Behaviour, Inclusion and Positive Relationships
At The Heights, we are committed to creating a safe, inclusive and nurturing environment where all pupils can thrive both academically and personally. We maintain high expectations of behaviour, attendance and engagement, recognising that positive relationships and clear routines are fundamental to success. Our approach reflects the principles of effective Alternative Provision, ensuring that every pupil is supported to overcome barriers to learning and achieve positive outcomes.
Pupils are rewarded for making positive choices and demonstrating our school values. Achievement is celebrated through our weekly Celebration Assembly, where pupils are recognised for their successes, progress and contributions to the school community. Throughout the school day, pupils can earn positive points through Arbor for engagement in learning, positive attitudes and demonstrating resilience. Additional recognition includes positive phone calls home, postcards of praise and rewards for acts of kindness, respect and contribution to the wider school community.
Daily assemblies, delivered by the Senior Leadership Team and Behaviour Lead, reinforce our expectations, values and routines. These sessions promote a culture of belonging, inclusion and mutual respect, while providing pupils with regular opportunities to reflect on their personal development and behaviour.
Behaviour across the school is overseen by Miss Morris (Assistant Headteacher and Designated Safeguarding Lead) and supported by Mr Doohan (Lead Behaviour). Together, they work closely with staff, pupils and families to ensure a consistent and supportive approach to behaviour. The Behaviour Team provides guidance, intervention and coaching to staff whilst supporting pupils to develop self-regulation, resilience and positive relationships.
Our behaviour systems are underpinned by a trauma-informed and relational approach. We recognise that many pupils have experienced adverse childhood experiences, disrupted educational journeys or unmet social, emotional and mental health needs. As such, we seek to understand the reasons behind behaviours and respond with empathy, consistency and appropriate support. This approach aligns with current Alternative Provision guidance and supports our commitment to inclusion and safeguarding.
The school’s Behaviour Tier System is introduced to all pupils during induction and is displayed throughout the school to ensure expectations are clear and understood. The Behaviour Team is available throughout the school day to provide timely intervention, support emotional regulation and help pupils successfully access learning.
Restorative practice is central to our approach. When incidents occur, staff work with pupils to repair relationships, reflect on the impact of their actions and identify strategies for future success. Our restorative framework promotes accountability whilst supporting pupils to develop emotional literacy, conflict resolution skills and positive peer relationships.
We recognise that strong partnerships with parents and carers are essential in supporting positive behaviour and successful outcomes. The Behaviour Team and wider school community work closely with families, maintaining regular communication and involving parents in behaviour support planning where appropriate. Positive achievements are routinely shared with home, alongside collaborative discussions when concerns arise, ensuring a joined-up approach between school and family. Through this partnership, we aim to build trust, strengthen engagement and provide consistent support for every young person.
All staff receive regular professional development through the school’s CPD programme, including behaviour management, trauma-informed practice, de-escalation strategies and Team Teach training. Weekly staff briefings provide ongoing opportunities to share effective practice, discuss emerging needs and ensure consistency across the school. Additional pupil-specific strategies and updates are communicated through Behaviour Team briefings and daily notices.
The Behaviour Team works closely with the SEND Team, Safeguarding Team and wider pastoral staff to ensure that pupils’ individual needs are understood and supported. Through effective information sharing, personalised interventions and adaptive approaches, staff are equipped to prevent escalation, promote inclusion and respond effectively when challenges arise.
Our approach reflects the expectations of the evolving Ofsted framework, placing equal importance on behaviour, attendance, inclusion, personal development, safeguarding and preparation for adulthood. Through high expectations, strong relationships and a commitment to understanding each pupil’s individual needs, we support young people to develop the confidence, skills and behaviours needed for future success.
