School Self Evaluation Report 2010-11:The Behaviour and Safety of Pupils

School’s Judgement: Good

May 11

Core Evidence:

·  SIP 23/03/10 Wyton Note of Visit 3a

·  Feedback from pupil voice activity The Big Conversation March 23rd 2010

·  Behaviour and Safety Lesson Observation notes March 23rd 10

·  Performance Management Lesson Observations Spring 2011

·  Pupil Interviews Spring 2011

·  See also:

Report Contents:

A)  Context

B)  Outcomes of 2010 Self-evaluation: The Extent to which pupils feel Safe

C)  Outcomes of 2011 Self-evaluation: The Extent to which pupils feel Safe

D)  Action Points from 2011 Self-evaluation: The Extent to which pupils feel safe

E)  Outcomes of 2010 Self-evaluation: Pupils’ Behaviour

F)  Outcomes of 2011 Self-evaluation: Pupils’ Behaviour

G)  Action Points from 2011 Self-evaluation: Pupils’ Behaviour

A) Context:

The school undertook extensive self-evaluation of both Behaviour and Safety in Spring / Summer 2010. This Spring pupil interviews, staff discussions and observations of lessons, playtimes and lunchtimes confirmed that this evaluation was still valid.

B) Outcomes of 2010 Self-evaluation: The Extent to which pupils feel safe

The Extent to which pupils feel Safe
Outstanding
(1) / Pupils have an excellent understanding about what constitutes unsafe situations. They maintain a well-tuned perspective on their own safety and that of others. Pupils say they feel safe at school at all times. Parents and carers strongly agree that the school keeps pupils safe. Groups representing a wide range of pupils are entirely confident that issues they raise will be dealt with promptly and effectively by the school.
Good
(2) / Different groups of pupils say they feel safe at school. Parents and carers say the school keeps pupils safe and few raise concerns about their child feeling unsafe in school. Pupils generally understand what constitutes an unsafe situation. Pupils have an accurate perspective on their own safety and that of others. Pupils are confident that issues they raise will be dealt with promptly and effectively by the school.
Satisfactory
(3) / Pupils say they usually feel safe at school and parents and carers agree. Pupils know about the main risks they might face and understand how these risks may threaten their own and others’ safety. Pupils are clear that issues they raise will be taken seriously by the school and appropriate action taken.
Inadequate
(4) / Pupils, or a significant group, who understand what constitutes an unsafe situation at school say they do not feel safe.
or
Pupils have a worryingly inaccurate perspective on their own safety.
or
Pupils have little confidence in the school’s ability to deal with safety issues.

Good features:

Different groups of pupils say they feel safe at school.

·  Feedback from pupil voice activity The Big Conversation March 23rd 2010

Pupils generally understand what constitutes an unsafe situation.

·  Feedback from pupil voice activity The Big Conversation March 23rd 2010

Pupils have an accurate perspective on their own safety and that of others.

·  Feedback from pupil voice activity The Big Conversation March 23rd 2010

Pupils are confident that issues they raise will be dealt with promptly and effectively by the school.

·  Feedback from pupil voice activity The Big Conversation March 23rd 2010

·  All issues raised with the school have been successfully addressed and no complaints have been received in the year

Areas for further work / evaluation:

Parents and carers say the school keeps pupils safe

Summary Judgement 2010:

The extent to which pupils feel safe at school is at least good.

·  In a recent pupil voice activity, The Big Conversation, pupils from different groups across the school said that they felt safe in school (see What’s Working Well analysis of the Big Conversation, March 23rd).

·  Evidence from the same pupil voice activity also shows that pupils generally understand what constitutes an unsafe situation and have an accurate perspective on their own safety and that of others.

·  Children demonstrated in The Big Conversation and demonstrate in everyday school life that they are confident that issues will be dealt with promptly and effectively by the school. In addition to this, children regularly choose to attend the ‘Bubble Time’ sessions provided twice a week at break and lunchtimes by the school’s Pastoral Support TA to talk about personal issues and often these issues are resolved with the Head / class teacher as a result of these meetings (See ‘Bubble Time’ record book).

·  The school has recently undertaken a review of the school rules and children show through their pupil talk (see What’s Working Well analysis of the Big Conversation, March 23rd) that they understand that rules are there to keep us all safe and this has led to an improvement in safe behaviour across the school.

