Sir Peter Hall School

Vision, Mission & Values

Our Vision

 ‘Through challenges to the stars’

Our ambition is to unlock the potential of all children because every young life is special:  open to possibility, gifted with the potential to change the world for the better. We have high expectations of all students and believe, with the right support, every student can succeed at Sir Peter Hall, be able to contribute to society and live healthy and fulfilled lives.


Our School Star Values


  • We strive to be the best that we can be – understanding ourselves and our unique contribution to our community
  • We produce the best work that we can so that we feel proud of ourselves
  • We are committed to equality and understand and value diversity – success for all


  • We understand that we will achieve more together than we can alone
  • We value kindness and build trust We are honest with ourselves and each other fostering mutual respect


  • We respect and develop ourselves, our community and our environment
  • We champion the potential in everyone
  • We work towards leading healthy and fulfilled lives


  • We keep trying, even when things are hard
  • We learn from our mistakes and believe we can improve
  • We know how to handle stressful situations

Our Staff Working Partnership

(how we work)

  • Embracing the vision
  • Putting our pupils always first
  • Being honest and acting with integrity
  • Practising respect for one another
  • Pulling together at all times
  • Supporting our operating rules and culture
  • Working safely and responsibly

Mission to support pupils with SEMH

We aim to provide an education which delivers outstanding outcomes for children with social, emotional and mental health needs. Underpinning this will be high expectations and aspirations for all, so we ensure that all children make good progress from whatever their starting points and are supported to achieve accreditation and qualifications which enhance their life chances.

We will ensure that children have positive destinations to move on to in the next stage of their lives. We believe it is essential children experience a ‘rite of passage’ through which they can grow and develop increasing maturity towards that goal. We will make links with local employers, apprenticeship opportunities and Further Education and Higher Education providers.

For this reason we shall establish three phases in the school; a Key Stage 2 phase, a Key Stage 3 phase and a Key Stage 4 phase. Each of these phases will have distinctive features and an appropriate curriculum offer. Within the phases we shall combine a strong curriculum offer with multi-agency and therapeutic support and we shall work in partnership with Suffolk County Council and other local providers to deliver this.

The curriculum will be organised to educate the whole person: head, heart and hands, based on Pestalozzi’s educational philosophy: students will have the chance to think and develop their academic and intellectual abilities to care about other and explore and understand their emotions and explore moral attitudes and they will experience practical activities and develop their social skills, character and common sense

The Sir Peter Hall Star Charter lists the co-curricular experiences that all Sir Peter Hall students will have the opportunity take part in.

Our School is named after a famous theatre director and Sir Peter Hall School will have creativity at the heart of its curriculum, with opportunities to watch and take part in live drama performances, to learn about drama and how to support dramatic productions as well as wider creative opportunities through digital media, music and music production. Creativity unites head, hand and heart.

Our Behaviour Principles

  • We will create a culture of unconditional positive regard
  • We recognise that children need great teaching in all lessons and that skilled teachers change lives through the relationships they build with learners.
  • We teach behaviour – learning, social, self-regulation 
  • We teach children to understand their brains and feelings
  • We teach children ways to manage themselves and their feelings and how to learn effectively.
  • Behaviour is understood as communication 
  • We are trauma- informed and understand that many of our students will have Adverse Childhood Experiences.
  • We will seek to understand the causes of behaviours and whether or not a student can understand the consequences of their actions before we decide what to do next.
  • We will use a restorative justice approach
  • We understand adults’ behaviours and attitudes make all the difference
  • We have consistency in the way we do things here – including scripts
  • We have positively framed expectations
  • We all like to know where we stand and have consistent high expectations 
  • Agreed language and labels for behaviours to be used consistently
  • Pupil behaviour is more appropriate when learning and teaching are of a high standard. Sir Peter Hall staff are trained to understand the nature of social, emotional and behavioural difficulties and are able to distinguish these from sporadic misbehaviour and short-term emotional difficulties.
  • Young people need to be listened to. Inclusive practices benefit all.
  • Behaviour management is everyone’s responsibility. All staff need to be agents of the behaviour policy.
  • Self-esteem, which is the basis of positive behaviour, is everyone’s responsibility.
  • Behaviour improves when staff and parents work closely together.
  • Positive approaches to behaviour management are more effective than sanctions.
  • Communication to pupils needs to be positive and differentiated.
  • Supportive pastoral systems underpin improved behaviour.