Alternative Provision
My alternative provision offers a calm, creative and nurturing environment where learning is brought to life through hands-on, meaningful experiences. Using art, nature, practical projects and creative exploration, children build confidence, independence and curiosity while developing academically, socially and emotionally through experiences both within and beyond the traditional classroom setting.
POLICIES
Terms and Conditions of Tutoring & Alternative Provision Services Business Name: The Art Loft These Terms and Conditions apply to all tutoring and alternative provision services provided by The Art Loft. By booking or attending sessions, parents/carers, learners, schools, local authorities, or commissioning bodies agree to the following terms. 1. Services Provided Tutoring and alternative provision sessions are tailored to the individual learner and may include creative, practical, therapeutic, and curriculum-linked activities. Services may be delivered on a 1:1 or small-group basis and in agreed settings. Provision may include: • • • • • • • 2. Referral Process • • • • 3. Pricing Structure • • • Educational support Creative and arts-based learning Emotional regulation support Personal development EHCP-linked outcomes Reintegration and confidence-building work Report writing and review meetings Referrals may be made by parents/carers, schools, local authorities, or other professionals. All referrals require completion of an initial referral form and discussion to assess suitability. The Art Loft reserves the right to decline or discontinue provision if it is deemed unsuitable or unsafe for the learner, staff, or others. For alternative provision referrals, relevant documentation including EHCPs, safeguarding information, behaviour plans, medical needs, and risk assessments must be shared prior to sessions commencing. Fees are agreed in advance and confirmed in writing prior to provision commencing. Current specialist 1:1 alternative provision rates start from £325 per day. Rates vary depending on: Level of need Type of provision ◦ ◦ ◦ ◦ ◦ ◦ Annual Placement Model For ongoing provision, The Art Loft may offer an annual placement fee model billed across 12 equal monthly payments. This model reflects: • • • • • • • 4. Payment Terms • • • • 5. Cancellations and Notice Period • • • • 5A. Term-Time Absence and Holiday Retainer • • • • Planning and reporting requirements Travel and location Specialist resources and materials Level of staffing and support required Reserved specialist placement availability Planning and preparation time EHCP reporting and review work Safeguarding responsibilities Resource preparation Non-contact support and administration Continuity and sustainability of provision Invoices are issued monthly unless otherwise agreed. Payment is due within 14 days of the invoice date. Late payments may result in suspension of sessions until the account is settled. The Art Loft reserves the right to charge interest and reasonable administration fees on overdue payments in line with statutory guidance. A minimum of 48 hours’ notice is required for cancellation of a session. Sessions cancelled with less than 48 hours’ notice will be charged in full except in cases of illness or emergency at the discretion of The Art Loft. Ongoing provision requires 4 weeks’ written notice from either party to terminate services. Regular sessions and specialist provision placements are reserved in advance and staffing and planning commitments are made accordingly. Specialist alternative provision placements are limited and reserved exclusively for each learner on agreed days and times. Fees are charged for the reserved placement and continuity of provision rather than attendance alone. Payment remains due where learners are absent due to family holidays, discretionary leave, or other term-time absences. To retain the learner’s placement and ensure continuity of support, ongoing provision may include a holiday retainer or annualised fee structure. • • • 6. Attendance and Punctuality • • • 7. Safeguarding and Behaviour • • • • 8. Health, Safety and Risk • • • 9. Confidentiality and Data Protection • • 10. Liability • • 11. Amendments Holiday periods may still involve planning, preparation, safeguarding administration, EHCP reports, review documentation, resource preparation, and ongoing provision-related work. The Art Loft is unable to offer refunds, credits, or replacement sessions for term-time holidays or discretionary absences outside agreed exceptional circumstances. Any extended break in provision must be agreed in writing in advance and may result in the learner’s placement being released. Sessions will start and finish at the agreed times. Missed time due to late arrival will not be extended or refunded. Repeated non-attendance may result in termination of provision. The Art Loft operates in line with current safeguarding legislation and guidance. Learners are expected to behave in a manner that ensures safety