Even low-level disruption can have an impact on student learning experiences. Many schools and educators encounter challenges effectively tracking and addressing student behaviour Archbishop Ilsley Catholic School was no different. Explore how they transformed monitoring and tackling with classroom technology Class Charts.
Paper-based system
Before implementing Class Charts, the school managed behaviour through a combination of paper referrals, emails, verbal comments and behaviour logs on SIMS. They found using multiple systems and methods caused delays in reporting, inconsistency and difficulty identifying patterns and commonality across the year group and subjects.
Whole-school transformation with Class charts
After conducting an audit on SIMS and streamlining the behaviour awards lists, the school invested in Class Charts. Tes staff were on hand during the implementation and provided whatever training, assistance or guidance the school needed to ensure they got the most from the product.
After introducing Class Charts, the school could view a live feed of behaviour – both positive and negative - and easily share information parents. Real-time data was also used to reinforce positive behaviour, alongside providing SLT reports to proactively assess poor behaviour and implement interventions.
Results and benefits
The school aimed for a 5:1 ratio of positive to negative behaviour and has consistently maintained a high percentage of positive behaviour since implementing Class charts, resulting in a significant improvement in behaviour management. Class charts also helped the school with pastoral care, allowing for preventative measures and better conversations with parents using data analysis and reporting features. Students also found Class charts effective in managing their homework as it allowed parents to monitor and follow-up on assignments.
Here's what Micky Smith, Head of Year, Archbishop Ilsley Catholic School, has to say about Class Charts:
Having started my new role in January 2019, I was immediately faced by a issue of knowing what my year group were doing. At this stage, staff were using a combination of paper referrals, emails, verbal comments and behaviour logs on SIMS. Not only did this mean I was getting information from several sources, it also meant that any reporting was often delayed or inconsistent. Under this system, issues were potentially going unchecked until they became bigger problems. It was also harder to see patterns and commonality across the year group / subjects.
Having used Class Charts in my previous role, I suggested to SLT that we should look at investing and upgrading our systems. Along with the Assistant Headteacher in charge of behaviour, we went about streamlining these into more manageable lists. We then trialled the system to ensure that it was as simple to use as possible. We then launched live to staff and students in September 2019.
The feedback we received from all stakeholders was overwhelmingly positive. Parents/carers loved how they could see a live feed of the day, both positive and negative.
Staff also felt empowered as there was now the ability to use tangible positive praise as a behaviour management tool as students wanted to receive points as they understood the reward systems that we brought in too.
From a pastoral point of view, my job has become easier as I can deal with situations before they grow into something bigger. It means I can be more preventative than reactive. It also makes conversations with parents and carers better as there is a whole set of data to use to explain the current situation.
I couldn’t imagine not using Class Charts on a daily basis as it really does make life so much easier. Support staff also commented how much simpler sending communication home now is.
I’ll finish by sharing a quote from one of my students which sums up the whole system.
“Sir, can you please tell teachers to not put our homework on Class Charts as my Mom knows before I get in and makes me do it straightaway. She knows too much!”
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