Developing school processes

Objective

The secondary school aimed to create behaviour systems that reflect its values and focus on positive learning behaviours.

Actions

Two staff members completed the initial Therapeutic Thinking tutor training. They shared their ideas with the Senior Leadership Team (SLT), then trained SLT, middle leaders and all staff with a Teaching and Learning Responsibility (TLR) to build shared responsibility.

The school introduced a new behaviour policy for all staff. They also changed how they used internal isolation by creating a Personalised Learning Centre (PLC). This space encourages restorative conversations and reflection.

Each department created Teaching WalkThrus with clear routines tailored to their subject. While routines may differ between departments, the structure remains consistent across the school.

Impact

Trained staff shared their knowledge with their teams, so more staff now handle behaviour incidents confidently.

All staff understand that strong relationships are key. They use consistent language to talk about behaviour and follow a clear process when responding to incidents.

Heads of communities have fully supported the changes.

Staff now record behaviour in categories on Bromcom, linking them to learning behaviours. This has improved how they analyse behaviour and plan support.

Fewer students are referred to the PLC and those who are can explain why they’re there and take part in reflection and debrief sessions.

Next steps

• Tutors will revisit training with SLT and middle leaders.
• Staff will continue to record all behaviours on Bromcom, including positive (prosocial) behaviours, to ensure data reflects daily experiences.
• The school will develop its use of the Early Prognosis tool and align it with existing resources.
• There will be a stronger focus on wellbeing, helping students de-escalate and learn how to regulate their emotions.
• A Student Voice Panel is being planned to gather feedback directly from pupils.