Behaviour and attendance: The role of the senior leadership team (SLT) in leading and managing improvement

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dc.contributor.authorSimpson, Unaen
dc.coverage.spatialUnited Kingdom of Great Britain and Northern Irelanden
dc.date.accessioned2023-04-22T07:31:56Z
dc.date.available2023-04-22T07:31:56Z
dc.date.issued2009en
dc.description.abstractBackground: The purpose of the study was to improve attendance and behaviour in the mathematics department, and to develop a whole-school approach to behaviour and attendance, resulting in improved classroom climate and access to learning. Aims: The main aim is to improve behaviour and attendance in the mathematics department, leading to improved classroom climate and increased access to learning. Methods: The participants in this case study are the National Strategies consultant, the Senior Leadership Team (SLT), the Head Teacher, the Deputy Head, the Attendance Lead, and the B&A consultant. Methods used to improve pupil learning included lesson observations, data comparison of cohorts, test results, CPD approaches, CPD materials, support from senior management, and interventions. Findings: The main findings are that the mathematics department achieved its target of 30% grade C+ at GCSE, CVA improved, attendance improved, exclusions reduced, and the school environment is calmer with increased clarity regarding expected behaviours. Implications: The findings suggest that improved attendance and behaviour can lead to improved learning outcomes, such as increased CVA scores and GCSE results. Additionally, increased ownership of the behaviour and attendance agenda by middle leaders and subject departments can lead to a calmer school environment and increased access to learning.en
dc.identifier.urihttps://hdl.handle.net/20.500.14069/158
dc.language.isoenen
dc.sourcehttps://webarchive.nationalarchives.gov.uk/en
dc.subjectSecondary educationen
dc.subjectBehaviour and attendanceen
dc.titleBehaviour and attendance: The role of the senior leadership team (SLT) in leading and managing improvementen
dc.typeResearch Reporten
lrmi.educationallevelISCED Level 2 Lower secondary educationen
lrmi.educationallevelISCED Level 3 Upper secondary educationen
lrmi.typicalagerange11-18en
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