Behaviour

Behaviour in lessons and around the school is exemplary. Pupils are kind. Ofsted, June 2025

Intent

At HSAEL, our behaviour policy is driven by core values that guide our students towards becoming their best selves.

1. Growth: We believe in continuous improvement. Feedback is essential, and we never give up on striving to be better.
2. Responsibility: We emphasize self-discipline and owning our decisions, fostering a sense of accountability in every student.
3. Ambition: We encourage our students to always be the best versions of themselves, aiming high in all endeavours.
4. Compassion: Kindness, celebrating diversity, and showing appreciation regularly are fundamental to our community.
5. Excellence: We commit to doing the basics well every day, ensuring a strong foundation for success.

Implementation

To effectively implement our behaviour policy, we follow a structured approach to ensure all pupils understand and adhere to the established rules and routines. Here is our process:

1. Communication of Rules: We start by clearly communicating the rules and expectations to all pupils. This is done through line-ups, assemblies, classroom discussions, and written materials, ensuring that every student is fully aware of what is expected of them.
2. Practice and Reinforcement: Pupils are given the opportunity to practice the new rules and routines. Teachers model the desired behaviours and provide guided practice in various settings to reinforce these expectations.
3. Rewards: Our routines make it as easy as possible for students to do the right thing, ensuring they receive more praise and rewards than sanctions.
4. Pastoral interventions: If pupils do not meet Academy expectations or they make an honest mistake, appropriate interventions are applied to support students to reflect and move on. This helps maintain a safe and positive working environment for all pupils and staff.
5. Review and Refinement: We regularly review the rules and their implementation to ensure they remain effective, relevant and ensure consistency with staff. Feedback from pupils and staff is considered, and adjustments are made to refine the policy as needed.

Impact

At HSAEL, our pupils are LEADERS in the classroom by adhering to the following guidelines. Those who embrace this framework and uphold our values receive the highest quality education and achieve the greatest progress.

Research underpinning approach

HSAEL uses TLAC (Teach Like a Champion) strategies to create a positive and productive environment inside and outside the classroom. TLAC strategies, developed by Doug Lemov, are designed to enhance teaching effectiveness, and improve student behaviour in schools. To find out more click here. Here are several ways that the TLAC strategies we use support our positive behaviour in schools:

1. Clear Expectations: By consistently communicating and reinforcing these expectations, students understand what is required of them, reducing ambiguity, and promoting positive behaviour.
2. Consistent Routines: This predictability reduces anxiety and behavioural issues, as students feel more secure and know how to behave in different situations.
3. Proactive Management: Use a proactive approach to set the tone of the lesson and helps prevent behavioural issues before they start.
4. Positive Reinforcement: This approach motivates students to continue exhibiting positive behaviour and creates a culture of recognition and encouragement.
5. Non-Verbal Cues: Using non-verbal cues and signals to manage behaviour to minimize disruptions without interrupting the flow of the lesson.
6. Structured Feedback: Providing specific and constructive feedback helps students understand how their behaviour impacts their learning and the classroom environment.

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