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connect: report on implementation of Better Behaviour - Better Learning, 2004
1 policy into practice - development of policies and guidelines
- AUTHORITY AND SCHOOL POLICY DEVELOPMENT
1.1 Over 50% of local authorities reported that policies and guidelines had been reviewed and developed into a single framework, incorporating care, behaviour and inclusion policies.
Authorities comment that the impact of reviewing and implementing policies and guidelines has resulted in an increased focus on promoting positive discipline and has led to a greater understanding at authority level and school level of the need to work in partnership, to be inclusive and to develop whole school policies to managing behaviour.
"Many schools have welcomed the opportunity to work with the authority to develop a whole school approach to managing behaviour and to consider a seamless system for supporting pupils."
Argyll & Bute Council
- AUTHORITY AND SCOTTISH EXECUTIVE POLICY DEVELOPMENT
1.2 Some authorities continue to use their local planning groups to monitor the implementation of their action plans. Almost all authorities have the BB-BL recommendations embedded in local improvement objectives and school improvement plans with Quality Improvement Officers and Headteachers monitoring and evaluating progress and effectiveness.
HMIE continue to review the progress being made by local authorities and schools through routine inspections.
"If this does not make changes in the classroom for all children we will all have wasted our time."
Deputy Headteacher, East Lothian Council
The BB-BL report indicated the need for the development of a set of performance measures within the National Priorities in Education, focused on school ethos and discipline. The Scottish Executive has provided proposed performance measures and quality indicators for local authorities.
The recommendation that the strands of the Excellence Fund (National Priorities Action Fund) should be reviewed and focused on promoting effective learning and teaching, promoting positive behaviour and alternatives to exclusion has resulted in the scope and operation of the National Priorities Action Fund being reviewed with a view to simplifying funding and rationalising reporting.
- REWARDS AND SANCTIONS
- PUPIL CONDUCT IN CORRIDORS AND PLAYGROUNDS
1.3 63% of authorities reported that the majority of their schools have policies and guidelines relating to pupil management and care and that the system of rules, rewards and sanctions is well developed, particularly in the primary sector. Developing local authority BB-BL action plans assisted authorities and schools to re-focus on reward and praise systems. These initiatives have been viewed as having a positive impact on managing behaviour and schools have reported reduced incidents of low level indiscipline.
"Introducing a reward system has enhanced working with parents as well as pupils."
Headteacher, Argyll & Bute
Many schools have responded positively to the recommendation that schools should have agreed systems for shared responsibility for the conduct and behaviour of children and young people in corridors, playgrounds and public areas within the school. Some schools have renewed the emphasis on their positive behaviour strategies using Discipline Task Group funding to develop innovative projects. Most of the projects involve children, who have either volunteered or were appointed to positions of responsibility, in supporting younger children in their play.
"Initially the school felt that it needed to revise and again prioritise the positive behaviour strategies in school. The Golden Rules were re-launched with every class and were then drawn up for the playground. Primary 6 pupils applied for the post of Playground Friends and were interviewed. The success of the positive behaviour strategy was the way in which all the strands supported each other and provided an all-round support package. Although we planned thoroughly, the planning had to be flexible and at times creative and spontaneous."
Headteacher, Falkirk Council
The Scottish Executive has established a short life working group to identify and report on examples of good practice in this area. The report is likely to be published in autumn 2004.
- SHARING GOOD PRACTICE AT SCHOOL AND AUTHORITY LEVEL
1.4 64% of authorities have mechanisms in place to share good practice with schools on routine procedures for managing pupils in and around the school and within classrooms.
Neighbourhood and cluster approaches have been developed to share good practice. Databases exemplifying good practice have been established, and examples of good practice have been documented, catalogued and shared across schools. Celebrating success events, attended by pupils, parents, carers and staff have been held in some authorities, to disseminate good practice.
The methodology across Scotland has been varied and innovative. Authorities and schools have commented that, as a consequence, the number
of exclusions have reduced slightly, and there is evidence of decreased levels of disruptive behaviour.
BB-BL also suggested that there should be a national mechanism for identifying, evaluating and disseminating good practice. The Scottish Executive is developing both a website and a magazine. The website is targeted at a range of professionals across the education sector, including education authorities, schools, teachers, support staff, consultants and others with an interest in education. The website is due to be launched in autumn 2004 (www.betterbehaviourscotland.gov.uk).
