Behaviour for learning
Ofsted: ‘’The school’s approach to pupils’ behaviour is exemplary. Staff know and understand the specific SEMH needs of every pupil. The school works intelligently and with empathy in the best interests of pupils. It has created a positive culture in which pupils can thrive. The school has established exceptional practice in meeting pupils’ behavioural needs.''
Behaviour for learning
Ofsted: ‘’The school’s approach to pupils’ behaviour is exemplary. Staff know and understand the specific SEMH needs of every pupil. The school works intelligently and with empathy in the best interests of pupils. It has created a positive culture in which pupils can thrive. The school has established exceptional practice in meeting pupils’ behavioural needs.''
Jonny Waterworth
Engagement Lead
Jonny is our Engagement Lead who is responsible for developing and implementing strategies to support positive behaviour and emotional well-being among our students with SEMH needs. His role involves working closely with students, staff, and parents to create a safe and supportive learning environment and create opportunities for meaningful participation in school activities and learning experiences. His proactive approach helps to identify and address barriers to engagement, promoting a sense of belonging and motivation among students where they can thrive academically and emotionally.
Ofsted:
‘’The school’s approach to pupils’ behaviour is exemplary. Staff know and understand the specific SEMH needs of every pupil. The school works intelligently and with empathy in the best interests of pupils. It has created a positive culture in which pupils can thrive. The school has established exceptional practice in meeting pupils’ behavioural needs.''
At Brooklands School, we believe that positive (learning) behaviour is vital to success and achievement in the classroom. We support children with a range of severe Behavioural, Emotional and Social Difficulties that may have impacted negatively upon their attainment and achievement in the past.
It is important that all our children understand, and are supported in the acquisition of positive behaviour skills that support their learning and progress.
We understand that this may take some time for children new to the school and therefore clearly defined firm, fair and consistent boundaries are set in place from the very first day. Experience tells us that the children will thrive in such an environment as they feel safe, secure and valued.
Behaviour for learning skills are consistently praised and reinforced, with classroom posters and reward points.
Therapeutic Passports
Each student has a specific Therapeutic Passport that is put together by our staff when a student starts their education journey with us, it is a document that helps staff understand what makes a child feel safe or dysregulated, it encourages students to express their needs, preferences and triggers in their own words. Having this document ensures all adults working with the student have access to it which will help reduce misunderstandings and reactive responses by offering proactive strategies.
At Brookland school, we are committed to fostering a positive, respectful, and inclusive environment where every student can thrive. Our Behaviour Policy outlines the expectations we have for all members of our school, emphasising mutual respect, responsibility, and a commitment to learning. It serves as a guide to help maintain a safe and supportive atmosphere that encourages personal growth and academic success.
To ensure consistency and fairness, the policy also details a clear system of sanctions for instances where behaviour falls short of our expectations. These measures are designed to be constructive, helping students understand the impact of their behaviour and encouraging them to make positive choices in the future.
Positive Behaviour
At our school, we celebrate and nurture positive behaviour through our PRIDE Points system—an ethos built around;
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Positivity
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Respect
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Innovation
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Determination
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Empathy
These core values shape not only how we learn, but how we grow as individuals and as a community. Whether it's showing kindness to a peer, embracing a creative solution, or persevering through a challenge, every PRIDE Point earned reflects a moment of character and care and will go towards a reward at the end of term.
By recognising and rewarding these behaviours, we empower our students to thrive emotionally, socially, and academically building a culture where everyone feels valued, supported, and inspired to be their best selves.
P
Positivity
Encouraging others, greeting others with a smile, thanking teachers, staff and classmates for their help
R
Respect
Take care of books, supplies and equipment. Keep classrooms and playground clean and arrive on time ready to learn
I
Innovation
Creating a story, poster or presentation that blends ideas in unexpected ways, coming up with questions and doing extra research on your own and finding solutions to problems
D
Determination
Trying again after making mistakes, staying focused even when work is challenging or takes a long time and trying to make better choices
E
Empathy
Noticing when a classmate looks sad, worried or lonely and asking "are you okay?", recognising that others might learn differently and not making fun of mistakes and helping younger students
Behaviour Sanctions
When a student struggles to regulate their emotions or behaviour, we respond with supportive interventions. These responses are designed to help the young person feel safe, understood, and empowered to reflect and reconnect.