and respect for all. If behaviour presents a safeguarding or health and safety risk, sessions may be paused or terminated. Parents/carers and commissioning bodies must provide accurate and up-to-date safeguarding and behavioural information. Parents/carers and commissioning bodies must disclose any relevant medical, behavioural, emotional, or additional needs prior to sessions. Risk assessments are undertaken where appropriate. The Art Loft cannot accept responsibility for issues arising from undisclosed information. All personal information is handled in accordance with UK GDPR and data protection legislation. Information is shared only on a need-to-know basis unless safeguarding concerns require disclosure. The Art Loft holds appropriate public liability and professional indemnity insurance. Liability is limited to the extent permitted by law. These Terms and Conditions may be updated periodically. The latest version will be made available upon request. Conclusion The Art Loft is committed to providing compassionate, creative, specialist alternative provision tailored to the individual needs of each learner. Our approach is built upon understanding, consistency, flexibility, and relationship-based practice, creating an environment where learners feel safe, supported, and able to succeed. We believe every learner deserves provision that recognises their strengths, nurtures confidence, and supports them in achieving their full potential. Signed: ___________________________ Name: Michaela Haynes Position: Headteacher, The Art Loft Date: ___________________________
Safeguarding & Child Protection Policy The Art Loft – Alternative Provision 1. Safeguarding Statement The Art Loft is an unregistered Alternative Provision. We are committed to safeguarding and promoting the welfare of all children and young people and to providing a safe, supportive and nurturing environment where pupils feel respected and protected from harm. This policy is written in line with **statutory guidance**, including **Keeping Children Safe in Education (KCSIE – 2025/6)**, the **Children Act 1989 & 2004**, **Working Together to Safeguard Children**, and local safeguarding procedures. We recognise that children attending Alternative Provision may be more vulnerable due to previous educational experiences, additional needs, or personal circumstances. Safeguarding is therefore embedded into daily practice and underpins all work at The Art Loft. --- 2. Roles and Responsibilities Designated Safeguarding Lead (DSL): Name: Michaela Haynes Tel: 07779877670 Email: michaela38@hotmail.co.uk Deputy DSL: Name: Rebecca Grundy Tel: 07867 124514 Email: rebeccahaynes@hotmail.co.uk The DSL is responsible for: * Managing safeguarding concerns and records * Liaising with Children’s Social Care, the Local Authority Designated Officer (LADO), and other agencies * Ensuring safeguarding training is up to date * Acting as the main point of contact for safeguarding matters Safeguarding is **everyone’s responsibility**. --- 3. Types of Abuse and Neglect Staff understand the four main categories of abuse as outlined in KCSIE: * Physical abuse * Emotional abuse * Sexual abuse * Neglect We also recognise other safeguarding risks including peer-on-peer abuse, online safety risks, exploitation, bullying, mental health concerns, and children missing education. --- 4. Responding to Safeguarding Concerns If a concern is identified or a disclosure is made: 1. Listen carefully and take the child seriously 2. Reassure the child but **do not promise confidentiality** 3. Record the concern factually and promptly 4. Report immediately to the DSL 5. The DSL will decide whether to: * Monitor and support * Seek advice * Make a referral to Children’s Social Care or the Police Staff do **not** investigate concerns themselves. --- 5. Record Keeping and Confidentiality * All safeguarding concerns are recorded in writing * Records are dated, factual, and stored securely * Information is shared strictly on a **need-to-know basis** --- 6. Allegations Against Adults Any allegation made against an adult working at The Art Loft will be: * Taken seriously * Reported immediately to the **Local Authority Designated Officer (LADO)** * Managed in line with KCSIE and local authority procedures The DSL will not investigate allegations against staff. --- 7. Safer Recruitment The Art Loft follows safer recruitment practices appropriate to its size, including: * Enhanced DBS checks * Identity and right to work checks * Appropriate induction, including safeguarding and KCSIE Part 1 A proportionate **Single Central Record** is maintained. --- 8. Safeguarding Training * The DSL undertakes appropriate safeguarding training * All staff receive safeguarding training and updates * Staff have read **Part 1 of KCSIE** and understand their responsibilities --- 9. Local Safeguarding Contacts **Children’s Social Care (Derbyshire):** Tel: 01629 533190 Out of hours: 01629 585669 **Police:** Emergency: 999 Non-emergency: 101 --- 10. Safeguarding Culture * Safeguarding underpins daily practice * Pupils know they can speak to a trusted adult at any time * Concerns are acted on immediately * Decisions are always made in the **best interests of the child** --- **This policy is reviewed annually and updated in line with statutory guidance.**
