Case Study: Sleuth - The Behaviour Tracking System

School Name:
Burnholme Community School
Type of School:
11-16 Specialist Business & Enterprise College
Pupils on Roll:
LEA Name:
Implemented By:
Assistant Headteacher
Why did you introduce Sleuth to track behaviour?

A behaviour tracking system is essential for a school to be able to respond effectively to incidents of poor behaviour. While our old paper-based system did this to some degree it was nowhere near effective enough and was only useful if the paperwork was completed quickly and more importantly passed onto the relevant member of staff so that follow-up action could take place.

Before going for Sleuth, we evaluated the behaviour module in SIMS but it took too long to enter data and it wasn’t possible to record or analyse data in sufficient detail to track behaviour properly. Nothing else offered the same range of evidence that Sleuth provides. Sleuth gives us the detail we need to be able to make decisions, monitor their impact and make sure our policy is working.

Our evaluation criteria and key outcomes included:

  • Removal of paper from the system
  • To make it easy for all staff to report incidents
  • To give staff responsible for follow-up action the necessary information quickly
  • To accurately track incidents of good and bad behaviour
  • To be able to identify patterns and trends
  • To show students that incidents of poor behaviour would be dealt with quickly and fairly
  • To be able to produce reports quickly and easily e.g. for meeting parents

We have been delighted with Sleuth since day one and all our key outcomes were met very quickly. I now cannot think of life without it.

How did you implement Sleuth?

We are completely paperless and every member of staff in the school uses Sleuth to input data and all use it to interrogate data to varying degrees based on their position and responsibilities.

With the new online version of Sleuth the user’s own personal homepage means that they have immediate access to the exactly the data they need. It will help us to focus on being even more systematic in our use of data. We will be able to consider which reports each member of staff should have available on their homepage and a clear focus for their use.

How has Sleuth improved your behaviour management?

The data we produce in Sleuth has a range of practical uses.

Monitoring Tutees - Form Tutors are encouraged to check Sleuth regularly for the students in their form. Subject Leaders and Heads of Year are required to check daily for any incidents which have been tagged for follow-up action. All staff are also aware that unless an incident has been recorded on Sleuth then no action will be taken - verbal referrals are not accepted.

Supporting Managed Moves - We use individual student data from Sleuth to support managed moves and to engage Outside Agencies who can work with us to provide more specific interventions.

Engaging Parents - We regularly use Sleuth reports in dialogue with parents and find the objective presentation of data very helpful. The data is also used at parents evening’s and contributes to an overall picture that we are able to offer parents for each of the students.

Governors Meetings - In feedback to governors Sleuth provides a simple means of sharing a range of detailed data specific to General discipline issues, Exclusions, Seclusions, the behaviour of individuals and of year groups.

Demonstrating Improvements to OFSTED - During our recent Ofsted inspection we were able to use Sleuth to demonstrate how our behaviour policy works and how we make decisions to manage behaviour at all levels.

Reviewing Policy - Our use of sleuth means that we are able to evaluate and modify aspects of our policy with far greater frequency. There is no need for periodic audits of behaviour to give us an evidence base to review policy because we already have this in Sleuth.