Case Study: Sleuth - The Behaviour Tracking System

School Name:
De Aston School
Type of School:
Mixed Comprehensive School 11-18
Pupils on Roll:
LEA Name:
Implemented By:
Deputy Headteacher
Why did you introduce Sleuth to track behaviour?

Prior to running Sleuth we had no designated system to track behaviour. Initially we had used a detention book in the staffroom and staff would log any incidents that they felt warranted a detention. There was no real consistency to this system and we were unable to track what had led to staff placing students in detention. One impact of this was that students were not fully clear as to what type of behaviour would warrant a detention as it could vary from staff to staff.

We moved from logging detentions in a book to recording them in a database. This improved the system somewhat as we could identify how many detentions each student had got and therefore respond with a better targeted intervention. We still lacked the range of information that would enable us to get a good strategic overview of behaviour and enable us to get a detailed day to day picture of what was going on.

How did you implement Sleuth?

Following a course on Pastoral Management where Sleuth was demonstrated two of our Year Heads recommended the software. We felt it would take us in the direction we wanted to go. Sleuth offered us:

  • The ability to record both positive and negative behaviour
  • The flexibility to tie in the process of recording with our own behaviour policy
  • A range of analysis and reporting that we had previously lacked
  • The opportunity to develop a paperless referral system

The following protocols were developed following a trial of Sleuth during June and July 06. They are the result of a series of discussions with staff during this period.

  1. Although desirable in many instances, entries on to Sleuth need not take place immediately
  2. Whenever an entry is made on to Sleuth, an Action must be indicated on all occasions. Note that additional low-level actions have been made available, for example, "Praise given" and "Spoken to". Please also use the comment box as much as possible, especially if referred to HoD/HoY
  3. As a consequence of 2., the Follow-up button should not be ticked on any occasion
  4. Tutors should log on to sleuth frequently (2/3 times a week) and by using the Restrict list identify the main events for the tutor group over the previous day(s). One suggestion is to publicly announce/broadcast good events to the tutor group, and to have private conversations with pupils regarding negative issues. Another idea is to have a weekly summary of the points tally within a tutor group, both on an individual level and across the tutor group, with the emphasis being on "Points win Prizes". This can be obtained through the "Report" button
  5. HoY should log on every day to check their year group
  6. HoD should log and check every two/three days the events taking place in their subject areas
  7. When teacher detentions are given, the individual member of staff should state to the pupil (and/or write in the planner) when and where the detention will be served. The date of the detention should be entered using the Action start date
  8. When a further action has been requested, for example Referred to HoD or HoY, then that person should take responsibility for the additional action, including notifying the pupil (e.g. for a detention, or work displayed), the tutor, or both
  9. If a subsequent action does take place, then it would be helpful to use the Comment box to record what is taking, or has taken, place. An example here would be to type "Detention done" once a detention has been served. This allows staff to see the outcome of the referral subsequently. Alternatively, the Add Action box can be used
  10. School detentions should be used in two circumstances:
    (a) Work related School detentions can be given only by a HoD (eg failure to attend their detention), HoY (lack of work across a number of subjects areas) or SMT
    (b) Non-work related School detentions can be given by all staff for serious anti-society crimes, eg corridor misbehaviour, abuse to support staff.

Other situations:

  • (a) The removal of a child by Emergency Cover, or to a Departmental haven should be recorded by the teacher requesting removal. The appropriate action should also be indicated (for example, refer to HoD/HoY/SMT)
  • (b) The issuing of "Postcards home". It is felt that this should be monitored and implemented by HoDs and not left to subject staff’s discretion. HoDs are asked to consider the most effective way in which this can be managed.
How has Sleuth improved your behaviour management?

The data generated by Sleuth has benefited us in a number of ways:

OFSTED Inspections - During a recent OFSTED inspection Sleuth was a valuable source of evidence which enabled us to clearly demonstrate the improvements that we had made in reducing poor behaviour whilst increasing the number of positive behaviours. Care and guidance at De Aston School was rated as outstanding. I feel Sleuth has made a significant contribution to this.

Supporting Staff Development - Data in Sleuth has been used to inform our professional development and has influenced the content of our behaviour policy. We are able to make suggestions to staff as to what type of strategies can be used to deal with specific behaviours and identify whether behaviour (positive and negative) is being met with the appropriate response. From the analysis and reports in Sleuth we have produced a flow diagram which outline how certain types of behaviour should be dealt with. This has enabled us to develop a system that has clarity for all members of the school community.

Supporting Staff Roles and Responsibilities - All levels of management within the school have benefitted from having Sleuth:

  • SMT - For the Senior Management Team sleuth offers a clear concise strategic overview of behaviour
  • Heads of Year - Sleuth gives our Heads of Year the ability to easily monitor students in their care. We can quickly identify students who may need additional support and can generate reports that are useful when discussing concerns and successes with parents. Using the points reports has enabled us to introduce an element of competition across Year Groups as the number of positive points accumulated in Sleuth are compared across each tutor group year by year
  • Intervention Support Workers - We have three intervention support workers, two of whom support students who face academic barriers to learning with the other addressing barriers to learning as a result of behaviour. The profiles and reports generated by sleuth on each student are a crucial source of information to support the types of intervention chosen to support our young people. We can also easily monitor how successful each intervention has been.