The magazine has been chosen as a method of communicating and sharing information directly with teachers and contains a compilation of information promoting positive behaviour. The magazine will be distributed to all education staff in autumn 2004.
- DE-ESCALATION AND INTERVENTION
1.5 All authorities report that they have a policy
or draft policy and guidelines on de-escalation in place and most authorities have delivered staff training. De-escalation training is seen as part of an authority-wide staff development programme in dealing with disruptive behaviour and sits alongside training in staged intervention, solution-focused training and positive assertive management.
1 policy into practice - strategies to support multi agency working
- DEVELOPING INTEGRATED SUPPORT TEAMS (IST)
- REVIEW OF GUIDANCE
1.6 All authorities and schools are in the process of reviewing staffing structures under the McCrone recommendations. The review of guidance, the further development of Integrated Support Teams, (IST) and the outcome of authority and school reviews will determine the shape of future services to support the learning and pastoral needs of children and young people.
A number of schools have Integrated Support Teams in place and some are fully integrated, representing Learning Support, Guidance and Behaviour Support and are managed by a senior member of staff. Decisions and action plans are agreed in a multi-agency forum with the views of the child and parents recognised.
12% of authorities report that they are continuing to make progress with the development of Integrated Support Teams and 17% report that they have made some progress in reviewing staffing structures including the role of guidance.
Authorities and schools recognise the need to review guidance structures and to expand the use of Integrated Support Teams. Further work is needed by authorities to support schools to implement these recommendations, but it is expected that the report of the National Review of Guidance in autumn 2004 will encourage this process.
- MULTIDISCIPLINARY DECISION MAKING
- ROLL OUT OF INTEGRATED COMMUNITY SCHOOLS
- ACCESS TO INFORMATION
1.7 71% of authorities have either reviewed, prioritised or developed joint multidisciplinary decision-making systems in relation to the care and welfare of children and young people who
are experiencing behavioural difficulties. These developments have been facilitated, in some cases, by the merging of Education Departments with Children and Families Teams from Social Work Departments. Some authorities have developed neighbourhood models for the management of services. All authorities report
that they have systems and mechanisms in place for multidisciplinary working with many of the systems under review. Authorities report that
the development and the roll out of Integrated Community Schools has had a positive impact on multidisciplinary working. This is an area of work that is constantly evolving, as is the rate of implementation across Scotland.
"The evaluation of the partnership between Education, Social Work and Barnardo's to support vulnerable young people shows that 90% of young people were supported to maintain a local educational placement as a result of intervention of the project."
The Cluaran Project-Falkirk Council
1.8 30% of local authorities reported that they had well developed systems for all school staff to access relevant background information on children and families. Almost all authorities were exploring setting up integrated systems with education, social work and health. Some authorities and schools have examined the use of electronic systems to share relevant information. Authorities commented that the guidelines and practice for supporting looked after children had helped authorities and schools to focus on the sharing of sensitive information for all children and families.
Connecting: Policy into Practice
City of Glasgow Council
Learning Communities
Glasgow has been developing its local learning communities for the past 4 years. From August 2004 every school will be part of a new learning community.
Falkirk Council
Playgrounds
Nethermains PS and Sheildhill PS reviewed and re-emphasised positive behaviour strategies in their schools with a focus on playgrounds. A whole school approach was used to develop and implement the initiative in both schools.
Shetland Islands Council
Local Area Co-ordinator Pilot
Shetland has completed an extensive consultation on the management of behaviour in school. Local Area Co-ordinators have been appointed to all six communities, to support vulnerable children and young people, working in partnership with schools and other agencies.
Perth & Kinross
Integrated Support Teams
Perth & Kinross is developing the use of integrated support teams as part of their approach to staged support and intervention strategy and as a further development of the integrated Community Schools pilot.
East Ayrshire
Rewards and Sanctions
Newmilns Primary School has developed a whole school approach to promoting positive behaviour in the school. The strategy has been developed
in partnership with pupils, parents, the educational psychologist and staff.
East Ayrshire Council
Pathways to Inclusion
East Ayrshire has developed an advanced system of multi-disciplinary assessment to support staged intervention. A detailed strategy, Pathways to Inclusion, is in place to guide the work of practitioners.
