Research and Evaluation of the Behaviour Improvement Programme

Hallam, Susan, Rogers, Lynne, Castle, Frances, Rhamie, Jasmine, Creech, Andrea and Kokotsaki, Dimitra , DfES (2005) Research and Evaluation of the Behaviour Improvement Programme (RR702) London, UK. Department for Education and Skills 162pp.

Abstract

As part of the government’s Street Crime initiative the DfES funded 34 local education authorities to support measures to improve pupil behaviour and attendance in 2-4 selected secondary schools and their feeder primary schools. Phase 1 of the Behaviour improvement programme was set up in July 2002. Over 700 schools were involved in Phase 1 of the programme. The LEAs were selected on the basis of an indicator combining truancy and crime figures. The behaviour improvement programme (BIP) has now been rolled out in further phases. This report includes evaluations of Phases 1 and 2 of the BIP. Phase 1 over a two year period and phase 2 over a one year period. Key Findings: There was a statistically significant reduction in overall absence in BIP phase 1 secondary schools in comparison with other schools (including selected control schools) from 11.89% in 2001/2 to 10.13% in 2003/4 and in primary schools from 7.65% in 2001/2 to 6.74% in 2003/4. In phase 2 BIP schools there was a statistically significant reduction in permanent exclusions between 2001/2 and 2003/4 and in BIP phase 1 schools, a reduction in fixed term exclusions (incidents and days).
There was evidence of improvements in: • The status of behaviour and pastoral issues within schools • School ethos, policies and practices • The way that schools supported families • Children’s behaviour, well being and learning • Relationships with parents • Staff stress, and • Time spent managing poor performance.
The programme was most effective where: • Support was offered at the level of the individual, the school and the community • The focus was on preventative initiatives • Schools made use of audits and Lead Behaviour Professionals and learning mentors were appointed • A multi-agency approach through the operation of BESTs was adopted • There strong links and co-operation between schools and the BEST and good communication between all involved parties • There were strong management structures for the planning and operationalising of initiatives • There were clearly focused aims and commitment to carrying them out • The programme built on existing provision.

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