The principle aim of the school`s regime is to develop in our boys a controlled but flexible code of behaviour directed towards competent and rewarding social interaction as well as academic progress. It would be our consensus that much of our boys` socially unacceptable behaviour is context-dependent. In and out of classroom time, all staff value sensitivity to the social situation and the boys` own perception of it.

A typical Breckenbrough boy will not be determinedly delinquent but is likely to be eccentric and difficult in his behaviour and certainly unable to fit into mainstream education. He will be bright but is likely to be underachieving. He will be generally amenable to reason and will not need excessive structure and supervision in his leisure time. He will welcome adult concern and support even though he may not always show it. He will be verbally skilled. He is likely to have at least one special talent which can be developed and used to build his self image. He is likely to have, not far below the surface, a genuine desire to be successful and to make a happier life for himself. The School has developed in recent years expertise and success with boys diagnosed with Aspergers Syndrome, Dyslexia, A.D.H.D. and A.D.D.

Socialising and educating the child presents many difficulties in a society where national or local models of behaviour may inspire him to conflict with family, school and the wider accepted culture. It is largely through the careful use of language in the counselling situation that our boys become aware of the possibility of change and the lack of need to adopt rigid roles and postures.

The negotiation of relationships rather than the confrontation of set roles is the continuous aim. This is taught by adult example and reasoned discussion over a period of years. The confidence which the boy grows to feel in the school and its` staff is crucial to him and his life here. Adequate self-esteem and feelings of self-worth are of central importance to the development of the growing child`s character and his willingness to become involved in the school. The school`s care and counselling system act to focus awareness of the boy`s development and to provide permanent role models as well as male and female figures of support.

The Curriculum is built around the National Curriculum. On arrival at School pupils are given diagnostic tests and then tested on a regular basis thereafter to ensure progress. Boys are encouraged to gain qualifications and success in nationally recognised examinations before Yr 11, and the minimum expectation is that all boys will take at least 5 G.C.S.E.'s and aim for Grade C or above.

A wide contribution to improved self-esteem is made by the systematic development of physical skills. Most of Breckenbrough`s boys are from urban settings and benefit enormously from the school`s outdoor education and expeditions programme.

Work designed to modify the boy`s attitudes has another aspect. This is the direct liason with home by the school`s care staff and counsellors, which involves influencing parental values and beliefs about their sons` education and future. Parents are encouraged to attend regular case conferences with their son and staff. Links with the child and his home may continue through the school holidays.

In all of this work we encourage the highest standards in every part of the childs` life in the certain knowledge that low expectations lead to low achievement, which for our able children is relative failure.