According to ‘The Evaluation Schedule for Schools’ January 2010, Inspectors should evaluate:

·      Pupils conduct in lessons around the school

The guidance inspectors are asked to take account of includes:

·      pupils’ attitudes to learning and their behaviour in lessons. Where records or observations indicate that behaviour disrupts learning or threatens well-being more than very occasionally, it is likely that behaviour will be judged inadequate overall

·      the proportion of lessons disrupted by weaknesses in behaviour so that learning is less than it should be

·      pupils’ treatment of each other and school facilities, and their behaviour around the school, including awareness of each other’s needs at break times, between lessons and in assemblies and other activities

·      pupils’ politeness to each other and to adults

·      pupils’ ability and willingness to manage their own behaviour

·      the extent to which pupils modify their behaviour in response to the school’s behaviour management strategies, including the impact of exclusion strategies

·      documentary evidence about pupils’ behaviour, including records of: racist and bullying incidents; the use of any ‘on-call’ system; the use of ‘remove’ or ‘seclusion’ rooms; and the types of incidents which occur at break, lunchtime and social times

·      rates and patterns of permanent and overall/repetitive fixed-period exclusions, including any over-representation from different groups

·      parents’ and pupils’ views on the standard of behaviour, such as those expressed in parental questionnaires and discussion with parents and pupils; give particular attention to pupils’ own views about being safe and free from harassment and how well pupils from different backgrounds get on with each other.

In order to help self-evaluate prior to inspection schools might ask themselves:

·      Has our behaviour policy been recently evaluated?

·      Were parents, staff, pupils and governors involved in the consultation?

·      Are parents informed annually about the contents of the school’s behaviour policy?

·      Are all staff aware of the contents of the school’s behaviour policy?

·      Do staff implement the behaviour policy consistently?

·      Is the behaviour policy effective in ensuring that lessons are not disrupted and that all pupils feel safe and free from harassment?

·      Is there an anti-bullying policy in place?

·      Do the behaviour and anti-bullying policies include specific mention of pupils with SEN and their particular needs?

·      Are fixed-term exclusions used sparingly?

·      Are fixed-term exclusions monitored to ensure that no groups of pupils are over-represented?

·      Are pupils reintegrated effectively after a fixed-term exclusion?

·      Are permanent exclusions avoided and are effective strategies in place to address emerging issues?

·      Does the school ethos encourage pupils to behave politely and to take responsibility for their own behaviour?

·      Are parents encouraged to work with the school where concerns about pupil behaviour emerge?

·      What do parents think about the standards of behaviour in the school? Has the school consulted parents, fed back and acted upon their views?

·      What do pupils think about the standards of behaviour in the school? Has the school consulted pupils, fed back and acted upon their views?

·      Are rewards and sanctions administered fairly? Do pupils and parents feel that they are administered fairly?

·      Is a record kept of racist and bullying incidents?

·      Is this record monitored carefully for the over-representation of particular groups?

·      Do different pupils within the school generally get on together well? If not, why not and what is being done about it?

 

When completing the SEF schools no longer have prompts to help them. Instead it is expected that schools use the grade descriptors as a guide:

 

Outstanding (1)	Pupils’ consistently thoughtful behaviour is an outstanding factor in their successful learning and creates an extremely positive school ethos. Pupils are highly considerate and very supportive of each other in lessons. Behaviour for all groups around the school is exemplary and pupils encourage others to conduct themselves well.
Good (2)	Pupils’ behaviour makes a strong contribution to good learning in lessons. Their behaviour is welcoming and positive. They routinely show responsibility in responding to the expectations of staff, set consistent standards for themselves and respond quickly and well to any additional guidance from staff about how to conduct themselves. They behave considerately towards each other.
Satisfactory (3)	Pupils behave so that learning proceeds appropriately and time is not wasted. They understand what is expected when asked to work on their own or in small groups and only gentle prompting is needed to maintain discipline. Around the school, pupils’ behaviour is orderly so that public spaces are safe and calm. Pupils are polite and generally respond appropriately to sanctions. Incidents of poor behaviour are uncommon.
Inadequate (4)	Pupils’ poor behaviour and rudeness occur more frequently than on very isolated occasions and inhibit progress in lessons or well-being on more than isolated occasions. or Time is wasted through persistent low-level disruption, excessive off-task chatter and a lack of attention in too many lessons. or Some pupils show a lack of respect for – or direct challenge to  ̶̶  adults or other young people, including instances of racist or sexist behaviour and other forms of bullying.

