Turning Engagement Data into Leadership Action

Barton School

Using the Engagement Model to strengthen group learning and make small-step progress visible

Barton School investigated whether the Engagement Model could help colleagues recognise progress that behaviour data alone might not capture.

As the school moved from highly individualised provision towards more shared learning, the team wanted to understand how pupils could be supported to participate without compromising safety, belonging or personalised support. Over 16 weeks, classroom video, engagement scores, learning intention progress, behaviour incidents and staff reflection were used to understand pupils’ readiness for group learning.

The inquiry helped staff identify meaningful change, understand fluctuations in engagement and adapt targets, routines and support before disengagement became escalation. The project also supported a more strengths-based and solution-focused dialogue between education and clinical colleagues.

Key insight: If leaders only track behaviour, they risk missing progress.

Read the Full Project Write-Up