Five simple principles that can transform behaviour

– By Daniel Goward, Head of Sixth Form

The SMMA Way is built on five simple expectations: behave kindly, respect learning, strive for 100% attendance and punctuality, engage and persevere, and take pride in the Academy. They are clear, visible and consistently reinforced from Reception to Year 13.

However, if you asked a pupil, a parent or a member of staff to describe what the SMMA Way feels like, they would not usually list those five principles back to you. They might struggle to define it precisely and instead talk about the atmosphere: calm but purposeful, warm but disciplined, ambitious without being anxious. That slight difficulty in pinning it down is not a weakness, but a sign that the culture runs deeper than a set of statements.

In many ways, the SMMA Way is best captured in our motto from James 3:13: “Show by a good life that your works are done by gentleness born of wisdom.” That idea sits at the heart of what we are trying to build. Nothing performative, no slogans (except perhaps our ‘happy and successful’ tagline!), but a way of being that is visible in actions and relationships over time.

The first principle – to behave kindly and show courtesy and respect to all members of the community – is where pupils learn that how they treat one another matters above all else. Pupils are taught explicitly how to interact with one another and with staff, and those expectations are reinforced consistently. In the Primary School and at the start of Secondary, this is modelled and practised through routines, language and structured interactions. As pupils progress through Secondary School and into Sixth Form, it gradually becomes more implicit, reflected in how they respond to feedback, manage disagreement and conduct themselves unsupervised around the building. 

The second principle – to respect learning and never disrupt lessons or the learning of others – is vital for the progress of all pupils. Classrooms are settled and focused and we ensure instructions are followed first time. There is little low level disruption and teachers do not need to compete for attention. As a result, more time is spent explaining, questioning and practising, and less time is lost to managing poor behaviour. Where pupils do not meet expectations, sanctions and support are well understood, without reliance on a rigid ‘behaviour ladder.’ See Steve Lovelock’s article, ‘Praise Publicly, Correct Privately,’ for more information.

The third principle – to strive for 100% attendance, be punctual and bring the correct equipment – is reflected in the consistency of pupils’ daily routines. Expectations around attendance, punctuality and being ready to learn are clear and followed through, so they do not become points of negotiation. Over time, this ensures lessons start swiftly and learning begins without delay. By the later years, these habits are well established, allowing pupils to manage their time and responsibilities with increasing independence. See Sarah Brewer’s article, ‘The Essential Eight,’ for more information.

Our fourth principle – to engage and persevere in all lessons and complete all set tasks – is evident in the way pupils approach their work. They are expected to participate, to think carefully and to complete tasks fully rather than superficially. When pupils find something difficult, they are encouraged to persist rather than opt out. Over time, this builds a level of academic stamina that supports success across all subjects and Key Stages. Indeed, our message to the parents is that we are ‘unapologetically academic.’ We see our main objective as equipping pupils with the best possible academic skills and qualifications that give them the widest range of future opportunities.

The fifth principle – to take pride in SMMA and demonstrate the Academy’s values – can be seen in how pupils represent the school and contribute to its community. Standards such as uniform and public conduct are taken seriously, and pupils recognise that their actions reflect on the wider Academy. As they move through the school, pupils take on increasing responsibility, particularly in Year 11 and Sixth Form, where they model these expectations for younger pupils. Perhaps most tellingly, an overwhelming majority of pupils will openly say they are proud to be part of SMMA.

What makes the SMMA Way distinctive is not the wording of these principles, but the way they are lived consistently over many years by both staff and pupils. The aim is not that pupils can recite them, but that they no longer need to. As with the verse from James, it is ultimately shown not in words, but in the life of the community itself.