Case Study: Sleuth - The Behaviour Tracking System

School Name:
Hall Garth Community Arts College
Type of School:
Foundation School 11-16
Pupils on Roll:
LEA Name:
Implemented By:
Assistant Headteacher
How did you implement Sleuth?

Up to now, when an incident occurs, our staff complete a paper-based form which goes to the admin team for entering on Sleuth. Sleuth reports are given to staff based on their role and responsibilities and they can also access Sleuth for themselves to analyse behaviour in their area.

The new online release of Sleuth makes it even easier for staff to access data and now we can customise the searches and reports on each member of staff’s home page we will be able to open up access to all staff to view the reports they need and also reduce our use of paper, saving us time and money. 

Why did you introduce Sleuth to track behaviour?

We track behaviour because we need access to key behaviour data to be effective in our behaviour management.  We considered using our MIS but there was no way of providing the same kind of detail and breadth of reports so we needed a dedicated system and chose Sleuth. Sleuth gives us a detailed and differentiated evidence base for behaviour.

Sleuth was recommended by another local school and one of the behaviour advisors in the authority. It certainly met our needs in terms of ease of use, simplicity of reporting and quick and easy access to data. It also provides a consistent standardised framework for recording behaviour.

How has Sleuth improved your behaviour management?

Support Decision Making - Sleuth has provided us with a better means of identifying and quantifying behaviour issues in our school. It supports us in our decision making regarding interventions and enables us to catch behaviour early. To support early intervention we find the incident count by student report very helpful.

Sleuth has a significant impact on the way we respond to the behavioural concerns of a individual student.

The Senior Leadership Team use the incident count report in Sleuth to pick up on students with the highest number of incidents within each year group. These students will be discussed by SLT and interventions actioned accordingly. We are particularly keen to identify the number of isolations used for each student.

Monitoring Progress - For each of our students on a Pastoral Support Plan the Sleuth reports are very valuable during our 6 weekly meeting where we review progress and set targets. A review of a students’ behaviour will enable us to set very specific targets.

Governors' Meetings - Evidence from Sleuth is used to provide evidence to support the issue of a formal and final written warning for students whose behaviour is giving cause for concern and is issued prior to exclusion.  The variety of reports generated by Sleuth also proves very useful for exclusion tribunal.

Educational Psychologists - The detailed behaviour data in Sleuth is used to support our application for statements especially in the case of students for whom we are seeking an SEBD statement.

Identifying Patterns & Trends in Behaviour - Heads of Year will use Sleuth to communicate concern about certain behaviours to their line managers. They in turn will check to see if the behaviour is specific to a year group or extends across the school. If it specific to a year group then the behaviour might be targeted during a year group assembly.  Whole School issues are dealt with more broadly.

Recently we have noticed that the misuse of mobile phones has increased and become a problem. We could easily see this from the number of incidents broken down by behaviour type. There is now a clear directive that mobile phones can only be used at certain times and in two dedicated areas of the school. At any other time students can expect them to be confiscated.