Context for joining Behaviour Hubs
Kilburn Grange School is part of a trust of schools called the Bellevue Place Education Trust (BPET). Bellevue Place Education Trust is a multi-academy trust that operates primary schools across London and Berkshire. The most recent inspection (July 2018) judged the school as “good”. It is a small one-form entry school in inner-city London (currently 210 on roll). Kilburn Grange School is located in a highly deprived area with high mobility. The school location deprivation indicator is in quintile 5, the most deprived of all schools.
Kilburn Grange School serves a diverse, multi-cultural community. There is no predominant ethnic group. The proportion of pupils who are EAL, SEND and receive pupil premium funding is above the national average. Children begin their educational journey at a range of starting points, with a high proportion of pupils working below age-related expectations and with behavioural needs.
Behaviour challenges and goals
Our goal was to create a culture where behaviour and the behaviour needs of our children are part of our QFT. We reviewed our current behaviour approaches and identified that there were key aspects that needed to be addressed and refined in order to deliver the best behaviour provision for the children that attend KGS.
As our SEMH needs in the school are growing, the behaviour of other children seemed to be overlooked. Therefore, we needed to create a holistic approach to behaviour and behaviour management in order to provide children and staff with consistent approaches, strategies and CPD. After an extensive audit we identified the following the following targets to focus on:
Leadership and Management
- To create a CPD timetable to address the key areas highlighted in the audit
- To empower and support all staff and pupils to take responsibility for pupil behaviour
- To review and publish the school behaviour policy.
Systems and Social Norms
- To review and refine the behaviour practices to ensure they are effective and aligned with our curriculum
- To ensure that the behaviour policy is being applied consistently.
Relationships
- To ensure positive staff-pupil relationships through a consistent behaviour approach.
Staff Induction and development
All teachers able to deal proactively with low level disruption and be accountable for behaviour in their classrooms
Pupil transition and development
- Ensure there are clear transition protocols in place.
Pupil support
- Ensure that consistent approaches/techniques are used when dealing with pupils with SEMH needs, during time of dysregulation.
The challenges were changing a whole school culture in a short period of time coupled with trying to empower staff to ‘buy in’ to the new behaviour approach.
We understood that policies, CPD and monitoring needed to be carried out to ensure that a consistent approach was being out rolled. With a very restricted timeframe and only two members on the SLT it was very difficult to ensure that aspects of our new behaviour approach were being implemented effectively.
Solutions to behaviour challenges
We used a range of pedagogy, CPD, school visits and advice from our Behaviour Hubs Lead School to drive improvement and overcome challenges. Having this network of support provided us with ideas and encouragement to ensure that we were on the right track.
Additionally, being able to visit other settings enabled us to tailor good practice to the needs of our school. It was a great way to see how effective the Behaviour Hubs programme has been in supporting schools across the country.
The resources and CPD offer further supported every aspect of our development in the behaviour culture of the school. It actually provided a range of ideas to further improve our attendance, SEND provision and behaviour across the school. We have adopted a range of strategies such as rewards, policies, and celebration of good behaviour for learning in whole school assemblies.
Impact on behaviour
Being a part of the Behaviour Hubs programme has enhanced our curriculum offer and established an improved positive culture across the school. These included:
- The planning and delivering of relevant CPD to address the key themes and roll out good practice to upskill staff as a result of SLT attending the CPD on offer from Behaviour Hubs
- Reflection of the good practice we already do and staff feeding into the changes of our new refined behaviour policy
- Children feed into the revised behaviour policy and were given updates on the changes
- Staff to have opportunities to feed into the changes when we review of the behaviour policy
- Star of the week replaced merit badges so children can keep their badge that they acquired in celebration assemblies
- The introduction of weekly developing citizens challenges to support the explicit teaching of key routines during celebration assemblies
- One-page profiles were created with contributions from teaching staff, so it clearly outlines how best to manage each pupil’s SEND needs and behaviour
- The introduction of scripts to help staff deal with behaviour incidents consistently and effectively
- Behaviour analysis is now shared with other phase leaders to ensure they understand patterns and trends to ensure consistency.
The internally conducted staff survey at the end of programme highlighted the following significant improvements (98% respondent rate), after engagement in the Behaviour Hubs programme:
- 86% of teaching staff now rate behaviour as better than acceptable, compared to 71% in the initial survey
- 97% of teaching staff now agree or strongly agree that pupils understand the behaviour rules and consequences of not adhering to the policy, compared to 83% in the initial survey
- 98% of teaching staff now agree or strongly agree that policy, rules and routines are easy to follow, compared to 88% in the initial survey
- 98% of teaching staff now agree or strongly agree there is a culture of recognising and celebrating positive behaviour at our school, compared to 82% in the initial survey
- 94% of teaching staff now agree or strongly agree that leaders and managers monitor and analyse behaviour data and take swift, reasonable action to address issues, compared to 83% in the initial survey
- 87% of teaching now staff agree or strongly agree that appropriate training or development is available to all staff to support them with behaviour management, compared to 71% in the initial survey.
Next steps on your behaviour journey
- To continue to embed the new behaviour approaches across the school
- To continue the momentum we have built and drive staff consistency
- To continue to have open dialogue with staff, pupils, and parents our behaviour Approaches
- To continue to offer and deliver high quality personalised CPD for staff
- To reduce the number students in daily internal exclusions and students that are on behaviour charts.