Compare your school Ofsted Report to the Steer Report of the Practitioners Group on School Behaviour and Discipline

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Reflective Journal Assignment 1

Reflect on the practical approaches that are offered in two officially endorsed documents:

        a.  on School Behaviour and Discipline, chaired by Sir Alan Steer (2005) updated 2009 [In particular chapter 4 (p.36), chapter 5 (p.49) and Appendix A (p.72)]

        b. School OFSTED Report or alternative local document selected in discussion with your         Professional Tutor.

Examine these approaches in the light of your reading of the theory and background research underpinning these reports. Analyse how your future development as a classroom practitioner has been (and continues to be) informed by blending these reports with your own further evidence on behaviour management.

        “Learning, teaching and behaviour are inseparable issues for schools.” (Steer, 2009, p.41) This is highlighted by Sir Alan Steer’s report and several other recent documents on improving behaviour and raising standards in schools, including Improving behaviour, OFSTED, November 2006 and The Extra Mile – How schools succeed in raising aspirations in deprived communities, DCSF, 2008. By attempting to further my Continual Professional Development (CPD) I will examine the Steer Report, School X’s Ofsted report and case studies of pupils at School X in relation to both School X’s policies and practice and my teaching practice there.

        According to Steer and School X’s March 2010 Ofsted report, a consistent behaviour policy is imperative to establishing a safe and purposeful learning environment (Steer, 2009, p.35; Ofsted, 2010, p.4). Furthermore, they agree that a rigorous and personalised teaching and learning policy needs to be implemented and maintained in order to tackle behaviour and improve learning, (Ofsted, 2010, p.4). Although School X’s Ofsted report states, “pupils’ achievement is inadequate”, it also says “pupils are friendly...They feel safe…playground incidents are quickly sorted out.” (2010, p.5-6) According to Ofsted, this is because the one recommendation for improvement that the school did respond to from the last inspection was behaviour, and the report concludes that “pupils understand and respond to the school’s reward systems, and behaviour is satisfactory overall.” (2010, p.4) This is inline with Steer’s recommendations that schools should “have a wide range of appropriate rewards and sanctions and ensure they are applied fairly and consistently by all staff.” (2009, p.34)

        School X was recently amalgamated with an infant school and taken over by a Leading Learning Executive (LLE) who has implemented a new behaviour system from the ‘sister school’, School Y.  This behaviour system is clear and comprehensive, laying out coherent expectations for staff and pupils. There is a reward of a non-academic end of term trip such as a trip to the cinema. Children who behave well and keep their behaviour passport go on this trip; those who lose their passport more than four times a term do not. This reward appears to be encouraging children to behave. However, as we are not yet at the end of term it is difficult to comment on the full impact of the behaviour system, as we have not yet seen the repercussions of those children who are not allowed on the trip.

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        This passport system is ingrained in daily school life and staff try to implement it consistently, including myself, “irrespective of gender, race, disability or religion.” (School X Behaviour Policy, 2010, p.2). Nevertheless, at times this is difficult to execute. Some children do not respond to ‘warnings’ and end up losing their passport on a regular basis. Sometimes it is difficult to judge which actions deserve a ‘warning’, and which others deserve a ‘verbal’ or ‘rule reminder’, the more severe sanctions. Furthermore, when I have sought advice from experienced colleagues their views seem to vary. A colleague who feared a backlash from ...

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