SEND Policy The Art Loft Art School Introduction At The Art Loft Art School, we are committed to providing a fully inclusive education for all students, including those with Special Educational Needs and Disabilities (SEND). We aim to create a learning environment where all students, regardless of their abilities or needs, can thrive, achieve their potential, and enjoy their learning experience. This policy outlines how we identify, assess, and support students with SEND to ensure they receive the necessary resources, adjustments, and interventions to succeed in their education. We believe that every student should be given the opportunity to engage with and succeed in the curriculum, while fostering a sense of inclusion and respect for all learners. Our SEND Vision At The Art Loft Art School, we: • • • • Definition of SEND A child or young person has special educational needs if they have a learning difficulty or disability that calls for special educational provision to be made. The Special Educational Needs and Disabilities Code of Practice (2015) outlines the following categories of SEND: • • • • Value Diversity: We believe that students with SEND should be included in all aspects of school life, including artistic, academic, and social activities. Provide Equality of Opportunity: We aim to give all students, regardless of their challenges, the opportunity to succeed and reach their full potential. Collaborate with Families: We recognise the importance of working closely with students, parents, and carers to develop a shared understanding of the student’s needs and the best strategies for support. Promote Independence: We strive to support students in developing skills and confidence, empowering them to become independent and self-reliant learners. Communication and Interaction: Including speech and language difficulties, autism spectrum conditions (ASC), and social communication difficulties. Cognition and Learning: Including learning disabilities, dyslexia, dyscalculia, and other specific learning difficulties. Social, Emotional, and Mental Health Needs (SEMH): Including anxiety, depression, behavioural difficulties, or other emotional issues that impact learning. Sensory and Physical Needs: Including visual or hearing impairments, physical disabilities, and other conditions affecting mobility or sensory perception. At The Art Loft, we recognise that SEND can present in many ways and that a child may experience difficulties in more than one area. Identifying SEND At The Art Loft, we are proactive in identifying students who may have SEND. We take a whole- school approach to ensure that early identification is made, so that appropriate support can be provided as soon as possible. Students may be identified through: • • • • Our SEND Provision At The Art Loft, we provide a range of support mechanisms to ensure that students with SEND can access the curriculum and succeed in their education. Our provision includes: 1. Quality First Teaching (QFT): ◦ ◦ 2. SEND Support Plans (SSPs): ◦ ◦ 3. Intervention Programs: ◦ Teacher Observations: Teachers and support staff continually monitor students’ progress, both academically and socially, and are trained to identify early signs of SEND. Standardised Assessments: We regularly conduct formal and informal assessments that can help identify students who may require additional support. Parental and Guardian Feedback: Parents and guardians are key partners in identifying SEND. We encourage open communication and invite parents to share any concerns they may have. External Referrals: Students may be referred to outside agencies (e.g., educational psychologists, speech therapists) for further assessments, if necessary. All teachers are responsible for providing high-quality teaching that meets the needs of all learners. This includes differentiated instruction, tailored resources, and flexible approaches to ensure all students can access the curriculum. We provide a supportive classroom environment that fosters creativity, independence, and collaboration, enabling students with SEND to feel confident in their abilities. For students identified with SEND, we develop a tailored SEND Support Plan (SSP). This document outlines the student’s strengths, areas of difficulty, specific needs, and targeted interventions. The SSP is developed in collaboration with the student, parents/guardians, and relevant staff, and it is regularly reviewed and updated. We offer targeted interventions for students who require additional support, including small group work, 1:1 sessions, or specialised teaching techniques to address specific needs. ◦ 4. Specialist Support: ◦ ◦ 5. Reasonable Adjustments: ◦ ◦ 6. Inclusion in Extra-Curricular Activities: ◦ ◦ Roles and Responsibilities 1. SEND Coordinator (SENCO): The SEND Coordinator (SENCO) is responsible for overseeing the identification, support, and provision for students with SEND. The SENCO works closely with teachers, parents, and external agencies to ensure that students' needs are met. 2. Classroom Teachers: All teachers are responsible for meeting the needs of students with SEND within their classrooms. This includes differentiating lessons, implementing strategies from SEND Support Plans, and regularly monitoring students' progress. 