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Our school’s values

  • High Expectations– of ourselves, our pupils and our school community.
  • Commitment – we are dedicated to raising standards across our school.
  • Ambition – we constantly strive to improve by setting ourselves ambitious and challenging goals.

Many of the young people who attend The Heights, arrive here at a difficult period in their lives. Pupils are taught in small groups, where they  receive the extra support they require. We ensure that the support they receive helps to improve their confidence, self-esteem and develop positive behaviours which enable them to become successful learners in school and prepared for their future working lives.

The standards we expect… clear, simple and understood by everyone

Respect Yourself

  • by taking pride in your appearance and your vocational uniform
  • by taking pride in the  work you complete
  • by accepting responsibility for your own behaviour

Respect Others

  • by treating others with consideration and politeness
  • by caring for others and their property
  • by being welcoming and friendly
  • by moving around the school in a safe and sensible manner

Respect Others

  • by arriving at lessons on time
  • by having all the correct equipment, resources needed
  • by listening carefully and following instructions
  • by working to the best of your ability

Our key habits and routines

  • Clear and simple routines that we practise every day.
  • Regular assembly programme to reinforce expectations.
  • Weekly rewards assembly to identify the behaviours we expect.
  • Structured entry and  dismissals to ensure a calm atmosphere.
  • Weekly PSHE lessons and the wider, carefully planned Personal Development curriculum ensuring that all pupils can develop their character and pursue their talents, hobbies and interests.
  • Clear behaviour expectations, shared and understood by everyone.
  • We use a consistent ‘language for learning’

How we teach our expectations and routines

Through our planned curriculum and daily interactions with each other:

  • We IDENTIFY the behaviour we expect.
  • We explicitly TEACH the behaviour we expect.
  • We MODEL the behaviour we are expecting.
  • We PRACTISE the behaviour that we expect.
  • We NOTICE excellent behaviour.
  • We CREATE the right conditions for excellent behaviour.

Responding to individual needs

  • An ambitious curriculum that meets an individual’s needs through skilful adaptive teaching strategies.
  • Planned and ‘on the spot’ mentoring that forges positive relationships amongst pupils and staff.
  • Restorative approaches to incidents to prevent further incidents or issues between peers.
  • Pastoral Support Staff on call throughout the school day and during social and change over times to ensure smooth transitions around school and to proactively deal with any occurrences.
  • Pastoral Support and Mentoring for pupils who need extra support and time to support in dealing with challenging behaviour, strategies utilised with pupils to promote positive behaviour within the classroom and school.
  • Multi agency approach, where we work together as professionals with families and young people to make them successful.

“The culture and ethos of the school encourages a caring and supportive environment in which learning and good behaviour can flourish.”


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