Whitfield and Aspen School
Our main problems prior to using IRIS Adapt were ineffective tracking of pupil behaviours and the difficulty in assessing the impact of interventions. Incidents were recorded on paper, but this made it difficult to analyse the data. Consequently, tracking was not as effective as it could be. There was too much paperwork involved and this made it difficult to do any analysis and look at whole picture.
Ignite Federation (The Revel & Wolvey Primary Schools)
Previously we recorded behaviour and accidents centrally on paper records and in books. This inevitably meant a delay in staff recording things. The delay in recording information sometimes led to incomplete or inaccurate accounts. There was also the difficulty in sharing and accessing the information quickly. For example when a parent phoned, I had to go off looking for the information I needed.
Piper Hill Specialist Support School
Previously staff at Piper Hill spent a lot of time crunching numbers and analysing incident reports manually to try and spot patterns and identify trends. Bound and numbered books were used to record serious incidents. The behaviour support team would then meet with each class team at the end of the week and read through the incident reports to try and identify trends within individual pupil’s behaviour.
Manchester Federation of EBSD Schools
We already had an electronic behaviour management system in place, but the analysis tool was very weak and the whole system was not very intuitive. Also, it was almost impossible to monitor activity across all the separate sites.
Bridglea Primary Case Study
Previously, a lot of time was being spent on writing up incidents of physical intervention with pupils. Because this information was on paper, it meant that accurate data for analysis was not readily available.