Leighton Park takes a different approach to discipline.  Do you think it works?

Most certainly Leighton Park's approach to discipline works: it's such a common sense approach. If you treat individuals with respect and understanding, in most cases, they will reciprocate. After just one term at Leighton Park the growth in my daughter's emotional maturity was remarked on by everybody and I credit this with her being treated as an adult, a challenge she certainly rose to.
A parent (Year 7)

Expecting the best from pupils will often bring out the best by building self-esteem.
A parent (Year 10)

It works because we listen. Sometimes it takes longer to resolve things but usually the solution is more permanent. We try to get to the cause of the problem rather than just punish the symptoms.
Nigel Williams, Assistant Head (Academic)

As I understand it, LP's approach to discipline involves encouraging mutual respect, a sense that everyone is of equal worth, and an acceptance of responsibility for the welfare of others. I admit I was not convinced that this would work well, and I'm still not convinced it would work well in a school that was purely a day school. This is because I think it relies on pupils being known at a deep level by staff, so that less desirable behaviours can be tackled holistically. However, at LP it works extremely well. When pupils are consistently valued, trusted and treated as worthy of respect it is much easier for them to treat each other in the same way. There seems to be a wholly different relationship between pupils and staff at LP to those at day schools I have experience of. Pupils comply with codes of conduct, not because an authority figure has dictated that they should, but because they respect the staff's viewpoints and have been helped to understand the reason for behaving this way.
A parent (Year 8)

LP staff have a much closer relationship with pupils. This is crucial when it comes to any problems. Pupils have the confidence and staff make the time to solve any problems that may occur.
A Sixth Form student

Our approach is not as different as many think. We have gatings, detentions, blue and green slips and community service: all fairly common in schools with a good discipline structure. What we appear to have, which is different, is a greater level of respect between pupils of all ages and staff, and, at least as important, between different age groups. Thus, needing to rely on the more formal methods of discipline is probably less frequent than in many schools, but still necessary at times.
Roger Aylward, Head of Fryer House

The strong pastoral approach gives pupils and tutors the opportunity to discuss disciplinary issues on a one-to-one basis: there is a single point of contact to help resolve any problems. Treating pupils as 'trainee adults' often achieves results where traditional schools may fail.
A parent (Years 9 & Sixth Form)

Fewer pupils are likely to be disruptive because they have added respect for their teachers, knowing that in return they are respected.
A Sixth Form student

A major part of what makes LP the amazing place it is, is the way everyone is treated as an equal. Teachers and pupils are on first name terms and the youngest year seven is treated with the same respect as any Sixth Former. Personally I feel this is one of LP's best and most important aspects.
A pupil (Year 11)

I believe that the fact that pupils can call staff by their first names removes a barrier that otherwise hinders the teaching process. It does work; it is what makes the school unique.
A pupil (Year 10)

Most people don't push the boundaries too far, but when they do there are things like detentions and gatings and all sorts of things.
A pupil (Year 11)

Simple: respect. Pupils and teachers are friends here from the word 'go' and with this comes a great respect and understanding of each other.
A Sixth Form student

We create an atmosphere that we are a community and that failing the community deserves giving something back to that community.
Graham Smith, Housemaster & PE teacher

I am not aware that LP does take a significantly different approach to discipline. We have a policy for completing work, setting detentions and for praising/rewarding students: all tools of approaching discipline. I think staff generally prefer to discuss the issue rather than jump on the back of students - to give them the chance and put the onus on them to take greater responsibility for their endeavours and, in part, to determine their own punishment.
Karen Gracie-Langrick, Assistant Director of Sixth Form & Head of History