Langley Mill Academy is part of Djanogly Learning Trust.
Information about the Trust can be found

Langley Mill Academy

Behaviour In School

We live our school values and we all learn to sign these using British Sign Language. These values underpin the behaviours we expect and celebrate in all we do. Our aspiration is that these values grow in all of use and become intrinsic (from within). They run through every single member of our Langley Mill School community and we believe they are essential qualities which will make us a happy and successful team.

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Our Values

At Langley Mill Academy we value:

Respect - for ourselves and others in all we say and do

Confidence - to believe in ourselves and make a positive contribution to our community

Determination - to overcome obstacles and reach success

Enthusiasm - to seek opportunity, find positives and pursue talents and interests

Aspiration - to dream big and be prepared to work hard to be successful

Kindness - to help and support others, and empathise with those experiencing challenges

 Our Motto

Our motto is: Live, Laugh, Learn – living life to the fullest by learning together as a community.

Our  Learning Behaviours: Developing Creative Habits 

We promote positive learning behaviours through 'Creative Habits'. These are the habits and behaviours that will help all pupils be successful beyond their time at Langley Mill Academy. 

  • Collaborative 
  • Disciplined
  • Imaginative
  • Inquisitive 
  • Persistent

Rewards: Recognising Intrinsic  Values

Our values are displayed and signed around the academy. We celebrate those members of our community who go above and beyond to demonstrate our values by:

  • Giving positive praise and feedback verbally and non-verbally (e.g. through signing, thumbs up, smiles, stickers etc)
  • Awarding Dojo Points / Dollars for the ‘Dojo Shop’.
  • Children showing their work to another member of staff & SLT.
  • Sending messages home on Class Dojo.
  • Phoning home to share successes.
  • Golden ticket award for 100% weekly attendance.
  • Recognising intrinsic school values in Friday’s values awards assembly, with parent / carer invite.
  • Celebrating successes achieved in extra-curricular activities e.g. gym, sport, music gradings, though the school newsletter.

The Five Stages: A Consequences Framework

1) Pupils are ‘Living the Values’. These are recognised and positively reinforced non-verbally using BSL. This is a common language used at Langley Mill Academy.

2) A verbal warning is given and a visual sharing of a ‘values card’ is placed on the pupil’s desk, reminding them of the values and issuing a ‘warning’. This can be removed as soon as the pupil is living our values.

3) Pupils are directed to work in a designated class ‘reflection space’ allowing the pupil to reflect and think. Staff will conduct a restorative conversation to get the pupil back on track.

4) Pupils are sent to work in another class for the lesson’s duration (this will be a predetermined ‘partner class and recorded). When they return to class at the end of the timetabled session, they will engage in a restorative conversation with the class teacher. The class teacher will inform parents at the end of the school day

5) Pupils require further support from the school team. This will include parental contact from the class teacher and other staff if required. Stage 5 behaviour will be recorded in and behaviour analysis with the Learning Mentor and Senior Management Team will determine behaviour short term targets or a behaviour plan.

Restorative Practice

We believe that restorative conversations enable our pupils to reflect and learn how their behaviour impacts on themselves and others. All adults in academy prioritise these opportunities in response to poor behaviour choices. Conversations happen as soon after incidents as possible – when the child can self-regulate or be supported with self-regulation. Restorative conversations, framed around academy values, are most effective when the child is ready to share, talk, listen and respond.

  • What happened/which LMA value were you not living?
  • What were you thinking/feeling at the time?
  • What do you think now/how do you feel now?
  • Who has been affected by this behaviour?
  • What is needed to put things right?
  • How can we make sure that this doesn’t happen again?

 School & Home: Working Together 

Our school Pastoral Team, led by Mrs Naylor, are here to support you with behaviour and supporting your child in school and at home. Mr Blake, our Learning Mentor, will support with bespoke behaviour plans when pupils need more specific support, and Miss Robb, our Family Support Worker can sign-post other services and courses to support you at home. We work as team to ensure the best education for your child - welcome to our community.

Behaviour and Wellbeing Policy.