Behaviour for Learning
At Hadleigh High School, we believe that positive behaviour is fundamental to creating a safe, respectful and purposeful environment where every student can learn and succeed. Our approach is underpinned by our core values of Aim High, Work Hard and Be Kind, alongside clear expectations for conduct, effort and respect.
We want every student to understand what is expected of them and to take responsibility for their choices. Our approach combines positive recognition, clear boundaries and consistent consequences, helping students to develop the attitudes and behaviours that will support them throughout their education and beyond.
Rewards and Recognition
We believe that students should be recognised when they demonstrate our school values, make positive choices and contribute to the school community. Staff regularly recognise students for their effort, achievement, behaviour, attendance and wider contribution.
Our rewards include:
- Positive Points, awarded through Arbor for demonstrating our school values and making a positive contribution.
- 100% Attendance Club, recognising students who achieve excellent attendance.
- Aim High, Work Hard, Be Kind certificates, nominated by Form Tutors.
- Recognition of achievement, progress, effort and positive contributions through assemblies and other school celebrations.
- End-of-year activities and celebrations.
Our rewards are designed to celebrate success and reinforce the behaviours and attitudes that we want to see across our school.
Consequences
We are proud that the vast majority of our students consistently demonstrate hardworking, respectful and kind behaviour. However, when expectations are not met, we have a clear and consistent C1–C3 consequence system to help students recognise when their behaviour needs to change.
The system provides students with opportunities to make better choices:
- C1 – the student is given a clear warning that their behaviour needs to change.
- C2 – if the behaviour continues, the student receives a further warning and is moved to a different seat within the classroom.
- C3 – if the behaviour continues, the student is removed from the lesson to the Reset Room for the remainder of the lesson and receives a D15 lunchtime detention.
- Two C3s in one day – the student will spend the remainder of the school day in the Reset Room.
The purpose of the system is to provide clear boundaries and consistent responses while giving students the opportunity to reflect on their choices and change their behaviour. It also ensures that lessons remain calm and purposeful so that all students can learn.
Additional Support
We recognise that some students may experience difficulties that make it harder for them to consistently meet our expectations. Where a student is experiencing repeated difficulties with behaviour, engagement or other aspects of school life, we will seek to understand the reasons behind this and identify appropriate support.
Students who are struggling within the mainstream school environment may be supported by our Inclusion Year Learning Leader, who works across all year groups. Where appropriate, the Inclusion Year Learning Leader temporarily takes on responsibility for supporting the student, working closely with them, their family and relevant staff to identify barriers, develop positive strategies and help them to succeed.
The aim is for students to develop the skills and behaviours they need to re-engage successfully with their year group and return to the support of their usual Year Learning Leader.
Our approach is therefore about high expectations alongside appropriate support. We want students to understand that their choices matter, while ensuring that those who need additional help are given the opportunity to make positive changes and succeed at Hadleigh High School.