·  Although evaluation activities around the issue of safety have centred mainly on pupils’ perceptions, there is no body of evidence to suggest that parents do not generally feel that their children are safe at school. Where parents of individual pupils have raised issues, they have been dealt with and resolved by the Head and Parent Inclusion Worker swiftly. However, this will be an area for further evaluation in the next parents’ questionnaire, which is currently being written by the school’s Parents’ Council.

Although the large majority of pupils said they felt safe, it was clear that the large majority also perceive that the locus of responsibility for keeping them safe lies with the adults in school and that where trusted adults were not as high profile, pupils felt less safe. In working towards a judgement of ‘outstanding’, the school will be looking at ways of encouraging pupils to take more responsibility for keeping themselves safe and enabling them to feel more confident in their abilities to do so.

In order to achieve this, the school will focus on developing its PSHCE and SEAL provision, with particular attention to the appropriate units from the Staying Safe programme.

C) Outcomes of 2011 Self-evaluation: The Extent to which pupils feel safe

Pupil interviews evidence that:

·  Different groups of pupils say they feel safe at school.

·  Pupils generally understand what constitutes an unsafe situation.

·  Pupils have an accurate perspective on their own safety and that of others.

·  Pupils are confident that issues they raise will be dealt with promptly and effectively by the school.

·  If pupils feel unsafe in school, they have identified a network of support, which includes a trusted adult in school to talk to

Conversations with parents at Parent Café, parents evenings and on the playground indicate that:

·  Parents and carers feel the school keeps pupils safe

·  Few raise concerns about their child feeling unsafe in school.

Attendance at ‘Bubble Time’, ‘Bubble time’ records, the school’s behaviour log and the Head teacher’s behaviour notes provide evidence that:

·  If pupils feel unsafe in school, they have identified a network of support, which includes a trusted adult in school to talk to

·  Pupils feel confident in seeking pastoral support when they feel unsafe at home or at school

·  Change in pupils’ personal or home situations, or change in school (e.g. changes in timetabling, working space etc) is the biggest contributing factor to the escalation of poor behaviour and, therefore, to their feeling unsafe at school

Cause for concern logs provide evidence that:

·  Pupils feel confident in seeking pastoral support when they feel unsafe at home

D) Action Points from 2011 Self-evaluation: The Extent to which pupils feel safe

Following discussions with the school doctor and at SLT (Senior Leadership Team) and staff meetings around the negative impact caused by pupils who find change difficult to manage, the school has decided to change its current arrangements for ‘moving up’ at the end of the year from an afternoon session to two weeks.

This would mean that staff would have the opportunity to set up and get to know their new class in the final two weeks of term and to resolve any ‘teething problems’ in readiness for the new academic year in September. It will also mean that pupils with ASD (Autistic Spectrum Disorders), of which we have a significant number, and other pupils who find change has a negative impact on their feeling of safety and / or well-being will have the opportunity to familiarise themselves with their new classrooms and teachers before September, thus aiding their transition and reducing stress over the summer holidays.

In addition, this arrangement will free up Reception staff to visit new pupils in their current settings for significant periods of time.

It is also hoped that the ‘lag’ experienced in many classes following the long summer holidays will be reduced and that all classes will be able to get off to a ‘flying start’ in September. Members of staff will have opportunities to explore the advantages and possible pitfalls of this change in discussion with staff from a neighbouring school who already do this in June and pupils will have an opportunity to discuss their ‘hopes and fears’ regarding this change in a Big Conversation scheduled for Tuesday 17th May, after which parents will be officially informed by newsletter.

