|
How effective and useful is your school’s behaviour policy? |
|
|
|
Research taster
Many schools are placing pupil behaviour higher up their agendas and looking to design policies that are more effective in creating conditions for learning.  How effective are the current behaviour policies in your school in doing so?
Your evidence
This activity is could be done on a whole-school basis, but it can also be adapted for departments and even for specific classes.
According to the Birmingham City Council Education Department (1998) a school’s behaviour policy should:
- be concise and avoid unnecessary bureaucracy
- be easy to understand by all
- be ‘owned’ by the whole school/department/class
- while retaining flexibility, provide positive direction and support for teachers
- provide a positive environment for parental involvement
- involve pupils and parents in its development and evaluation
- inform and be informed by classroom practice
- codify practice in the school
- plan for monitoring, evaluation and change
- provide a balance between the needs of the majority and the individual child
- have clear intentions, aims and objectives for development and success.
How far do your school’s behaviour policies match up to those proposed by Birmingham City Council? Are there other elements of behaviour you would like to consider? Are there some in the above list you think are unnecessary?
Moving forward
Considering the usefulness, appropriateness and effectiveness of your school’s/department’s/class’s present behaviour policy what improvements do you think might be made?
Find out more
 Hallam, S., Castle, F., Rogers, L., et al (2005) Research and Evaluation of the Behaviour Improvement Programme Research Report RR 702, London: DfES
Hallam, S., Rhamie, J., Shaw, J. (2006) Evaluation of the primary behaviour and attendance pilot Research Report RR 717, London: DfES
|