3. Support Staff: Teaching assistants and support staff play an important role in supporting students with SEND. They work closely with students to implement targeted interventions, provide additional assistance in lessons, and ensure that students are engaged and supported throughout the school day. 4. Parents and Guardians: Parents and guardians are essential partners in supporting students with SEND. We encourage open and ongoing communication and invite parents to participate in reviews and discussions about their child’s progress and needs. These interventions may include support in areas such as literacy, numeracy, speech and language, social skills, or emotional well-being. Where appropriate, we will refer students to external professionals or agencies, such as speech and language therapists, educational psychologists, or mental health professionals. These specialists may conduct assessments, provide recommendations, and help develop strategies to support the student’s learning and well-being. We make reasonable adjustments to the physical environment, curriculum, and assessment methods to ensure that students with SEND can participate fully in school life. Adjustments may include modified classroom layouts, assistive technology, alternative formats for materials, or adjustments in assessment (e.g., extra time for exams). We aim to ensure that students with SEND have equal access to extra-curricular activities, including clubs, trips, and events. We will make reasonable adjustments to ensure students can participate fully and will provide additional support where necessary. Graduated Approach We use a graduated approach to supporting students with SEND, which involves a cycle of assess, plan, do, and review: • • • • Involvement of Parents and Guardians We believe that parents and guardians should be actively involved in the education of their child and in decisions about SEND provision. We: • • • • Monitoring and Review The effectiveness of our SEND provision is monitored regularly: • • • Training and Professional Development We are committed to providing ongoing training and development for staff to ensure they have the knowledge, skills, and understanding to meet the needs of students with SEND. Staff are encouraged to participate in professional development opportunities, including: • • • Assess: We assess the student's needs, including academic, social, emotional, and physical aspects, to identify appropriate support. Plan: We develop a SEND Support Plan (SSP) or Individual Education Plan (IEP) outlining the student’s needs, goals, and strategies for support. Do: We implement the support strategies, interventions, and adjustments identified in the SSP/IEP. Review: We regularly review the effectiveness of the support and make necessary adjustments to ensure continued progress. Encourage regular communication through parent-teacher meetings, emails, phone calls, and informal conversations. Invite parents to attend meetings to discuss their child’s SEND Support Plan, progress, and any changes to the provision. Provide support and advice to parents on how they can support their child’s learning at home. Ensure that parents are consulted before any referrals to external agencies or professionals are made. SEND Support Plans (SSPs) and interventions are reviewed at least termly, with updates made based on progress and changing needs. The SENCO works closely with teachers to ensure that appropriate support is being provided and that any barriers to learning are addressed. We regularly seek feedback from students, parents, and staff to evaluate the effectiveness of our SEND strategies and make any necessary adjustments. SEND-focused workshops and seminars. In-house training provided by the SENCO or external specialists. Sharing best practices and strategies for supporting students with a range of needs. Conclusion At The Art Loft Art School, we believe that every student deserves the opportunity to succeed, and we are committed to providing a supportive, inclusive environment for students with SEND. Through personalised support, collaboration with families, and the use of evidence-based strategies, we aim to ensure that every student is able to reach their full potential. If you have any questions about this policy or would like to discuss your child’s SEND needs, please contact the SEND Coordinator (SENCO) at [Michaela38@hotmail.co.uk].