Highland Council
For Highland's Children
Highland Council developed a policy framework based on the introduction of new community schools, in order to develop a joined-up approach and effectively joining up a range of relevant policies.
Moray Council
Inclusion File
Moray produced a compendium in which council policy, practice and examples from its schools were presented as a package. The main thrust of the file relates to the principles, good practice and recommendations contained in the BB-BL report.
SHETLAND ISLANDS COUNCIL
Shetland Support Network/Local Area
Co-ordinators
Contact-Lead Officer Audrey Irvine, Education Development Officer,
Hayfield House, Hayfield Lane,
Lerwick, Shetland ZE1 0QD
Tel: 01595 744065
E-mail:audrey.irvine@sic.shetland.gov.uk
Co-ordinators and telephone numbers:
Anne O'Neill, North Isles, Tel. 07766 421082
Lynne Anderson, Scalloway & Central,
Tel. 07766 421083
Brian Wishart, Shetland South,
Tel. 07766 421084
Morag Gray, Lerwick, Bressay & Outer Isles,
Tel. 07766 421085
Drina Hughson, Aith & West,
Tel. 07766 421086
Jimmy Whitten, North Mainland,
Whalsay & Skerries, Tel 07766 421087
Development The conclusion from an extensive consultation programme carried out by the Council provided a favourable picture of behaviour management in schools. Headteachers and
staff acknowledged the importance of promoting positive behaviour, developing a warm climate of care and close pupil/staff relationships. Schools had built a structure of systems and strategies to put behaviour at the centre of the learning and teaching process.
The working group, leading the behaviour review set out the recommendations into three sections:
1. Classroom strategies
2. School systems and structures
3. "Beyond School" provision.
It was recognised that there are pupils who need intensive support and supervision, in all parts of their life, to help them to develop. Inter-agency support may be required, together with the development of appropriate programmes delivered to pupils out of the school for all or part of their education. Effective co-ordination of these strategies is essential.
The role of the Local Area Co-ordinators is to receive referrals for vulnerable young people, from various sources; young person, parent, youth worker, teacher, health visitor, social worker or anyone involved with young people. The co-ordinator is responsible for managing the referral process and taking appropriate action.
Reflection on Practice The focus of this pilot, in the early stages, was the extensive consultation between the Education Department and stakeholders and the resulting endorsement by key agencies supporting children and young people, including the health service in Shetland and the voluntary sector. The behaviour consultant and the Education Development Officer continue to promote the initiative at a local level.
The pilot will be evaluated during the autumn term 2004.
FALKIRK COUNCIL
Playgrounds
Contact Headteacher
Evelyn S Livingstone, Bulloch Crescent, Denny FK6 5AR
Tel: 01324 503480
Fax: 01324 508830
E-mail:nethermainsprimaryschool@falkirk.gov.uk
Nethermains Primary School in Denny has a school role of 230 pupils and enhanced provision for children with moderate learning difficulties.
Development The school decided to review and re-emphasise the positive behaviour strategies used in school. The following criteria were considered:
- The behaviour strategy should benefit pupils, all staff and parents
- The strategies should be supportive
- Pupils should be encouraged to display responsibility for their behaviour
- The system should be used in the classroom, non-teaching areas of the school and in the playground
- All stakeholders should be involved in training.
Funding was available from BB-BL and a contribution from the community. Additional impetus was positive feedback from the HMIE Inspection of the school.
Golden Rules were re-emphasised using a whole school approach and involved parents as partners.
Golden Rules were then drawn up for the playground. Posters for the playground were designed by the children. All staff acting in the role of supervisor and support staff were trained over six sessions, on dealing with difficult behaviour. Playground staff commented that the implementation of the strategy was seamless and that they felt more valued and included.
Primary 6 pupils applied for the post of playground friends and were interviewed by the Depute and the Active Schools Co-ordinator. 12 playground friends were appointed. They were identified by their yellow skip caps and were trained in the use of playground games. The project and the involvement of the parents was well publicised
and with much success.
Reflection on Practice The Headteacher commented that the success of the positive behaviour strategy was the integration of all of the elements, in ways that supported each other. The staff planned in a thorough and rigorous way but accepted that the planning had to be flexible and at times creative and spontaneous.
