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Behaviour and attendance

Social and Emotional Aspects of Learning (SEAL) programme

Seal (TeacherNet)

Learning Behaviour: The Report of The Practitioners’ Group on School Behaviour and Discipline (2005)

PAT (Voice) is part of the DfES Stakeholder Group on School Behaviour and Attendance chaired by Jacqui Smith MP, Minister for Schools and 14 to 19 Learning.

The Group also includes: The Association of School and College Leaders (ASCL), The Association of Teachers and Lecturers (ATL), The Confederation of Children’s Services Managers (CONFED), The Local Government Association (LGA), The National Association of Headteachers (NAHT), The National Association of Schoolmasters Union of Women Teachers (NASUWT), The National Governors’ Association (NGA), The National Union of Teachers (NUT), The Office for Standards in Education (Ofsted), The Parent Governor Representative Network (PGR)and UNISON.

The Group supports the conclusions of the Practitioners’ Group on School Behaviour and Discipline, chaired by Sir Alan Steer, whose report - Learning Behaviour - was published on 21 October 2005.

The Group made a number of recommendations which are being considered by the Stakeholder Group. One of the key recommendations was the distribution of guidelines as to what works in schools. Ofsted have made clear that the vast majority of pupils behave well and most schools maintain a high standard of order and discipline. However, there are pupils who challenge even the most competent teachers in the best organised and managed schools.

Learning Behaviour offers a balanced package of recommendations and advice on how to address these problems. It recommends ways of strengthening the authority of school staff and reinforcing parents’ responsibility for their children’s behaviour. It also offers advice to schools on how to develop their own policies and practices. This forms Section 2 of the report – What Works in Schools – which the Stakeholder Group particularly commends.

The Government, local authorities, parents and pupils themselves have important parts to play in improving behaviour in schools. But school staff and governors have the crucial role. How schools and classes are run makes a major difference to standards of behaviour. What Works in Schools provides clear practical advice on how to run a school that promotes good behaviour. This is an essential part of the balanced approach recommended by Learning Behaviour, based on partnership between schools, parents, local authorities and the Government.

You can find What Works in Schools at:

http://publications.teachernet.gov.uk?dfes-0281-2006 

We strongly recommend it to our members. It highlights the importance of consistency in managing behaviour at all levels. Pupil behaviour in schools can only be effectively managed if heads and school leaders, governors, teachers and support staff are consistent in their approach to matters of discipline.  What Works in Schools also deals with the role of school leadership, school organisation and facilities, classroom management, rewards and sanctions, teaching good behaviour, staff development, pupil support, managing transition and liaison with parents and external agencies.  

Part of its power is that What Works in Schools complements and reinforces the comprehensive range of audit, guidance and training materials provided by the National Primary and Secondary Strategies which is already available to all schools.  You can find these materials at:

http://www.teachernet.gov.uk/wholeschool/behaviour

http://www.dfes.gov.uk/ibis/index.cfm