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is reasonably adapted in line with best teaching and learning practice and the young person is appropriately supported within our usual systems, there are occasions when they will still struggle to access full time education.

In these instances, the Principal may consider that a personalised timetable is an appropriate means of supporting the young person up until the point when they are better able to access full time education. The aim of a personalised timetable will always be to support the young person so that they can return to full time education as soon as possible. The duration will however, depend on the needs of the individual.

########## Support systems for parents

- • addition to involving our parents at all stages in their child’s education and in • addition to involving our parents at all stages in their child’s education and in particular gaining their support for effective positive behaviour teaching and learning, parents may also benefit from the opportunities listed below:
- • with class teacher / form tutor • with class teacher / form tutor
- • Support Officer support; • Support Officer support;
- • through school to parenting support programmes and other voluntary • through school to parenting support programmes and other voluntary parenting skills courses;
- • pupil progress reviews • pupil progress reviews

If a pupil or parent feels that the measures in the behaviour policy are unfair or have been unfairly applied, then they can lodge a complaint through the school’s complaint procedure. This is available on the Academy website or from the Academy office on each site.

Support systems for pupils In addition to regular teaching and learning about positive behaviour and regular attendance underpinned by a nurture approach, the school provides the following support to pupils:

- • of Early Help process; • of Early Help process;
- • with parents/carers, previous schools, outside agencies and services; • with parents/carers, previous schools, outside agencies and services;
- • pastoral reviews to identify pupils most at risk, included as part of any • pastoral reviews to identify pupils most at risk, included as part of any regular academic progress reviews;
- • delivery of an exciting and innovative curriculum underpinned by nurture • delivery of an exciting and innovative curriculum underpinned by nurture approaches;
- • contact with parents to inform them of progress being made by their child • contact with parents to inform them of progress being made by their child and with regard to the celebration of achievement and behavioural achievements;
- • with parents on the first day of any unexplained absence and discussion • with parents on the first day of any unexplained absence and discussion between the pupil and staff responsible for their registration;
- • with parents in the early stages of an issue, rather than when a learner • with parents in the early stages of an issue, rather than when a learner may be close to exclusion, or following bereavement, parental divorce, or separation;
- • for specialist advice from agencies linked to the school via the Parent • for specialist advice from agencies linked to the school via the Parent Support Advisor;
- • to therapeutic intervention; • to therapeutic intervention;
- • Psychologist support • Psychologist support

Bramley Park Academy – Behaviour Policy – September 2017 Wellspring Academy Trust