Behaviour and Inclusion

A Restorative Approach to Relationships, Respect and Responsibility

At Daylesford Academy, we believe every young person deserves to feel safe, respected, and empowered to make positive choices. As a specialist secondary Alternative Provision, we support pupils who have experienced challenges in mainstream settings by creating a nurturing environment where restorative practice is at the heart of everything we do.

We understand that behaviour is a form of communication—and that young people thrive when they feel heard, understood, and supported, not punished or excluded. That’s why we take a relationship-first approach grounded in trauma-informed, attachment-aware practices that focus on connection, inclusion, and repair.

What is Restorative Practice?

Restorative practice is both a philosophy and a toolkit designed to build, maintain, and repair relationships. Rather than focusing solely on rules and consequences, it encourages open dialogue, empathy, accountability, and making amends.

Whether resolving conflict, addressing harm, or recognising positive behaviour, our staff and students work together to build a culture of mutual respect and shared responsibility.

This is not about letting things go—it’s about holding each other to high standards through meaningful conversations and collaborative problem-solving.

Restorative practice at Daylesford supports students to:

• Express themselves and feel heard
• Develop emotional literacy and empathy
• Rebuild trust following incidents of harm or disruption
• Address root causes to prevent repeated behaviours
• Take responsibility for their actions and repair harm
• Build and strengthen relationships with staff and their peers
• High Quality Adaptable teaching 

Core Principles That Guide Us

Our approach is underpinned by key values that shape our behaviour and inclusion strategy:

• Understanding Behaviour as Communication
  We recognise that behaviour often expresses unmet needs or distress. Staff are trained to interpret these signals with empathy rather than judgement.
• Focus on Relationships
  Strong, positive relationships between staff and students are the foundation of meaningful progress and inclusion.
• Trauma-Informed and Attachment-Aware Practice
  We are mindful of how adverse experiences can impact behaviour, and we strive to create a safe, consistent and supportive environment.
• Restorative Approaches to Conflict
  Our response to incidents prioritises understanding, accountability, and repair over blame and punishment.
• Clear Expectations and Boundaries

Students thrive with structure. We maintain consistent routines and set high yet supportive standards, rooted in our four expectations:

Be Safe          Be Ready to Learn          Be Respectful          Be Resilient

• Positive Reinforcement
  We place greater emphasis on celebrating progress and desired behaviours than on sanctions. Praise and recognition are powerful motivators.
• Early Intervention
  We identify and respond to challenges early, before behaviours escalate.
• Personalised Support
  Every student is different. We provide bespoke support plans tailored to each individual’s strengths, needs, and circumstances.
• Multi-Agency Collaboration
  We work closely with families, social workers, therapists and other professionals to provide joined-up support that surrounds the student with care.

How This Looks in Practice

Restorative practice is embedded in every aspect of life at Daylesford—from classroom routines to behaviour interventions, from staff-student interactions to whole-school culture.

 Examples of Our Support Strategies:

• Individual Education Plans and tailored support plans
• Visual supports and classroom routines
• Time-out cards and de-escalation spaces
• Check-in/check-out systems for emotional regulation
• Restorative meetings following conflict
• 1:1 intervention lessons and timetable adjustments
• On-site programmes with external agencies (sport, arts, life skills)
• Access to alternative qualifications and work-related learning
• Pastoral staff supporting behaviour and wellbeing in lessons
• A parent engagement group and active School Council

Our team receives ongoing training in SEMH (social, emotional and mental health needs), trauma-informed practice, and de-escalation. Our Mental Health ambassadors have also completed their Mental Health First Aid programme, so staff can confidently support students’ wellbeing day to day.

Inclusion Through Support, Not Sanction

We believe behaviour should not be addressed in isolation. Our inclusive approach integrates learning, emotional development, and pastoral care so that every student feels they belong—and has the tools to succeed.

We support students through:

• Multi-agency working (mental health, SEND, safeguarding and family support)
• Tailored curriculum offers and flexible timetables
• Positive language and communication—never blame or shame
• A consistent approach to boundaries, delivered with care and understanding

Celebrating Growth Through Rewards

Our expectations and rewards systems reinforce our restorative values. We reward effort, progress and personal development—not just academic achievement.

Students earn recognition through:

• A points-based system tied to our school expecattions and values
• Weekly certificates, tutor celebrations, and bespoke rewards
• A focus on personal milestones and contributions to the school community

When expectations are not met, we use restorative conversations to support reflection and reparation. Students are encouraged to take responsibility, repair relationships, and rejoin the learning community stronger than before. 

Why This Matters

Many of our students arrive at Daylesford having experienced fractured relationships with education. Our inclusive, restorative approach helps them rebuild trust, feel valued, and develop the confidence to move forward.

By teaching accountability in a supportive way, celebrating small steps of progress, and creating space for every voice, we help young people grow—socially, emotionally and academically.

We don’t expect perfection.
We expect progress.

Celebrating Diversity at Daylesford Academy

At Daylesford Academy, we are proud to be a school where diversity is valued, inclusion is celebrated, and every student is supported to thrive.

We recognise the importance of creating an environment where all learners feel safe, respected, and represented. Our school community reflects a wide range of experiences, identities, and cultures—and we embrace that diversity as a strength.

What Diversity Looks Like at Daylesford

• Curriculum & Learning:
  We integrate diversity across subjects through inclusive topics, representative materials, and lessons that challenge stereotypes and promote equality. Our curriculum includes learning about different religions, identities, and cultures, helping students become respectful, informed citizens.
• Celebrations & Events:
  We mark important events such as Pride Month, Black History Month, and other awareness days through themed assemblies, creative projects, and whole-school discussions. These moments are meaningful opportunities to deepen understanding and promote inclusion.
• Student Voice:
  Our student council plays an active role in shaping school culture and promoting inclusive values. Students help plan events, share ideas, and make sure their voices—and those of their peers—are heard.
• Visits & Visitors:
  We regularly welcome external speakers and arrange visits to places of worship, providing real-life learning about different beliefs and worldviews.
• Inclusive Environment:
  Diversity is reflected throughout the school in our displays, resources, and library collection. Our staff team also reflects a range of backgrounds and experiences, and we are committed to inclusive teaching practices.
• Staff Training:
  All staff receive ongoing training in equality, diversity, and inclusive practice, ensuring we are always evolving and responding to the needs of our learners.

What This Means for Our Students

We want every student to feel:

• Proud of who they are
• Respected for their individuality
• Inspired to understand and celebrate others

At Daylesford, every voice matters. We prepare our students not just to succeed academically, but to become kind, confident, and inclusive young people.