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Vision & Values

At Harbour Schools Group, we recognise that the well-being and academic achievement of most young people is significantly accelerated when the root causes of behavioural, emotional, social difficulties are addressed. See our Vision & Values here.

 

Moral Purpose:

A Harbour is a place where ships may moor in shelter, especially to protect from storms and rough water by piers, jetties, and other artificial structures. The Harbour Schools Group schools offer young people an assured safe and protected environment to give them the opportunity to realise their potential by working through personal difficulties that can limit access to education and independence.

Mission Aim:

Our mission aims are for young people to realise and achieve their full potential and to bring vulnerable young students back into full time education by focusing on their emotional development. We realise that cognitive needs can only be met once biological, safety, belonging, and esteem needs are fully addressed and this forms the basis of our therapeutic work since we know outcomes are directly related to meeting these needs. At THSG we use the secure base model to ensure that young people feel safe and happy so that they want to be a part of the community meeting their unconscious needs. We expect that each of our schools will be a secure base, or Harbour, where our vulnerable young people can learn about who they really are and achieve their potential.

Maximising individual achievement is central to the purpose of The Harbour Schools Group and inclusion is the common thread woven into this narrative. It shows in the exceptional efforts made to help children and young people in our schools rise above their difficulties through highly skilled teaching, therapy and care that we have built into our overall curriculum offer at all key stages.

Priorities:

Our 5 Principles:

Behaviour Code

The School’s 5 Principles of Positive Behaviour are displayed throughout the school and in classrooms. These are:

  • We Take Care of Ourselves
  • We Take Care of Each Other
  • We Take Care of Our Learning
  • We Take Care of Our School, Our Community and Our World
  • We Take Care for Our Future

The 5 principles are sufficiently broad to encompass all other pragmatic “bi-laws” of a successfully functioning school.

Rules can be reinforced and pupils reminded using one of the 5 Principles e.g. “No running in the corridors” can fit under “We Take Care of Others” or “We Take Care of Our School”.

See our Behaviour for Learning Policy for more details.

Core Values:

Children and young people can experience a spectrum of difficulties which make it hard for them to make progress at school. There are many ways in which we exhibit educational practice at its best. These include:

  • High expectations and aspirations and a profound and well-justified belief that every child and young person can learn and achieve
  • Refined skill in finding and applying the most effective approaches to communicating with, relating to and teaching children and young people
  • Exceptional expertise in assessing progress and recognising the smallest steps as well as large jumps in learning, and in using assessment to guide teaching directly
  • Highly effective and indispensable teamwork across our school’s workforce in which varied skills combine and best practice is readily shared
  • Strong partnerships with other professionals and providers, not least in reintegration and transition
  • The provision of ambitious and exciting opportunities through well-designed and individualised curriculum arrangements
  • Respect for individual children, young people and their parents, with the power to bring cheer and self-belief to children, and relief, optimism and support to parents
  • Unremittingly committed, inspirational and forward-looking leadership which believes that every professional challenge has a solution.

British Values:

 

See details on our promoting British values as part of our PSHE policy.

And also download our SMSC statement by clicking the link

Equality:

The Harbour Schools Group adheres to the requirements of the Equality Act 2010 by not discriminating against learners, staff, volunteers or anyone involved in external agencies the organisation may be working with on the grounds of sex, race, disability, religion or belief or sexual orientation. In addition, there will be no discrimination against:

  • Pregnant females or new mothers
  • Staff, learners or volunteers undergoing gender re-assignment
  • Learners due to the behaviour of their parents and/or siblings

When recruiting staff, health related questions will not be asked until after a job offer is made, and then, only if it is necessary for the role.

The Harbour Schools Group may decide to use the ‘Positive Action’ clause of the Equality Act 2010, which allows for the setting up of courses specifically for a certain group, such as Afro-Caribbean boys or Roma children. (Previously, this could have been considered discriminatory.)

It is expected that every person in the organisation will make a positive contribution to this policy, namely:

  • All staff whether paid or voluntary
  • All visitors to any school in the Harbour Schools Group
  • All learners at any school in the Harbour Schools Group

In addition, The Harbour Schools Group will:

  • Ensure that the services it provides are accessible to all and endeavour to positively encourage and benefit people from disadvantaged groups
  • Supply specialist aids and facilities to enable disabled people
  • Monitor any issues that arise within the organisation and take appropriate action, fully supporting any person in the organisation who is faced with prejudice or discrimination
  • Undertake an annual evaluation process to ensure that the policy is clear, in keeping with current legislation and being adhered to
  • Treat seriously any breaches of the policy, regarding them as misconduct which may lead to disciplinary proceedings

Inclusion:

The three facets of inclusion within our schools that make us unique – Inclusion has many forms but one principle, the right of a person to have the same opportunities and respect as anyone else.

  1. Responding to need for each and every individual pupil
  2. Providing opportunity and support to both the pupil and the family as a unit
  3. A sense of identity for each pupil – Our schools ensure that children who follow their personalised curriculum leave school with a strong identity and a sense of who they are, why they are as they are and the impact that this has on their families and their lives. It also helps them to understand how they see themselves, their families and the wider world.

Maximising individual achievement is central to the purpose of The Harbour Schools Group. Inclusion is the common thread woven into this narrative. It shows in the exceptional efforts made to help children and young people in our schools rise above their difficulties through highly skilled teaching, therapy and care that we have built into our overall curriculum offer at all key stages.