The Weston Road Academy

Phase/Provision: Secondary

Theme: Leadership and Management

Context for joining Behaviour Hubs

The Weston Road Academy (TWRA) is an 11-18 school located on the outskirts of Stafford, Staffordshire, with approximately 964 pupils on roll. The catchment area of TWRA ranges from rural villages, social housing in the town centre and new developments built on the edge of Stafford. MOD Stafford is located in the catchment area.

The school building is aging and the design and layout of the site is challenging (narrow corridors, multiple entry and exit points, internal courtyards, numerous stairwells, extremely small canteen and the majority of academy classrooms are limited in size (66% of classrooms are unable to accommodate more than 15 desks and 30 seats (under 55 square metres) therefore restricting the class size that use these rooms to a maximum of 30 pupils).

  • Pupil Premium – 164
  • SEN – 156 children have SEN support requiring additional support from the school and outside agencies across all year groups (14%)
  • The number of pupils with Autistic Spectrum Condition (ASC) is 61 across all year groups, with ASC pupils making up 39% of our total SEN cohort compared to a national average of 30% (Autism Outreach Team Data)
  • EHCP – 18
  • LAC – 12
  • Previously LAC – 9
  • Service Children – 101

Behaviour challenges and goals

The goal was to create a culture where we could improve behaviour around the academy and pupils’ attitude to learning. We wanted to re-enforce routines and structures to help increase pupils’ engagement in their learning. We wanted to create a calm, purposeful and safe atmosphere.

The aim was also to develop personalised support for the most disengaged and challenging pupils where the ‘right’ provision and support was accessed at the ‘right’ time.

The site in itself is a challenge – lots of entry and exit points to the main school building, narrow corridors, limited large indoor communal space, many nooks and crannies. We cannot always have oversight of pupils as so there are many blind spots.

There was a small but growing number of disengaged and challenging pupils. Key issues were internal truancy, defiance, lack of respect and lack of emotional regulation is common.

Some inconsistency – some staff were not consistent with expectations regarding uniform or addressing behaviour. There is also inconsistency within departments in terms of classroom behaviour and low-level disruption. Staff attitudes and all being on board was an area that needed addressing (eg. trauma informed, relational practice).

Solutions to behaviour challenges

The training provided by the Behaviour Hubs programme allowed us to see and hear good practice in other schools.

The open day visits and network events to a variety of schools were invaluable – it was extremely useful to speak to colleagues from other schools who were experiencing the same challenges and along with seeing best practice in action.

Behaviour Hub webinars ensured that expert advice was shared and allowed time to reflect on how aspects of the CPD could be disseminated and applied to our school context. For example, it was excellent to listen to Tom Bennett speak about the importance of the routines and social norms.

  • CPD – focused CPD on behaviour and expectations, this involves a relaunch every half-term
  • CPD – Trauma Informed, PACE, Relational Practice (one per term)
  • Creation of an Inclusion Hub – creating an inhouse inclusion area (separate areas for Emotional School Based Avoidance/Wellbeing and behaviour. Appointment of a member of staff who manages this area and Inclusion Hub referrals
  • Introduction of half-termly team around the child inclusion meetings to ensure the provision and support is accessed at the right time
  • Updated policy and procedures relating to sanctions and rewards. Introduction of triage system on arrival to inclusion
  • Introduction of ‘The Weston Road Way’ – focus on key behaviour norms such as keep left and calm and safe movement around school, one way systems, STEPS for Respect when speaking with staff, lesson pupil routines, Super 7 equipment, quiet at the first time of asking, kindness, upstanding behaviour etc
  • The Weston Road Way discussed in Tutor Time and assemblies and embedded across the school on a weekly basis.

“Pupil voice is extremely positive, 100% say they feel happy and safe in school.”

Impact on behaviour

Inclusion Hub

  • Increased attendance of Emotional School Based Avoidance/Wellbeing pupils – 60% of pupils accessing the Wellbeing hub have increased attendance by an average of 11%
  • Pupil voice is extremely positive (100% say they feel happy and safe in school as a result of this provision, an 18% reduction in school suspension from start of the programme, and a 30% reduction of pupils receiving more than one suspension from school
  • The majority of our most at-risk pupils are now accessing personalised support including appropriate internal and external alternative provision
  • Increased number of formal restorative conversations are taking place and are facilitated by the Inclusion Officer.

School Routines/ Norms:

  • Pupil voice – 94% say they know the school rules; 92% say school rules are easy to follow; 85% say leaders in school are visible; 84% say relationships between staff and pupils are positive
  • Staff voice – 91% say behaviour is acceptable or better; 91% say there is a clear vision of expected behaviour; 100% say rules and routines are easy to follow; 83% say rules and procedures keep pupils safe; 91% say pupils know the rules; 96% say school leaders are visible; 96% say that rules and processes have stayed the same or improved since last year; 82% say that there is less lost teaching time, 77% say behaviour has stayed the same or improved since last year
  • 77% of pupils with less than 10 Behaviour Points in term 1.1, and 97% with more than 10 Achievement Points.
  • Number of late to lessons recorded has halved from the start of September to present, and the number of uniform issues remains consistency low each week
  • Incidents of poor behaviour in the corridors remains consistently low each week
  • A small number of Year 10 boys remain a challenge and required additional support and guidance meeting key routines at social times.

Next steps on your behaviour journey

  • Complete Trauma Informed and Attachment Aware Audit and apply to become a Trauma Informed and Attachment Aware champion school
  • Introduce formal restorative conferences following high level incidents such as verbal abuse and fighting
  • Collaborate with other local schools to offer isolation at local schools as an alternative to school suspension
  • CPD – offer bespoke optional staff training on discreet aspects of behaviour and pastoral care (eg. Modern Sexism, Restorative conversations, The Behaviour Toolkit, Micro Scripts, Relationships)
  • Develop the community aspect of school – engage with parents and gain more support and raise awareness of The Weston Road Way (increased use of social sedia to support rewards and recognition)
  • Expand pupil experience offer to create a sense of belonging and togetherness linking to The Weston Road Way
  • Explore ASIPRE internal alternative provision offer and increase work experience provision for most at risk
  • Staff and Pupil Working Group to update Anti-Bullying Policy and procedures
  • Enhance peer mentoring system to utilise 6th formers both for learning support but also wellbeing and emotional regulation support.