To enable learners to improve and develop positive strategies to manage their engagement, we implement a system that rewards positive engagement through points and values.
During each lesson points are awarded when learners demonstrate positive and appropriate engagement. We focus on behaviour choices and effort to learn. In addition, the school adopts a commitment to developing our ten key values. Learners can earn additonal recognition for engaging positively with them. We celebrate success in these areas through awarding certificates, postcards, prizes and involvement in celebratory events. Parents/carers are texted daily with updates on progress. Each week the allocated key adult will also call the learners home contact. We are dedicated to a team approach where school, home and the learner all work collaboratively towards our goals.
Staff acknowledge learners who attend Nyth y Deryn have varying degrees of social, emotional and behavioural difficulties or emotional based school anxiety that can impact on their learning and the learning of others. Staff will support, offer guidance and reinforce positive aspects of an individual’s engagement to ensure progression. We make every effort to ensure we use reward and highlight strengths to support further attainment.
Our School Aims:
To become healthy, confident individuals
To become ethically informed citizens
To become enterprising creative contributors
To become ambitious capable learners
To provide support for learners through safe, trust relationships
Our School Values:
We enable learners to gain a greater awareness and understanding of their social, emotional and behavioural or mental health difficulties.
With guidance and support learners will be encouraged to develop positive strategies to address their difficulties and re-engage fully with their learning enabling them to transition back to their mainstream school or to move to a suitable specialist setting.
We will address specific areas of difficulty in learning through small group and individual support.
