The Clayton Code v1 digital

Part of

SEPTEMBER 2026

The Clayton Code Guidance for all staff

claytonhallacademy.org.uk

“Education is the most powerful weapon which you can use to change the world.” - Nelson Mandela

At Clayton Hall Academy, all staff share a collective responsibility for every child in our care. We are committed to placing children at the centre of all that we do and to unlocking their academic and personal potential.

The learning environment we create and maintain should enable every student to thrive, lead happy and successful lives, and secure the knowledge, skills and qualifications they need to progress through key stages of education and into the careers and futures they aspire to.

Alongside academic excellence, we must equip students with the cultural capital, character and confidence they need to become active, responsible citizens. Our role is to help them develop the discipline, compassion and moral purpose to contribute positively to their communities and to champion change in society.

The culture experienced by students at Clayton Hall Academy is shaped by the actions, expectations and standards of every adult who works here. It is therefore essential that we work with consistency, integrity and purpose to sustain the shared culture of our academy.

This document, The Clayton Hall Academy Code, sets out the principles, roles and responsibilities that underpin our positive learning culture. It reflects our commitment to providing rich opportunities so that every student can achieve their academic best and grow to be ambitious, aspirational, courageous and respectful in their daily lives.

It is the responsibility of all members of staff to implement the Clayton Code every day, helping to create a strong, shared culture across the academy.

Caty Reid Headteacher, Clayton Hall Academy

02

Clayton Hall Academy

Relationships Getting to know the students at the academy is a vital part of your job, building strong relationships means students trust you with their education and feel that sense of belonging. Take the approach of ‘’Firm but Fair”. They should always refer to you by your surname or ‘Sir/Miss’ and ensure they know where the boundaries in the student/teacher relationship are.

Learn about your students but ensure that they know their education is your utmost priority. Rewarding positive student behaviour is key to maintaining a positive culture and therefore it is essential we focus on the majority of students who try hard and do their best in every lesson every day. For every sanction you issue you should aim to reward 10 students with Aspire points.

Emotional currency is a bank we should all invest in, ready for the day you need to make a withdrawal. A conversation in the corridor, a message home, a “post it note” with a “well done” message hidden in a student book, are all stored up ready for the day you need to tackle that child’s underperformance, or failure to meet the academy expectations.

Some staff have more emotional currency with some students than others, for example a form tutor, Head of Key Stage or pastoral manager. Sometimes you may need them to support you with a student, but you should still take the lead, they are there to support.

The Clayton Code - Guidance for all staff

03

Leading by Example As staff, we lead by example in every interaction, ensuring that our conduct reflects the high expectations and shared values of Clayton Hall Academy and Windsor Academy Trust.

We set the tone by upholding high standards and speaking with pride about our work, often beginning with the shared mindset that at Clayton Hall Academy, we model excellence in all that we do.

Through our personal presentation, our language and our manners, we demonstrate the standards we expect from others. In doing so, we show pride in excellence, foster inclusivity and model respect in every aspect of academy life.

We explicitly teach students how to respond to adults and to one another with courtesy and respect. This begins with meeting and greeting students at the door, where a warm welcome and a clear expectation of a polite response help to establish a positive and purposeful start to every lesson.

We therefore dress in a formal, professional manner that reflects the importance of our role and reinforces the culture of high standards across the academy.

We are punctual and make full use of transition times to build positive relationships with students. Teaching is a demanding profession and, at times, pressure can be high; however, we must always speak to one another with professionalism, kindness and respect.

Any behaviour that falls short of these expectations should be addressed, as it can weaken the culture and ethos of the academy. We are one team; we do not undermine one another, and we present a united, supportive and consistent approach. When students see adults working together with integrity and mutual respect, they feel safe, secure and able to trust us all.

04

Clayton Hall Academy

Consistency “Consistency is the true foundation of trust. Either keep your promises or do not make them” – Roy T Bennet

Teaching manners “Good manners are a way of showing other people that we have respect for them” – Bill Kelly

It doesn’t matter what we do, it matters that we all do it. If you allow students to engage in low level chat, then the next member of staff who challenges this will seem unreasonable. Students will be confused why they can do it in one classroom and not another. They will challenge the teacher who upholds the academy expectations, and this may damage their relationship with that student. Being inconsistent undermines our culture and shows students that some adults do not care as much as others. This in turn creates a perception with students that some adults are more important than others.

