Behaviour and its impact upon educational attainment; a whole school approach

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Priest, Alison
Issue Date
Educational Level
ISCED Level 1 Primary education
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Background: The purpose of the study was to link initiatives within Achievement for All (AfA) to provide a whole school initiative with distributed leadership roles and responsibilities, with the goal of improving parental engagement and pupil outcomes relating to reading.

Aims: The main aim of this development work was to improve parental engagement, reduce the number of negative playground incidents, and help pupils with SEND achieve 3 sub-levels of progress.

Methods: The participants in this case study include assistant headteachers, deputy headteachers, governors, head of school improvement, headteachers, leading teachers, middle leaders, parents, phase leaders, pupils, senior leadership teams, SIPs, teachers, and local authority staff. Methods used included structured conversations, CPD, coaching, provision mapping, Quality First Teaching, and play development worker to increase engagement and reduce negative incidents.

Findings: The main findings of this case study are that dedicated time for the AfA lead, a play development worker, structured conversations with school staff, and CPD sessions on dyslexia and autism have had a positive impact on pupil learning, teaching, and school organisation and leadership.

Implications: The findings suggest that dedicated time for AfA lead, supply staff, and a play development worker are essential elements for successful implementation of the project. Structured conversations, provision mapping, and observation of school life are also important for successful outcomes.
Keywords (free text)
Nursery education , Infant education , Behaviour and attendance , PSHE
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