Within The GLC’s mission statement there is an emphasis on the role and importance of behaviour and relationships:

Our mission is to offer everyone opportunities to develop as high achieving, resilient, healthy, aspirational, caring and fulfilled members of society. This will be achieved through:

• The development of productive relationships to prepare pupils for learning and life;
• Outstanding teaching; An inspiring and meaningful curriculum;
• The development of effective partnerships for the benefit and wellbeing of our community.

At The GLC, we believe that ‘making the weather’ and a positive learning environment will give the pupils the best possible chance of achieving high outcomes, develop high expectations and help pupils improve upon their best. It is our mission to develop productive relationships across the community of the trust, so that the inclusive and positive school ethos permeates throughout and is everyone’s responsibility. Our approach to behaviour and relationships is informed by the following statement:

Being ‘fair’ is not about everyone getting the same (equality) but about everyone getting what they need (equity).

SEND in The GLC:

The GLC believes that all staff are integral to supporting our learners with SEND so that the highest outcomes can be achieved. The ethos is that whole school SEND provision is the responsibility of all, This is encapsulated by the phrase in the Code of Practice (2014):

"Every teacher is a teacher of pupils with SEND" and therefore, "every leader is a leader of pupils with SEND."

GLC staff are supported in and challenged to provide the highest quality teaching for all learners; for those with additional needs this includes increasingly more personalised strategies covering:  

High quality teaching for SEND

To ensure that strategies are effective, and that staff have clarity in what good practice for what SEND looks like, we work alongside the teaching and learning team to incorporate the focus WalkThrus alongside the EEF - 5 a day principle for SEND: