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15th December 17
Trail : home / Case Studies : Behaviour and Attendance

Pendle Community High School and College

Pendle View Primary School

Best Practice Award

Our practice ensures we have moved from reactive transition arrangements to a proactive model. All pupils moving from PVPS and local mainstream feeder school into PCHS  KS3 access a planned, staged transition were all information is shared and specialist staff liaise to ensure all needs are met from the following September and no pupil struggles within their new environment.

Elm Tree Community Primary School - Innocative Practive

Elm Tree is a BESD School with 50 pupils on roll, over 35 of which live more than 20 miles away from the school in the areas of Preston, Leyland and Chorley. Prior to this pilot, transportation to and from school involved over 20 vehicles, many of which were provided by taxi firms and involved Passenger Assistants (PAs) employed by the Local Authority to escort the children. There were significant difficulties in managing the number of vehicles trying to get in and out of the school at the beginning and end of each day. Historically, there were behaviour problems on transport which resulted in many children having to travel in vehicles on their own with their own PA. These problems often then impacted on attendance and behaviour during the school day. As many of the children at Elm Tree are on the Autistic Spectrum, continuity of care and routine are very important factors in managing behaviour.

The transport pilot commenced on the 15th April 2013.The school currently has seven (17 seater) minibuses, each routed to collect children from specific areas throughout Lancashire. Since then, Elm Tree has managed its own transport; this has had a dramatic impact on behaviour on transport and on attendance. (Attendance figures in 2012 of 89.93%. 2013/14 attendance has risen to 94.95% - a 5% rise overall.)

All children are transported with a dedicated Driver and Home School Liaison Officer, both fully trained and experienced within our environment and with our special children.

Hillside Community Primary School - Best Practice

Pupil attendance at Hillside Community Primary School had traditionally been recorded as well below national average, and had fallen to 91.3% in the academic year 2004-2005. When a new executive leadership team joined the school in 2009, improving the attendance data was made a whole school priority.

Since 2009, we have prioritized pupil attendance by;

  • Employing a full time Learning Mentor who has day-to-day responsibility for attendance
  • Creation of a whole school attendance point system which is shared at weekly assembly and displayed within the school hall
  • Developing a half-termly reward system led by pupil voice (class based)
  • Rewarding 100% attendees on a termly basis
  • Implementing a ‘traffic light’ letter system to alert parents as to whether their child is on track
  • Initiating a ‘walking bus’ and cost-free breakfast club
  • Developing a creative curriculum led by pupil voice to ensure pupil engagement and enthusiasm for attending school regularly

Due to the strategies employed, good attendance is now prioritised by parents and pupils alike as something to strive towards and to be proud of. Parents are keen to ensure their children are in school on time every day, and children are seen to encourage their peers within class settings in order to win the reward! 

 

Longton Primary School - Best Practice

  • Our project began with a desire to ensure that our pupils had an effective voice and were happy in  school. 
  • Through a number of high impacting initiatives, our pupils have developed key life skills, a greater understanding of themselves and their abilities as learners and by working towards the Investors in Pupils award scheme have demonstrated a high standard of autonomy and impact on school life.
  • We feel that our children are more confident, responsible and involved, which in turn has created a positive and motivated learning environment.
  • Through a number of initiatives - such as targets, induction booklets, roles and responsibilities and class contributions - we have developed a 'family' feel to our classes.
  • With this focus on pupil voice, we feel we have seen a noticeable impact on classroom management, behaviour, pupil voice and learning and a significant impact on induction and pupil participation.
     

Barrowford St Thomas' Church of  England Primary School (Good Practice Award)

Our self evaluation in 2008 raised the concern that our Mission Statement, which should be a focal point in our school, was not understood or used in everyday school life.

Our last inspection (Feb 2009) identified the need to highlight the Christian character of our school through display and establishing a focal point for prayer in each classroom. We felt that this done in isolation would not celebrate our distinctiveness nor give the children a deeper knowledge and understanding of the significance of our church school status.

Our starting point was to consult and then establish the Christian values our school community thought should be a focal point. Our Mission Statement was also reviewed and (following consultation) a new, easy to understand, statement was adopted.

Our Education Sunday service in February 2011 focused on sharing our work with the  congregation of St Thomas’ Church and parents and friends. 98% of children attended this Sunday morning worship with all having at least one adult to accompany them.