FALKIRK COUNCIL
Playgrounds-ABC How We Play
Contact Janice Collins, Headteacher
Main Street, Shieldhill, Falkirk FK1 2HA
Tel: 01324 508540
Fax: 01324 508541
E-mail:shieldhillprimaryschool@falkirk.gov.uk
Shieldhill Primary School
Development Play had been a focus in the school development plan in the previous session. The school were looking for opportunities to take the initiative forward. The school submitted a bid for additional funding from BB-BL and were successful.
The aims of the project were:
- To improve the quality of play experience for children
- To embed the project within the context of the school
- To enhance the professional development of those on the course
- To equip those on the course with skills to run an action research project
- To develop the ongoing strategy to promote positive behaviour.
The school was part of a planning team, involving psychological services, the local authority inclusion team and colleagues from other schools. The team members were trained to use a needs analysis approach. Goals and targets were set. The Headteacher had conducted an audit. The Headteacher commented that working with psychological services and the inclusion team helped to identify specific areas of need and develop the strategies to tackle these. Each task was planned and evaluated.
Reflection on Practice All staff, parents and pupils and the pupil council were involved. The Headteacher reported that the implementation of the new strategies reduced the incidents in school. It was apparent that some pupils did not acknowledge that the playground was part of the school and that school rules did not apply.
The profile of ancillary staff was raised and more pupils were consulted. Supervisors were appointed temporarily and were involved in progressing the findings from the questionnaires.
Play monitors were appointed from primary six. Games were taught both traditional and modern in gym time and in the playground. Interesting and motivating house activities over the wet lunch times were introduced. The school council requested this and the school agreed to implement and develop this further.
Part of the evaluation process included interviewing pupils from all stages. All commented that the playground was much improved:
- There is something for everyone
- It was not so boring
- The helpers were playing with them
- There was less pushing and fighting.
GLASGOW CITY COUNCIL
Contact Ronnie O'Connor,
Director of Education Services,
Glagow City Council, Nye Bevan House,
20 India Street, Glasgow, G2 4PF
Tel: 0141 287 6710
Fax: 0141 287 6892
Email:ronnie.o'connor@education.glasgow.gov.uk
Development Glasgow has been developing Local Learning Communities, as well as involving 12 school clusters in the Integrated Community Schools pilot. Both projects were moving in a similar direction. The Learning Communities will be the vehicle for taking forward the roll out of the Integrated Community Schools initiative. The aim is to achieve effective coordinated working across education, social work and health, from early years to the secondary sector. The emphasis will be on the whole child.
Reflection on Practice The Learning Communities will now be taken forward by new Principals, appointed from existing heads of establishments within each cluster of pre-5 establishments, primary and secondary schools. The Principals will lead a senior management team, comprising of heads of establishments within each learning community. The focus of the team will be to raise achievement through joint working, both between the schools in each community, and between the main agencies which provide services for children and families, such as education and social work services and health.
Joint Planning Forums have been established in every cluster, to bring managers from each agency together to plan the joint use of resources, at a local level. Each forum will work with an Integrated Support Team, which will consider the appropriate joint action to support individual children and young people to meet their particular needs.
New Learning Communities will include in their development plans strategies to address the core components on the Integrated Community School roll out. Standards will also be developed for the following:
- Improvements in attainment, achievement and attendance
- The extent of joint training and working of professionals
- The degree of integrated planning of sevices
- The success of integrated delivery
- The increased engagement with parents and carers
- Pastoral care and support for social and emotional development
- Improvements in children's health and in protection from abuse and harm
- Improvements in services for vulnerable children
- Increased engagement with the wider community.
PERTH & KINROSS COUNCIL
Building on Integrated Services - The Development of Integrated Support Team
Contact Fiona Fleming, Headteacher
Crieff High School, Pittenzie Road,
Crieff PH7 3RS
Tel: 01764 653383
Fax: 01764 654739
Email:headteacher@crieffhigh.pks.sch.uk
Crieff High School
"The inclusiveness of a school comes not only from one setting or approach, but from the aims and values of the school, its climate and ethos, and the extent to which the needs of all individuals in the school community are addressed. Key aspects also involve the school having high expectations for all pupils, leadership that is committed to an inclusive ideal and a willingness to promote partnerships with parents and others involved in the school community."
Children's Services Plan for Perth and Kinross Council 2002-2004.