The Clayton Hall Academy Code, establishes a culture where all staff are equal.

Respect is one of the key values of Windsor Academy Trust and our Academy. As adults, we bring with us different experiences of our own upbringing and just like the children for whom we are responsible we will have varying ideas of what “good manners” are. It is therefore vital that we are clear about what our expectations of good manners are, and that we consistently re-enforce these with students. We must teach children how to respond to adults and to each other. This starts when you meet and greet students at the door, students should respond when you say “good morning/afternoon” with a similar response or a “thank you”.

The only response a child should make to an adult when their behaviour is challenged is “sorry Sir/Miss”. You may or may not feel that “sorry” is enough of a response, and further sanctions may be required but the point is that students acknowledge they accept responsibility for their own behaviour. By acknowledging this you de- escalate the situation and we do not need to excessively reprimand when they have said they are sorry. This should allow you to move on from the incident and get back to teaching.

The Clayton Code - Guidance for all staff

05

Classroom Environment Expectations for Staff To ensure consistency and maximise learning, all teachers should: •

Maintain a professional, well-organised, and clutter-free classroom, taking pride in the learning environment

•

Keep display boards up to date with curriculum content, “Ready to Learn” guidance, and subject-specific terminology

•

Display high-quality examples of students’ work to celebrate achievement and set standards

•

Ensure all resources are well-stocked, clearly organised, and accessible for both students and staff

06

Clayton Hall Academy

Entry Routine Expectations for Staff Clear entry routines, as in TLAC, create predictability and maximise learning time. They settle students quickly, reduce cognitive load, and establish high expectations, allowing immediate focus on academic thinking so lessons start with purpose and momentum rather than disruption.

To ensure a consistent and purposeful start to lessons, all teachers should: •

Stand at the doorway to greet students, checking uniform, readiness, and attitude

•

Ensure students enter promptly under supervision; students should not wait outside

•

Have books ready at the front; students should collect them and move quickly to their allocated seat

•

Display a clear ‘Do Now’ task, including the date and learning objective

•

Ensure students follow the seating plan; bags should be placed under desks or in a designated area

•

Require students to begin work immediately by opening books, recording the date and title, and starting the ‘Do Now’ task in silence

•

Complete the register accurately within the first 7 minutes; mark any late arrivals appropriately

•

Use TLAC strategies to check engagement and understanding during the starter activity

The Clayton Code - Guidance for all staff

07

Lesson Protocols for Staff To ensure high-quality, consistent teaching across the academy, all staff should use evidence informed teaching approach, supplemented with TLAC strategies. All staff must understand the students’ needs through careful use of support plans.

Using the simple of model of teaching below all staff should:

Create a culture

Secure attention

•

Establish and reinforce clear entry routines

•

Use STAR listening routines to promote active listening and gain full attention

•

Promote belonging and positive relationships

•

Deliver clear, concise, and appropriately chunked instructions

•

Apply behaviour systems consistently using shared language

•

Maintain pace by narrating timings and expectations

•

Use RADAR to monitor and reinforce engagement

08

Clayton Hall Academy

Optimise communication

Gather and give feedback

•

Plan structured lessons with clear objectives and accessible tasks

•

Check understanding throughout lessons using active observation

•

Use modelling and scaffolding to support understanding

•

Provide timely feedback through verbal, live, and written methods

•

Teach and revisit subject-specific vocabulary explicitly

•

Adapt teaching based on assessment for learning

Drive thought

Ensure consolidation

•

Use accountable questioning to secure 100% engagement

•

Use homework and low-stakes retrieval to reinforce learning

•

Apply techniques such as cold calling and turn and talk

•

Revisit and reteach key content where necessary

•

Plan and monitor purposeful independent practice that addresses the learning objective

•

Ensure all pupils can access and engage with the learning

Continued professional Learning (CPL) will centre around these approaches, and ‘Drop-ins’ will be used to inform the direction of the whole school’s CPL. Engage with drop-ins as a tool for continuous improvement and continue your own professional development using the Steplab platform.

The Clayton Code - Guidance for all staff

09

Presentation Standards Ensure all work meets “Presentation Perfect” expectations:

Presentation Perfect 1.

Date e.g. Monday 25th November Underline with a ruler.

2.

Title e.g. Chemical Reactions. Underline with a ruler.

