Supporting students through behaviour improvement programmes

This digest found in

How did the pupils benefit?

Pupils benefited from the behaviour improvement programmes in a number of ways including:

reduction in absence in schools that participated in the programmes compared to non-programme schools in both the primary and secondary sector;
reduction in both the frequency and the number of days of fixed term exclusions (BIP);
improvement in students’ attainment (PBAP); and
positive impacts on pupils’ behaviour and well-being – including confidence, communication, social relationships, playground behaviour and attitudes to school, improvements in working environment and control of emotions.

One illustration of positive impact concerned a school in which the BEST behaviour support teacher provided supplementary one-to-one support in mathematics for a Year 9 pupil, who had potential in the subject but who showed challenging behaviour. Liaising with the subject teacher, the behaviour support teacher met with the pupil once a week, for two terms. These sessions offered an opportunity to look at forthcoming work, to check homework and to revise work with the student. Her teacher reported positive effects on behaviour and attainment: ‘If you get the students to work on the task set, it works hand in hand with behaviour … The behaviour is not an issue because they’re actually focusing and following the work’.

In the BPAP evaluation school improvement initiatives based on ‘teacher coaches’ and small group working were linked with improvements in writing scores in national tests at key stage1 and in their English and mathematics tests at key stage 2.

Your path: Home > Welcome to The Research Informed Practice Site (TRIPS) > Themes > Behaviour > Supporting students through behaviour improvement programmes > How did the pupils benefit?
Research Home Themes \| Find digests \| About the digests resources glossary researchers contact TRIPS Introduction How did the pupils benefit? How did schools and their staff benefit from working with other agencies? What impact did behaviour improvement programmes have on parents, families and the community? How did the location and structure of BESTs affect their work? How did behaviour improvement programmes support schools, students and parents? How was the evidence collected? What are the implications for practice? Where can I find out more? Send us your feedback Collated digests To find out more about collated digests click here Get Word Reader Supporting students through behaviour improvement programmes This digest found in Behaviour Send to a friend Word doc 90KB Printer friendly Collate for later How did the pupils benefit? Pupils benefited from the behaviour improvement programmes in a number of ways including: reduction in absence in schools that participated in the programmes compared to non-programme schools in both the primary and secondary sector; reduction in both the frequency and the number of days of fixed term exclusions (BIP); improvement in students’ attainment (PBAP); and positive impacts on pupils’ behaviour and well-being – including confidence, communication, social relationships, playground behaviour and attitudes to school, improvements in working environment and control of emotions. One illustration of positive impact concerned a school in which the BEST behaviour support teacher provided supplementary one-to-one support in mathematics for a Year 9 pupil, who had potential in the subject but who showed challenging behaviour. Liaising with the subject teacher, the behaviour support teacher met with the pupil once a week, for two terms. These sessions offered an opportunity to look at forthcoming work, to check homework and to revise work with the student. Her teacher reported positive effects on behaviour and attainment: ‘If you get the students to work on the task set, it works hand in hand with behaviour … The behaviour is not an issue because they’re actually focusing and following the work’. In the BPAP evaluation school improvement initiatives based on ‘teacher coaches’ and small group working were linked with improvements in writing scores in national tests at key stage1 and in their English and mathematics tests at key stage 2.