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Ours is a community of learning, where secure partnerships create opportunities for students, staff, governors, parents and carers alike to participate and grow to become intellectually, emotionally and socially fit for life.

 

We pride ourselves on our positive, person-centred approach to student behaviour at Cedars Academy. It is a fundamental part of the work we do with all our children and young people and it underpins every child and young person’s success in learning.

 

Everything we do begins with the child or young person and their family, and all our children, young people and families are supported by an experienced and highly skilled team of professionals at the Academy.

 

All adults at Cedars Academy follow our proactive behaviour policy. They provide positive role models to support the development of our children and young people’s personal and social skills. This ensures that all our pupils have a secure foundation on which they can develop their own behaviour. Working in this way means that all our pupils are part of a school or college community which is positive, respectful and that continually strives for them to ‘be the best they can be’.

 

We are proud of their successes and achievements and we reward and celebrate their good behaviour and positive attitudes to learning. Furthermore, we acknowledge and understand that some of our pupils have significant challenges relating to their behaviour.

 

Our policy and practices support them through a highly personalised approach consisting of specially tailored programmes which enable them to overcome these challenges and experience the success of doing so.

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A Positive Approach to Behaviour Management

 

Most systems of behaviour modification and management are based on sanction and reward. There is an increasing body of evidence to suggest that sanction of negative behavioural choice is an ineffective method of effecting change.

 

Our approach to behavioural modification will be based on three main components:

 

- An effective reward system based on short, medium and long term rewards, a reduced  behaviour monitoring period and an emphasis on positive reinforcement

 

- Curriculum modification to enhance teaching of social skills, social problem solving skills and emotional regulation

 

- Intervention to ensure that post event learning opportunities are fully utilised

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There will be no use of sanctions on a day to day basis and staff will not use language that can be associated with punitive approaches.

 

All of our interactions with pupils will be positive, avoid confrontation and promote de-escalation.

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