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.