Development Perth and Kinross is developing the use of Integrated Support Teams as part of their approach to staged support and intervention strategy and as a further development of the Integrated Community Schools pilot. The underlying principle of, the least intrusive intervention for any young person experiencing difficulties, underpins the decisions made to meet the needs of that young person. The challenges for the authority are to develop and support proactive and preventative approaches to challenging behaviour and ensure that schools are equipped and supported to take forward a systematic integrated model of pupil support.
Initial support is delivered in school, the range of resources and support is dependent on the size of the school and can include teaching staff, principal teachers, senior management, support for learning assistants, guidance staff, early intervention staff, classroom assistants, behaviour support staff, learning support staff, visiting specialists, educational psychologist and school doctor or nurse. Referral to the next level is the responsibility of a senior member of staff who is also a member of the Integrated Support Team (IST) and will have an overview of all referrals.
The type of support available at this stage might be psychological services, educational support service, social work care co-ordinators, child health service, youth workers, pupil support co-ordinators and other agencies such as police and voluntary organisations. The majority of the support is delivered in mainstream and all individual education plans are discussed by the IST who also monitor and review the progress of the young people referred to them. Membership of the IST will consist of appropriate personnel and school staff from guidance, learning support and behaviour support.
Reflection on Practice IST meetings at secondary school stage allows for team discussions of cases and ensuring the sharing of information across the services. Regular meetings facilitates closer monitoring of cases and progress. The potential for skill sharing and clarifying roles of services is also increased.
The joint team focuses on planning and implementing Personalised Learning Plans ( PLP ) for young people with educational, personal and behavioural difficulties.
The aim of the PLP is to offer the young person a supportive means of achieving success, both in school and beyond school. It also aims to develop the characteristics that embody good citizenship.
EAST AYRSHIRE COUNCIL
Pathways to Inclusion
Contact Graham Short, Head of Service: Quality Improvement, Council Headquarters, London Road, Kilmarnock KA3 7BU
Tel: 01563 576089
Fax: 01563 576210
Email:graham.short@east-ayrshire.gov.uk
Development East Ayrshire established a multi-agency group, chaired by the Director of Educational and Social Services to discuss the concepts of a policy for inclusion, particularly for children affected social emotional and behavioural difficulties. Headteachers and representatives from other agencies were also consulted. The result of the consultation indicated that the general approach described in the Council's policy document "Pathways to Inclusion" was supported. Pathways to Inclusion is set within an overarching policy on inclusion, thereby ensuring full articulation with the authority's approach to additional support needs and the accessibility strategy.
Pathways to Inclusion examined a number of aspects of provision:
- The Strategic and Planning Framework at Authority level
- The Authority Approach to Staged Intervention
- Managing change
- Financial aspects.
Reflection on Practice The strategy acknowledges the complexity of the issues and that this is an area of concern for management at all levels and emphasises the need to develop, implement, monitor, evaluate and refine policy on a continued cycle. It sets out the various roles of the different parts of the organisation and emphasises the important part played by schools, class teachers and Headteachers.
Pathways to Inclusion is a comprehensive guide for practitioners. It clearly defines the roles and responsibilities and details the steps in the staged intervention process.
THE MORAY INCLUSION FILE
Contact Douglas Wilson, Inclusion & Support Manager, Beechbrae Education Centre, Duffus Road, Elgin, Moray IV30 4NP
Tel: 01343 550999
Fax: 01343 557933
Email:douglas.wilson@moray.gov.uk
Development The main thrust of the "Moray Inclusion File" relates to the principles, good practice and recommendations contained in the BB-BL report. The starting point is the belief that pupil behaviour can be changed for the better.
From the outset the Moray Inclusion File was seen as providing a much broader context for inclusion than that contained in the BB-BL Report. The importance of drawing together systems and procedures already developed to support children experiencing difficulties could not be overlooked. A multi-agency team from across the authority developed the Inclusion File to:
- Identify key, joint working principles for pupil inclusion
- Clarify the procedural steps when dealing with challenging behaviour
- Provide examples of good practice in the application of the key principles
- Helping schools and others by providing catalogues of useful resources and personnel/organisations.
The key aims of the file are:
- To clarify procedures for the authority, schools and local community networks relating to pupil care, welfare and the promotion of positive behaviour
- To encourage consistency of approaches to pupil inclusion across Moray
- To clarify roles and responsibilities
- To further promote inter-agency, joint planning mechanisms for pupils experiencing difficulties
- To offer examples of good practice
- To lead to measurable outcomes for pupil improvement
- To ensure that relevant information is accurate and up to date.
