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Woodville Schools Federation

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Behaviour Hub

Tailored support to improve pupil behaviour

 

In 2021, the Department for Education began funding a 3-year programme to improve pupil behaviour in schools rated as ‘requires improvement’.

 

 

The programme pairs schools and MATs with exemplary behaviour practices, called lead schools or MATs, with partner schools or MATs who want and need to improve pupil behaviour.

 

The programme is flexible with a tailored offer of support depending on partner schools’ circumstances, it is designed to support a school to change over an academic year offering practical, in-depth support from a behaviour hub lead school. The programme has now been extended to an additional school year.

 

Led by a team of national advisers that includes Tom Bennett, the programme is based on creating a culture: how school leaders can optimise behaviour. Good behaviour, routines and structures in schools support all pupils’ engagement in education, and their mental health and wellbeing. Schools will work together to apply these principles to the individual context of the school.

 

Our Lead School is EVELYN STREET PRIMARY in Warrington.

Behaviour for learning questionnaire for parents (January 2022):

 

Thank you to the 114 parents that responded to our questionnaire. As you can imagine we had some very positive feedback especially around the support we give to families and some areas where we need to adapt our practice.

 

These are our findings:

What those who responded said

What we will do

103 respondents know our 5 core values

Our core values are

RESPECT, COURAGE, PERSEVERANCE, CREATIVITY & JOY these are on our school website.

100 respondents know how to support their child in following our core values.

In our newsletter we give advice to parents on what these core values look like in school and how to help parents model these for their children.

31 of respondents have spoken to school about concerns regarding behaviour

Class teachers are our first point of contact for any concerns. We record all behaviour incidents and work with the children to make good choices as part of the ‘teaching of acceptable behaviour’

19 of the above have been concerned about the behaviour of other children and 12 have been concerned about their own child’s behaviour.

When families contact us about their own child’s behaviour we work closely with them and the child to support. We will get advice from Derbyshire’s Behaviour Support Team if needed. When parents are concerned about the behaviours of other children we are limited in the information we can share, however, we take incidents seriously and follow advice we are given.

17 of respondents said their concerns were listened to.

We listen to all concerns raise and take them very seriously. We will offer support and advice as required.

22 felt the issues had not improved

Sometimes due to the needs of children concerned the process of improvement can take time. This does not mean we are not listening to concerns or not responding to them. We get support and advice from local agencies but recognise that services across the country are stretched.

104 respondents said that school supports their child to make good choices.

As part of our Graduated behaviour response, core values, PSHE lessons and house points and assemblies we work hard with the children to support good choices. We are pleased parents are recognising this work.

53 respondents said they had read our Graduated Behaviour Response

Our graduated behaviour response is on our school website.

 

What respondents said we do well:

‘We have noticed a massive change in behaviour… I believe it is down to his wonderful teaching staff!!’

‘Very supporting’

‘At any point I feel I have concerns I have spoken to teachers and they have always been supportive with communication and explaining what they have done step by step.’

‘School know how to appropriately apply behaviour management (with my child’s need) in mind.’

‘Referred me to the right associations for help.’

‘Email back from class teacher and concerns listened to and dealt with.’

‘XXX dealt with my concern, acted fast in speaking with the other child.’

‘Put in strategies to support and listened and advised.’

‘Listened to my concerns and reassured you have noticed.’

‘Parent/teacher united in explaining behaviour rules to my child.’

 

What respondents want us to work on:

‘More certificates for achieving and taking more time for achievements outside of school. Kids love to share.’

‘Children need to be reminded regularly (weekly) of these core values, especially respect… even as adults we have differences but a reminder of behaviour and respect would be the top of my list.’

 ‘The teachers need to walk up and down the lines more of the junior children in the mornings.’

‘Have more people out at dinner time.’

 

What next:

We have introduced certificates into the Infant School in line with the Junior School.

Assemblies in both schools are linked to core values, house points are also linked to our core values so that the children are able to recognise what respect looks like etc. Behaviour is regularly referred to and expectations are discussed in class through our Class Charters.

We are reviewing the morning routines currently.

We have a mixture of Midday supervisors and teaching assistants out at lunchtimes. Again, we are reviewing how best to ensure lunchtime is fun, healthy and active for all the children.

Information about ‘learning behaviours’ and ‘challenging behaviours’ will be going out to parents after half term.