The impact in school has been to unite all stakeholders in understanding the Christian values that permeate the life of our school. This shared ethos ensures that our Values and Mission Statement are central to the life of our school.

Posted: 1st Jun 2012 Playing to Learn, Learning to Play: Play at Home : Adobe Acrobat file (95.8k)

Lancaster Childrens Centres (Firbank, Lune Park, Appletree) - Innovative Practice Award

Play to Learn ("PTL") is a home visiting scheme centred around play. Outreach staff received four days training to deliver play sessions and to coach parents/carers to acquire core play skills by modelling, inviting and reinforcing of existing skills. This promotes attachment, a positive attitude and disposition, speech, language and social skills thus laying the foundations for later learning.

Each participating centre has received a toolkit containing planned play sessions along with resources and books suitable for babies, toddlers and children. Plans are written in plain English to share with parents and picture prompt cards are also available for parents with limited literacy skills. As an alternative, PTL can take place in a children's centre, local park or wherever families feel comfortable.

Sessions are captured in pictorial and written form in a Learning Story Book and form a powerful record of parents and their children engaged in good practice.

 

Posted: 25th May 2012 The Hug Hub : Adobe Acrobat file (79.9k)

The Isaac Centre (Innovative Practice Award)

The Hug Hub (Helping yoU Grow- Helping yoU Believe) has been established to provide an early intervention strategy for students aged 11-14 years old. It supports mainstream schools in reducing exclusions.

The Hug Hub offers a practical curriculum to students two mornings a week during a six week period. Our focus is on team building, confidence building, anger management and gaining success from achievable activities. Students are encouraged to participate in a range of enrichment activities - Gardening, Team Building, Cookery, Arts and Crafts, DIY, P.E. and Healthy Eating and Why Try? These activities were chosen, initially, to encourage students to try different things and by working in small groups to take away the 'fear of failure', develop confidence and raise self-esteem.

The ethos of the Hug Hub is to help pupils believe in themselves and nurture their positive qualities.

Due to different issues they are experiencing, we feel keeping boys and girls separate allows pupils to able to be open in discussions during breakfast/Circle Time and the Why Try? sessions. Why Try? is a strength-based approach to help teenagers overcome their challenges and improve their outcomes.

The Hug Hub encompasses the Why Try? objectives to enable pupils to improve their behaviour, social and emotional skills.

Posted: 1st Feb 2012 Our Lancashire  - Heart and Home  : Adobe Acrobat file (83.7k)

 The Rose School - Innovative Practice Award

 

The Rose School is totally committed to providing pupils with opportunities to learn about their community – not only in a geographic/historical/social sense and in particular looking at innovative ways of skilling pupils using practical/hands on approach to learning.
After much planning and preparation (through a small grant) a local artist worked with all of our pupils on a project entitled 'Our Lancashire – Heart & Home' From an initial large group – a smaller group of pupils then linked in to a local high school and worked intensely with the artist – learning new art/craft skills (pottery, glazing, painting, use of specialist equipment, designing etc….).
This took place over a period of 6 months. The resulting piece of art work depicts areas/people/events which pupils felt depicted the community in which they live. Pupils learnt about communities, to work as a team, to support each other, new skills and even now continue to attend art/craft classes at the local school. Understanding and feeling proud of our community plus learning, achieving and enjoying are strong legacies of this project

Posted: 1st Feb 2012 Aiming High for 100% Attendance : Adobe Acrobat file (72.7k)

St Nicholas C of E Primary School - Good Practice Award

Attendance was on target for our school, but there did not seem to be a desire to strive for 100% attendance from the families. The initiative focused on raising awareness of attendance targets and educating parents on the impact on learning that lost sessions have.

We targeted both children and parents in two separate schemes with same goal.

Every term parents are sent an individual attendance review with a traffic light system on.

Every child has a personalised 'Aiming High' card. This details weekly attendance and includes lates, time off for appointments, illness and holidays. The House Captains complete the cards weekly to give the children a real sense of responsibility and awareness to strive for full attendance. Each term children who have 100% attendance can earn points for prizes. If children 'save' their points and carry them over, they can earn larger prizes.

The positive impact has been clearly measurable:
2009-2010: 4 children finished the school year with 100% attendance
2010-2011: 11 children finished the school year with 100% attendance

September 2010 – October 2010 50% of children achieved 100% attendance.
September 2011 – October 2011 63% of children achieved 100% attendance.

