Schools - fostering a positive, inclusive and safe environment: guidance

Section 6: Monitoring and reviewing impact

Effective approaches to positive relationships and behaviour requires ongoing monitoring and review. This should be done at:

• individual level, to assess whether interventions support the child or young person in the most appropriate way and have been successful in responding to the behaviour
• school level, to identify trends or patterns over time and use this to inform improvement planning

Schools should routinely:

• track behaviour patterns over time, at individual and school level
• review whether responses are having the intended effect
• involve the child or young person in reflecting on what is working
• adjust approaches in response to emerging or changes in circumstances

Regular review helps ensure that responses remain relevant, fair, and effective. Where the same behaviours persist despite intervention, schools should revisit their understanding of the behaviour and consider whether the support in place is sufficient or needs to be adapted. Where approaches are not working, school staff should follow escalation processes, including seeking the advice of their local authority where appropriate. Monitoring is a key part of ensuring behaviour support is both child-centred and supports long-term change.

Schools should regularly review the consistency of expectations and consequences. This can be achieved through:

• staff discussions and professional dialogue
• children and young people and staff feedback
• behaviour data analysis
• whole school approaches
• engaging with the whole school community