Case Study: Sleuth - The Behaviour Tracking System

School Name:
Robert Bruce Middle School
Type of School:
Mixed Middle 9-13
Pupils on Roll:
LEA Name:
Implemented By:
Behaviour Support Coordinator
How did you record behaviour before Sleuth?

Prior to introducing Sleuth we used a purely paper based system. Concerns were noted on our Pupil Information Notes which were passed to our Form Tutors. These were then filed in pupil records. As there was no straightforward way of using the data it was difficult to keep on top of behaviour and it was easy to miss what are now quite obvious things. I had in my previous school used the behaviour log in the MIS system to make notes about behaviour. The real weakness was that there was no easy way to correlate the information.

Why did you introduce Sleuth to track behaviour?

What attracted us to Sleuth was the ease of reporting and the flexibility to adapt the system to meet our needs.

How did you implement Sleuth?

We made changes to our existing Pupil Information Note so it was more in keeping with the recording framework in Sleuth. These forms once filled in by staff are handed to the Behaviour Support Coordinator who logs them and then triggers the appropriate action and referral. We use Sleuth to track both positive and negative behaviour.

How has Sleuth improved your behaviour management?

Rewarding Positive Behaviour - We use sleuth to manage our House Points reward system. Points can be awarded for: Effort, Good Work, Achievement, Good Behaviour, An External Award, Showing Responsibility, Achieving Behaviour Targets. Each week we produce a set of reports that detail the number of positive points that each student has been allocated. We also produce a report that gives a balance of positive and negative points. Rewards are then allocated according to the number of points gained.

Staff have two means of recording positives:

  • They can issue a House Points slip which indicates the number of house points scored. These slips can be used to allocate 1, 2, 3, 4, 5, 10, 15, 20, or 25 points depending on the level of the behaviour or achievement. These are recorded as a house-points-slip on the behaviour page and on the action page there is a button for each points score which is logged as the action
  • Staff also have a 2 point sheet which is more consistent with the negative slip. This is used to allocate students two points only and is often used where multiple students are involved in the same behaviour

Both slips are put in a post box in the library and are collected daily by the Behaviour Co-ordinator.

Communicating Behaviour Issues to Staff - Every week reports are handed out to the Senior Management Team, the Heads of Year and Form Tutors. Each are given a report detailing the incident count for each student and a summary of behaviour, either whole school, for their year group or for their tutor group. These reports allow us to keep on top of behaviour and respond much more quickly. Students who record a certain number of incidents in sleuth will then be placed on report by the tutors for closer monitoring. If we notice a particular behaviour like "Disrespect to Peer" beginning to appear frequently we might look to address this through PSHE or a social skills programme.

Support for Students with SEN - The reports from Sleuth have been very useful in supporting our requests for statements. We have a good evidence base to support our applications and can clearly demonstrate a systematic approach to student support. The data is also invaluable when we are attending Multi Agency meetings to discuss a a student.

Reports for Governors - Other uses for our data includes feedback to parents and governors. Our governor with responsibility for behaviour spends one afternoon a month with the Behaviour Support Coordinator examining the behaviour profiles from Sleuth. This forms the basis for ongoing feedback to Governors in addition to an annual report on behaviour.