 

 

Posted: 1st Feb 2012 Raising achievement through a SEAL - based..... : Adobe Acrobat file (84.2k)

approcah to positive behaviour management.

Brockholes Wood Community Primary School - Best Practice Award

Our vision for the project was to raise pupil achievement by improving behaviour through a SEAL-based approach to behaviour management.
Following consultation with staff, parents and pupils, the whole-school behaviour management policy was revised to develop a pupil-focus aimed at creating an approach to behaviour management with the core values of ECM and SEAL embedded throughout the school. An additional core value is the recognition of every child as an individual with specific needs and motivations.
By creating a standardised, consistent approach to behaviour management, all pupils understand the related consequences and reward systems. This shared vision has resulted in a whole-school ethos in which pupils' personal development, including moral, social, emotional and behavioural skills, are paramount.
The project has had significant impact on standards of achievement. By raising pupil's aspirations and self-esteem, as well as reducing the time spent dealing with incidents of challenging behaviour, we have seen increased attainment at all key stages. More importantly, pupil's social and emotional well-being has developed, further underpinning effective learning

Posted: 31st Jan 2012 Supporting children and families in readiness... : Adobe Acrobat file (72.2k)

... for learning

New Longton All Saints' Church of England Primary School - Good Practice Award

Some children need additional pastoral support beyond that normally given by the class teacher. For example a child who has had bereavement in the family, a child who has low self-esteem or a child who is having a difficult time at home/ school.

In light of this we wanted to give the children the support they deserve. We trained two members of staff - one in the role of learning mentor and the other as parent support advisor.
 

Posted: 31st Jan 2012 Raising Attendance by raising expectations : Adobe Acrobat file (72k)

Great Harwood St Johns CE Primary - Good Practice Award

As a school, we have historically had poor attendance. In 2009-10, we began to raise the profile of good attendance through an improved policy and by rewarding pupils directly.
Each week, the class with the best attendance received an extra fifteen minutes of break to reward them. This had an impact straight away as pupils really enjoyed seeing everyone else go in as they stayed out. Each term, the class with the best overall attendance had an end of term party to celebrate. Pupils were rewarded in three ways; they became members of the 95% Club' if they had at least 95 attendance each term, and every child who won a badge also received a ticket for the end of the year raffle with prizes from local companies (i.e. ice rink, bowling) and a top prize of a £100 Game voucher. These rewards combined with a firmer approach to absences have lead to an upward trend in attendance to the point where we have now had our first year with average attendance.

Posted: 3rd Jun 2011 Commitment and Development of Lunchtime ....  : Adobe Acrobat file (78.5k)

.... Supervision within the school community

Clifton Primary School (Good Practice Award)

The project developed out of the change of Lunchtime Welfare Supervision and the needs of the children. Playtime can be a source of tension and worry for some children. If children are unhappy at playtime they are unhappy at school. There was a need to:

  • create a happy and calm playtime
  • bring positive energy back into the school
  • encourage inclusive play
  • give support to welfare so they can support each other
  • improve the outside environment so adults and children can enjoy being there
  • empower the children to solve problems relating to playtimes
  • involve the whole school community including governors, teachers, teaching assistants, welfare, parents and children
  • work on the school development plan to include well structured, practical strategies for improving playtimes
  • assess how much funding was required to implement the plans.

The result of this ongoing project is the development of positivity of behaviour throughout lunchtime, engaging and inviting all pupils and staff, leading to a reduction in playground incidents and a stronger whole school community with a vast improvement of the outside facilities and equipment for all to use.

Posted: 7th Feb 2011 Establishing strong links with parents .... : Adobe Acrobat file (77.9k)

.... school and pupil progress in the Foundation Stage

Lordsgate Township C.E. Primary School (Innovative Practice)

Assessment in the Foundation Stage was an issue and we were keen not only to improve this but also to involve parents in their understanding of the process.  It was important to establish positive parental links to ensure all parents became involved in their child's progress and development in the Foundation Stage.  Effective communication was essential.  This was established by a 'Taking School Home' book.  Throughout the year both school and home developed strong positive links.  Feedback from parents was very good and enabled us to identify further developments.

