Behaviour Principles Statement

Grange Park School is a UNICEF Rights Respecting School Gold School as well as a National Autistic Society Advance status school and we are  committed to promoting a safe, inclusive, and respectful environment that supports the unique needs of our pupils, all of whom have an Education Health Care Plan (EHCP) and a diagnosis of Autism Spectrum Condition (ASC).

Core Principles

• Respect is central to our ethos. Pupils are taught to respect themselves, others, and their learning environment through structured, supportive interactions rooted in mutual understanding.
• Behaviour is understood as a form of communication. We believe all behaviour serves a purpose, and staff are trained to interpret and respond to behaviour through an “autism lens.”
• We aim to support every pupil in achieving self-regulation and independence, using positive reinforcement, individualised behaviour strategies, and therapeutic support frameworks such as The Zones of Regulation, Interoception and the SCERTS framework.

Our Approach

• Proactive and Positive: We prioritise prevention, de-escalation, and emotional support, focusing on helpful behaviour and providing visual supports and clear routines.
• Safe and Supportive Environment: Low-arousal classrooms and consistent behavioural expectations help pupils feel secure and able to access learning.
• Consistent and Fair Responses: All behaviour—whether helpful or unhelpful—is addressed with clear consequences. Responses are proportional and personalised.

Encouraging Positive Behaviour

• We celebrate achievements through merits, certificates, and reward activities that recognise academic effort, personal growth, and social contribution.
• Pupil involvement is key. Behaviour support plans and intervention strategies are co-produced with students, families, and professionals, and regularly reviewed for effectiveness.

High Expectations

• We expect all pupils to behave in ways that ensure the safety, dignity, and learning of themselves and others.
• Staff consistently model the respectful, calm, and constructive behaviour we seek to promote.

Supporting Every Learner

Where pupils display persistent or particularly unhelpful behaviour, we provide structured support, including targeted interventions, one-to-one strategies, or Behaviour Support Plans.

Our Behaviour Policy aligns with local authority guidance and reflects best practice in supporting autistic young people. Through collaboration, understanding, and high expectations, we aim to help every pupil thrive—academically, socially, and emotionally.