‘MILITARY CAMP’ CRACKDOWN IMPROVES PUPILS’ BEHAVIOUR

Ofsted inspectors praise system that came fire from some parents

A SCHOOL’S controversial behaviour policy has been praised by Ofsted for helping to improve students’ learning in lessons.

When the new system of ‘corrections’ was introduced at St Peter’s CE Academy, in Fenton, in September, some parents likened it to a ‘military camp ’.

It revolves around pupils meeting six basic expectations relating to behaviour, punctuality, correct uniform, having their student organiser and not using inappropriate language or answering back.

Any breach can result in a 30-minute detention.

Now the strict discipline policy has proved pivotal in improving pupil behaviour. Ofsted saw the impact for itself when HMI inspector Ian Tustian carried out a recent monitoring inspection at St Peter’s.

In his report, he said pupils felt staff used the sanctions ‘fairly and proportionately’. They also ‘trust and respect staff and this is reciprocated’.

“Pupils describe a sense of ‘togetherness’ that runs through the school community,” he added.

“The new system of after-school corrections means that pupils do not miss out on learning in lessons if they make poor behavioural choices.

“Staff also speak to pupils following a sanction to repair and build relationships. Even though this system is new, early indications are that it is further helping to improve pupils’ behaviour.”

The monitoring visit, which took place in October, was arranged after St Peter’s Academy was judged to ‘require improvement’ in two successive full inspections.

Mr Tustian has now found leaders are taking ‘effective action’ to turn it into a good school. His report said: “Staff want the very best for each pupil. Expectations are high. “Leaders’ plans accurately identify where the school needs to improve further, for instance, in supporting

pupils that need additional help with their reading.

“Staff share your unwavering determination and ambition for the school. Together, you are bringing about sustainable and significant change.”

To improve the quality of students’ work, teachers make regular checks to identify errors or ‘misconceptions’. Pupils say this ‘helps them to learn’.

Following substantial changes to the curriculum, teachers now have more time to ‘strengthen their own subject knowledge’.

But plans to address concerns over some pupils’ reading skills have yet to be fully implemented. Steps so far have included creating subject libraries for geography and history to encourage children to read round topics for enjoyment.

Principal Michael Astley, left, said: “Everyone within the St Peter’s family should be very proud of the report, which once again evidences that we are bringing about sustainable and significant change.”