Anti-Bullying Policy The Art Loft Introduction At The Art Loft, we are committed to providing a safe, nurturing, and respectful environment for all students and staff. Bullying of any kind—whether physical, verbal, or online—will not be tolerated. This Anti-Bullying Policy outlines our approach to preventing bullying, addressing incidents of bullying, and supporting both victims and perpetrators to ensure that all members of our school community can learn and work in an atmosphere free from fear or intimidation. What is Bullying? Bullying is defined as repeated negative behaviour directed at a person or group that causes harm, distress, or fear. It can take many forms, including but not limited to: Physical Bullying: Hitting, kicking, pushing, or any form of physical aggression. Verbal Bullying: Name-calling, taunting, teasing, or making hurtful remarks. Social/Relational Bullying: Spreading rumours, excluding someone from groups, or damaging someone’s reputation. Cyberbullying: The use of electronic devices (e.g., social media, text messages) to harass, intimidate, or spread harmful content. Discriminatory Bullying: Bullying based on race, ethnicity, gender, sexual orientation, disability, religion, or any other personal characteristic. Sexual Bullying: Any form of bullying that is sexually inappropriate or offensive, including unwelcome sexual comments or gestures. Bullying may occur in or outside of school hours, and this policy covers incidents that take place both on and off school premises, particularly when they impact the student’s well-being and ability to learn. Our Commitment to Tackling Bullying At The Art Loft, we are dedicated to creating an environment where everyone can learn, work, and thrive without the threat of bullying. We will: Educate students, staff, and parents about the harmful effects of bullying and the importance of inclusivity and respect. Promote a culture of kindness, respect, and support, where bullying is seen as unacceptable by everyone in the school community. Ensure that all reported bullying incidents are taken seriously and addressed promptly. Provide support for victims of bullying and work with bullies to help them understand the impact of their behaviour and change it. Encourage students to speak out and stand up against bullying, whether they are victims or witnesses. Objectives of the Anti-Bullying Policy To promote a positive school culture where bullying is never accepted. To reduce the incidence of bullying and to intervene effectively when bullying does occur. To ensure that all students feel safe, supported, and able to participate fully in school life. To educate the whole school community about the dangers and impacts of bullying. To foster an environment of respect, empathy, and kindness. Roles and Responsibilities Staff: All staff have a responsibility to: Treat all students with respect and dignity. Model appropriate behaviour and language. Recognise and respond to signs of bullying, both in the classroom and on school grounds. Intervene immediately in any bullying incidents and report them to the appropriate staff member. Support the development of students’ social and emotional skills to help prevent bullying. Students: Students have a responsibility to: Treat all members of the school community with respect and kindness. Report any bullying they witness or experience to a trusted adult, such as a teacher, tutor, or the school’s designated safeguarding lead. Be proactive in supporting others and standing up against bullying when they see it. Parents/Guardians: Parents and guardians are encouraged to: Be aware of any changes in their child’s behaviour or well-being that might indicate they are being bullied. Speak to a member of staff if they are concerned that their child is being bullied or is bullying others. Support the school in addressing any incidents of bullying and working with the school to resolve them. School Leadership: Senior leaders will: Ensure the anti-bullying policy is followed and is effectively implemented. Regularly review the policy to ensure it is up to date and in line with best practices. Provide training and resources for staff to equip them with the tools to prevent and address bullying. How We Prevent Bullying Education and Awareness: All students will receive regular lessons on respect, kindness, empathy, and the impact of bullying. This is embedded in the curriculum and through dedicated PSHE (Personal, Social, and Health Education) sessions. Anti-bullying campaigns and initiatives will be promoted throughout the school year to raise awareness. We will actively teach students about the responsible use of social media and how to protect themselves online. Creating a Safe and Inclusive School Environment: The Art Loft will promote a positive, inclusive, and safe environment for all students, where diversity is celebrated. Staff will work to build strong, trusting relationships with students so they feel