 

Different strands can be tracked within these grade descriptors. Identifying these can help schools decide on their grading as well as helping them to determine what actions are necessary to move to the next level.

 

Strand 1: the effect of behaviour on learning   

 

Outstanding (1)	Pupils’ consistently thoughtful behaviour is an outstanding factor in their successful learning and creates an extremely positive school ethos.
Good (2)	Pupils’ behaviour makes a strong contribution to good learning in lessons. Their behaviour is welcoming and positive.
Satisfactory (3)	Pupils behave so that learning proceeds appropriately and time is not wasted.
Inadequate (4)	Pupils’ poor behaviour and rudeness occur more frequently than on very isolated occasions and inhibit progress in lessons or well-being on more than isolated occasions. Time is wasted through persistent low-level disruption, excessive off-task chatter and a lack of attention in too many lessons.

 

 

Strand 2: consideration to one another      

 

Outstanding (1)	Pupils are highly considerate and very supportive of each other in lessons.
Good (2)	They behave considerately towards each other.
Satisfactory (3)	Around the school, pupils’ behaviour is orderly so that public spaces are safe and calm
Inadequate (4)	Some pupils show a lack of respect for – or direct challenge to  ̶̶  adults or other young people, including instances of racist or sexist behaviour and other forms of bullying.

 

 

Strand 3: ability to respond to adults  and follow rules

 

Outstanding (1)	Behaviour for all groups around the school is exemplary and pupils encourage others to conduct themselves well.
Good (2)	They routinely show responsibility in responding to the expectations of staff, set consistent standards for themselves and respond quickly and well to any additional guidance from staff about how to conduct themselves.
Satisfactory (3)	Pupils are polite and generally respond appropriately to sanctions. Incidents of poor behaviour are uncommon.
Inadequate (4)	Some pupils show a lack of respect for – or direct challenge to  ̶̶  adults or other young people, including instances of racist or sexist behaviour and other forms of bullying.

 

 

What might this judgement look like on your SEF? Below are some suggestions for statements you might want to include:

 The behaviour policy was last reviewed in June 2009. The whole school community was consulted (see File A) and 99% of respondents to the parent survey and 95% to the pupil survey felt that behaviour in the school was at least good. However, concerns were raised about the need to make sure that parents are aware of action taken. Since this feed back a new system allows for telephone contact to be made to inform parents of the outcome following an incident (parent contact record B).

Observations of lessons (File C) indicate that in 90% of lessons observed (including those observed by subject leaders and SENCO) the level of behaviour was  judged to be at least good. Teachers were implementing the policy effectively and pupils responded well. Where pupils have challenging behaviour the school has effective systems to support them. The nurture room provides additional support for pupils with emotional and behavioural needs. The Boxhall profile is completed termly and indicates  that all pupils attending the nurture group during 2008 to 2009 have demonstrated improvement in their behaviour. (File D) Parents’ questionnaires back this finding (File E).

There have been no fixed-term or permanent exclusions during   the academic year 2009 to 2010. This is due to a number of strategies used with challenging pupils including:

·      the nurture group

·      allocation of key staff to challenging pupils

·      learning mentor work with parents

·      behaviour management groups for parents

·      positive behaviour management strategies used by staff

The record of racist incidents and harassment suggests a drop in reported incidents of 25% since the academic year 2008 to 2009. No pupils reported during the academic year2009- 2010 have reoffended. Regular checks on previous victims confirm that the anti-bullying strategies of the ‘no to bullying’ campaign have been effective.

Mid day supervisors have received training in playground games and behaviour management strategies. The number of reports at lunchtime have dropped as a result from an average of 5 each week to 2 each week. Peer mediation and friendship groups have continued to be an effective lunchtime approach to developing and improving the individual responsibility of pupils (staff survey 2009) 

Discussions during schools council have led to the involvement of pupils in handing out rewards. This approach has been applied during assemblies and break times. Overall, pupils have taken this responsibility well and are now talking more knowledgeably about their own level of responsibility towards one another.

Where issues have arisen in class these are discussed as part of a circle time. Teacher reports and observations have shown that this has provided opportunity for pupils to share their worries and ask questions. It has helped to develop our ethos of support for one another.