Supporting behaviour

At Spring Common Academy, we view behaviour as a form of communication. We take a positive and proactive approach to supporting behaviour, ensuring that students are able to engage in learning and self-regulate effectively. We foster a culture that consistently strives for high standards of behaviour within both our school and the broader community. This is accomplished through the provision of individualised, high-quality support, empowering our young people to thrive academically and personally, both within and beyond the school environment.
 
We adhere to the principles of Cambridgeshire Therapeutic Thinking, which prioritise the emotional well-being and mental health of all children and young people. This trauma-informed approach to behaviour is grounded in evidence-based research and a graduated response tailored to the needs of each student.
 
We recognise that all behaviours convey meaning and serve a function for the individual. By supporting students in a total communication environment, we aim to foster greater independence in self-regulation and behavioural management.
 
Our staff understand that many students require support in developing prosocial behaviours, and we implement a range of targeted strategies to achieve this. Staff members model positive behaviour, and ‘good’ behaviour is reinforced through clear, child-friendly school rules.
 
Trained to look beyond surface behaviours, our staff take a reflective approach, considering the underlying causes and motivations for challenging behaviours. These behaviours are met with consistent, child-centred responses, always ensuring the student's needs are prioritised.
 
At Spring Common Academy, we provide a non-judgmental, safe, and supportive environment for all students.
 
Our overarching goal is to help every student reach their full potential, leaving the academy as the best version of themselves.