NPQLBC Leading behaviour systems
Practice Activities
Select three of the following nine activities to submit to your leadership mentor.
Choose an activity based on your areas of interest and the results of the initial needs analysis undertaken at the start of the course.
Enabling good behaviour
Activity 1: Contributing to a whole school approach to behaviour management
Read the DfE guidance, Behaviour and discipline in schools: advice for headteachers and school staff paying attention to the guidance it provides on developing the behaviour policy (pages 5-6) and behaviour and sanctions (page 8).
Share this DfE guidance with two or more teaching colleagues and meet to reflect on your own school's behaviour policy. Use the following questions to help structure the reflection.
How clearly does the policy communicate the school's expectations of high standards of behaviour for all pupils?
Does the policy clearly outline the school's a range of rewards and sanctions, highlighting the need for these to be proportionate and fair according to the age and circumstances affecting the pupil?
Does the implementation of recognition, rewards and sanctions in the classroom accurately reflect what has been described in the policy? If not, why not?
Does the policy clearly outline the process for escalating behaviour incidents? Identify an example of how this process has worked effectively.
How do leaders and teachers ensure the behaviour policy is consistently and fairly applied?
How does the behaviour policy foster mutual respect between pupils and staff?
Suggest refinements to ensure your school policy better meets the recommendations outlined in the DfE guidance (for example redrafting a section, acting on feedback from staff or pupils, rewording to increase clarity).
Recommend actions to help improve the faithful implementation of the policy (for example, professional development activity, provision of additional guidance and support, closer monitoring of implementation).
Submission
Write a 250 words (maximum) summary of your actions and learning from this task and submit to your leadership mentor.
Resources
DfE (2016) Behaviour and discipline in schools
Activity 2: Developing colleagues' ability to respond consistently to pupil behaviour
Task
Plan a professional development resource to develop colleagues' abilities to respond consistently to pupil behaviour through thoughtful application of recognition, rules and sanctions in line with your school’s approach. The resource should include:
the schools approach to rewards and sanctions
using early and least-intrusive interventions for low level disruption
responding quickly to any behaviour that threatens emotional safety
The planned resource could be in any appropriate media or format (for example a slideshow, handout, video, podcast, Zoom recording) and would include no more than 20 minutes of content. You do not need to produce the resource.
Your school behaviour policy and the following reports should inform your plan.
You may find it useful to refer to section 3 Use classroom management strategies to support good classroom behaviour and section 4 Use simple approaches as part of your regular routine of the Education Endowment Foundation's (2019) guidance, paying attention to the practical classroom management strategies provided and the examples of the effective use of positive reinforcement and routines. Tom Bennett's Independent review of behaviour in schools (2017) includes practical classroom guidance techniques, supported by case studies. The following sections are particularly useful for leaders of behaviour needing to develop colleagues' use of rewards and sanctions:
general behaviour practice
rewards and praise
sanctions
Submission
Write a 250 words (maximum) summary of your actions and learning from this task and submit to your leadership mentor.
Resources
Education Endowment Foundation (2019) Improving behaviour in schools
Bennett, T (2017) Independent review of behaviour in schools
Activity 3: Observing classroom management practice
Task
Read section 3 Use classroom management strategies to support good classroom behaviour and section 4 Use simple approaches as part of your regular routine of the Education Endowment Foundation's (2019) guidance, paying attention to the practical classroom management strategies.
Establish a triad made up of an experienced teaching colleague, a less experienced teacher and yourself.
Share what you have learned from your reading with the other two members of your triad.
In your triad arrange to observe each other's classroom management practice, informed by this reading. Use Charlie Taylor's (2011) behaviour checklist for teachers to support the observations.
Meet to feedback on your observations, using the checklist for teachers to help structure a professional conversation about each member's practice.
Submission
Write a 250 words (maximum) summary of your actions and learning from this task and submit to your leadership mentor.
