Rewards and Sanctions
The Compass Academy is committed to removing barriers to learning by providing an environment in which every pupil can safely access all the learning opportunities provided by the Academy and in which effective teaching and learning can take place.
The Compass Academy is also committed to improving opportunity in and for the wider community by encouraging pupils to develop the skills and behaviour that will allow them to take a positive, pro-active role outside as well as in school.
The positive behaviour policy is rooted in the Christian principles of forgiveness linked to agreed changes of behaviour, with pupils given the opportunity at all times to make positive choices and repair damaged relationships. Pastoral and subject-based teams of staff will systematically reflect on barriers to learning and will take responsibility for developing innovative ways of better matching learning arrangements to pupils’ individual needs.
However, pupils who persistently refuse to abide by the agreed standards of expected behaviour will be subject to procedures detailed in the relevant Academy policies which will include fixed term and, in exceptional circumstances, permanent exclusion from the Academy.
Pupils must be able to function successfully with both peers, adults and authority to achieve the best chance of success post-16.
The pastoral core of the Academy is designed with this in mind. Compass provides a structured, calm environment for all pupils to learn. Support is in place for pupils who find a school environment challenging with a strong pastoral team consisting of the Vice Principal, teaching assistants and Pupil Liaison Officers.
There is a clear behaviour, rewards and sanctions policy in place, which teaches pupils about personal responsibility, control, boundaries and levels of acceptable behaviours. The approaches of restorative practice and circle time (BASE), along with built in opportunities for reflection and resolution, support the policies in place and allow pupils to revisit events, discuss the process they went through at the time and speculate and be guided in how to respond to a similar situation if it was to happen again.
Further to this, pupils who need additional social skills support will attend, as part of their full-time timetable, sessions with external providers whose provision is designed specifically to address this.
“I like the staff, they help you with everything, like when you’re feeling upset”
“I like the cooking lessons as we cook something different every lesson”
“I like Art because we learn something different each day”
“Art is my favourite lesson because it’s fun & relaxing”
“I like this school. It’s better than my old one because I get as much help as I need”
“I like Compass because they always help me and I fit in. My favourite lesson is art because I get to express myself”
“I like Compass because I feel really safe and because I’m accepted for who I am”
“The teachers are nice and kind, and always listen to you”
“I like the trips out, and all the new experiences”
“Teachers always think about what is best for us. I have just moved groups and it was definitely the right decision”
“The quiet areas help me when I am upset or need to be on my own”
“School trips are fun”
“You get the opportunity to earn lots of rewards”
“The staff are easy to talk to”
“There’s always someone willing to talk to you”
“ I love the school, it’s turned our lives around, our son has got better with attendance”
“He feels like he is part of something, and you give outside of school support too”
“The academy keeps you informed on a daily basis of behaviour, it’s like a second parent to him”
“Our daughters behaviour has changed for the better since she started”
“Our child has come on a lot in every way since they have been here”
“My son is getting a lot of support, his behaviour is getting better at home and at school”
“The academy is well supported towards children with additional needs”
“My son is enjoying learning again, because it’s a smaller setting and staff are more understanding”