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connect: report on implementation of Better Behaviour - Better Learning, 2004
introduction
BACKGROUND
The Better Behaviour - Better Learning (BB-BL) report was published in June 2001 and acknowledged the difficulties and challenges faced by teachers and other professionals in the field of education. It specified that progress was most likely to be made if schools were supported in establishing local solutions to local circumstances. The BB-BL recommendations featured key issues and principles which the Scottish Executive, local authorities and schools could consider when developing policy.
Local authorities set up local discipline task groups to produce a plan of action for developing and implementing the national recommendations on Better Behaviour - Better Learning. Authorities provided the Scottish Executive with interim reports in April 2003, followed by final progress reports in November 2003. Implementation of
BB-BL remains ongoing and authorities continue to receive 10m a year to support action on promoting positive behaviour.
OVERVIEW
This Connect Report is both an overview of successful progress and a means by which practice can be shared. It is the first step in a Connect Programme being taken forward by a national development officer to facilitate information exchange between authorities and practitioners.
The Better Behaviour - Better Learning report identified the nature and extent of the problems of indiscipline in Scottish schools. The report stated that, "there are no easy solutions or quick-fixes available. Improvement requires sustained effort and commitment over a considerable period of time by the wide range of parties who have a direct interest in the education of children and young people".
Three years on, authorities and schools have reviewed policies and guidelines on care, welfare and discipline, resulting in good progress in policy development and stronger partnerships between schools and authorities. Schools have used additional staffing in varied and innovative ways. Teachers report that additional staffing including the posts of home-link workers has been important to the successful implementation of BB-BL. Support staff in schools have responded positively to training programmes leading to recognised qualifications, these staff comment that they feel included and valued as members of school communities.
Renewed emphasis on the reward and praise system, the focus on establishing pupil councils, buddying schemes and conduct and behaviour in corridors and playgrounds have been viewed as having a positive impact on managing behaviour. Some authorities and schools have reported reduced incidents of low level indiscipline.
The introduction of dress codes is widespread with reports of a sense of pride and strong identity in the wearing of a uniform. The imaginative developments and practice in early intervention has led to improved literacy, behaviour and social skills for children.
Systems for multi-agency working and decision making at a strategic level are developing across authorities. Multi-agency working at operational level is well established and in some cases has been positively influenced by the practices developed by the Integrated Community Schools initiative. Multi-agency training has also been influenced by initiatives such as Integrated Community Schools and policy development for children and young people looked after by authorities.
As authorities move towards the implementation of inclusion policies and strategies for the management of behaviour and discipline, the delivery of multi-agency training and staff development are considered to be of high priority.
Authorities and schools continue to manage the challenge of developing flexible support provision, integrated support teams, flexible curricula and approaches to the delivery and training for guidance in both primary and secondary schools. All authorities and schools are working towards the development of a continuum of support for the most vulnerable children and young people.
The recommendations set out in the BB-BL report provided a range of strategies which were considered to be of help to local authorities and schools to support the needs of children and young people and target support and resources more effectively to assist teachers in their work.
GUIDE TO USING THE REPORT
1. The report focuses on key themes considered within the 36 recommendations: policies and practice, supporting pupils and parents and supporting staff. The progress on the national developments is reported within each theme,
as appropriate.
2. In each section information is presented in the form of a graph, an overview of national activity, a 'Connect Box', an at-a-glance presentation of a selection of activity in authorities, introducing snapshots with in-depth information from authorities on specific aspects of their progress.
3. There is an overview of the information provided by the 32 local authorities in their reports.
4. The graph indicates the BB-BL recommendations, with the percentages signifying the proportion of authorities with established policies and practice for each of the recommendations, those making good progress and those authorities in the early stages of development.
5. The 'Connect Box' offers an at-a-glance guide to established well developed practice in authorities. This links to snapshots providing more in-depth information as well as contact details.
6. A copy of the Better Behaviour - Better Learning recommendations is included as an appendix.
7. The examples of well developed practice illustrated in this report are also available on www.betterbehaviourscotland.gov.uk
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