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Using a theory-based approach combining realist evaluation and qualitative comparative analysis, the report examines behaviour outcomes for programme partner schools, change mechanisms, and variation across schools and respondent groups. 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The programme promotes collaboration between exemplar “lead” schools/MATs and partner schools working to enhance pupil behaviour.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the evaluation assess whether the programme worked?",{"text":117,"@type":113},"The evaluation uses a theory-based approach combining realist evaluation and qualitative comparative analysis. It examines behaviour outcomes, change mechanisms, and differences across schools and respondent groups.",{"name":119,"@type":110,"acceptedAnswer":120},"What evidence does the report provide about changes in pupil behaviour?",{"text":121,"@type":113},"Staff observed substantial improvements in pupil behaviour after programme implementation compared with the earlier period. The report notes the strongest gains in schools with lower pupil-teacher ratios, small primary schools, and large secondary schools.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},587965,1792191311,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962085564381,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Evaluation of the Behaviour Hubs  \nprogramme  \nFinal report  \nJanuary 2026  \nBarbara Befani, Isobel Finlay, Armin Ferenci, Lila Ovington, Josh Stevens, Liza Benny (NatCen)  \nContents  \nList of figures 3  \nList of tables 4  \nExecutive summary 5  \nEvaluation Aims and Objectives 5  \nKey findings 6  \nRecommendations 9  \n1. Introduction 10  \n1.1 Policy context 10  \n1.2 The Theory of Change 13  \n1.3 Evaluation aims 15  \n2. Methodology 16  \n2.1 Overall approach 16  \n2.2 Phases of the evaluation 17  \n2.3 Case studies 20  \n2.4 Qualitative Comparative Analysis 22  \n2.5 Limitations 27  \n3. Findings: Behaviour outcomes in the programme partner schools 28  \n3.1 Behaviour ratings 28  \n3.2 Change in Behaviour Outcomes 31  \n4. Findings: Did the programme work? 52  \n4.1 Extent to which the programme worked 52  \n4.2 Why the programme worked (or not): the change mechanisms 54  \n4.3 Why the programme worked (or not): the processes that triggered change 60  \n4.4 Why the programme worked (or not): factors external to the programme 69  \n4.5 Why the programme worked (or not): a diverse set of successful pathways from  \ndifferent contexts 75  \n5. Conclusions 83  \n5.1 Summary of findings 83  \n5.2 Lessons learned: are the outcomes sustainable? 88  \n5.3 Recommendations 89  \nAnnex 1: QCA survey questions 90  \nAnnex 2: Conditions included in tested QCA models 93  \nAnnex 3: QCA survey questionnaire 94  \nAnnex 4: Topic guides 105  \nInterview with lead school’s SLT 105  \nInterview with partner school’s SLT 110  \nFocus group with teachers 116  \nFocus group with year 9 pupils 121  \nFocus group with year 6 pupils 126  \nAnnex 5: Accessible version of the Theory of Change 131  \nReferences 134  \nList of figures  \nFigure 1: Behaviour Hubs Theory of Change 14  \nFigure 2: Structure of Context-Mechanism-Outcome (CMO) explanation 17  \nFigure 3: Phases of the evaluation 18  \nFigure 4: QCA survey themes / factors 24  \nFigure 5: Staff ratings of pupil behaviour at baseline and follow-up 29  \nFigure 6: Behaviour management themes 33  \nFigure 7: Behaviour policy implementation themes 38  \nFigure 8: Percentage of staff reporting positively on the consistency and application of  \nbehaviour rules at baseline and follow-up 44  \nFigure 9: Breakdown of programme related factors investigated in the QCA survey 62  \nFigure 10: Breakdown of relevant factors external to the programme 70  \nFigure 11: Pathways to behaviour improvement 84  \nFigure 12: Success factors and barriers to behaviour improvement 87  \nList of tables  \nTable 1: Programme information for different cohorts ...................................................... 12  \nTable 2: Programme participation by school term for different cohorts ............................19  \nTable 3: Partner schools included in the qualitative research for both waves ..................20  \nTable 4: Calibration of context conditions ........................................................................26  \nTable 5: Key success pathways by context .....................................................................77  \nExecutive summary  \nThe Behaviour Hubs programme was launched as a three-year funded initiative to support schools and Multi-Academy Trusts (MATs) in improving behaviour. The programme encouraged 'lead' schools and MATs with exemplary behaviour cultures to collaborate closely with 'partner' schools seeking to improve their pupil behaviour. It aimed to improve the behaviour culture in partner schools and spread good practice across the country.  \nThe programme launched in April 2021 , ran over nine cohorts of partner schools, and was open to primary, secondary, alternative provision (AP), special schools and trusts. It built on centrally organised bespoke resources and a taskforce of behaviour advisers, delivering customised specialist training and networking events, open days, and building relationships between schools.  \nThe programme enabled over 650 schools to receive support through three streams:  \n• a core stream for sch","cbCaitkMMoFVWoz2","https://ap.wps.com/l/cbCaitkMMoFVWoz2","pdf",1209814,136,"English","# Executive summary\n## Evaluation Aims and Objectives\n## Key findings\n## Recommendations\n# 1. Introduction\n## 1.1 Policy context\n## 1.2 The Theory of Change\n## 1.3 Evaluation aims\n# 2. Methodology\n## 2.1 Overall approach\n## 2.2 Phases of the evaluation\n## 2.3 Case studies\n## 2.4 Qualitative Comparative Analysis\n## 2.5 Limitations\n# 3. Findings: Behaviour outcomes in the programme partner schools\n## 3.1 Behaviour ratings\n## 3.2 Change in Behaviour Outcomes\n# 4. Findings: Did the programme work?\n## 4.1 Extent to which the programme worked\n## 4.2 Why the programme worked (or not): the change mechanisms\n## 4.3 Why the programme worked (or not): the processes that triggered change\n## 4.4 Why the programme worked (or not): factors external to the programme\n## 4.5 Why the programme worked (or not): a diverse set of successful pathways from different contexts\n# 5. Conclusions\n## 5.1 Summary of findings\n## 5.2 Lessons learned: are the outcomes sustainable?\n## 5.3 Recommendations\n# Annex 1: QCA survey questions\n# Annex 2: Conditions included in tested QCA models\n# Annex 3: QCA survey questionnaire\n# Annex 4: Topic guides","[{\"question\":\"What is the Behaviour Hubs programme intended to achieve?\",\"answer\":\"It is designed to support schools and Multi-Academy Trusts in improving behaviour. The programme promotes collaboration between exemplar “lead” schools/MATs and partner schools working to enhance pupil behaviour.\"},{\"question\":\"How does the evaluation assess whether the programme worked?\",\"answer\":\"The evaluation uses a theory-based approach combining realist evaluation and qualitative comparative analysis. It examines behaviour outcomes, change mechanisms, and differences across schools and respondent groups.\"},{\"question\":\"What evidence does the report provide about changes in pupil behaviour?\",\"answer\":\"Staff observed substantial improvements in pupil behaviour after programme implementation compared with the earlier period. The report notes the strongest gains in schools with lower pupil-teacher ratios, small primary schools, and large secondary schools.\"}]","Evaluation of the Behaviour Hubs programme - Final report | PDF",1792063933,343]