Climate for Learning
We are a school that has a culture of high standards and expectations; a culture that promotes collaboration between pupils and staff to support the academic progress of the young people who attend the school. We have worked hard over the past three years to become a school where pupils understand their role and responsibility in school, whilst also developing as learners and securing their own success as they operate in an environment of challenge and academic rigour. Our Climate for Learning and Culture enables pupils to feel secure about the progress they are making and enables inner confidence to stretch and challenge themselves in order to strive for excellence.
Penketh High School is committed to bringing out the ‘best in everyone’. We are a school where:
- All pupils are Ready, Respectful, and Safe – these are our Core Values
- Effective teaching and learning takes place
- Relationships between staff and pupils are built on mutual respect and a culture of high standards
- High standards of behaviour, discipline and positive attitudes to learning are insisted upon – monitored through our Learning Score system
- There is spiritual, moral, social and cultural development to ensure that pupils are prepared to be reflective about, and responsible for, their actions as good citizens
We are a school that seeks to create an inclusive, caring, learning environment by:
- Delivering a highly effective Behaviour Curriculum, where pupils are explicitly taught positive behaviours and how to conduct themselves in all aspects of school life.
- Promoting, and modelling, desired behaviour and
- Promoting self-esteem, self-discipline, proper regard for authority and positive relationships based on mutual
- Ensuring equality and fairness of treatment for
- Promoting early intervention in cases where pupils are highlighted to need support in educational, emotional, and pastoral care.
- Encouraging a positive relationship with parents and carers to develop a shared approach which involves them in every aspect of their child’s education.
- Promoting a culture of praise and encouragement in which all pupils can
Why do we teach behaviour and routines?
- We all make assumptions that young people know how to behave; recognising and rewarding successes, and issuing consequences when pupils misbehave or fall short of our expectation. For some young people, this can become cyclical and therefore negatively impacts on their education.
- As a result, we have adapted our thought process to ‘if they behave well, they have been taught these things. If not, we must teach them.’
- As a staff, we understand that behaviour cannot be modified by simply telling someone to behave. Instead, the skills, knowledge and understanding must be taught. Similar to how we teach an academic subject.
How do we teach behaviour and routines?
- In September of each year, all pupils undertake an induction week. During the induction process, each pupil is explicitly taught, including deliberate practice of, expected behaviour.
- Each lesson is structured like a ‘normal lesson’ with pupils receiving direct instruction from staff, written tasks and opportunities for discussion and reflection.
- Following the induction week, the themes are reviewed at various points throughout each term – habits only last if they are performed!
- Pupils who struggle to achieve our expectations are identified to receive further support in any aspect of their daily routines and habits by the Head of Year.
Structure of the Climate for Learning Team:
- Claire Lomax – Vice Principal (Climate for Learning)
- Matthew Venables – Year 7 Leader
- Sue Lowe – Year 8 Leader
- Mel Brocklehurst – Year 9 Leader
- Mark Billington – Year 10 Leader
- Sue Lowe – Year 11 Leader
- Liz Hutt – Inclusion Lead
- Dan Cameron – Pupil Liaison Officer
