Case Study: Sleuth - The Behaviour Tracking System

School Name:
The Ridings High School
Type of School:
Mixed Comprehensive School 11-18
Pupils on Roll:
LEA Name:
Implemented By:
Head of Behaviour 4 Learning
Why did you introduce Sleuth to track behaviour?

Before introducing Sleuth we had no system in place to track behaviour. Incident information was recorded in individual student records but there was no system in place that allowed us to collate and analyse all this information. Consequently the only person with any real overview of the behaviour of groups of students was typically the Year Head and Tutor. It was possible to get a basic overview for an individual student, for example, when the incidents had happened and with which member of staff, but not with the detail we now have in Sleuth.

The reports and analysis provided by Sleuth have allowed all our staff to develop a much wider understanding of the behaviour issues we need to address. We have a much better overview of behaviour on a number of levels: whole school, group (year/tutor group, subject area) and for the individual student.

Previously we were not able to have the detailed information we needed for behaviour. Putting Sleuth in place has enabled us to properly manage information about student behaviour. We are now able, because of the detailed analysis, to answer a very specific question about behaviour and by analysing trends, put in place strategies to deal with the identified issue.

How did you implement Sleuth?

Changes to existing practice - Students know that if an incident is recorded on Sleuth with follow-up action requested then it will be dealt with by the Subject Leader or the HoY. To accommodate Sleuth we made significant changes to our paper-based recording system. We redesigned the report form, which was for recording detentions, to include both positive and negative behaviour. We feel this was very helpful in contributing to the overall structure of our behaviour policy. It also meant we could do away with our old detention form which was in triplicate carbon paper form. Other forms, which were used to record behaviours of a different severity than those leading to a detention, were also made obsolete as all behaviours were now incorporated within a single report form. Streamlining our old paper system has been a very helpful and welcome outcome! Our new report form, which is based on the data entry fields in Sleuth, has been a great way of standardising the reporting of behaviour across the school. The structured sequence of tick boxes offer a much more objective report on an incident.

Staff Access & Data Entry - Not all staff have access to Sleuth but those that do are very positive about it. Year Heads and Directors of Upper and Lower School all use it as do all staff in our Behaviour 4 Learning Centre. The Behaviour Administrator inputs details, members of staff often come to the Centre with requests for reports.

How has Sleuth improved your behaviour management?

Sleuth has improved our behaviour management. We are able to analyse whatever question we have - it gives us something to start from even if we aren’t sure where we are going!

Merits & Rewards - We record as much as possible in terms of positive behaviour. As a result of having this information in Sleuth we are able to produce positive letters and we are definitely rewarding positive behaviour much more now. A lot of positive letters are generated in Sleuth - it is fun generating the letter, the Year Head enjoys signing it, the Tutor gets to see a copy and then, of course, parents and pupils like receiving the good news.

The Year Heads also use Sleuth to identify the top-ten pupils, usually by using the Behaviour Points reports, and also to identify the best Tutor Groups. They will reward pupils with recognition, including mention in the Ridings Review, our school newsletter. Other positive letters and Well Done cards are logged into Sleuth too as is 100% attendance for 1/2/3/4/5/6 terms. We don’t log all the merits given in the Lower School but we do log the certificates - Bronze, Silver and Gold that are earnt from accumulated merits.

Managing Detentions - Our whole after-school detention system has been changed partly because it is so easy with Sleuth to see what detentions are set, how many, by whom, for what behaviours. Our SMB decided that we would no longer punish non-completion of homework by issuing an after school detention.

Senior Management have had reports about after school detentions - particularly before and since we changed our detention system - about the types of behaviour detentions are set for.

Supporting Individual Pupils - The Year Heads like to know the top-ten students, we use the Incident Count and Behaviour Points reports in Sleuth to identify the individual pupils. Often the same pupils are at the top of both lists but not always.

Heads of Year and our Behaviour 4 Learning Centre all use individual reports about particular pupils - the types of behaviour exhibited, the subjects with problems, days of week, time of day, location of problems, members of staff involved, trend line. They will discuss the implications with the pupil and with parents. The reports give members of staff something tangible to discuss with parents and pupils.

We also use Sleuth to record bullying incidents. We have a button for Verbal Abuse of Peer and one for Physical Abuse of Peer but we also have one for Bullying - that seems to cover all aspects.

Over the years we have used Sleuth it has improved immeasurably as it continues to be developed. We are convinced it’s the right thing.