Foulridge St. Michael and All Angels C.E. Primary (Good Practice)

  • The project focussed upon establishing a whole school ethos which was underpinned by Christian values.
  • The first part of the project involved all staff and pupils in developing an agreed policy and approach to 'Behaviour Management' to create a common understanding of attitudes, values and expectations.
  •  A well structured teaching programme for PSHE was successfully introduced
  •  throughout the school to improve pupils' confidence, self-esteem, aspirations and motivation.
  •  A new focus for delivering the RE curriculum through 'active learning' was implemented to ensure pupil engagement and meaningful learning.
  •  New approaches to Collective Worship were planned to provide enjoyable and relevant learning experiences to meet the needs of the spiritual development of both staff and pupils.
  •  This project has impacted greatly upon the ethos of the school. This is regularity 
     commented favourably upon by visitors. It has helped to create a strong sense of
    'Common purpose' and identity for the school. Pupil attitudes and behaviour have improved significantly and they can clearly articulate their experiences and understanding about faith.

Marsden Community Primary School (Best Practice Award)

Over a number of years the school has introduced a variety of ways to tackle extended leave and to improve behaviour. This has had a direct impact on standards as pupil’s attendance and enjoyment of school have increased.  The school adopted a positive behaviour management system linked to attendance which allowed pupils to build up reward points over the school year. We also appointed an attendance manager who works closely with the EWO to tackle absence. Extended leave has now been reduced to 2 weeks authorised absence.

To target individual behaviour and learning issues the school employs 1 Learning Mentor and 3 Behaviour Support Workers who work with small groups and individual children to improve behaviour and build up self esteem.

Attendance has risen steadily from 90.58% (1998) to 94.1 (04/05). Recent parental questionnaires have given very positive responses in relation to behaviour and attendance and the school is a BAP Hub school.

Posted: 2nd Jun 2010 Punch and Dance Project : Adobe Acrobat file (79.1k)

St Maria Goretti Catholic Primary School (Good Practice)

The headteacher took up post in April 2008, a week later OFSTED paid us a visit and put us in a category of Notice to Improve.  One of our key issues was Attendance.  A short term associate headteacher had already put a number of quick fixes in place which we continued and added to.  (Action plan -Year 1)
In July 2009 OFSTED revisited and judged the school to be satisfactory with good capacity to improve.  They judged attendance to be satisfactory.  Although it was much improved (at 6.5%) it was still above Lancashire averages (4.5%) and persistent absence was still a big problem at 7.9%. (The Lancashire average for this is 1.7%) 
Once out of the category the head had more time to address the attendance issues. She then set about drawing up additional pages to the school improvement plan regarding attendance. All action planning and ideas were shared and sought from staff and governors.
Our current attendance stands at 5.4% which is below the average for schools in similar circumstances (6.4%) and we have no persistent absentees. (0%- below Lancashire and national averages.)
Attendance and punctuality will always need careful monitoring in our school but we have set up strategies and monitoring procedures that if adhered to will ensure that we keep our attendance figures at a good level for a school with our particular challenges.

Posted: 2nd Jun 2010 Strengthening Parental Partnerships : Adobe Acrobat file (78.4k)

Woodlea Junior School (Best Practice)

Starting from a very low baseline, the need to strengthen partnerships at Woodlea was recognised. Firstly, an ethos of openness had to be developed and this was aided by newly agreed core values. An open door policy and the creation of a vision for parental partnerships provided the foundations for the building of collaborative work. A focus on high aspirations for all, belief in potential to achieve, development of a mutual understanding and the promotion of a cohesive community in which differences were respected and understood helped to create a resilient home school partnership.
As a result, effective communication was established in which pupils, parents and staff were well informed about progression, achievements and other school activities. The process involved a reflective and analytical response and a genuine desire to better the outcome for pupils.

Posted: 2nd Jun 2010 Sign Language Skills Across The Curriculum : Adobe Acrobat file (80.3k)

Clifton Primary School (Good Practice)

Having hearing impaired pupils at school who use Sign Language as a form of communication made us realise the need to provide them, staff and other children with the tools and wherewithal to communicate more effectively as part of our overall inclusion.
We felt it was essential to develop and teach the children and staff basic Sign Language skills which could be used throughout the curriculum as well as to aid in communication with hearing impaired pupils.
Following staff training, we held a special Hearing Impaired Awareness day and, working with the British Deaf Association (BDA), a "Learn to Sign Week".  This prompted a huge interest from children and our Pupil Signing Clubs started.
Following the success of these Clubs we have continued to teach the children Sign Language through School Performances and Collective Worship and share this with parents and other members of the school community.
Many children of all abilities can access Sign Language and we have shown that this can also benefit them socially, emotionally and behaviourally. It also helps with co-ordination and gross and fine motor skills and has supported our Motor Skills Development Programme.