comfortable reporting any concerns. Peer support programs, such as buddy systems, may be implemented to help students feel supported and less isolated. Positive Behaviour Promotion: We will encourage and reward positive behaviour, promoting kindness and inclusion throughout the school. Students who model positive behaviours and attitudes will be recognised and celebrated. How We Respond to Bullying Reporting: Bullying can be reported by students, staff, or parents. All incidents should be reported to a member of staff (e.g., class teacher, tutor, or a designated anti-bullying coordinator). Students will be reassured that their concerns will be taken seriously and handled discreetly. Investigation and Action: All reports of bullying will be investigated thoroughly and promptly. This will involve speaking to the victim, the perpetrator, and any witnesses. The school will act to stop the bullying, provide support to the victim, and implement appropriate sanctions for the perpetrator, in line with the school’s behaviour policy. The student who has been bullied will be supported to help them regain confidence and feel safe at school. This may involve counselling, peer support, or other interventions as necessary. Support for Victims: Victims of bullying will receive immediate and ongoing support, including access to counselling or emotional support where appropriate. They will be encouraged to speak about their experiences and supported in rebuilding their confidence. Regular follow-up meetings will be arranged to ensure the bullying has stopped and the student feels safe. Support for the Perpetrator: Students who bully others will be made aware of the impact of their actions on others. They will be given the opportunity to reflect on their behaviour and take responsibility for their actions. Appropriate sanctions will be applied in line with the school’s behaviour policy, which may include detention, restorative justice meetings, or a behaviour contract. They may also be referred to pastoral support or counselling to address the underlying causes of their behaviour. Restorative Practices: The school will consider using restorative practices, where appropriate, to repair harm and promote positive relationships. This may involve the bully and victim meeting (with appropriate support) to discuss the impact of the bullying and agree on steps to move forward. Monitoring and Review The effectiveness of this policy will be regularly monitored by the senior leadership team and the designated anti-bullying coordinator. All bullying incidents will be logged, and trends or recurring issues will be reviewed to ensure that appropriate interventions are in place. The policy will be reviewed annually to ensure its effectiveness and relevance, taking into account feedback from students, staff, and parents. Conclusion At The Art Loft, we are committed to providing a safe and supportive environment where all students can thrive, free from the fear of bullying. Through education, proactive interventions, and a whole-school approach, we aim to prevent bullying and ensure that any incidents that do occur are dealt with swiftly and effectively. If you have any concerns about bullying or would like more information about the school’s approach to tackling bullying, please contact Michaela Haynes or a member of the school leadership team.
# Equality and Diversity Policy **The Art Loft – Alternative Provision School (UK)** ## 1. Policy Statement The Art Loft is committed to providing an inclusive, respectful, and safe learning environment where all pupils, staff, parents/carers, and visitors are valued and treated with dignity. We celebrate diversity and actively promote equality of opportunity, ensuring that no individual is disadvantaged or discriminated against. This policy reflects our commitment to equality, diversity, and inclusion (EDI) in line with UK legislation and guidance, and supports our ethos of creativity, wellbeing, and positive relationships. ## 2. Aims of the Policy This policy aims to: * Promote equality of opportunity for all pupils and staff * Eliminate discrimination, harassment, and victimisation * Foster positive attitudes and mutual respect between people of different backgrounds * Ensure inclusive practice in teaching, learning, behaviour, and assessment * Support pupils with diverse needs to achieve their full potential * Meet our legal duties under equality legislation ## 3. Legal Framework This policy is informed by, but not limited to, the following legislation: * Equality Act 2010 * Human Rights Act 1998 * Children and Families Act 2014 * Special Educational Needs and Disability (SEND) Code of Practice * Education and Inspections Act 2006 Under the Equality Act 2010, The Art Loft recognises the following **protected characteristics**: * Age * Disability * Gender reassignment * Marriage and civil partnership * Pregnancy and maternity * Race (including colour, nationality, ethnic or national