditing behaviour and attendance • Effective teaching and learning to promote positive behaviour

14. Supplementary materials Training sessions on: • effective anti-bullying policy • developing common language to discuss and describe behaviour for senior leadership teams • the use of praise and intervention to support teaching • developing the pastoral care role • including pupils and parents/carers in implementing the school behaviour and attendance policy • promoting good attendance

15. Core Day 2: Part 1 Focusing on solutions • Introduction • Defining preferred routes • Discovering what is already working, including the identification of resources • Scaling: effective ways of judging how close we are to a desired solution • Moving forward and considering alternatives

16. Core Day 2: Part 2 School structures to support positive behaviour • Creating a supportive learning environment • Planning for good behaviour and attendance • School support systems • Classroom structures to support pupils in special schools, resourced mainstream provision and units

17. Core Day 2: Part 3 Focus on teaching • Effective use of language in the classroom • Structuring the lesson to meet the needs of all pupils • Engaging pupils for positive behaviour and attendance • Engaging pupils with severe and/or complex special educational needs to promote positive behaviour and attendance

18. Core Day 2: Part 4 Positive intervention • Supporting small groups and individuals • Responding to pupils • Managing conflict: avoiding escalation to violence • Intervening with pupils outside the classroom