Posted: 2nd Jun 2010 The Strengthening Families Programme : Adobe Acrobat file (81.4k)

The Isaac Centre  (Innovative Practice)

The Strengthening Families Programme was researched by the Isaac Centre counsellors after it became apparent that the main focus of many counselling session were issues surrounding family life.  As the Isaac Centre strives to work with the child holistically, it was realised that we needed to be offering more support and help to not just the child but to the family also. The SFP aimed at helping young people and parents deal with problems associated with adolescence. It has proved to be effective in building skills and changing behaviour, for both parents and young people. 
The programme looks at topics such as: encouraging good behaviour, using consequence of actions, setting and achieving goals and following rules. We promote the programme as a preventative measure to prepare parents and adolescents for teenage angst and all that it brings and also as a way to 'repair' relationships that have broken down.
As a result of the programme, the young people demonstrated fewer behaviour problems, better resistance to peer pressure and less alcohol and/or substance misuse. Parents and carers have also been better able to show affection, support and set appropriate limits for their children.
The Programme is delivered over 7 weeks and continues to have success; one parent has completed it 3 times with each of her sons. 

Parklands High School (Innovative Practice Award)

We wanted to implement a service that actively involved the students to support each other and impact positively on the behaviour and attendance of individuals and groups. Peer-mediation incorporates SEAL outcomes and restorative approaches. Furthermore peers demonstrate closer understanding of the particular concerns they face, have greater credibility and approachability, and may be more readily and regularly available with the potential to offer support outside of formal situations. After interviewing the applicants they received three full days of training. They then implemented the service at breaks and lunch and have been able to help several of their peers successfully, preventing further arguments, name-calling and low level bullying. The peer mediation service has offered support to those students who aren't comfortable talking to an adult. We are still only beginning to appreciate fully the positive impact that involving peer-mediation can make in improving behaviour and attendance, but it is a challenge that we are keen to continue with.

....and Achievement for All

Clifton Primary School (Innovative Practice Award)

 Working closely with an Occupational Therapist, we have developed a programme of exercises and routines which, together with the creation of a Sensory Room, is making a positive impact on children's enjoyment and attitude towards learning as well as raising standards for children with additional needs. Following this impact, we are now extending the use of the Sensory Room and the exercise routines to be made available to all children who could benefit educationally, behaviourally, socially and emotionally.

Posted: 6th Feb 2009 Playground Partnerships : Adobe Acrobat file (78.7k)

Edisford Primary School (Good Practice)

This project was developed from our pupil survey conducted Spring Term 2007. The biggest concern for pupils was lunchtime. Pupils were bored and unhappy, leading to behaviour problems.


The school council collected ideas and visited other schools. The school committed to the idea by employing three playleaders with specific roles to develop play at lunchtimes. Lunchtime organisers are still responsible for procedures at lunchtime and in addition Year 6 lunchtime buddies were appointed and trained to help and supervise Reception and Year 1.


The playleaders focus on including children in a variety of activities on a daily basis. Inside activities include use of computer suite, chill out/music zone, DVD zone, games/construction room, playdough, team games - e.g. bench ball. Outside activities include building dens, welly walk/play, use of musical instruments, art activities. Tennis, Hockey, skateboarding, inline skating and more traditional sporting activities.


A key aspect of this project is that it is child led. Children are regularly consulted and their suggestions are added to the planning.
An immediate impact was the reduction of behaviour incidents. The children show a greater appreciation of the outside area and can use it more effectively. Social interaction between older and younger children has vastly improved. The Pupil Survey in February 2008 rated lunchtimes as one of their favourite things about school.

Posted: 7th Aug 2008 ‘WRIST Schools’ Anti-Bullying Project’ : Adobe Acrobat file (100.4k)

WRIST Consortium (Innovative Practice Award)

The project sought to continue raising standards through a re-focus on anti-bullying strategies and to increase the role of pupil voice and integrate it into school life. Member schools adopted an ethos of “the listening school,” as outlined in Every Child Matters.

