How We Manage Behaviour
Longford Park School is committed to supporting the needs of all pupils on role. This includes encouraging academic progress alongside the development of social, emotional and communication skills.
All pupils at Longford Park School have a primary need for support with their Social, Emotional and Mental Health Needs (SEMH). Our pupils often have very complex needs relating to their learning, ability to manage their emotions and social communication needs. Many pupils have experienced Adverse Childhood Experiences (ACEs) and may have an insecure style of attachment. Unfortunately, all of our pupils have struggled to settle within a local mainstream school, which is a difficult experience for any pupil. Adults in school do all they can to help pupils with their transition into school.
We currently have 76 pupils on roll. Many other pupils and their schools across Trafford are supported through our Outreach Service. Through close partnership between the Local Authority, Trafford primaries and LPS permanent exclusions are almost non-existent. All pupils, their schools and families are taken through formal assessment processes as part of a planned transition into LPS.
At LPS, we have been on an attachment journey more formally since September 2018. This involved senior leaders undertaking a research project under the guidance and support of the University of Manchester. We now have a Relational Policy and have worked hard to find alternative options to avoid the use of exclusions and suspensions, largely because this approach has not worked for our pupils and we need to be the school that is ready to offer a different approach. This journey reflects the school's values of 'Believe', 'Belong', 'Become', whereby we strive to adapt the way we work so that all of our pupils are able to make progress in all areas of the curriculum. To do this, bespoke support is needed to ensure all pupils have the tools they need towards meeting their social, emotional and mental health targets. Our work towards developing attachment awareness is ongoing and continues to be of high priority to all. The school is currently working in partnership with Trafford's Virtual School in order to ensure we continue to use up to date research on trauma informed approaches in order to ensure we can offer the best support to all of our pupils.
The research school has used to underpin this policy suggests it is possible for pupils with an insecure attachment style to move towards a secure attachment style, with the right support. For this reason, pupils have key adults in school and have a Five Step plan, which is designed to ensure the right support is offered to pupils at the right time for the pupil. Mr Patel is our school's Pastoral Lead, having undertaken Senior Mental Health training. Mr Patel leads the Mental Health team, alongside our school's ELSA (Emotional Literacy Support Assistant) Miss Pogson.
Given the complex nature and presenting difficulties of the pupil cohort, progress academically and in terms of personal, social and emotional is outstanding. Those visiting the school consistently often comment on the positive, hard-working atmosphere and the determination our pupils show to improve academically. Our pupils are also recognised for their wonderful manners and friendly natures.
All primary schools share the fine values often embroidered in mission statements, we are no different. Our core values are underpinned by a determination to do the best for each individual and to give them the best opportunities. We firmly believe that barriers to learning can be overcome through our bespoke personalised curriculum. We set up structures and interventions that reduce anxieties and increase opportunities to succeed.
Longford Park School is in the fortunate position to have a resilient, skilled and experienced staff team. The low turn-over of staff reflects good appointments and CPD. It also reflects the fact the team ethos and rewards of the job make it a fabulous place to work. The other advantage of this is consistency and this key word underpins much of the work at Longford Park School. We are also keen to work alongside the other schools within The Sovereign Trust.
Positive relationships are the backbone of success and reinforce the schools core values. We support positive behaviour choices by harnessing the awe and wonder of our pupils. All pupils are rewarded for compliance, resilience and respect and this is directly linked to pupil’s personal targets and the school's ethos. In addition to the relationships within the school, in order to meet the best interests of the pupils, families are encouraged to develop key working relationships with staff members. Parents and carers work in partnership with the school to ensure pupils are given consistent and clear communication. These positive relationships are also encouraged between multi-agencies, again reinforcing the importance of all working together in order to achieve the best possible support for our pupils.
The Boxall Profile is used to assess and monitor pupils' social, emotional and mental health each term. In addition behavioural targets which link to the pupil's EHCP outcomes are included within each child's individual education plan (IEP) which is reviewed and shared with parents/carers on a termly basis.
Each week, staff make nominations in preparation for the Friday Awards Assembly. During this assembly, particularly good examples of effort and attitude are highlighted by staff. One pupil is awarded 'Pupil of the Week' and given a trophy to have in their classroom for the week and a medal to take home. There is also a 'Sports Pupil of the Week', who is again awarded with a trophy to keep in their classroom and awarded a medal to take home.
Friendship and kindness is encouraged at all times. Every week, the Friday assembly concludes with the 'Jaylen Brown Friendship award', named after our forever friend Jaylen and awarded in his name. A trophy is given to the winning pupil to keep for the week and an explanation is shared as to why this pupil has been chosen.