Resources
DfE (2011) Getting the simple things right: Charlie Taylor’s behaviour checklists
Education Endowment Foundation (2019) Improving behaviour in schools
Activity 4: Maintaining a positive, predictable and safe environment
As a leader of behaviour and culture you will help to maintain a positive, predictable and safe environment across the whole school by reinforcing expectations and holding staff to account for the consistent implementation of school behaviour policies.
Task
Read section 5 of 'Creating a culture: a review of behaviour management in schools',which includes guidance on reinforcing expectations through sustained professional development. The case studies provided, illustrate effective practice in holding staff to account for the consistent implementation of school behaviour policies.
Having read the guidance, draft a strategy to:
reinforce expectations of standards of behaviour
hold staff to account for the implementation of the school behaviour policy
Share your strategy with a senior colleague, explaining your rationale. Make a note of their feedback.
Submission
Write a 250 words (maximum) summary of your actions and learning from this task and submit to your leadership mentor.
Resources
Bennet, T (2020) Creating a culture: a review of behaviour management in schools
Activity 5: Encouraging colleagues to motivate pupils
“Self-determined motivation (a consequence of values or pure interest) leads to better long-term outcomes than controlled motivation (a consequence of reward/punishment or perceptions of selfworth).” (Deans for Impact, 2015)
Read section 5 of The Science of Learning (2015) 'Motivating pupils', paying attention to the recommendations for developing intrinsic motivation and positive reinforcement.
Support one or more colleagues in planning an activity which provides the opportunity for an identified group of pupils to articulate their long-term goals and helps them to see how these are related to their success in school (for example, a careers event, visiting speaker, school trip, workplacement, enrichment activity).
The planned activity should include opportunities for pupils to:
work hard to achieve short-term goals
set their own learning goals
monitor their own learning (e.g., testing, self-testing, and explanation)
Teachers will need to know their pupils well and have a good understanding of their aspirations to plan a relevant activity. It is unlikely that a single activity will meet the needs of an entire group of pupils so you may need to develop a contingency plan (planned future events, alternative activities) to ensure all pupils feel heard and acknowledged.
When planning the activity consider the following questions:
How is the activity intended to increase pupil motivation and sel-regulation?
How will you ensure the activity is related to pupil aspirations and long- term goals?
How will you ensure pupils understand how the activity relates to their success at school?
How will you monitor the impact of the activity on pupil progress and behaviour?
Submission
Write a 250 words (maximum) summary of your actions and learning from this task and submit to your leadership mentor.
Resources
Deans for Impact (2015). The science of learning
Complex behaviours
Activity 6: Maintaining high expectations for all
Pupils with special educational needs or disabilities will not necessarily require support with their behaviour but a universal behaviour system may not be appropriate. The EEF recommend the use of daily report cards to manage lateness, poor attendance or disruptive behaviour, but these may not be appropriate if the behaviour is a result of distress or SEN.
Read section 5 of the EEF guidance (2019) Use targeted approaches to meet the needs of individuals in your school, and the UCL (2020) guidance on the use of behaviour reports.
Share your reading with a teaching colleague and your school SENCo and meet to reflect on your own school's approach to targeting age/developmentally appropriate interventions to meet the needs of pupils in your school.
Identify two examples of adaptations made to the implementation of the school behaviour policy, to meet the needs of specific pupils. How were these adaptations selected and implemented?
How do leaders ensure such adaptations are implemented consistently and appropriately across the school?
Identify two examples of age and developmentally appropriate interventions made for specific pupils. How do staff at your school ensure that adaptations and age and developmentally appropriate interventions do not lower expectations of pupil behaviour?
What tools are used to support behaviour management for pupils with more complex behavioural needs (for example, daily report cards, commercial behaviour management systems)?
How do leaders ensure the tools are implemented consistently and appropriately across the school?
In light of your discussion, identify actions to improve targeted support for pupils with complex behaviour needs in your school.
Submission
Write a 250 words (maximum) summary of your actions and learning from this task and submit to your leadership mentor.
Resources
Education Endowment Foundation (2019). Toolkit: Improving behaviour in schools
UCL (2020) Using a daily school behaviour report
Activity 7: Understanding pupil needs
4.b. Liaising with parents, carers and specialist colleagues to better understand pupils’ individual circumstances and how they can be supported to meet high academic and behavioural expectations.
