Report praises Chetwynde’s culture of belonging

Chetwynde School has been commended for its strong culture of belonging, positive relationships and inclusive ethos following a recent independent behaviour and culture review.

Positive Regard, which provides specialist education support services with a focus on placing children and young people at the heart of school improvement, worked closely with Chetwynde School to evaluate behaviour systems, classroom practice and wider school culture.

The report highlights that Chetwynde School is underpinned by a clearly articulated philosophy of belonging, which is not only embedded in policy but felt across the whole school community. Pupils from a wide range of backgrounds and starting points coexist positively, demonstrating respect for one another, while staff describe the school as a supportive and rewarding place to work with a strong sense of shared responsibility for pupils’ wellbeing and success.

The review found Chetwynde’s core values of respect, responsibility and resilience are visible in everyday interactions and are consistently modelled by staff. These values provide a strong cultural anchor and contribute to the school’s calm, relational approach to behaviour.

Steve Jefferson, Headteacher of Chetwynde School, who leads the annual philosophy lecture that was praised in the report said the school was proud of the findings and would continue developing its practice.

“This report recognises what our pupils and staff experience every day that Chetwynde is a school built on belonging, care and high expectations.

“Our values of respect, responsibility and resilience sit at the heart of everything we do, and it is reassuring to see the positive impact this has on behaviour and relationships across the school.”

He added the report outlines a clear and constructive roadmap for the school’s next phase of development, particularly in strengthening consistency in classroom practice, further aligning behaviour systems with the school’s values, and continuing to refine provision for pupils with SEND.

Behaviour at Chetwynde sits below national averages, reflecting effective systems that prioritise positive conduct and proportionate responses.

The report noted that the school’s graduated behaviour framework, use of Positive Achievement Points, and thoughtful application of sanctions – particularly for pupils with additional needs – were all noted as strengths. Importantly, reasonable adjustments are planned in advance, ensuring behaviour responses are purposeful, inclusive and fair.

Positive Regard representatives said the school was well positioned to go from strength to strength.

“Chetwynde School is a community built on care, strong relationships and deliberate inclusion. Pupils feel known, staff feel valued, and behaviour is underpinned by genuine belonging,” they said.

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