Reflection on Practice Moray Council state that by the very nature of the BB-BL Inclusion File, it will be an evolving document. It will assist in the development and improvement of services for behaviourally challenging pupils and in providing a supportive framework within schools and across the authority.
The Moray File sets out the principles and the subsequent sections include:
- Applying the principles-positive behaviour management, pupil care, involving parents/carers and staff development.
- Moray Council Support, including procedural steps.
- Case Studies, a comprehensive section with 26 case studies divided into themes.
- Appendices, including useful organisations, contact names and addresses.
Moray has published a second volume of "The Moray Inclusion File". This file focuses on "Accessibility for All" based on the Education (Disability Strategies and Pupils Educational Records) (Scotland) Act 2002. The file sets out guidance around three key areas:
- Accessibility to the environment
- Accessibility to the curriculum
- Appropriate communications.
HIGHLAND COUNCIL
"For Highland's Children" - a new community school approach guidance.
Contact Bill Alexander, Head of Service, Headquarters, Glenurquhart Road, Inverness IV3 5NX
Tel: 01463 702870
Fax: 01463 702855
Email:bill.alexander@highland.gov.uk
Development In 1998, the Highland Council and Highland Health Board responded with enthusiasm to the announcement of the pilot programme for New Community Schools. This strategy coincided with a shift in the philosophy and practice of statutory agencies meeting the diverse needs of remote, rural and urban communities in the Highlands. This shift to a joined-up approach
and more effective targeting of resources had been influenced by the outcomes such visionary review papers as "Looking Ahead for the Highlands (1997)".
Reflection on Practice A number of years on, and with the activities of the Well Being Alliance and Joint Committee on Children and Young People consolidated, the authority were well prepared to take on the New Community School approach.
The "new community school approach guidance" sets out the developments in integrated working in this context. It includes an interactive DVD, highlighting service developments and commentaries with extensive guidance including:
- Pan-Highland Implementation Framework
- Roll-Out; Area Implementation
- Guidance-Confidentiality, Structured Intervention, Solution-Focused Meetings
- Health Promoting Schools Kit
- The Local Outcome Agreement
- Multi-disciplinary Training and Professional Development
- Evaluation-Quality Assurance, Self-evaluation
- Review of "For Highland's Children".
EAST AYRSHIRE COUNCIL
A Whole-School Approach to Behaviour Support Through Consultation and Participation
Newmilns Primary School
Contact Liz Harvey, Headteacher,
Newmilns Primary School, Gilfoot, Newmilns, East Ayrshire KA16 9LP
Tel: 01560 329115
Email: 01560 329115
Jacqui Muir, Educational Psychologist, Psychological Services, Woodstock Centre, Woodstock Street, Kilmarnock KA1 2BE
Tel: 01563 555640
Email: 01563 574079
Development Newmilns Primary School reviewed and prioritised behaviour support systems as part of the school's development plan. The staff identified the need for guidelines for the whole school and the need for more consistency across the school. The school wanted to develop a whole-school approach to promoting positive behaviour. In consultation with Psychological Services, it was agreed the most effective way to develop this approach would be through consulting and involving the pupils, parents and staff. As a group they would help shape the way forward for their school and so retain ownership of any system developed.
Newmilns Primary School is a rural primary school in with a roll of 209. The school has large pockets of deprivation and there are several pupils within the school on placing requests who have additional support needs, many with social, emotional and behavioural difficulties.
The collaborative approach involving Psychological Services, the pupils, parents and staff of Newmilns Primary School developed a management structure to support staff and pupils at a class, as well as whole-school level. It looked at the existing relationships and environment within the school and began to develop an approach that would involve all the participants throughout the development.
Reflection on Practice The initiative has been through several stages:
- Consultation Phase - The educational psychologist facilitated three working groups for parent, staff and pupils to develop systems to promote positive behaviour and respond to challenging behaviours within the playground and classroom. Another working group developed a strategy for a room to be used for Golden Time, a staff training room and a parent resource room.
- Pilot Stage ( October-June 2004 ) and Evaluation - The school has piloted the initiative and the first evaluation is underway. The school is investigating the effect this has had on pupil behaviour, staff management within the class and playground settings and the senior management team's view on the whole-school effect, as well as the impact on their role.
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