Transcript Bearsden Academy S3 Profiling – Lesson 1

Behaviour Group
Update – March 2013
‘In almost all classes observed, learners
were well behaved, motivated, remained
on task and interacted well with teachers
and each other. They feel valued, cared
for, respected and spoke highly of the
support they receive from their teachers
and support staff.’
EDC Quality Improvement Review, Nov.
2012
The Behaviour Group has been running for the
past three years.
We continue to aim to
encourage pupils to achieve the highest
possible standards of behaviour, both within
class and around the school.
Context within Bearsden Academy
Children’s
Rights
Education must focus on
the development of the
child's personality, talents
and mental and physical
abilities to their fullest
potential;
School discipline must be
administered in a manner
consistent with the child's
human dignity.
Associated
Responsibility
Children must ensure that
their own behaviour does
not prevent other pupils
from fully experiencing
their right to develop their
full potential and the
teachers’ ability to achieve
this;
Teachers must deliver the
school discipline policy in
a way that is fair,
consistent and without
prejudice. Children must
be expected to treat other
people with respect and
dignity.
Rights and Responsibilities
• The core focus of our behaviour strategy is the promotion of
positive behaviour.
• With this in mind, we aim to rewarding good behaviour, consistent
effort and acknowledge particular achievements.
• We do this through awarding merits and adding these to a pupil’s
score, using a points system for each merit.
• If a pupil does not meet the high expectations that we promote,
they are given a demerit. The appropriate points are then
deducted from their total score.
• Gaining subsequent merits can increase their score again, giving
pupils the opportunity to ‘undo’ the problematic issue
and focus on succeeding again.
Behaviour Policy reminder…
Merits
Helping Others
De-merits
+2
Equipment
-1
Participation
+1
Homework
-1
Consistent Effort
+2
Effort
-1
Increased Effort
+1
Distracting
-2
Improved Behaviour
+1
Chewing
-2
Homework
+1
Behaviour
-2
Positive Attitude
+1
PX1
-3
Outstanding piece of work
+3
Referral to PT/ PX2
-4
Positive Referral
+4
Points Tariff
• For more serious or persistent indiscipline, a
punishment exercise or detention may be given.
• All behavioural data, positive and of concern, is
monitored by the Guidance Team and Year
Head.
• Communication with parents is managed by the
Guidance Team and Year heads.
• Support programmes run for pupils to enable
them to engage fully with school for example, a
homework club, bereavement support and
instrumental enrichment.
Additional procedures

The Going for Gold Scheme was piloted for the
month of November through to December.

It involved a display of information to
registration to let S1 pupils know what their
weekly merit and demerit statistics were.

The data was colour coded.

Much planning and debate ensued prior to this!

The scheme was paused through January to
enable us to analyse any impact on pupils.
Going for Gold – A New Initiative!
Exemplar Going for Gold

They liked to check their results on the board.

Some felt it made them try harder as they did
not want to be embarrassed in front of their
friends by a demerit.

They felt good if they were on ‘gold’.

It helped classmates to behave well therefore
classes were not disrupted.

They missed it when it was gone.
What did our pupils think?
Statistical Impact – S1 Year Group
Impact upon individual pupils

Our young people receive far more merits than
demerits – this is testament to their excellent
behaviour and positive attitude!

They want to succeed and improve.

Our teachers want to acknowledge this good effort.

The scheme had a positive impact.

We want to work in partnership with parents. Our
focus should be positive and conversations with you
should ensure that all information is passed to you in
a sensitive way.

The systems that we have in place prioritise positive
behaviour.
What does this tell us?

We re-launched the scheme with S1 last week,
with a view to monitoring the data over a
lengthier period.

If an impact is sustained over this period, to
consider launching for Term 3 with S2.

Weekly figures can be viewed by all staff in the
photocopy room for information.

Merit texts continue to be sent to parents to
celebrate achievement.

Guidance and Year Heads use the statistics to
minimise instances of indiscipline and maintain
contact with parents on issues of concern.
Next steps for Going for Gold

A reward trip is planned for March 15th for S1/2.

We are conducting pupil focus groups to canvas
opinion on our Summer reward trip – possibilities
include an Allander afternoon, cinema trip,
bouncy castle afternoon or ‘games and pizza’ day.

The Instrumental Enrichment Pilot programme
will run for selected pupils and the impact of this
will be evaluated and shared.

A full review of the present policy is underway –
staff, pupils and parents will be consulted with
next steps. We will link with our Homework,
Rights Respecting School and Anti-bullying Policy.
Next Steps for the Group

To Parent Council members who may like
to come to our meeting when we consult
on our draft policy.

To representative pupils who may like to
come to our meeting when we consult on
our draft policy.
An invitation is extended…

What is self evaluation in our school?
 Three key questions…
1. How are we doing?
2. How do we know?
3. What are we going to

do now?
We plan to look inward at our provision,
outwards at best practise exemplars, and
forward in a way that maximises the
potential of our school and its young
people.
Self Evaluation Update

In January, I submitted a proposal to review self-evaluation
procedures .

Particular areas of focus were agreed with SMT in response to
EDC Quality Improvement report.

A meeting took place with Alistair Deans to discuss the proposal
and agreed a timeline for the proposed activities. Alistair
suggested some centres to visit to support with gathering
exemplars of good practice.

A working party has been established. We have now met twice
and agreed an initial plan. The present membership is small to
facilitate effective auditing.

Membership of this group will be opened up following the initial
audit of practice.

We began by sharing existing models of practice and exploring
from the exemplars shared what areas were highly effective and
may be developed further.
Looking inwards…

Having identified schools with a specific area of interest, we are
in the process of planning visits to examine their procedures in
certain areas of the self-evaluation process. An agreed agenda
for these visits will be developed following examination of specific
HGIOS indicators, particularly 5.9.

I t is our hope that the Parent Council may be willing to be
involved in future consultation on self-evaluation.

The initial priority for the group will be to tighten up the focus on
specific quality indicators and agree and develop procedures for
producing the SIP/DIPS, Quality Assurance Calendar,
departmental tracking records/procedures and to link these
outcomes to a more evaluative approach for Standards and
Quality reporting.

Thereafter, procedures will be examined and standardised for
collating evidence in relation to the quality indicators and related
self-evaluation activities required in support of these.
Looking outwards…

Once structures have been agreed and focus clarified,
peer observations will be extended across the school.
This may be a focus for staff for the In-service Day in
May. CPD may then be delivered to staff on the
language of peer mentoring.

CPD could also be delivered on the ‘Implemento’ tool
for planning. This can be used by pupils and parents
as well as staff.

The findings of the working party will help to inform
the next improvement planning cycle.

It is our hope that the Parent Council may be willing
to be involved in future consultation on selfevaluation and on issues affecting our school.
Looking forward…