Learn Sheffield Leaders’ Briefing Autumn Term Wednesday 27 November 2019 8.30-10.30am & 1.30-3.30pm Learn Sheffield Training & Development Hub @LearnSheffield
Leaders’ Briefing Agenda – Wednesday 27 November 2019 • Introduction / Welcome • Keynote - Improving Behaviour in Schools (EEF Guidance Report) Jane Elsworth (Huntington Research School) & Igraine Rhodes (EEF) • Artsmark – the Sheffield Deal (Create Sheffield) • PESSPA Primary Toolkit (PE School Sport & Physical Activity) • Learn Sheffield Inclusion Team – SEND Priorities 2019/20 • Eat Smart Sheffield • Learn Sheffield Update @LearnSheffield
Keynote - Improving Behaviour in Schools (EEF Guidance Report) Jane Elsworth (Huntington Research School) & Igraine Rhodes (EEF) @LearnSheffield
Please also have a look at your copy of the Guidance Report, particularly the recommendations on p6-7
Unlocking the evidence: Improving Behaviour in Schools: a quick dive into the Guidance Report Jane Elsworth, Director of Huntington Research School @JElsworth1
Research Schools Network 39 schools in total 11 founding schools 11 Opportunity Area schools 17 schools appointed, 2019 (incl. 7 Associate Research Schools) Funded and supported by:
Supporting schools to use research evidence Uptake of research is based on trust and personality as much as practical usefulness: • Research use is a social process; • The expertise on how to apply evidence in schools and classrooms lies with teachers; • Schools listen to other schools; • Research needs practical application: peer coaching and training is key to producing substantive changes in teachers’ practice.
Why use evidence? “Research can never replace professional experience and teachers’ understanding of their schools and students. But it can be a powerful supplement to these important skills. Used intelligently, evidence is the teacher’s friend.” Sir Kevan Collins, EEF @EducEndowFoundn
Why use evidence? Go beyond polarised debates… @EducEndowFoundn
@EducEndowFoundn
What can you recall from the guidance report? Finish the recommendations: 1. Know and understand… 2. Teach… 3. Use classroom… 4. Use simple… 5. Use targeted… 6. Co… @EducEndowFoundn
What can you recall from the guidance report? 1 . Know and understand your pupils and their influences 2. Teach learning behaviours alongside managing misbehaviour 3. Use classroom management strategies to support good classroom behaviour 4. Use simple approaches as part of your regular routine. 5. Use targeted approaches to meet the needs of individuals in your schools. 6. Consistency is key. @EducEndowFoundn
An introduction to the guidance report
Step 3 – Step 1 – Step 2 – Step 4 – Step 5 – Step 6 – Initial Scope Appoint Conduct Write Consult Appoint evidence evidence guidance and write guidance review report training panel reviewer @EducEndowFoundn
“No one becomes a teacher because they aspire to tell students to sit down or stop shouting out. But none of the academic magic happens without a foundation of behavioural expectation that’s clear, consistent, occasionally tenacious and always seasoned with love and belief in students.” Doug Lemov
IMPROVING BEHAVIOUR IN SCHOOLS : summary of recommendations
Collaborative Clear Consistent Caring @EducEndowFoundn
“It is reasonably straightforward to identify what a good culture might look like, but like a diet, the difficulty lies in embedding and maintaining it. This includes staff training, effective use of consequences, data monitoring, staff and student surveys and maintaining standards.” Tom Bennett, 2017
@EducEndowFoundn
@EducEndowFoundn
Know and understand your pupils and their influences Relationships, relationships, relationships….. Understanding pupils better can be more effective than relying on a default response …see the example on page 8
Click to edit Master text styles Click to edit Master text styles SOURCE: EEF created graphic @EducEndowFoundn @EducEndowFoundn
‘Reflect, try, review’ Evidence suggests that effective training for building classroom management expertise is: • Reflecting on a new approach; • Trying a new approach; and • Reviewing progress over time
Wednesday 30 January 2019
What are the issues? • R espect, H onesty and K indness do not (currently) permeate across the whole school. • We could do more to celebrate achievement (Rewards systems). • Systems seem tired and are not consistently applied. • Staff are using a disproportionate amount of time sanctioning behaviour. • Our current CPD package could focus more on Behaviour for Learning. • For a small minority of our students, behaviour and self-regulation at social times is poor.
• Routines: classroom routines are a fundamental source of high expectation and a scaffold for conduct. • Responses: strategies and interventions for de-escalating confrontation, resolving conflict, redirecting unproductive (or destructive) behaviour, and reacting to antisocial behaviour are productive and proportional. • Relationships: Understanding and consciously creating relationships of trust, dignity and support between all students and oneself. This is a wide and diffuse area and involves how to speak to parents and guardians, knowing about a student’s specific learning needs, prior attainment and other data.
Routines Changes to our Behaviour System
Workload Policy Evidence Student -base Progress
New Behavioural System • Will launch in the Summer term . • Focused on four areas: Respect, Honesty, Kindness; Ready to Learn; Ready for School; Extended Learning. • The new system will engage parents more and will seek improved communication between home-school. • Centralised SLT Lunch-time detention system. • Re-location of our Isolation Unit and appointment of a fifth member of the SSL team, focusing on behaviour intervention. • Support for staff when they need it. • Timeline of training to be implemented so that all staff are confident with its use.
Classroom systems
Cla lassroom systems • Greet every member of the group as they enter the classroom. • Establish clear and consistent routines for your classroom. Planners and equipment out. • Use the school behavioural system consistently,
“The standard you walk past is the standard you accept” General David Hurley, former Chief of the Australian Defence Force
Responses Strategies aimed at de-escalating challenging behaviour
“I’ve come to the frightening conclusion that I am the decisive element in the classroom. It’s my personal approach that creates the climate. It’s my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child’s life miserable or joyous. I can humiliate or heal. In all situations, it is my response that decides whether a crisis will be escalated or de- escalated and a child humanised or dehumanised.” Haim Ginot
“If we treat people as they are, we make them worse. If we treat people as they ought to be, we help them become what they are capable of becoming.” Goethe
Strategies for deescala lating challenging behaviour
De De-escalating challenging behaviour ( 1) Go cold. (2) Redirection (3) Use of Language (4) Give a choice (both options are what you want!) (5) Give take-up time (6) Partial agreement (aka being the grown-up ) (7) Tactically ignore ‘secondary in the exchange’ behaviour conflict
These phrases do little to improve the behaviour of young people: “I don’t understand why you are so rude.” “Your parents would be really disappointed with your behaviour.” “The other 29 students in the class have behaved perfectly today.” “That child is unteachable” “It’s a lost cause trying to get that one to change”
Relationships Supporting the needs of students with attachment disorder
5 – Use targeted approaches to meet the needs of individuals Programme types with positive outcomes: • Functional behaviour assessment interventions; • Programmes using daily report cards St Mary’s example p 30 -31
Improving Behaviour implementation plan
Improving Behaviour in Schools
EEF website for resources
Twilights and courses • A twilight for each primary locality…. in a locality school • 5 core twilights at Learn Sheffield • Support at all 3 Leaders Briefings • 3-day programmes: Using evidence to develop your curriculum; and Using evidence to make the difference for disadvantaged pupils
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