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.