We use natural and logical consequences, guided reflection, and restorative conversations to promote accountability while preserving dignity. Our aim is not to control, but to co-regulate creating opportunities for growth, healing, and trust.
These behaviours are not logged on Arbor they are the first warning
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Intimidating Others
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Invading Personal Space
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Low Level Disruption
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Refusing to Engage
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Swearing
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Teasing & Hurtful Comments Towards Others
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These behaviours are not logged on Arbor they are the second warning
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Intimidating Others
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Invading Personal Space
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Low Level Disruption
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Refusing to Engage
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Swearing
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Teasing & Hurtful Comments Towards Others
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These behaviours are logged on Arbor, students will have reflection time with a member of staff or if the student is in Year 6 they will lose some of their free time.
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Attempting to Hurt Others
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Deliberate Damage to Property
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Discrimination
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Intimidating Others (First & Second Warning already given)
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Invading Personal Space (First & Second Warning already given)
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Low Level Disruption (First & Second Warning already given)
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Refusing to Engage (First & Second Warning already given)
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Swearing (First & Second Warning already given)
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Teasing & Hurtful Comments Towards Others (First & Second Warning already given)
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Spitting
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Targeted Violent Threats
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Unsafe Behaviour/Choices
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These behaviours are logged on Arbor, students will have reflection/intervetion time with our Engagement Lead
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Absconding Offsite
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Assaulting Other Students
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Assaulting Staff
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Bullying
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Persistent Discrimination
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Racism/Homophobic Language
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Setting Off Fire Alarm
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Sexualised Comments
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Vaping/Smoking
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The behaviours are logged on Arbor, Students that significantly compromise safety or wellbeing are understood as expressions of extreme dysregulation or unmet needs, while we always seek relational and resorative pathways first, a suspension may be necessary as a protective measure when such behaviours pose serious risk to the individual or others.
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Absconding Offsite
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Assaulting Other Students
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Assaulting Staff
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Bullying
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Vaping/Smoking
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Persistent Discrimination
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Prohibited Items
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Racism/Homophobic Language
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Setting Off Fire Alarm
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Sexualised Comments
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Our staff training
All our staff are TCI (Therapeutic Crisis Intervention) trained within their first 6 months of employment with us, the course is a week-long intense course where staff learn how to de-escalate dysregulated/challenging behaviour using various different techniques and strategies. It helps to provide a better understanding of why children act the way they do and how we can support them to regulate their emotions, learn, develop and grow. During this course staff are also trained to restrain students safely at a time of crisis once all other de-escalation techniques and strategies have been used to ensure the safety of both the student, other students and staff.
Other courses our staff attend to ensure they are fully trained in dealing with any difficult situation that can arise are;
Staff are equipped with skills and confidence to understand and effectively care for children who self-harm or express suicidal ideation. Throughout the training staff consider the conditions and circumstances which might cause a child to self-harm and consider the maintenance cycle of self-harm.
Sexualised Behaviour Training considers a child's typical sexual development then explores the impact of early life experiences which may lead the child to display concerning, risky behaviours. The course content will reflect on learnings from neuroscience and current research.
This is a course is specifically designed for our staff by our clinical team that incorporates our model of care we use here at Timeout. It also involves a therapeutic introduction which investigates different methods we use and explore within our care. DDP is the last section of this course that is a therapy, parenting approach and model for practice that uses what we know about attachment and developmental trauma to help children and families with their relationships. Developing trust with the help of PACE, DDP provides interventions for families and those who support them.
This course explores the professional boundaries that are essential for every member of staff working with our students in school. It looks at ways to express rules and expectations whilst still building a positive and strong relationship together. It is designed to ensure that our staff are safe and always act appropriately.
Staff are provided with the knowledge and skills to learn about the priorities of first aid and how to manage an incident safely by understanding the first aid health and safety regulations. This course also explores a combination of practical and theory sessions to deal with first aid emergencies and looks into how to administer first aid in a variety of different situations.
Staff are equipped with skills and confidence to understand and effectively care for children who self-harm or express suicidal ideation. Throughout the training staff consider the conditions and circumstances which might cause a child to self-harm and consider the maintenance cycle of self-harm.
