Tes: Trusts in Education – Behaviour in Focus
The Tes: Trusts in Education series continued in Birmingham – this time with a focus on behaviour.
Hosted in the glorious Council House in Birmingham, the event brought together a team of recognised experts, with amazing opportunities to network and share best practice.
Chaired by Tes Magazine Editor, Jon Severs, we were able to probe the latest issues and provide attendees with plenty of food for thought.
Over 2 panel sessions we looked at both government policy and practical strategies schools are using to tackle key challenges.
Panel 1: How can policy help tackle pupil behaviour in schools?
With the government focus on inclusion and localism, and with it pushing ‘belonging’ as a key concept, our first panel looked at if we will see a shift in policy to nudge the system towards restorative, relational approaches to behaviour management? And if so, what might that mean for accountability levers like Ofsted and regional teams?
Our panellists were:
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Julie McCulloch, Director of Policy, ASCL
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Natalie Perera, CEO, Education Policy Institute
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Chris Paterson, Co-CEO (interim), Education Endowment Foundation
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Sufian Sadiq, Chiltern Learning Trust, a MAT hub for the Department for
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Education behaviour hubs programme
Panel 2: How are trusts tackling the most common behaviour challenges in schools?
Whether it's low-level disruption, defiance or violent incidents, schools face the same challenges wherever they are located, but the ways they tackle those challenges can differ greatly. In this session, our trust leaders outlined how they track behaviour, identify challenges and support pupils to ensure behaviour gets back on track.
Our panellists were:
- Matthew Shanks, CEO, Education South West
- Rob Haring, CEO, Westcountry Schools Trust
- Keziah Featherstone, Executive Headteacher, Mercian Academy Trust
- Gail Brown, CEO, Ebor Academy Trust
- Lyndsay Harris, Director of Pastoral and Inclusion, Ark Schools
Get on top of behaviour with Tes Class Charts
Rob Haring shared how schools have benefited from using Class Charts across the whole MAT.
“We can track patterns and head teachers can compare and contrast with each other, which is actually a really good, rich space to be.
“It is about though a common language, a common structure and consistency for children, because what we found is even children in times of need and in times of discomfort and when they're calling for help, systems and consistency of approach helps them.
“It's not just about sanctions and correction. It's about celebrating success because the vast majority of children are doing really, really well.”
Class Charts can help make a difference in your school – speak to one of our team about how to get started today!