As a leader of behaviour you will need to support colleagues to develop an understanding of pupils' individual needs and circumstances and how they can be supported to meet high academic and behavioural expectations.
Functional behaviour assessments (a process for identifying the causes of behaviour issues and strategies to address these causes) have been proven to be effective but time-consuming. It may help to focus on one or two aspects of the assessment at a time.
Read section 5 of the EEF guidance (2019) Use targeted approaches to meet the needs of individuals in your school, paying attention to the guidance on the use of functional behavioural assessments.
Support a teaching colleague to conduct a functional behaviour assessment for a specific pupil.
The assessment will allow them to:
identify the challenging behaviours, the triggers and the previous strategies used
decide on a positive behavioural strategy to adopt
set goals, benchmarks and responsibilities
implement and monitor progress
summarise and evaluate outcomes
Join your colleague to observe the pupil in class. If you have time you may also wish to meet with the pupil, their teachers, parents or carers and other specialists to develop a clear picture of the pupil's needs.
Meet with your colleague to discuss your findings and provide support and challenge as they decide on a strategy and set goals, benchmarks and responsibilities.
Agree a plan for monitoring progress and evaluating impact.
Submission
Write a 250 words (maximum) summary of your actions and learning from this task and submit to your leadership mentor.
Resources
Education Endowment Foundation (2019). Toolkit: Improving behaviour in schools
Activity 8: Apply knowledge of policies and regulations
Effective leaders of behaviour and culture actively seek and apply knowledge of policies and regulations relating to SEND (including reasonable adjustments), looked after children, children who have a social worker, safeguarding and exclusions.
Task
Visit the DfE's online collection of statutory guidance for schools and identify the guidance and regulations relating to behaviour and attendance, SEND, looked after children and safeguarding. Make sure you have easy access to this information by bookmarking or downloading the documents for later use.
Browse through the DFE (2015) guide to the SEND code of practice, paying attention to pages 29 to
31 Children and young people in specific circumstances.
Meet with your SENCo or an experienced colleague to reflect on your provision for children in specific circumstances.
Identify a pupil in specific circumstances (for example, looked after children, children of service personnel or in alternative provision).
Identify the statutory guidance and school policies relevant to their circumstances.
How is a knowledge of the relevant legislation and policies being applied to ensure that the pupils rights are upheld and their needs met?
What action, if any, is needed to meet statutory requirements more effectively?
Submission
Write a 250 words (maximum) summary of your actions and learning from this task and submit to your leadership mentor.
Resources
DfE (2015) Schools: guide to the 0 to 25 SEND code of practice
DfE (2020) Schools: statutory guidance
Activity 9: Responding to bullying
4.e. Contributing to the creation and implementation of a whole school anti-bullying approach including prevention work that encourages pupils to empathise with others, understand the harm caused by bullying and play an active role in supporting all of their peers.
The DfE (2021) guidance explains a school's legal responsibilities and the laws relating to bullying.
Read section one of the EEF guidance (2019) Know and understand your pupils and their influences, which recommends approaches to reduce incidences of bullying in schools, including whole school anti-bullying policies, working with parents and training for staff and pupils.
Read the DfE's (2017) guidance on preventing bullying, paying attention to the recommendation for a range of strategies for tackling bullying at school.
Meet with a teaching colleague to share your reading.
Support your colleague in planning a sequence of learning intended to:
promote awareness of the whole-school anti-bullying policy
encourage pupils to empathise with others
help pupils understand the harm caused by bullying
provide opportunities for pupils to play an active role in supporting all of their peers
You may wish to make the sequence plan, associated resources, activities and guidance centrally available for use throughout the school.
Submission
Write a 250 words (maximum) summary of your actions and learning from this task and submit to your leadership mentor.
Resources
DfE (2017) Preventing bullying
DfE (2021) Bullying at school
EEF (2019) Improving behaviour in schools