3.

Miss a line- then start your work.

4.

All tables, diagrams and pictures to be completed in pencil with a ruler as appropriate.

5.

Capital letter at the beginning of a sentence and full stop at the end.

6. Neat, legible handwriting.

7.

Do not doodle in your book.

8. Worksheets should be stuck in books neatly (dated).

9. Errors crossed out with a single line.

6/2/2026

Literacy marking

10

All books must clearly display:

Good point

•

Pupil’s full name

NP

New paragraph needed

•

Teacher’s name

CL

Capital letter missing

•

Subject

SP

Spelling mistake

•

Class code

P

Punctuation missing/ incorrectly used

^

word missed out

Clayton Hall Academy

Exit Routine Expectations for Staff To ensure a calm and orderly end to lessons, all teachers should: •

End teaching promptly, allowing sufficient time to clear the room before the next lesson

•

Ensure books are collected, stored neatly, and the next class set is prepared at the front

•

Require students to stand behind chairs while a visual check for tidiness is conducted

•

Dismiss students in an orderly manner (e.g. by row or group), providing clear movement directions where necessary

•

Address any uniform issues before students leave the room

•

Actively supervise corridors to ensure movement remains calm and purposeful

The Clayton Code - Guidance for all staff

11

Drop-In Protocol for Staff Drop-ins are conducted to support professional learning and the ongoing refinement of teaching practice. They are collaborative, developmental, and not linked to Performance Appraisal, although they may contribute evidence towards targets. Drop-ins should typically last 10–15 minutes and occur regularly.

•

Approach all drop-ins with courtesy, professionalism, and integrity

•

Acknowledgement of the teacher and any support staff occurs upon entering the room

•

Maintain a positive presence; the observer is a guest in the classroom

•

Ensure that visits do not disrupt teaching or learning; staff should not pause their lesson

•

Seek permission from the teacher before addressing students and reinforce academy expectations where appropriate

•

Record all drop-ins on Steplab within 24 hours, including a ‘Glow’ (strength) and, where appropriate, a ‘Grow’ (area for development)

•

Follow up directly with staff if further discussion is required

There is no statutory limit on the number of drop ins that can occur through a school year, and our ideal is to have one a week on average.

Formal observations will continue where necessary, including for Performance Management or where additional support is needed.

12

Clayton Hall Academy

Instructional Coaching Expectations for Staff Instructional coaching is a central part of our commitment to continuous professional learning. It is designed to support all staff in refining teaching practice in a collaborative and developmental way.

•

Engage positively with instructional coaching as an opportunity for professional growth

•

Work with instructional coaches to identify clear, focused areas for development aligned with whole-school priorities

•

Practise and embed agreed strategies between coaching sessions using the Steplab model

•

Participate in regular, structured coaching conversations that include modelling, rehearsal, and feedback

•

Use feedback constructively to refine classroom practice and improve pupil outcomes

•

Maintain a reflective approach, considering the impact of changes on pupil learning

•

Recognise that coaching is supportive, non-judgemental, and focused on improvement for all

Instructional coaching will be aligned with CPL priorities and informed by drop-ins, ensuring a consistent and evidence-informed approach to improving teaching across the academy.

The Clayton Code - Guidance for all staff

13

High Expectations for All At Clayton Hall Academy, we are committed to creating a culture where every member of staff contributes to unlocking students’ academic and personal potential. This means maintaining consistently high expectations, modelling professionalism, and reinforcing the standards that help all students feel safe, respected, and ready to learn.

The standards we reinforce every day shape the culture of our academy. What we notice, acknowledge, and address communicates clearly to students what matters here.

Our responsibility does not end at the classroom door or the end of a corridor.

Every colleague has a shared role in sustaining the culture of the academy.

Wherever we are in the building, we all have the authority and responsibility to uphold our expectations with clarity, consistency, and care.

If we see something that does not reflect our ethos of respect, responsibility, and high expectations, we should address it.

This does not need to become a lengthy interaction. A calm, simple reminder such as asking a student to remove their coat indoors is enough to reinforce expectations and show that we do not overlook standards.

We do not need to escalate every issue or insist on immediate compliance in every moment if this would disrupt a more important priority. However, we should never ignore behaviour that falls below our expectations. Consistency matters, and students should know that standards apply across the academy.

