School Ethos

AN ETHOS FOUNDED ON PROGRESS, NON-CONFRONTATION AND CONFLICT RESOLUTION

A positive choice; There is a joint decision between the school, the LEA, the parents and, most importantly, the boy himself that Breckenbrough is the most appropriate school for his needs. Therefore, in effect, all pupils come to Breckenbrough because they want to. Although many have been recommended to come to Breckenbrough because of negative experiences in mainstream education, it is crucial that pupils understand fully that coming to this school is an opportunity and not a punishment. We impress upon the boys that it is a privilege to come to Breckenbrough. The proof is that Local Authorities are prepared to invest heavily in order that pupils have an opportunity to succeed.

Initially some pupils might be reluctant to come because for many, but by no means all, they don’t want to be at any school. In addition, many do not like schoolwork. In some cases, it appears that a pupil might not have the maturity to make a rational decision and recognise that they might have problems that need addressing. However, underneath it is clear that there are grounds for optimism. They do want an education and do want to succeed.

The structure of the school is designed to avoid conflict. Pupils come to a relaxed yet purposeful environment. There are high expectations of good behaviour and success in the classroom. Responsibility is given to pupils to manage their own behaviour.

A fresh start; The staff will have no pre conceptions of a boy. In the referral papers some boys will have been diagnosed with syndromes and specific problems such as Asperger’s and ADHD. Although these boys do not come with a professional label attached we would prefer to describe Asperger’s boys as ‘loveable eccentrics’ and ADHD as boys as having ”boundless energy’. All boys are treated as individuals.

Individuality and progress; Central to our work is the belief that we must allow the pupils to be themselves. We have a strong child-centred approach, where we build on the good and erode the bad. There is a strong expectation of progress. The expectation is that boys will progress emotionally, behaviourally and educationally while at Breckenbrough. For the most part boys understand this and respond positively.

Self control; We develop in our boys a controlled, but flexible, code of behaviour directed towards competent and rewarding social interaction, as well as academic progress. A boy will be encouraged to be himself, except where his individuality, negatively impinges on others. It is here that staff then apply their non-confrontational skills and strategies. Where mistakes on the handling of relationships are made, pupils will be guided in ways of correcting these errors. Boys are encouraged to cope with problems in acceptable ways and in maintaining self-control while being free to air their point of view.

Minimum use of sanctions; Sanctions are applied as little as possible. If it is deemed appropriate that a sanction should be applied then the aim of that sanction is to get a change and improvement in behaviour. Staff prefer to talk through any problems and guide the pupils to move forward. Our anti-bullying policy emphasizes the importance of understanding why the conflict has taken place. The victim will get a lot of support. If it has been found that his behaviour has been either deliberately or inadvertently inappropriate or provocative, time will be found to discuss how through adapting his behaviour he can avoid further incidents. The persecutor or persecutors are unlikely to be punished as long as he or they show contrition and staff feel confident that no further bullying will take place.

Therapy; The school deliberately creates a calm and therapeutic atmosphere. The Art provision includes a therapeutic input. Staff can and do help pupils face and resolve the difficulties that led them coming to Breckenbrough. Some of our pupils need and benefit from the attention of more specific support. Some pupils go to our specialist counsellors. For more deep routed and complex problems referrals are made to external professionals from outside agencies.

Close links with parents; For those parents who are interested, they are put into contact with other parents through the parent support group. Care staff contact parents regularly and in return parents are asked to contact school when they feel the need to. Regular formal contact is made and parents are expected to attend annual Case Reviews and school events.

Maintaining links after pupils leave; We maintain links with boys after they leave Breckenbrough through ‘The After Care Committee’ and offer support to those who require it. The majority of old boys, even those that left prematurely, take pleasure in returning, partly for the memory, but mostly to celebrate and share their success with current staff.