Case Study: Sleuth - The Behaviour Tracking System

School Name:
Fleetwood Flakefleet Primary School
Type of School:
Mixed Primary 4-11
Pupils on Roll:
LEA Name:
Implemented By:
The Headteacher
Why did you introduce Sleuth to track behaviour?

Our existing paper referral system didn’t really work for us. To support our statement applications for students (with Social, Emotional and Behavioural Difficulties (SEBD)) we have to clearly demonstrate what we have done to date to support these students. Historically this had involved a significant paper chase.

The outcomes we wanted as a result of deciding to track behaviour were:

  • to have a straightforward but comprehensive means to analyse all our recorded behaviour data. This meant the system needed to be computer-based.
  • We wanted to simplify and standardise the recording/cataloguing of behavioural incidents
  • We wanted to be able to pinpoint our flashpoints
  • We wanted to to complement our assessment data with behavioural data to better meet the individual learning needs of our students

We are now able to get a global picture which enables us to make a link between behaviour and attainment.

How did you record behaviour before Sleuth?

When I was appointed the existing systems were a little adhoc and there was no central means to record information about behaviour. When an incident had taken place and we wanted to refer to previous incidents for a student, it involved a paper chase and a lengthy process of interviewing staff for feedback regarding prior interventions and their impact.

Some staff used behaviour diaries for their class groups. Serious incidents were logged in student records. We put in place a paper based system to try and formalise the recording process but very quickly decided to move to Sleuth to support this process and encourage us to be more consistent.

How did you implement Sleuth?

The introduction of Sleuth marked the start of a completely new initiative. We introduced a Sleuth-friendly referral form which replaced the different adhoc systems that had been running. This marked the start of a consistent and standardised means of recording behaviour.

Staff have the option to either log incidents electronically or fill in a Sleuth friendly referral form. We start to log behaviour in Sleuth when it is Level 2 or above. Level 1 behaviour is dealt with by classroom teachers and other staff using their classroom management repertoire.

Paper referrals are logged by one of our Learning Support team who has a specific role in supporting some of our more vulnerable pupils. She also plays a key role analysing the data.

We are now using the latest online release of Sleuth. The transition was very smooth and there have already been advantages realised in the new release:

  • Easy and Flexible Access - We have found the additional flexibility in using Sleuth very helpful. Some staff will now, if they choose, work on behaviour issues from home.
  • Sharing Data  - We have also had the opportunity to share data which other agencies when we have had meetings off site. We're no longer limited to using it on select computers, we can use it on any computer with internet access
  • Working with Parents - I now use it in our conference room when meeting with parents and with support agencies working with the school

The support we get from the School Software Company is always excellent, as a Headteacher it is exactly what I want.

How has Sleuth improved your behaviour management?

Consistent Behaviour Policy - One area that has really benefitted has been the school behaviour policy. We have a 10 step behaviour Management plan in the school. This had not always been consistently applied. Sleuth has provided us with a useful means to link policy and practise by consistently recording staff responses to behavioural issues.

We are now able to get a complete picture of behaviour in school which enables us to make a link between behaviour and attainment.

Access to key behaviour data at all levels in school - Staff analyse the recorded data to produce a variety of reports depending on their role in school:

  • Classroom teacher - Teachers get a breakdown of the behaviour of all students in their form
  • SENCO - Our SENCO uses the data to monitor certain at risk students.
  • Parents - Parents are provided with reports at Parental interviews and the bar charts in particular are very helpful in enabling us to discuss behavioural concerns constructively
  • Headteacher - As Head I get a monthly summary across the school including a list of the top 3 students within each year group. This information may then prompt a more specific investigation in a certain area

Supporting SEN - The Sleuth reports have been extremely useful in supporting our applications for statementing for our students. The detailed incident report form is very helpful and allows us in detail to demonstrate how we have tried to support our students.

Where we have to refer students to the primary PRU we can also provide clear evidence to support our referrals.

Getting "Sleuthed" - Sleuth has been well received by our staff. The term "sleuthed" is now part of common parlance in our school! The software is invaluable in supporting the working of our Learning Support team in their day to day work addressing behaviour.

Delivering SEAL - We use Sleuth to influence the way we deliver SEAL, in particular with individual students to personalise learning. We may for example, having identified specific behaviours in Sleuth, put together a programme which helps pupils develop their relationship and social skills. We can then monitor the impact of these programmes for each student.