E) Outcomes of 2010 Self-evaluation: Pupils’ Behaviour

Outstanding
(1) / Pupils’ consistently thoughtful behaviour is an outstanding factor in their successful learning and creates an extremely positive school ethos. Pupils are highly considerate and very supportive of each other in lessons. Behaviour for all groups around the school is exemplary and pupils encourage others to conduct themselves well.
Good
(2) / Pupils’ behaviour makes a strong contribution to good learning in lessons. Their behaviour is welcoming and positive. They routinely show responsibility in responding to the expectations of staff, set consistent standards for themselves and respond quickly and well to any additional guidance from staff about how to conduct themselves. They behave considerately towards each other.
Satisfactory
(3) / Pupils behave so that learning proceeds appropriately and time is not wasted. They understand what is expected when asked to work on their own or in small groups and only gentle prompting is needed to maintain discipline. Around the school, pupils’ behaviour is orderly so that public spaces are safe and calm. Pupils are polite and generally respond appropriately to sanctions. Incidents of poor behaviour are uncommon.
Inadequate
(4) / Pupils’ poor behaviour and rudeness occur more frequently than on very isolated occasions and inhibit progress in lessons or well-being on more than isolated occasions.
or
Time is wasted through persistent low-level disruption, excessive off-task chatter and a lack of attention in too many lessons.
or
Some pupils show a lack of respect for – or direct challenge to ̶̶ adults or other young people, including instances of racist or sexist behaviour and other forms of bullying.

Good features:

For the large majority (65-79%) of pupils:

Pupils’ behaviour makes a strong contribution to good learning in lessons.

·  Lesson observation feedback Autumn 2009

·  Behaviour and Safety Lesson Observation notes March 23rd 10

Their behaviour is welcoming and positive.

·  Behaviour and Safety Climate Walk Notes March 23rd 10

·  SIP 230310 Wyton Visit 3a

They routinely show responsibility in responding to the expectations of staff, set consistent standards for themselves and respond quickly and well to any additional guidance from staff about how to conduct themselves.

·  Behaviour and Safety Climate Walk Notes March 23rd 10

·  SIP 230310 Wyton Visit 3a

They behave considerately towards each other.

·  Behaviour and Safety Lesson Observation notes March 23rd 10

Satisfactory features:

However, a small minority of pupils (approximately 24%) are less well behaved and require additional prompts and / or IBPs to ensure that pupils behave so that learning proceeds appropriately and time is not wasted.

They understand what is expected when asked to work on their own or in small groups and only gentle prompting is needed to maintain discipline.

·  Lesson observation feedback Autumn 2009

·  TA observations and appraisals Spring 2010

Around the school, pupils’ behaviour is orderly so that public spaces are safe and calm.

·  Behaviour and Safety Lesson Observation notes March 23rd 10

Pupils are polite and generally respond appropriately to sanctions.

·  Behaviour and Safety Lesson Observation notes March 23rd 10

Incidents of poor behaviour are uncommon.

·  School Incident Log

·  Blue intervention book

·  Reduced number of school exclusions

Support for the small minority of pupils with behaviour issues is a priority in the school’s SDP – particularly with regard to Inclusion and ‘readiness for learning’.

·  Inclusion Development Action Plan 2009-10

·  Behaviour Management and Pastoral Support Action Plan 2009-10

·  Play and Lunchtimes Action Plan 2009-10

·  Examples of IBPs 2009-10

The school has recently invested time and CPD in developing a positive behaviour management policy, which reflects the inclusive ethos of the school.

The school has also developed the role of the Parent Inclusion Worker and Pastoral support TA in order to support pupils with challenging behaviour.

Summary Judgement 2010:

Pupils’ behaviour at school is generally good.

·  The school has recently made a considerable investment in terms of time, resources and CPD in developing a positive behaviour management policy, which reflects the inclusive ethos of the school. A recent climate walk undertaken in partnership between the Head, a representative from the Governing Body and the School Improvement Partner showed that this focus on improving behaviour is having a positive impact. The school environment promotes and encourages positive behaviour choices and is supportive of the school’s inclusive learning ethos. As a result of this, pupils’ behaviour is welcoming and positive and the general atmosphere of the school calm and productive. At playtime pupils interacted well with one another, sharing the space and the equipment without any problems. (See Behaviour and Safety Climate Walk Notes March 23rd 10 and SIP 230310 Wyton Visit 3a NoV)

·  Recent lesson observations provide evidence that pupils’ behaviour makes a strong contribution to good learning in lessons and that pupils routinely show responsibility in responding to the expectations of staff, set consistent standards for themselves and respond quickly and well to any additional guidance from staff about how to conduct themselves. (See Lesson observation feedback Autumn 2009 and Behaviour and Safety Lesson Observation notes March 23rd 10).