Where time allows, address minor infringements and expect students to respond appropriately. These everyday moments are important in maintaining a calm, orderly, and respectful environment.

If time is limited, acknowledge the issue, make the expectation clear, and move on. This ensures students know that the behaviour has been seen and that it does not align with our academy standards.

14

Clayton Hall Academy

Suggested Language •

“Please move to your lesson quickly and quietly.”

•

“Thank you for presenting yourself smartly.”

•

“Please correct your uniform so it meets academy expectations.”

•

“Thank you for walking on the left and showing respect for others.”

•

“Please enter the building calmly and quietly so that we maintain a positive learning climate.”

•

“Keep your hands and feet to yourself and respect other people’s space.”

The Clayton Code - Guidance for all staff

15

“All behaviour which distracts learning within the classroom or damages the culture within the academy must have clear, fair and transparent consequences for students” – Alastair O’Connor (Principal)

Relationships “Firm but Fair, I made a difference but they felt that I cared” – Tracey Rowe (Vice Principal)

All adults at Clayton Hall Academy are responsible for managing student behaviour.

Children are still learning how to behave and as adults we are responsible for teaching them how to do this. The expectations of behaviour are clearly set out in the academy behaviour policy and when students do not follow these expectations it is everyone’s responsibility to address this. If you ask a student to do something then they should do it, if they do not you must ensure this is followed up.

Non-compliance of the behaviour expectations should be logged on Arbor and to reduce workload, we use a centralised restorative detention system. This is not to make it someone else’s problem, but to ensure that the consequence system is applied efficiently. This does not prevent you from seeking out the student again, to ensure they are aware you know they have been sanctioned and you do not expect that behaviour to be repeated. In a similar way if a student is removed from your lesson, you are expected to follow up on this with the student or parent, they should complete the work they missed in your lesson.

Students need to know what you expect of them, and your expectations should be high. In some instances of extreme behaviour, the Senior Leadership Team will become involved immediately. However, if you ask a student to do something they should respond in the same way as if any other staff member had asked them.

Likewise, it is imperative that you reward students who shine with good behaviours and uphold the principles and values of Clayton Hall Academy. Let students know when they get it right. You should aim to give out Aspire house points in all of the lessons you deliver.

16

Clayton Hall Academy

Pastoral Responsibilities The Role of the Form Tutor As teachers you are the expert in your subject, your job is to pass on your exceptional subject knowledge to the next generation so they too can become experts. At Clayton Hall Academy, teachers also hold a key pastoral role as a form tutor. To students in your tutor group, you are their champion. You will have more emotional currency with students in your tutor group than almost any other member of staff. This is because of the relationship that you will build up with them and their families. This means that it is very important that your expectations of them are the highest possible. You will have a lot of influence over the students within your group and this is why you are the ideal member of staff to enforce high expectations of uniform, behaviour and attendance. Your group represent you, they should not want to disappoint you in any way, (as they should be certain that this would be followed up!).

Be organised – have access to data which shows you who has poor attendance, tackle it immediately. Ensure that you give out the messages which come from Senior Leadership Team or your Head of Year – they keep everyone on the same page. No child in your tutor group should be letting you down with poor standards, make sure they line up orderly for assembly and are respectful to those presenting. Make it your business to know their family situation and their responsibilities out of school, so that you can fight their corner if need be.

You should understand the needs of the students in your tutor group very well, removing any barriers to learning for them. Speak to the Special Educational Needs Co-ordinator about any additional needs your group may have. They are yours to nourish and grow and we are relying on you to know them well.

The Clayton Code - Guidance for all staff

17

Pastoral and Welfare Team The Pastoral support and welfare team have an important role in supporting students whose circumstances create a significant barrier to student’s progress. Students will often seek you out when they have issues with other students, or problems at home and you will be the person to ensure they are sanctioned appropriately should they need it. The role is challenging due to the investment you have made in these students, and that balance of support and consequence is one you will need to get right. If you are required to support a teacher/tutor with a challenging conversation, you will stand next to them whilst they have that conversation. You should not intervene, or overtake any adult in the dealing of behaviour in their classroom or tutor room, but you will always support. Your non-teaching role means you have the time to do things that teachers do not, you will often be the appropriate person to make a call home or speak to a student during lesson time, but you must ensure that your students do not see you as more important than other staff. Students should not see a hierarchy in our behaviour management system, all adults are equally important. You have jurisdiction to visit students in their classes at any time during the day.

