Last year I wrote a post called ‘Progress on behaviour – Haven’t I seen this graph somewhere before’ about work I had been leading on improving the behaviour of pupil premium students for whom we had identified poor behaviour as the main inhibitor to learning. That became my most read post by quite a long margin. The main point I made was that any improvements we achieved were not through a straightforward upward path, but through a messy reality including plateaus and setbacks, with any progress emerging only through perseverance. Here, I’ll discuss what impact our work on behaviour has had on the progress in learning of the children involved.
In my original post I identified three different ‘response types’ among the students involved:
- Pupils who reacted quickly to interventions and made rapid improvements in behaviour.
- Pupils who took longer to react and/or had more frequent setbacks, so made more gradual progress, with improvement taking longer.
- Pupils who did not seem to respond to interventions and whose behaviour did not improve, or even deteriorated.
Impact of Behaviour shift on learning
Not surprisingly, any consequent improvement in academic progress followed the same pattern, with the group of pupils who achieved the most rapid turn-around in their behaviour also making the greatest progress.
The graph shows the correlation between shift in behaviour (measured using our school conduct points system) and GCSE value-added (through a simple comparison of prediction and end of year results, using old money A*=8, A=7, etc) for Key Stage 4 students. For year 11 the end results were actual exam results, for year 10 they were end of year assessments.
Now, I know this isn’t exactly headline news: improving behaviour leads to a better chance of academic success. I do think it’s important. The rocky road of ups and downs that I described in my original post ultimately led to real positive gains for most of the students involved. Remember, they were those with the worst behaviour at the start of the year. This shows us that when the going is tough, and when there are setbacks, it really is worth persevering with these students.
Broadly, the three student response types resulted in these outcomes:
- Rapid improvements in behaviour led to students generally achieving(and sometimes exceeding) their predicted grades.
- Students who made more gradual improvement picked up their performance but still had a slightly negative VA. Often other factors had a significant impact, including poor attendance, or the impact of events outside school.
- Students who did not improve their behaviour had markedly negative VA. this was often characterised by erratic attendance, lack of cooperation with the basics of the school code of conduct and, sometimes, difficulty in engaging parents.
Certainly for group 2, we have taken the view that earlier identification would have helped secure faster improvements in behaviour and better academic outcomes. We drew up our new student groups last term, so we were ready to proceed right from the start of the new school year in September. For the same reason, we’re also making sure we tackle attendance issues much more quickly. The toughest challenge is those students in group 3. We’re working so that our pastoral and inclusion teams are communicating more closely to respond to behaviours that may result from special educational needs, and use behaviours to identify unmet needs. We are also responding to the fact that the group of pupil premium students generally responded more gradually than their peers by making sure that, as a whole school, we our applying our ‘Pupil Premium First’ policy consistently.
My next job is to analyse the progress of the groups we set up because poor attendance was the main inhibitor to learning. As always, I welcome any comments or suggestions you may have.