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This report explores how effective approaches to behaviour management can lead to better learning outcomes for pupils in the English comprehensive school system. It examines the behavioural policies, learning outcomes, and contextual institutional characteristics of 150 UK non-faith, non-selective state schools, representing the best-, median-, and worst-performing comprehensive schools in the 2022 Progress 8 rankings.
The report closely analyses and compares these schools’ behaviour management approaches to evaluate how differently they treat positive and negative behaviour, as well as other statutory policies that have a close bearing on how their behavioural policies operate, including codes of conduct and Special Educational Needs and Disability provision. It accompanies this with an analysis of the available Government data collected as part of the Progress 8 score rankings, including various breakdowns of academic attainment scores, and statistics related to pupil management and school staff structures.
Using these findings, the report develops a series of recommendations for reforms to schools policy in the UK, in particular for the behaviour guidelines to be implemented at the national level. Drawing on the latest best practice across the state school sector, it proposes ten strategic recommendations for future national and regional legislation around school behaviour, and ten tactical action points for school leadership teams to prioritise in their behaviour policy implementation.
[N.B. An extensive version of this report and a full analysis can be found here]
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