News

When I first became a head teacher, my school was in a troubled state. Some established staff members had just left, the children were anxious and physical restraint had become the first rather than the last resort. There were many things that needed to be fixed, but I knew that if we did not get the basics right, we would never make progress. For the first six months I had three main priorities: find and recruit effective staff, keep the children in the classroom (they were in the habit of jumping over the fence) and rigorously enforce our behaviour management policy, establishing clear expectations and making sure that rewards and sanctions were consistently applied.