origin) * Religion or belief * Sex * Sexual orientation ## 4. Scope of the Policy This policy applies to: * All pupils attending The Art Loft * All staff, volunteers, and contractors * Parents/carers and visitors * All aspects of school life, including curriculum, behaviour, admissions, exclusions, and employment practices ## 5. Our Commitment to Equality and Diversity The Art Loft will: * Treat all individuals fairly and with respect * Challenge discriminatory language, behaviour, and attitudes * Make reasonable adjustments to support pupils and staff with disabilities * Promote inclusive teaching strategies that reflect diverse experiences and cultures * Ensure policies and practices do not unfairly disadvantage any group * Monitor outcomes to identify and address inequality ## 6. Curriculum and Learning We are committed to ensuring that: * The curriculum is inclusive, accessible, and responsive to individual needs * Teaching materials reflect diversity and avoid stereotypes * Pupils are encouraged to express their identity and experiences through creative and artistic approaches * Personal, Social, Health and Economic (PSHE) education promotes equality, respect, and understanding ## 7. Behaviour and Anti-Discrimination The Art Loft has a zero-tolerance approach to discrimination, bullying, harassment, or victimisation related to any protected characteristic. This includes: * Racist, sexist, homophobic, transphobic, or disablist language or behaviour * Discrimination related to religion, belief, or cultural background All incidents will be: * Taken seriously * Recorded and investigated * Addressed through appropriate sanctions and restorative approaches ## 8. Special Educational Needs and Disabilities (SEND) The Art Loft recognises that many pupils in alternative provision have additional needs. We will: * Identify and support SEND needs promptly * Work in partnership with pupils, parents/carers, and external professionals * Make reasonable adjustments to learning environments and teaching approaches * Ensure pupils with SEND are fully included in school life ## 9. Roles and Responsibilities ### Proprietor / Leadership Team * Ensure compliance with equality legislation * Promote an inclusive culture across the school * Ensure staff receive appropriate training * Monitor the effectiveness of this policy ### Staff and Volunteers * Uphold the principles of this policy at all times * Challenge discrimination and prejudice * Provide inclusive and supportive learning environments * Report and record any equality-related concerns ### Pupils * Treat others with respect * Celebrate difference * Report concerns about discrimination or bullying ### Parents/Carers * Support the school’s commitment to equality and diversity * Raise concerns through appropriate channels ## 10. Recruitment and Employment The Art Loft is an equal opportunities employer and will: * Ensure fair and transparent recruitment practices * Provide equality of opportunity in training and progression * Make reasonable adjustments for staff with disabilities * Challenge discrimination in the workplace ## 11. Monitoring and Review We will monitor: * Behaviour and incident records * Attendance and engagement * Progress and outcomes for different groups of pupils This policy will be reviewed annually, or sooner if required, to ensure it remains effective and compliant with current legislation. ## 12. Linked Policies This policy should be read in conjunction with: * Safeguarding and Child Protection Policy * Behaviour Policy * SEND Policy * Anti-Bullying Policy * Staff Code of Conduct --- **Date of Approval:** _12/12/25__ ________________ **Review Date:** __15/12/26____________________ **Approved by:** _______M.Haynes_______________
The Art Loft Behaviour Policy Introduction At The Art Loft, we believe in creating an inclusive, safe, and respectful environment where all students, regardless of their background, abilities, or needs, can thrive academically, socially, and emotionally. Our behaviour policy is designed to help students understand expectations, promote positive behaviours, and provide the necessary support for those who may need extra assistance. Core Values Respect: Treating others with kindness, empathy, and dignity, fostering an environment where everyone feels valued. Responsibility: Taking ownership of one’s actions and understanding how they affect others. Inclusivity: Embracing differences and encouraging a sense of belonging for all students. Growth: Encouraging personal development, resilience, and learning from both successes and challenges. Behaviour Expectations Students at The Art Loft are expected to demonstrate the following behaviours: Respect for Others: Listen to and consider others’ viewpoints. Use appropriate language and tone. Follow instructions from staff and peers. Support peers with kindness and understanding. Respect for Learning: Participate actively in lessons and activities. Come to class prepared