Behaviour for Learning
At Weavers, we promote a strong culture of resilience through the Weavers Way, our PRIDE values, and the belief that every interaction is an intervention. This approach supports students to develop perseverance and maintain a positive attitude, even when faced with challenging learning.
We strive to build a climate of positive behaviour, where pupils and staff can flourish and feel proud of their work and themselves. A taught behaviour curriculum provides a consistent message about what positive behaviour looks like across the school and supports all pupils to embody our PRIDE values. Staff routinely recognise and celebrate positive behaviour in both formal and informal ways, reinforcing high expectations across the community.
Expectations for behaviour are clear and applied consistently. Staff share a strong understanding of standards, creating calm and purposeful learning environments where disruption is rare and managed effectively. Established communication systems—including briefings, The Wrap-Up, student passports and data dashboards (Arbor and Power BI)—enable staff to identify needs quickly and respond effectively.
Support for pupils is layered and responsive. We believe every individual can make a positive contribution, and when a pupil makes a less positive choice, we respond with support through identification and co-planning. Clear communication and tailored plans are put in place to help pupils thrive, with a strong focus on recognising progress. Support includes a range of opportunities such as pre- and post-school clubs, break and lunchtime activities, group and one-to-one work with trained staff, access to counselling and internal pathways (including the POD), and collaboration with external agencies.
Sanctions are used thoughtfully within a restorative approach, providing opportunities for reflection and learning. The process typically begins with a warning and may escalate, where necessary, through behaviour points, detentions, internal suspension, suspension, alternative provision, managed moves and, in rare cases, permanent exclusion. Our intention is always to prevent escalation by prioritising early intervention and support. A graduated, tiered approach ensures that pupils receive the right level of guidance to meet expectations and succeed.
Learning walks and external reviews indicate that most students are motivated, respond well to praise and engage positively in their learning. Relationships between staff and students are respectful and supportive, contributing to a productive environment.
Parental feedback continues to strengthen:
- 91% agree behaviour standards are high
- 85.8% report their child feels safe (+2%)
- 85.8% report their child is happy
- 80% would recommend the school (+1%)
- Confidence in how concerns are managed has increased by 5%
Students demonstrate a secure understanding of bullying in its different forms, developed through the curriculum, assemblies and tutor programme. They know how to seek support, and the school works effectively with families and external agencies to address concerns. Leaders remain committed to further strengthening consistency and confidence in reporting across all groups.