Behaviour

At Beaumont Hill Academy, all staff work very hard to establish positive relationships with young people in order to support their diverse needs. We believe in the importance of promoting a positive learning climate through high expectations of behaviour, clear and meaningful rewards and effective de-escalation strategies that are bespoke to each individual student.

Due to the very effective relationships that staff nurture with our students, behaviour is very successfully managed to the extent that low level disruption has been noted in only 1% of all lessons in our secondary and primary departments and only 5% of all lessons in our Stephenson Centre.

Due to the complex needs of many of our young people, we believe in the importance of managing behaviour holistically. All staff write termly ‘All About Me’ profiles which highlight students preferred learning styles and ensure that an effective and safe learning environment is established to facilitate engagement and quality teaching and learning. Where appropriate, these profiles are written in conjunction with students and they are shared annually with parents and professionals as part of the EHC review process.

We celebrate positive behaviour through a range of age and ability appropriate approaches including:

A copy of our Beaumont Hill Behaviour Policy can be found here Beaumont Hill Academy Behaviour Policy.docx This policy outlines our approaches and rationale for positive behaviour management across our school.

Students in the Stephenson Centre require a distinct approach to behaviour management which reflects the social, emotional and health needs (SEMH) that these students present with. For this reason, a separate Stephenson Behaviour Policy can be found here Beaumont Hill Academy Stephenson Behaviour policy.docx This policy compliments the whole school behaviour policy and provides information on additional approaches that are used to support students with a primary need of SEMH.

Where a student is at risk of demonstrating challenging behaviour, staff write and share sensitive Behaviour Plans to ensure that staff consistently apply effective de-escalation skills to reduce the likelihood of challenging behaviour occurring.