Context for joining Behaviour Hubs
Hope Academy is a larger than average 11-16 comprehensive joint Catholic and Church of England Academy. The Academy is larger than average sized schools with 1343 students on roll. There are equal numbers of both boys and girls. There are 19.2% of students who require SEND support, and 29 students have an EHCP, this is compared to 8 in 2016.
On 1 November 2023, Hope Academy converted from a Single Academy Trust (Newton Academy Trust) into a Multi Academy Trust (All Saints Multi Academy Trust).
Hope Academy is situated in St Helens which is ranked as the 26th most deprived Local Authority in England. 25% of the student population live in the most deprived Index of Multiple Deptivation.
In September 2021, Hope Academy was judged Requires Improvement overall. All areas, except for Quality of Education, were judged to be ‘Good’.
Hope Academy joined the Behaviour Hubs Programme in June 2023 to realign behaviour expectations and norms and to respond to recommendations made from Ofsted visits to achieve an overall rating of ‘Good’
Behaviour challenges and goals
- To empower and support all staff to take responsibility for behaviour and to ensure that there is greater consistency across the Academy
- To re-align and clarify behaviour and movement systems with all students, staff and parents
- To establish an Inclusion base to support vulnerable students and those at risk of suspension and permanent exclusion
- Developing a culture that behaviour is a team sport and is everybody’s responsibility
- Creating systems and norms that can be scaffolded to support the needs of all students
- Ensuring that all students were able to understand the ‘why’.
Solutions to behaviour challenges
To empower and support all staff to take responsibility for behaviour and to ensure that there is greater consistency across the Academy.
- Increased the amount of behaviour specific CPD delivered to staff
- Developed, implemented and embedded the use of ‘What to do if’ scripts to allow for consistency
- Implemented a S.O.A.R (See it, Own it, Act on it, Resolve it) approach
- Introduced a centralised Resolution (detention) system to create the opportunity for restorative conversations to take place
- Continual over-communication of expectations and norms through Operation Reset at the start and end of each half term as well as weekly staff briefings
- Continual evaluation and realignment of systems using student/staff voice and feedback
- Removal of departmental buddy system to a centralised Remove, to allow for staff to concentrate on teaching and learning within their own classroom
- Inspire tutors (Form Tutors) and Heads of Year lead on student line up at the start of each day. This allows a calm start to the day and entry to the building
- Modelling of staff duty points at break and lunch time to ensure consistency every day
- Re-aligned staff expectations and responsibilities for student movement i.e. stepping out and using a barrier system. This is QA’d by staff daily. This has allowed for a calmer and more organised movement system
- Introduced learning habits to ensure learning routines and habits are established in all classrooms. This allows for greater consistency and predictability for students
- Embedded Step-Lab as a tool to evaluate and celebrate areas of good practice in terms of behaviour systems and norms within classroom teaching.
To re-align and clarify behaviour and movement systems with all students, staff and parents.
- Adjusted and re-aligned all behaviour and movement systems. These have been overcommunicated with students, staff and parents. This has been done though whole school ‘Operation Rest’ sessions at the start and end of every half term, staff briefings and behaviour specific CPD, Principal’s Blogs and notifications as well as ‘Campaigns’ to focus on year group or behaviour specific needs e.g. Year 7 entry to school
- Movement system to include a walking on the left and barrier system to ensure that movement is calm and orderly
- Redesigned signage for movement and behaviour expectations so that all staff and students are aware of what is expected
- Introduction of Reflection Room to allow for students to reflect and re-set to allow their own and others learning to take place
- Introduction of KS3 line up at the start of the day, end of break and end of lunch to allow for a calmer entry into the building
- Evaluated and adjusted eating areas for KS3 students to allow for a calmer lunch time
- Working with specific external providers – ETIC, Liverpool FC, Wigan Warriors, Anthony Walker Foundation to further enhance bespoke work for more challenging and vulnerable students
- Data rich systems from Arbor to identify and track High Tariff students using Supportive 65 and Prevention Procedure documents
- Staged approach to mobile phone and bullying procedures to allow for greater consistency and structure
- Remodeled ‘Assistance’ (SLT patrol) to allow for more proactive coverage and improved consistency.
To establish an Inclusion base to support vulnerable students and those at risk of permanent exclusion.
