The overarching aim of our expectations are to promote positive behaviour where students demonstrate kindness, they take responsibility for their actions, and they work hard to manage and improve their behaviour at all times. This is values driven.

We believe that PRAISE and positive behaviour management strategies are the most powerful way of developing a happy and purposeful school. We believe in mutual respect and unconditional positive regard for young people. We believe restorative approaches which develop strong relationships between adults and students are the best way to help students correct their behaviours. We believe in the certainty of any sanction rather than severity. We understand that there is always a root cause to a student’s behaviour and we strongly believe that sanctions alone will not help students repair their behaviour. We teach our students how to behave so they learn to be self-disciplined and make good choices. We have firmly embedded routines and practices to establish a calm and purposeful environment. A clear framework of ‘habits’ help support all our children to reach our high expectations.

The Perfect Climate 

This is designed for classrooms where learning is taking place. If students follow the perfect climate it helps themselves and others achieve things they never thought they could. The Perfect Climate MUST be adhered to in all sessions to ensure that teachers can teach, students can learn, and so that low-level disruption and poor behaviour do not get in the way of students making as much progress as possible in their learning.

In every activity that takes place in a classroom or learning space, teachers must always explain whether Perfect Climate 1, Perfect Climate 2, or Perfect Climate 3 will apply for the activity that the students are about to take part in.

  • Perfect Climate 1 = Silent and focussed work – this means students cannot speak to each other. It is used so students can concentrate in an environment that will help them produce the best piece of work they can independently of others.
  • Perfect Climate 2 = Groups or Pairs – students will have opportunities to talk to each other, to explore and discover and problem solve. While they do this, they must stay focussed on the task and conversations must always be about the task/learning.
  • Perfect Climate 3 = One Voice Everyone Listens – this ensures that whether it is the teacher that is talking or a student that is demonstrating, explaining or asking a question everyone is listening.

Corridor Climate

This is designed for ‘out of classroom behaviour’ when students move around the building. In order that all our students help themselves and others achieve things they never thought they could we ask that when students move through the building they are QUIET and SENSIBLE. This is so students do not disturb the learning of other students and so everyone is safe. Quiet does not mean silent. It means that conversations and the volume of those conversations never disturb the learning of any other students. Sensible means non-contact, no running and behaviour that respects the safety of all other students.

Track the Teacher

When a teacher is talking or giving important instructions in a classroom or outside a classroom we expect students to track the teacher with their eyes and listen to what is being said. We know this will help students understand what the teacher is saying and will also help the teacher understand if they need to adapt their language and approach in order that the student understands what is being said. This habit will also apply when other students are giving explanations or answering questions in a classroom.

Student Attention

At any time in the school building if an adult raises their hand and counts down 3…2…1 students must:

  • Stop what they are doing
  • Be silent by 1

This ensures we can transition swiftly and effectively from one activity to the next in our classrooms. It is a safe and effective way to quickly get students’ attention, so they are ready to learn and listen to key and important messages whether that is within the classroom or outside the classroom.

Reasonable Requests

Many times in the day staff will ask students to follow a reasonable request in line with the values, policies and practices of the school. These are reminders or chances for students to correct things as they move around the school.


Examples of reasonable requests:

  • Bella, could you tuck your shirt in for me… thank you
  • John, could you pick up that litter you have accidentally dropped on the floor and put it in the bin… thank you
  • Stacey, you don’t seem to wearing a tie… could you go to the conservatory and pick up a tie ready for your next session.

We expect students to follow a reasonable request the first time… Before issuing any corrections staff will remind students they have made a reasonable request… ‘I hope you’re not refusing a reasonable request Isabelle, show me what I know you’re capable of, thank you’.

Uniform & Equipment

All expectations regarding uniform and equipment can be found in our Uniform Policy.

Please refer to the policy belo for full details on:

• School uniform requirements
• Equipment expectations
• Hair styles
• Jewellery
• Mobile phones

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On Time (Punctual)

Students are expected to be on time to school every day and on time to every session.