Amongst many other events, the network organised:

  • A Schools’ Council Forum – Councils from 18 schools participated in workshops that focussed on appropriate behaviours, definitions of bullying and how to develop anti-bullying strategies within the school.
  • A WRIST Friendship Week - linked to National Anti-bullying Week.  Neighbouring schools partnered and took part in joint activities to develop friendship skills.  Activities included badge & poster making, teddy bears’ picnic, playground games & sports activities, interviews and letter writing. Individual schools also conducted their own activities and school councils developed their suggestions for the contents of a WRIST Schools' Anti-bullying Charter. 
  • A WRIST Headteachers' Charter Meeting at Farrington Lodge where  Headteachers met to compare children's suggestions and draw together a common WRIST Anti-Bullying Charter. 

Outcomes have so far included the development of a whole school strategy to anti-bullying in each of the network schools, an improved and heightened ethos that represents safer schools and an empowering of children in creating an anti-bullying ethos.

Posted: 6th Aug 2008 Anti-Bullying Project : Adobe Acrobat file (58.7k)

Thornton Cleveleys Baines Endowed School

 

Longridge Barnacre Road Primary School (Good Practice Award)

In January 2004, the school introduced a Golden Book Assembly at the end of each month. As part of this assembly, pupils are invited to share their talents and hobbies in front of their parents and the whole school community - to celebrate them. The aim is that the other pupils may feel inspired to take up a sport or hobby as a consequence of watching their peers.

Whilst behaviour at school is very good, staff wanted to reward the majority of pupils who behave well. In 2005 they introduced ‘Golden Time’ - an hour each Friday where pupils choose an activity or interest for a four week cycle (e.g. sports, environmental, arts and crafts or cookery). This was recently extended into the community by inviting older people from sheltered accommodation into the school to help with Golden time.  A pupil council was formed 2004 to involve the pupils in the decision making process.

These strategies have led to

  • Raising of pupil self esteem.
  • A reduction in lunchtime indiscipline.
  • A reduction in number of head bump and accidents.
  • A reduction in SMT input in discipline issues after lunchtimes.
Posted: 1st Mar 2007 Implementing an Assertive Discipline Policy : Adobe Acrobat file (54.3k)

Cuerden Church School

The school's behaviour plan was introduced to the whole staff including welfare staff on the first Inset day of the new school. This is revisited every year at the start of the Autumn Term. The behaviour plan is reviewed annually and staff encouraged to share new ideas and innovations; e.g. initially the staff gave out certificates which were time consuming and costly, now staff put stars on a variety of charts such as rockets going to the moon, frogs hopping across lily pads.

Visitors to the school have noticed the impact of the policy. Ofsted commented on how the school had made 'very good' progress in the short time it had been open and that a distinctive ethos was emerging.

Thorn Primary School, Bacup

Our aim was to improve the whole school community’s approach to attendance in order to raise achievement of pupils throughout the school.  We set out to achieve this by tracking pupil attendance, using computerised software.  We wanted to communicate to parents the importance of attendance and the correct procedures to follow.  We motivated pupils by providing incentives and rewards for attendance

Cheeky Monkey
We encourage our children to attend through a Cheeky Monkey Scheme which involves classes competing for the highest attendance figures weekly.  The winning class move their monkey up the monkey tree in a race to get to the top for an end of term class reward. Members of the winning class get to take a monkey mascot home each night and contribute to the Monkey Diary. This is celebrated in awards assembly on Friday. At the end of a term children receive animal bookmarks for 100% attendance and at the end of the year their very own Monkey Mascot!

...Support Social Interaction and Skills

Springfield Community Primary School (Innovative Practice)

Springfield community Primary School

Springfield Community Primary School amalgamated in August 2002 and moved to its present site in September 2004.  This provided a unique opportunity for a complete overhaul of lunchtime procedures to help behaviour, to provide a stimulating environment and to enhance the children's social skills.
We feel very proud of our achievements which has involved teaching, support, welfare staff and the pupils.  Circle Time, School Council, questionnaires, assemblies and meetings have all been used to inform and propel the project forward. Lunchtimes are a pleasure for all. Playground accidents and unpleasant incidents are rare. The children and staff all have clear routines to follow for the lunchtime period.  Use has been made of every area of the playground and carefully resourced and stored equipment is used by the staff and pupils to encourage skills and social interaction.  Indoor resources (ICT suite and Living Room) are used by the staff and pupils on a rota basis.  A weekly reward table with an annual theme is in place which encourages manners, social skills and brings adults from the community (mystery guests) to meet the children.
Behaviour Improvement Partnership money was used to help resource lunchtimes and initially allowed us to put markings on the playground.

