We always have high ambitions for our pupils and are committed to do the best for all of them.

Our self-improving culture of learning across our organisation is underpinned by high quality behaviour for learning. We are a school that aims to develop fully the potential of our students to be ambitious, confident, self-led learners built upon strong relationships, lesson planning and positive recognition.

Our Code of Conduct, Ready, Respectful, Responsible is displayed in each learning space and referred to in conversations around conduct.

Recognition and rewards for effort:

We are all motivated by praise and reward. It boosts our self-esteem; it makes us feel as if our efforts are recognised, that we are valued 

and that we’ve contributed positively to a given outcome. It is not the size or type of reward that is pivotal but the way that it is given.


School level:

·         Praise Wall   

·         Award Certificates 

·         Reward Trip

Department level:

·         Post card/Text /Tweet home

·         Student referral (classroom teacher to send students to S.L for reinforced praise)

·         Lunch queue jumper 

Classroom level:

  • House points or positive notes/sticky notes for their planner
  • Classroom Recognition Board – Identify the students that are showing the dispositions that we desire in our learners. For example: self-regulators , resilient, curious, hardworking etc.
  • Positive phone (all adults in the school should make one call a week)

P&G Rewards

  • House points or positive notes/sticky notes for student’s planner
  • Positive phone call/text
  • Lunch queue jumper

We want to praise and reward our students for their can do attitude and hard work, occaisionally we will need to use consequences when students fail to engage. We also need to consider why such a situation may have arisen.



Actions this is a  sequential process.



Gentle encouragement, a ‘nudge’ in the right direction, small act of kindness



Reminder of RRR, 

READY (Ready to learn, ready to listen, ready to work, readily equipped etc),

RESPECTFUL (to staff, students, the community, the classroom, the school etc)

RESPONSIBLE (learner, in the class, in the dining hall, around the site, outside of school etc). 


Warning – 

A clear verbal warning (delivered privately if possible). Identifying the poor behaviour and outlining next steps.  








This can be a short time out of the lesson (2 minutes maximum*) as an opportunity for the student to cool off and look at the situation from a different perspective

The student must stay back at the end of the lesson to briefly discuss the behaviour and re-affirm expectations. If during room change – dismiss other students a minute early to allow this conversation to happen. 


Internal referral – 

Sometime a student may need to be removed to the Reflection Room (R.R) if the time out has not worked. 


Repair and Reflect


Following a C5, student will be issued with a 30-minute restorative meeting, 5-10 minutes with the teacher before the next lesson.

Students will need to complete any work not completed due to their removal from the classroom. 




A meeting with the teacher, learner and Subject Leader or Progress and Guidance to agree targets for improvement.