Statement of Behaviour Principles
These principles are rooted in our school values of kindness, wisdom, bravery, and respect, our commitment to the United Nations Convention on the Rights of the Child, and our curriculum drivers. We strive to create a learning environment where every member of our community feels safe, valued, and empowered.
- A Values-Driven Community: Our core values of kindness, wisdom, bravery, and respect underpin all our interactions and expectations. We actively promote and model these values throughout the school day.
- An Inclusive and Equitable School: Fountains High School is a place where everyone belongs. We champion equity, ensuring all students receive what they need to thrive, and we actively challenge discrimination, harassment, and victimisation in all its forms, both within and outside of school hours.
- The Right to Feel Safe: The safety and well-being of every student is paramount. We are committed to creating an environment where everyone feels physically and emotionally secure at all times.
- Understanding Behaviour as Communication: We recognise that behaviour is communication. We strive to understand the underlying reasons for behaviour, differentiating between misbehaviour and dysregulation, and responding with empathy and appropriate support.
- A Trauma-Informed and Relational Approach: We are committed to being a trauma-informed school, understanding the impact of adverse experiences on behaviour. Our approach prioritises building positive relationships, co-regulation, and emotional coaching, drawing on the principle of Regulate, Relate, Reason (Repair).
- The Importance of the Hidden Curriculum: We recognise the powerful influence of our "hidden curriculum" – the positive relationships, the explicit teaching of emotional regulation through GRIT and the Thrive Approach, and our commitment to trauma-informed practices – in fostering a culture of safety and support.
- Clear Expectations and Routines: We establish clear behavioural expectations and routines to provide structure and predictability, helping students to feel secure and understand how to navigate the school environment successfully.
- Developing Self-Regulation and Resilience: We actively teach self-regulation skills through our GRIT curriculum and daily interactions. We equip students with strategies to understand and manage their emotions, build empathy, and develop emotional resilience.
- Accountability and Restorative Practice: We encourage students to take responsibility for their actions and understand their impact on others. Consequences are designed to be reflective, proportionate, and focused on learning and making amends through restorative conversations wherever possible.
- Adults as Positive Role Models: All adults in our school community model, maintain, encourage, and promote positive behaviour, demonstrating fairness, justice, and high expectations for positive attitudes towards learning.
- Partnership with Parents and Carers: We believe that working in partnership with parents and carers is essential in developing and promoting positive behaviours. We will also seek advice from external agencies when needed to support our students.
- Exclusion as a Last Resort: Exclusion from school is considered a last resort, and will only be implemented in accordance with Local Authority and Esteem MAT guidance. We are committed to exploring all other avenues to support positive behaviour and keep our students in school.
By embedding these principles into our daily practice, we aim to create a positive, safe, and inclusive learning environment where all students can flourish and become confident, resilient, and self-assured learners.
Our Positive Behaviour Policy (including restrictive interventions and anti-bullying) can be found here.