Mayfield Primary School

To raise achievement by improving attendance and punctuality in the school.

Posted: 28th Feb 2007 Improving School Attendance : Adobe Acrobat file (54.9k)

St. Richard's Catholic Primary School

Ensuring children receive a better education through improved attendance which maximises opportunities for each child to reach their full potential.

Posted: 20th Jun 2007 Our Positive Behaviour Book : Adobe Acrobat file (52.4k)

Edenfield C.E. Primary School (Best Practice)

We introduced our Positive Behaviour Book in 2001 to encourage children to behave appropriately.  Every year each child is given a new book which includes the School Code and how to get rewards & sanctions.  The book is based on children achieving smiley faces each week.  Each day of smiley faces is worth a point and if the child gets 5 points at the end of the week they are awarded by taking part in "Golden Time. These points are totalled each term and children receive Bronze, Silver and Gold awards.  If they achieve 3 gold awards, they are presented at the annual prize giving with a platinum award.  However, if they break one of the promises in the school code they get a sad face which means they miss 5 minutes off their Golden Time and it also means although they can achieve a bronze or silver award they can't achieve a gold award. 

Since the introduction of this book our incidents of bad behaviour have decreased dramatically.  We encourage the children to reflect on their own behaviour and the book is taken home every Friday to share with their parents who sign it along with the child. 

Posted: 11th Apr 2008 Improving Attendance With Hard To Reach Families : Adobe Acrobat file (119.5k)

Delph Side C.P. School (Innovative Practice Award)

Delph Side C.P School

 • Although great effort has been put in over a sometimes very long period, we had a number of disengaged families whose children struggled with the curriculum and relationships because of their sporadic attendance.

• In 2005, we wiped the slate clean and approached families in a supportive and understanding way rather than offering condemnation. Our aim was to educate the whole family from a holistic viewpoint; demonstrating that attendance impacts on self esteem, behaviour and attitude as well as on academic progress. We found that many negative attitudes on both sides were deep seated and often based on misconceptions. We were determined to involve the families in setting their own targets and monitoring progress.

• Obviously we expected better attendance to result in academic achievement but we were delighted with the gradually changing attitudes of parents and their willingness to succeed in small goals. They began to show an interest in school in general and to boast at the noticeable improvement in their children's self esteem and eagerness to attend.

• As the project continues we see improved behaviour, less need for 'chasing' absences and a growing trust between home and school with parents asking for help rather than trying to manage situations for themselves.

• There is a no blame ethos and a sense of working together with regular celebration and congratulation.

... during play and lunchtimes

Westwood Primary School (Best Practice Award)

Westwood Primary School

 • In 2003 a significant number of pupils were having behaviour problems at lunchtime. This caused unnecessary stress on teachers and pupils. The school's woodland areas were difficult to manage and the playgrounds had little to offer or engage children.

• A Pupils' Playground Survey led to the development of the School Council who shaped the project. From 2003 to 2007 there were several phases of construction which thinned woodland and linked new play areas with fixed equipment and clear boundaries.

• The main funding was DFC but a wide range of sources contributed to both permanent play features and day to day resources. The parallel development of new play rules and greater responsibility for older children changed the rough and tumble lunchtime culture into a gentler, healthier and more creative environment.

The Impact:
• Logged lunchtime incidents fell dramatically and pupils attitudes became much more positive (P.A.Q.). In 2007 Ofsted commented on "excellent pupil behaviour" We were able to reduce staffing levels and the excessive time taken to resolve issues.

What did we learn?
• The major benefits have been to FS pupils,Y3 / Y4 boys and girls overall who now all have informal "ownership" of certain games and areas. Play for all has been dispersed and older pupils are now involved in KS1 supervision.  Y5 and Y6 interact in a more relaxed manner. Cold, wet or icy weather limits some useful features.