18

Clayton Hall Academy

Senior Leadership Team Our role is simple: to enable learning.

This means supporting teachers and professional services staff in all that they do, removing unnecessary workload, and ensuring that the culture within the academy enables learning to flourish. We maintain high expectations and make sure that students know, with certainty, what is expected of them. We never ask others to do something we would not do ourselves; we lead by example and remain visible to staff and students every day.

We are relentlessly optimistic. Staff and students rely on us to create and sustain a positive atmosphere, so we use positive language, remain approachable, and provide reassurance when it is needed most.

We are committed to coaching and developing others. When a situation arises, we seek to discuss it first with the relevant member of staff, then support them to lead while we stand alongside them.

We will always be there to support, but we also recognise that taking over can disempower staff. Equally, if we believe a colleague could handle something differently to achieve a better outcome, it is part of our remit to share that view thoughtfully and engage in professional discussion.

We communicate this message consistently every day: supporting staff and students is essential to maintaining a strong, calm, and positive culture.

Wherever possible, we prioritise face-to-face conversations. This helps to ensure that requests are clearly understood and avoids ambiguity. The tone of an email can sometimes be misconstrued, so direct conversation is often the most effective approach.

We do not ask staff to complete tasks that duplicate information or add unnecessary administration with little purpose. Our systems should prevent duplication and reduce admin time. If something does not enable learning, it should not be requested.

The Clayton Code - Guidance for all staff

19

ROAM The ROAM system provides support for teachers and students.

When a student is disrupting the learning of others and will not correct their behaviour through the staged warning system, then they must be removed from the lesson to minimise the impact they are having on the education of others.

Anyone who is designated to ROAM should give this their priority – it takes precedence over everything else, except a safeguarding issue, in which case you should clearly delegate roam to another member of staff.

If we do not support teachers in implementing high expectations and attending when a ROAM is requested, then the system and the teachers are undermined.

Duty Protocol Duties are a vital part of our collective responsibility to safeguard students, promote their welfare and maintain a calm, orderly and positive environment across the Academy.

The guidance below sets out the professional expectations for staff on duty and should be followed consistently to ensure effective supervision, strong visibility and the highest standards of safeguarding practice.

•

Wear your high-visibility vest at all times whilst on duty. A visible staff presence helps students feel safe, makes supervision clear and accessible, and reinforces our commitment to maintaining a secure environment.

•

Arrive promptly for duty and move to your allocated area without delay. Senior leaders will support where movement between locations is challenging, but duty must take priority over tasks that can wait. No area of the Academy should be left unsupervised.

•

Use duty time to engage positively with students. Purposeful conversations help build respectful relationships, strengthen trust and ensure that students experience staff as visible, approachable and attentive.

20

Clayton Hall Academy

•

Remain vigilant at all times and position yourself so that you can supervise your area effectively. Be proactive in responding to changing patterns of student movement and, where needed, coordinate with nearby colleagues to improve coverage. Students should know that staff are present, alert and ready to respond appropriately.

•

Duty is not social time for staff. It is a professional responsibility focused on safeguarding and supervision. Staff should avoid congregating, circulate regularly, challenge inappropriate behaviour, address casual swearing, discourage boisterous conduct and prompt students to take pride in their environment, including clearing litter where appropriate.

•

Be alert to any change in atmosphere and respond quickly to de-escalate concerns. If an incident arises, remain calm and avoid drawing unnecessary attention unless there is immediate danger. Seek support from nearby staff, ensure students are moved away from the area where necessary, and inform senior leaders promptly. Where a student is injured, first aid and the immediate safety of those involved must take priority.

•

Do not overlook play fighting or physical horseplay. Whilst some students may view this as harmless, it is not appropriate in school and can escalate quickly or lead to injury. Expectations should be made clear and reinforced consistently. Physical intervention must never be inappropriate or avoidable.

If you know that you will be absent, ensure that your duty is covered as well as your lessons. In the event of an unplanned absence, make sure that the cover team is aware that duty cover is also required so that supervision arrangements remain secure.

The Clayton Code - Guidance for all staff

21

Part of

Clayton Hall Academy Clayton Lane, Newcastle, Staffordshire. ST5 3DN Email: office@claytonhall.academy Phone: 01782 367650

Visit our website

claytonhallacademy.org.uk