Behaviour & Attitudes

Our approach to behaviour and attitudes at The Fen Rivers Academy is rooted in our understanding of trauma informed practice, The United Nations Rights of the Child and the practice of restorative justice.  We describe misbehaviour (causing harm to others, property or disruption of the right to learn ) as  breaking a social bond.

It is our responsibility to ensure that our daily practice, procedures and processes enable students to learn how to make choices and meet their own needs without harming others, whilst looking after themselves. We seek to resolve incidents of harm or disruption by seeking the voice of all affected, acknowledging responsibilities, repairing harm, promoting respect and strengthening relationships.

Reflections on behaviours and attitudes are embedded in all aspects of the work of the school and can also be seen in our students’ personalised daily timetables. Conversations reflecting on this ensure clear and consistent daily feedback to parents and carers. fully involving them in their child’s personal growth and development.  

Personal Development, Behaviour and Attitudes Intent and Impact Narrative

PD and B&A Analysis 2021-22

Our Learning Environments

We aim to create safe, friendly, purposeful and creative learning environments around the academy. We are proud to provide stimulating learning spaces which are safe and promote personal and academic development across our Primary and Secondary settings.

What you will see in every classroom is…

  • Adults connecting with students
  • Adults who know each student’s Behaviour Support Plan (BSP)
  • Academic class Learning Journey (Annual overview)
  • The class structure for the week (Weekly overview)
  • Individualised daily timetables (Daily overview)
  • Learning skills toolkit
  • Our teaching and learning strategy: Explain it – Model it – Practise together – Practise myself – Check it 
  • The promotion of a love of reading

Special Educational Needs & Disabilities

Special Educational Needs and Disabilities Coordinator (SENDCo)

Jodie Reedman – Assistant Headteacher / SENDCo
E: Jodie.Reedman@thebridgetrust.academy
T: 01553 887336

SEND Support at Fen Rivers

Each learner at The Fen Rivers Academy is supported according to their individual needs.

As part of the induction process for each learner, staff from the Academy work closely with the Special Educational Needs Coordinator (SENCO) from their referring school to assess the level of support they have been receiving and to identify appropriate support strategies. Continued support from referring schools is expected.

Special educational needs, as according to the 2014 Special Educational Needs and Disability Code of Practice, are met through:

  • Quality-first teaching,
  • Specific, targeted interventions to address both academic barriers to learning and social and emotional issues. These interventions are carried out several times a week and may be daily for learners requiring intensive support.

Teaching assistants are used to support quality-first teaching as well as deliver some of the interventions.

At Fen Rivers  EHCPs are used to determine the provision needed to meet each learner’s needs. Therapeutic provision is mapped out and learner’s timetables are driven by their needs.

The Norfolk Local Offer 

Please click the link below to see the Local Offer for Norfolk Children provided by the Local Authority.

SEND Local Offer

Useful Documents

SEND Code of Practice 2015

Please see Policies – The Bridge Trust for SEN Information report and SEND Policy