Context for joining Behaviour Hubs
We are part of a Secondary MAT, years 7-11 based in Didcot, Oxfordshire. We have PP (35.9%) / EHCPs (5%) and SEN Support (29%). EHCP % rank Aureus 5th highest out of 34 secondary schools within 10 miles. It ranks 1st highest for those with SEND support.
We were keen to explore how we as a school can support students to improve their behaviour in school and in the community.
Behaviour challenges and goals
- Development of a more robust reintegration programme when returning from suspension
- Changes to the current duty rota. To develop a more robust duty team to be present daily
- The use of consistent support plans for identified high tariff behaviour students
- Stakeholders buy in. Especially parental engagement
- Change of LT staff. In one year we lost our AHT and DHT, reducing the team from 7 to 5, then the HT left and was replaced by someone new
- Truancy, especially KS4 girls
- Lack of in school interventions / provisions specifically relating to behaviour.
Solutions to behaviour challenges
- Support from Challney High School Boys (a Behaviour Hubs Lead School). Consistent advice to create a focused action plan
- An insight into an onsite provision and creating a buy in culture from all staff (blue coats)
- Open days / Networking events gave opportunities to look at developed practice at schools that have followed a similar journey, creating confidence in the process
- Staff training – THRIVE approach. How we use language with our students which is supportive
- We have a new DHT starting Jan-24 who has a background in a PRU and comes with a wealth of experience
- Local school support through Oxfordshire CC IYFAP group
- Being able to network during the online sessions and get training on specific relevant areas to develop such as AP
- As a school we have seen vast improvements across the school in behaviour. We have written and implemented a new behaviour policy (Sept ‘23) in line with the school’s new vision written by our new HT. We use a new tracking system for behaviour via BROMCOM which supports the new phased approach. The LT are all on board and work with students on phase 3 (phases are 1-4, 4 being HT level)
- Assemblies were planned to discuss the new behaviour policy with separate year groups. Students were given a voice and able to use different methods to feedback. These included student voice panels, tutor time discussions and meeting with the headteacher
- ASD detentions (seen at Maiden Erlegh, a Behaviour Hubs Lead School) have been introduced this year. These are daily and centralised
- To combat the internal truancy we added gates to the toilets and limited their use during lessons. Only available on floor 1 during lessons and ground floor during break and lunchtime (each floor has 2 sets of male and 2 sets of female toilets, plus inclusive toilets). This meant truants did not have access to places to go.
- A new onsite provision has been developed called Pathways, that offers a variety of onsite interventions such as numeracy and literacy support, behaviour interventions, THRIVE, ELSA support and social skills
- We currently support a group of year 10/11 boys with a flexible learning pathway
- Parental engagement has increased with opportunities for parents to come into school
- We have held a specific parent forum to discuss the new behaviour policy. This was also used to discuss the new ASD process and parent voice showed they wanted detentions the day after and not on this day. This was listened to and acted on
- External AP is also being used for students across all year groups to support mental health, access to other qualifications and behavioural mentoring
- Collaborations with Thames Valley Police, CAMHS outreach, Didcot Train and SoFEA helped implement a bespoke in school programme for targeted students.
Impact on behaviour
We have shown clear developments / improvements in behaviour throughout our journey on the Behaviour Hubs programme. Data shows a reduction in external suspensions from Summer ‘23 to Autumn ‘23.
Ofsted have identified clear developments in behaviour, as shown by the comparison below:
Ofsted March ‘22
Behaviour is not always consistently good. At times, behaviour can be disrespectful and disruptive. Where needed, a small minority of pupils benefit from alternative provision provided by different local organisations. This is helping to improve both their behaviour and their attendance. As a result, behaviour across the school continues to show signs of improvement.
Ofsted July ‘23
Pupils are polite and friendly. In most cases, behaviour around the school is positive. Pupils told inspectors that bullying is not prevalent at their school. They are confident that staff deal effectively with bullying when it is reported. Some pupils act as anti-bullying ambassadors.
Leaders have proactively improved behaviour since the last inspection. Your approach is well thought through. Behaviour logs show fewer incidents over time. Most staff use consistent approaches to manage behaviour well. Collaborative work with other agencies, such as the police and local authority, is strong. Specific strategies to reduce violent behaviour and raise the self esteem of boys has been successful. Suspensions are used appropriately.
Student voice Dec ‘23 at SSB visit – Students perception
- Behaviour at Aureus has improved
- The school is quieter and calmer. Lessons are not disrupted as much and low level disruption is dealt with quickly by teachers.
Aureus staff wellbeing survey Nov ‘23
Currently working in the right direction with new initiatives from the SLT. Looking forward to seeing what is next in the pipeline. Laura Cripps – Director of Pedagogy and Practice at GLF Schools.
From visit reports – 2023
- The climate for learning and conduct in lessons have improved considerably, with students able to learn free from distraction in the majority of lessons
- A range of strategies are used to actively promote a positive climate in the classroom: meet and greet; narration of positives; public praise and private reprimand; anonymous correction/depersonalised and collective reminders of expectations; ‘warm-strict’ approach with high expectations of conduct, use of praise and rewards, where merited, and timely use of consequences, as required
- Conduct in corridors has improved with fewer incidents of internal truancy
Next steps on your behaviour journey
- To utilise the extension of the LT (new DHT) and continue to develop improvements in all behaviour systems. including the development of new ISP’s and PSP’s to support the current consistent support plans
- Implement further interventions in the Pathways programme including new mentoring programmes
- Continue to develop relationships with external AP / intervention routes to support specific student’s needs.