School Vision: Preparing our learners for the next step with the best possible outcomes whatever their destination
At Highfield Littleport Academy, we support all students to actively work on developing a range of valued behaviours, which will enable them to be as successful as possible in their next steps of learning and life choices. The valued behaviours all teach qualities which reflect our school values of thinking, creativity, independence, resilience, kindness & teamwork.
Our approach to behaviour is therapeutic in nature and is focussed around our school values. Positive relationships, respect and understanding are at the heart of everything that we do.
For each area we have a bespoke teaching framework which helps teach and promote positive values and behaviours. Developing self regulation skills, understanding of emotions and appropriate emotional responses are key.
The emphasis of our behaviour curriculum is focused on progress over time, which is acknowledged and affirmed in the following ways. These all contribute to developing intrinsic motivation which gives pupils the insight and skills to take their learning beyond the classroom and our school and into their future.
School Culture:
The creation of a positive, collaborative school culture is central to our behaviour curriculum. Supportive pupil-staff relationships are central to our practise and all staff are expected to interact with all students in a way which models respect, develops self-esteem and shows forgiveness. Students are shown the value of being part of and contributing to a positive, collaborative whole and this promotes valued behaviour for all.
Verbal praise and feedback:
Adults maintain a positive dialogue with students including specific feedback relating to the positive behaviour qualities outlined above. Staff are mindful to celebrate engagement and effort as well as achievement. Staff make clear to students the positive consequences of their actions and choices.
Time spent on a motivating activity:
Students are aware that valued behaviours enable time, safety and capacity for more motivating activities as part of the day or term. Treats are never promised as bribes in advance but are presented as a logical consequence of intrinsic motivation and positive decision-making.
Postcards from the Headteacher:
To recognise exceptional achievement or effort, a postcard from the Headteacher is given to a student.
Certificate or award for special achievements:
Some subjects, such as swimming, have certificates to acknowledge progress.
Some events, such as competitions, present prizes to winning entries.
Communication with home through Dojo:
Teachers regularly send Dojo messages home sharing positive moments, interactions, effort or achievement that day.
Sharing of achievements through Evidence for Learning:
All families receive an average of 2 pieces of Evidence for Learning per student per week, sharing progress towards both curriculum and EHCP goals.
To view our behaviour policy please click here. We also have a set of guidelines which inform our practice which you can view here.