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- • highly visible leaders, with ambitious goals, supported by a strong • highly visible leaders, with ambitious goals, supported by a strong leadership team
- • communicated, realistic, detailed expectations understood clearly by all • communicated, realistic, detailed expectations understood clearly by all members of the school
- • consistent working practices throughout the school • consistent working practices throughout the school
- • clear understanding of what the school culture is and the values it holds • clear understanding of what the school culture is and the values it holds
- • levels of staff and parental commitment to the school vision and strategies • levels of staff and parental commitment to the school vision and strategies
- • levels of support between leadership and staff • levels of support between leadership and staff
- • to detail and thoroughness in the execution of school policies and • to detail and thoroughness in the execution of school policies and strategies
- • expectations of all pupils, and a belief that all pupils matter equally • expectations of all pupils, and a belief that all pupils matter equally

########## As an inclusive organisation, Bramley Park Academy believes that:

- • should develop a supportive culture where exclusion is seen as an absolute • should develop a supportive culture where exclusion is seen as an absolute final resort and where best endeavour is used by all our leaders to avoid permanent exclusion from school.
- • term exclusion should be viewed, not as a sanction, but as a mechanism to • term exclusion should be viewed, not as a sanction, but as a mechanism to provide support and plan interventions.
- • should seek alternatives to the use of fixed term exclusion with an • should seek alternatives to the use of fixed term exclusion with an understanding that its use is sometimes unavoidable.

########## In order to achieve these goals, Bramley Park Academy will:

- • high quality behaviour polices and systems that allow all children to • high quality behaviour polices and systems that allow all children to prosper and flourish.
- • expertise in restorative practice, post incident learning, behaviour • expertise in restorative practice, post incident learning, behaviour management and personalisation.
- • with sophistication, the reasons why children display challenging • with sophistication, the reasons why children display challenging behaviour and develop strategies to address this.
- • alternatives to fixed term exclusion and create a culture that sees • alternatives to fixed term exclusion and create a culture that sees permanent exclusion as a rare and last option.
- • high quality SEND interventions and develop appropriate strategies to • high quality SEND interventions and develop appropriate strategies to support children with additional needs.

Where a suitable alternative cannot be found and the Principal on site deems that a fixed term exclusion is appropriate, they must notify the Executive Principal at the earliest opportunity. Notification should be sent to the central Wellspring Trust team, stating the name and date of birth of the pupil, the reason for the FTE and period for which the pupil is excluded.

The Principal on site will ensure that legal guidance on the recording and notification of exclusions is followed and that appropriate written communication is sent to parents and carers.

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