Behaviour

Pupils say behaviour worsened on hubs programme, DfE study suggests

However school staff involved in £10m scheme more positive on impact and feel better supported, early evaluation states

However school staff involved in £10m scheme more positive on impact and feel better supported, early evaluation states

21 Nov 2024, 14:22

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Pupils in schools supported through a £10 million government scheme to improve behaviour say it actually got worse, an interim evaluation report found.

However staff reported much more “positive” change in behaviour, and also felt “more supported” after the scheme.

Schools in the poorest areas also benefitted more, the Department for Education-commissioned report, showed. But the study, released this morning, urged caution on its findings.

Staff positive, pupils less so

Launched in 2021, the behaviour hubs programme, led by government tsar Tom Bennett, matches “lead” schools, which are known for having a good culture, with “partner” schools looking to improve.

Tom Bennett

More than 650 schools have been given support either through a “core” 12-month offer, a one-year “extended” plan for those needing personalised help or a two-year course for MATs wanting to implement change across several academies. 

When comparing the results of surveys conducted in the first term of the programme to those received towards its end, pupil reported a “negative but small” change in behaviour.

Overall, the proportion “rating behaviour positively decreased from 27 per cent to 25 per cent” over the period.

In schools with high deprivation levels, the figure slightly improved from 25 per cent to 28 per cent. But in better-off ones, the “percentage decreased from 27 per cent to 24 per cent”.

However, staff were much more positive about the scheme’s impact, with those rating behaviour positively rising from 44 to 49 per cent.

‘Teachers best placed to see change’

Bennett said he was “delighted to see that the report recognises the significant impact that being on the programme has made for so many schools”.

Staff are “best placed to understand more broadly if the culture needle has changed, because they’re adults and trained professionals who understand the challenges that misbehaviour can cause them”.

“Student voice also matters, and we now need to look closely to see what the student perception score means, or if it is even a statistically significant finding given the size of the difference from the baseline,” he added.

“It’s feasible, for example, that some students might not see the changes being made in other parts of the school than their immediate surroundings. But that needs more research.”

The report said before schools joined the programme, behaviour policies “predominantly emphasised punishment, offering few incentives to encourage good behaviour”

But afterwards, there was an “increased focus on rewarding positive behaviour, which was appreciated by pupils, and on de-escalating incidents in class”. 

Biggest impact in poorer schools

Staff also saw “rule-enforcing routines” introduced to “minimise teacher discretion and improve predictability”, with parents more actively engaged to discuss how schools dealt with issues.

Researchers found the largest improvements in “schools receiving extended support” and those with high deprivation levels. 

The report stated: “Overall, the analysis of qualitative and quantitative data conducted so far paints a fairly comprehensive picture of the results achieved.

“Teachers, especially the SLT, acknowledge the programme’s importance in facilitating the development and consistent implementation of behaviour policies.

“However, pupils do not report significant changes before and after the introduction of behaviour hubs; in fact, in some schools, the survey data indicates that pupil perceptions of behaviour have slightly worsened.”

But the report said results should be “interpreted with caution” as surveys had a “limited focus” on contextual factors, including resources made available by the programme.

Others have also pointed out the survey did not account for changes nationally in behaviour – which has also been getting worse.

“It is perhaps no surprise that the only two factors to emerge as significantly correlated with change in behaviour ratings were deprivation levels and type of programme support,” the study added.

But the evidence “so far suggests quite consistently that schools with high deprivation levels benefited more… and that staff felt more supported after the behaviour hubs programme than before”.

Staff shortages a barrier to improvement

Listed among the barriers to improvement was staff shortages, especially among those in senior roles. This was “given as the main reason behind withdrawals and extension requests”.

In some cases, schools “simply had too many staff absences”, while others were “involved in too many other initiatives”, leaving them with insufficient leadership resources. 

“Accounts included references to SLT not expecting the programme to create such an administrative burden for them.” 

However, the researchers stressed their findings into how change was brought about “have limited generalisability”. A subsequent data collection phase is “in design” with the aim of understanding the extent to which mechanisms for change “can be generalised across the programme”.

Bennett also pointed to Education Development Trust analysis that shows 62 per cent of the 167 schools that graduated from the programme are now ‘good’ or ‘outstanding’. Before enrolling, only 32 per cent were rated ‘good’ or better. 

A Schools Week investigation last month found government had spent nearly £700 million funding 13 hubs as part of its push for a schools-led system to share best practice. But, they had only published four independent evaluations on how effective they were.

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