Behaviour & Rewards

Learning, inclusion, achievement and support through a positive approach

The Blyth Academy values all of its students equally. We are determined to ensure that all students are given the right kind of support and guidance which will enable them to reach their full academic, personal and social potential. Our expectations and standards are high and we expect that standards of behaviour enable high quality learning to take place.

To ensure for every single student the best possible teaching and the best possible learning so as to

Develop to the full potential that they have
Prepare them as fully as possible for life after school
Help them grow into mature and responsible adults
Raise their awareness of the needs, rights and responsibilities of all members of our society

Rewards

An Academy ethos of encouragement is central to the promotion of desirable behaviour. Rewards are an integral means of achieving this. They have a motivational role in helping students to realise that desirable behaviour, self awareness and responsibility to self and others is valued, and are clearly defined in the procedures. Integral to the system of rewards is an emphasis on praise - both informal and formal to individuals and groups. Alongside this is informing parents regularly regarding their child's behaviour.

Sanctions

Sanctions are needed to respond to undesirable behaviour. However, prior to any sanction being issued all solution focussed strategies will have been utilised. A range of sanctions is clearly defined in the guidance and their use will be characterised by clarifying why the sanction is being applied and what changes in behaviour are required to avoid future sanctions. The procedures make a clear distinction between the sanctions applied for minor and major offences.

Intervention

The school works positively with external agencies. It seeks appropriate support from them to ensure that the needs of all students are met by utilising the range of external support available. Students needing support from external agencies are identified through the Academy's Pastoral structure. When applicable, the Head of Key Stage will liaise with the SENCO to examine the need for SEN diagnosis.