with the necessary materials. Complete tasks and assignments to the best of your ability. Use time effectively and manage distractions. Respect for the Environment: Care for the school building, materials, and equipment. Keep the environment clean and safe for everyone. Follow rules regarding use of the school’s spaces (classrooms, art studios, etc.). Positive Interaction with Peers: Collaborate and share with classmates. Resolve conflicts in a calm, non-aggressive manner. Seek help from staff when conflicts or difficulties arise. Self-Regulation and Independence: Use coping strategies (e.g., deep breathing, taking a break) when feeling overwhelmed. Develop strategies to self-regulate emotions and actions. Seek support when needed, rather than resorting to disruptive behaviours. Support Strategies We understand that students with SEND may face additional challenges, and we are committed to providing a range of support to help every student succeed. The following strategies will be in place to support students in meeting behaviour expectations: Individualised Support Plans: Each student will have an individualised approach to behaviour management tailored to their needs, including specific goals, coping strategies, and communication support. Positive Reinforcement: Students who demonstrate positive behaviours will be consistently praised and rewarded. This may include verbal praise, certificates, rewards, or extra time in the art studio. Clear Visual Cues and Prompts: We will use visual aids and clear prompts to reinforce expectations and guide students through their day. Restorative Practices: If a student’s behaviour has negatively affected others, we will use restorative practices to allow for reflection, apology, and repair. This process will support learning from mistakes while ensuring accountability. Behavioural Interventions: For students who may struggle with more complex needs, behaviour interventions will be implemented, including working with specialist staff, targeted social skills sessions, or therapeutic support. Use of Safe Spaces: Students will have access to designated ‘safe spaces’ where they can retreat to regulate emotions and calm down when feeling overwhelmed or anxious. Collaboration with Families and External Professionals: Regular communication with families and external agencies will ensure that strategies and support are consistent and effective. This collaboration is essential in ensuring the best outcomes for each student. Positive Behaviour Rewards At The Art Loft, we want to celebrate successes, both big and small. Our reward system includes: Verbal Praise: Acknowledging positive contributions in class. Certificates: Awarding achievements in specific subjects, social skills, or overall improvement. Creative Time: Extra opportunities to explore art, music, or drama. Celebration Assemblies: Recognising students' positive behaviour during weekly assemblies. Consequences for Misbehaviour While we emphasise positive reinforcement, we recognise that at times students may not meet the expected behaviour standards. The aim of consequences is not to punish, but to help students reflect on their actions and make better choices in the future. Consequences will always be applied consistently, fairly, and with consideration of the student's individual needs. These may include: Verbal Reminder: A gentle reminder of expectations, with the opportunity to correct behaviour. Reflection Time: A short period of time for students to reflect on their actions, supported by a staff member if needed. Behavioural Contract: In cases of persistent misbehaviour, a behaviour contract may be created outlining specific targets and supports. Time in Safe Space: If a student is unable to self-regulate, they may be given time in a designated safe space to calm down before returning to class. Parent/Carer Consultation: In more serious cases, the school will work with the student’s family to review strategies, set goals, and ensure continuity of support. Special Considerations We recognise that students with SEND may sometimes find it difficult to meet behaviour expectations due to factors related to their individual needs. In these cases, we will provide: Personalised Adjustments: Adjustments to the environment or routine to support the student in regulating behaviour. Emotional Support: Access to trained staff or external professionals to help address underlying emotional or behavioural issues. Training for Staff: Ongoing professional development for staff to ensure that all members of the school team can best support the individual needs of our students. Conclusion Our behaviour policy is built on understanding, compassion, and a commitment to creating an environment where all students feel safe, supported, and motivated to succeed. At The Art Loft, every student’s unique abilities and needs are celebrated, and we believe that with the right support, all students can achieve their full potential.