Posted: 6th Aug 2008 Innovative use of ICT- bringing a sense of ... : Adobe Acrobat file (78.4k)

... community and calm to the school day

St Augustine's Roman Catholic Primary

  • Following a TIPD visit to Thailand, staff have worked to implement some of the systems and behaviours they observed.
  • The journey began with the introduction of a live daily broadcast to all classes through their Interactive Whiteboards.
    The broadcast includes notices, prayers and a short meditation. It is led by the pupils who read a pre-prepared script from laptop computers.
  • The meditation has been particularly effective in calming and focusing the pupils for the day ahead.
  • The pupils are encouraged to improve their speaking and listening skills, as they take the role of audience or broadcaster. Pupil's independence is challenged, as they take responsibility for setting up the broadcast equipment. The pupils experience a sense of belonging and importance in the school community.
  • Through brainstorming sessions with staff, the broadcast system was developed further, so that it is now used at other times in the school day, to deliver interviews with local MPs and visitors, quizzes and competition results.
    Another innovation implemented was a change to the traditional school bell system. The school now uses music as indicators for breaks in the school day. The music has a calming effect on pupils as they move around the school building for break and lunchtimes.
  • The music system was developed further by using special music for specified occasions to create desired moods and atmospheres around the school - e.g. 'we are the champions' was played on the walk out to sports day.
Posted: 2nd Jun 2008 Peer Massage in Schools : Adobe Acrobat file (74.6k)

Burnley Ightenhill Primary School

  • Peer massage in schools allows children to experience positive, nurturing touch on a daily basis and improves the quality of life in school.
  • The massage in schools programme is a short 7 minute massage routine; when done daily it helps to build up emotional resilience, produce a 'feel good' factor and enables children to pay attention to one another and respond in a positive way.
  • The programme enables children to feel safe, secure and valued. It improves behaviour by calming children down and enables positive decision making and calming strategies, it has strong links with the school's work on SEALs.
  • In a recent questionnaire one child when asked about peer massage said' It gives us a chance to calm down, we enjoy feeling relaxed!'

Cathedral Catholic Primary School

We are delighted with the impact of our 'Say No to Bullying' work across the school. For two years we have been promoting the message of 'See Something - Say Something' through the use of SEAL materials and the involvement of all pupils, staff, parents and governors. By working together we have made our school a happier and safer place for all. Incidents of bullying have fallen and children are much quicker to report any 'bullying behaviour' to an adult so that it can be dealt with swiftly and appropriately in accordance with the revised School Anti-Bullying policy. Anonymous pupil questionnaires were used to identify times and places when bullying was most likely to happen and appropriate action have been taken to address these issues. An Anti- Bullying Charter has been drawn up with contributions from parents, children, staff and governors, outlining what we all agree to do to prevent and stop bullying behaviour happening in our school. The result is a much happier school where all share and promote an ethos where bullying in is not tolerated.

Posted: 6th Feb 2013 Promoting the importance of good attendance .... : Adobe Acrobat file (74.6k)

.... to the whole school community.

Ribbleton Avenue Methodist Junior School - Good Practice Award

As a school we realised that attendance was becoming a huge issue and as such decided to raise the profile of attendance and punctuality.

We started by having a whole school assembly to introduce 'project' to children and informed parents via the newsletter. A post was created for a TA3 to focus on improving attendance and support was gained from the county attendance lead. The TA visited a local primary school who had raised attendance significantly and used some of their ideas to 'kick start' our scheme.

Each week, attendance and punctuality are promoted in assembly with the best classes receiving SAM (our 'school attendance matters' dog) or PAM (our 'punctuality always matters' hedgehog), extra play and if they have 100% attendance and no lates - extra play and an ice pop.

We give out traffic light certificates half-termly so that parents can see at a glance whether their child is on track. At the end of each term, certificates and prizes are given to children who have 95% - 100% attendance. This year we managed to get sponsorship from 2 local businesses to provide 2 bikes as the top prizes.

 

Brookfield Park Primary - Good Practice Award

  • Improving attendance has been a priority for our school during 2011-12 and we have implemented an extensive multi-layered program of promotion, monitoring and rewards for the current academic year as a result.
     
  • In September 2011 we launched our comprehensive and extensive new systems with an Attendance Week to raise parental awareness and engage pupils.
     
  • Using a whole school approach, we have developed a number of rewards and incentives to raise the profile of the importance of attendance in school. We issue monthly newsletters to parents promoting all of our reward systems and reminding them of the importance of good attendance.
     
  • The strategies we have employed have impacted on unnecessary absence and have had positive effect on both pupil and parental attitudes towards attendance.
     
  • We have a definite sense of 'whole school involvement' and pupils that give us cause for concern are monitored on daily basis.
     
  • We have also begun monitoring punctuality and have put procedures in place to address these issues also.
     
  • Our data from this academic year shows that there has been a dramatic positive shift in attendance figures and demonstrates that the vast majority of pupils and parents now prioritise attendance.