- £120,000 spent on refurbishing and repurposing two areas of the school to introduce an Inclusion Base and Hope Centre to support vulnerable students and those at risk of permanent exclusion
- Inclusion Base consists of RISE (Reintegration Into Secondary Education) curriculum whereby students who are at risk of permanent exclusion or managed transfer have access to their own bespoke curriculum taught by classroom teachers
- Re-structured and established the following staffing in the Inclusion Base
- Inclusion Base Manager (Teacher)
- SEMH specialist (non-teaching)
- Nurture specialist/Arts Therapy (non-teaching)
- Trauma Informed member of staff (non-teaching)
- 2 x Deputy DSL’s
- Safer Schools Police Officer (twice per week)
- Students have access to 2 x teaching classrooms, computer suite, 1:1 teaching area, communal area, kitchen, toilet, balcony and garden. Students have their own access on and off site
- Systems and expectations are in line with the whole school to allow for successful re-integration into main school lessons.
The Behaviour Hubs Programme has supported this by:
- Audit tool allowed us to evaluate and specifically focus on areas for development
- Use of staff and student surveys to identify areas for development. These have been continually used to ensure that key areas are being developed and improved. They have also allowed for continual adjustments to new routines
- Visit other schools and provisions to establish good practice through Open Days and Networking Events. Best practice notes from visits shared with key members of staff and Senior Leadership Team
- Close collaboration with our Behaviour Hubs Lead School (Allerton High, Leeds). This has included regular communication and visits to allow areas of good practice to be shared and adopted
- Online sessions to further upskill Senior Leaders. This has allowed for more specific behaviour for learning CPD to be cascaded across the whole school. For example, we have used ‘Essentials’ online training with different groups of staff for CPD.
Impact on behaviour
Student and Staff Survey Results:
- Behaviour has improved across the Academy: 95% of staff say that behaviour has improved and there has been a 58% increase in the number of students who say behaviour is good. 95% of staff say that there is a clear vision of what is expected. Suspensions are below the National Average and are comparable with regional averages.
- Rules and procedures are clear and easy to follow: 95% of staff say it is clear how they apply the rules. 95% of students say that they understand how school expects them to behave. 86% of students say that the rules are easy to follow. This is an increase of 40%.
- Rules and procedures are applied consistently: 95% of staff say that staff apply rules and procedures. 78% of students say that rules are applied fairly and consistently, this is an increase of 35%.
- Leaders are visible around the Academy: 94% of students say that leaders are visible, this is an increase of 30%.
- Leaders support staff with behaviour: 94% of staff say that they have received appropriate behaviour training.
- Relationships have improved: 97.5% of staff say that they have good relationships with students, this has increased by 15%. 90% of staff say that students have good relationships with each other. 87% of students say that they are motivated to learn, this is an increase of 31%.
- Hope Academy is a happy place where students belong: 82% of students say that school is a happy place, this is an increase of 65%. 88% of students say that they belong, this is an increase of 38%. 88% of students say that they have a trusted adult, this has increased by 40%
- SLE Math’s Review 6th March 2024: I think the students seen on the day, both in corridors and classrooms, were an absolute credit to themselves and Hope Academy. The uniform is a particular strength, both in terms of how it looks (I genuinely think it looks really good) but more importantly in how much pride it is worn with. It is clear that students are proud to be part of the Hope Academy community and you should never underestimate the effort from the senior team and staff that goes into maintaining such a high standard of uniform.
- SIP Report November 2023: Behaviour around school and in lessons is positive. Pupils say that behaviour is well-managed. Behaviour systems relating to social norms and expectations have been strengthened and developed. Bespoke strategies are put in place to support individuals. Case studies illustrate to the reader how such strategies are helping to modify the behaviour of individuals and reduced instances of inappropriate behaviour.
- SIP Report Spring 2024: Provision for the most vulnerable and the Inclusion Centre at Hope. Two distinctive and welcoming provisions have been developed to enable pupils to access bespoke curricula. There has been an investment in staffing to support this. Key leaders are in place in both provisions. They are charged with developing a child centered and supportive environment. Specialist and skilled staff (who are confident to support the most vulnerable and challenging pupils) have been employed in these areas. Inclusion, SEND and Pastoral teams work effectively and skilfully together to support these pupils and their families. Subject specific staff deliver small group and 1:1 session, as part of a pupil’s bespoke curriculum. There is a calm atmosphere at Hope Academy. Pupils and staff treat one another with respect and courtesy. Conduct in lessons is positive.
Next steps on your behaviour journey
- Ensure that Learning Habits are fully embedded across all departments
- Support staff with specific Restorative Practice training and CPD
- Review Inclusion Curriculum, especially for KS4 students and low ability KS3 students
- Rewarding lesson engagement and learning.