School Expectations

Mobile Phones and Electronic Devices

At River Tyne Academy Gateshead, we are committed to creating a calm, focused, and purposeful learning environment. Mobile phones, tablets, smartwatches, and other personal electronic devices can distract from learning and impact engagement within the school community. 

To support learning and wellbeing, students are encouraged to leave personal electronic devices at home whenever possible. If devices are brought into school, they must be handed to a member of staff upon arrival for safe storage throughout the school day. Students are provided with a secure, individual storage solution to ensure their belongings remain safe until the end of the school day. 

Our approach helps minimise distractions, promotes positive social interaction, and allows students to focus fully on their learning and personal development. 

Standards of Behaviour

We have high expectations for all members of our school community. Students are encouraged to demonstrate respect, kindness, tolerance, and responsibility in their interactions with others. 

Our approach is built upon relational practice, recognising that behaviour is a form of communication and that positive, trusting relationships are fundamental to learning, wellbeing, and success. 

Behaviour for Learning

We believe that the most effective support for positive behaviour comes through strong partnerships between school, students, and families. By working together and maintaining consistent expectations, we help students develop positive attitudes towards learning, improve engagement, and achieve their full potential. 

Our staff strive to create learning environments where students feel safe, valued, understood, and supported to succeed. 

Positive Behaviour Support

At River Tyne Academy Gateshead, our behaviour approach focuses on understanding individual needs and providing the right level of support at the right time. We use relational and restorative approaches to help students reflect on their choices, develop self-regulation skills, and build resilience. 

Support is tailored to the individual and may include targeted interventions, pastoral support, and collaborative planning with families and external agencies where appropriate. 

For further information about our approach, please refer to our Relational Behaviour Policy.