Creating a Positive Behaviour Management Culture in School
In 2022, the DfE released a series of updated guidance on behaviour in schools. Since then, schools all over the country have reviewed their policies. Martin Cain distils some of the key implications for leaders based on their experiences.
Background
The Behaviour in Schools guidance was rewritten to provide more practical advice for all school staff and it is important to remember that all adults working in a school environment, regardless of their role, may be responsible for implementing the policies and procedures relating to pupil discipline. It is organised into four sections:
· Creating and Maintaining High Standards of Behaviour;
· Responding to Behaviour;
· Preventing Recurrence of Misbehaviour; and
· Guidance on Specific Behaviour Issues.
When reviewing their behaviour policies some schools have decided to reorder them under the headings above as they have both a logical sequence to them and a focus on prevention.
2022 Guidance
The 2022 guidance has a new, stronger focus on prevention, support and interventions rather than the sanctions for misbehaviour and expects schools to be able to anticipate likely triggers of misbehaviour in pupils with additional needs and provide the appropriate support. In response to this many schools have implemented a "behaviour curriculum" which clearly sets out what positive behaviour should look like with its ultimate aim being to create a calm, safe and supportive environment that limits disruption. This should have the stated aim of ensuring that high standards of behaviour "pervade all aspects of school life" but to achieve this schools must ensure that staff have training on all aspects of the Behaviour policy, model the expected behaviour at all times and routinely remind pupils of expectations.
There is a heightened focus in the guidance on pupils who will need more support, which should be provided as proactively as possible. For example, schools must carefully consider whether pupils with special educational needs (SEN) have understood their misbehaviour and whether it is appropriate to impose a sanction. Some schools have responded to this by increasing mentoring capacity, their engagement with parents and local partners including Pupil Support Units and Alternative Provision.
Searching, Screening and Confiscation
Updated Searching, Screening and Confiscation guidance was also issued following an urgent review of the existing guidance by the DfE due to the events involving Child Q to incorporate lessons from the incident into guidance as quickly as possible. Specifically, the guidance has been updated to emphasise the importance of Safeguarding policies in providing clear advice to staff and parents on how and when to safely screen or search a child. Schools should have updated their safeguarding policies accordingly but some have drawn up a discrete Searching, Screening and Confiscation policy which is then signposted as necessary in the Safeguarding and Behaviour policies. The guidance also provides new advice on recording searches, informing parents and supporting the voice of the child. For example, school policies should take into account Article 8 of the European Convention on Human Rights (ECHR) under which pupils have a right to respect for their private life; in the context of these particular powers, this means that pupils have the right to expect a reasonable level of personal privacy. Although the right under Article 8 is not absolute and can be interfered with, any interference with this right by a school (or any public body) must be justified and proportionate.
Best practice
It has always been best practice for schools to review their Behaviour policy on an annual basis to ensure it is in line with statutory requirements, any new guidance and to also review what they are doing to create a culture of positive behaviour. There is a duty on schools to consult with parents and pupils when reviewing their policy and many now include both parent and pupil surveys and an Equalities Impact Assessment as part of this process.
Legislative changes
The guidance sets out legislative changes to expand the headteacher’s duty to inform, where relevant, social workers and virtual school heads if a child in their care has been permanently excluded and to notify local authorities of all temporary suspensions immediately. The requirement for the headteacher to do this should be written into the Behaviour policy and any other related policies, for example the Children Looked After and Young Carers policies.
Temporary suspension
Schools need to be aware that the term ‘fixed term exclusion’ has now been replaced with ‘temporary suspension’ and the Behaviour policy and any other related policies should be amended accordingly to reflect this. The guidance also includes information on the limitations of the headteacher’s power to cancel an exclusion, the use of managed moves, off-site direction, examination of data by governing boards and off-rolling. For example, it is vitally important for schools to have a robust Alternative Provision policy in place to ensure that the school, in all instances where a pupil has been placed with a provider, has carried out all of the necessary due diligence in advance of the placement and that this continues throughout its duration by, for example, checking on the attendance of the pupils on a daily basis.
Data analysis of behaviour incidents
One of the other key changes under the guidance includes a focus on detailed data analysis of behaviour incidents as this will assist schools in identifying where they need to offer appropriate support. Schools should take careful account of the aspects of guidance on how to deal specifically with child-on-child (previously referred to as peer-on-peer) sexual abuse, online behaviour incidents, mobile phones and criminal behaviour. For example, an increasing number of schools have invested in electronic storage systems where pupils are expected to securely deposit their mobile phone at the beginning of the school day, very akin to a number of adult work settings; Yondr is one example of this and due to the initial financial outlay required multi-academy trusts may choose to make the investment centrally in order to reduce the burden on individual schools and to secure a price reduction as a result of large scale procurement.
Handsam Resources
Handsam can provide an example Behaviour and Exclusion Policy. Please contact us to discuss how we can help to keep your organisation compliant.