- 1 Behaviour and attendance e-newsletter – summer 2009
- 2 The Steer Report
- 3 Attendance: data, outline plans for 2009-10 and Parental Responsibility for Attendance and Behaviour (PRAB)
- 4 SEAL: embedding through a regional pilot, development groups and tracker schools
- 5 Anti-bullying: prompts continue, new guidance and research
- 6 NPSLBA: success, new targets, BESD funding and materials review
The Steer Report
The report by Sir Alan Steer Learning Behaviour: Lessons Learned (link opens in new window) indicates that overall standards of behaviour achieved by schools are good and have improved in recent years.
The substantial progress that has been made in implementing the recommendations of the 2005 report Learning Behaviour identifies the significant contribution made by the National Strategies. This includes:
- supporting schools to make better use of self-evaluation tools and pupil-tracking systems
- supporting schools to embed approaches to develop social and emotional aspects of learning (SEAL)
- promoting the anti-bullying charter in schools and LAs
- developing Behavioural, Emotional and Social Difficulties (BESD) materials to support teacher training and Pupil Referral Unit (PRU) provision
- encouraging all schools to develop the role of a strategic lead for behaviour and attendance.
The introduction to the report outlines however, that there are still improvements to be made:
The Steer Report - Learning Behaviour: Lessons Learned, April 2009, page 16
Poor behaviour in schools cannot be tolerated. To do so is to harm the interests of pupils, staff and the perpetrators of the bad behaviour. Children have a right to attend school in safety and to learn without disruption from others.
There are 47 recommendations in the report for the DCSF, Ofsted, LAs and schools. Key areas for development by the National Strategies include:
- strengthening support to schools and services to work in partnership to improve behaviour and attendance
- supporting schools to improve upon 'satisfactory' Ofsted ratings for behaviour
- developing sound structures in schools to help support early intervention
- reducing multiple fixed-period exclusions and issues relating to disproportionality.