Devon County Council promotes Relational and Restorative Practice. To complement the new OAIP frameworks, Devon County Council also provides guidance around integrating Relational approaches into whole school culture and systems.
When developing the frameworks we worked with a broad range of partners including parent carers, children and young people, Special Educational Needs Coordinators (SENCOs), school leaders and Devon County Council staff to explore the key principles for inclusive education and practice.
Key principles
These partners told us that for inclusive education to be successful it must be based on a foundation of positive relationships. This is across all parts of the system from the relationships between school leaders, staff and the children and young people in their schools, staff relationships, peer relationships across the age groups, family and school partnerships and relationships with local authority staff and health partners.
Research* tells us that secure relationships have a direct bearing on children’s capacity to succeed in school. Relationships and belonging are key to success for all children, and essential, for those who have experienced relational losses and trauma.
*Attachment in the Classroom by Heather Geddes. Watch this interview with Heather discussing the significance of the relationship between pupil, teacher and learning.
The identified key principles for positive relationships include:
- Relationships
- Flexibility
- Child-centred
- Inclusive
- Collaboration
- Curiosity
- Responsive
- Predictability
- Communication
Relationships
Parent carers, children and young people, schools and Devon County Council staff defined the principle of relationships as:
Trusting relationships are at the heart of everything we do and are the foundation stones upon which everything else is built. Pupils, parents and staff are known, valued, listened to, understood and cared for. People work together, connect with each other and repair when things are tricky.
Parents said: “Teachers know my child, and they belong”
Young people said: “Friendships are as important as the learning”
In addition to relationships, the following principles of inclusive education and practice were identified as being important to parent carers, children and young people, schools and Devon County Council staff. Their words are cited in the quotes and descriptions below.
Flexibility
There is an open mindedness and a willingness to adapt and change to meet the needs of pupils, or in response to a changing context, within the school’s systems. No stone is left unturned in finding a way.
Parents said: “I can expect that those supporting my child will be open to adapting things and that we do that collectively”
Child-centred
All pupils participate in a curriculum that is broad, balanced, ambitious and meaningful to them. Their views are listened to, respected and acted on. Pupils are well prepared for independence and adult life.
Parents said: “My child is at the centre and their voice is heard”
Inclusive
Schools intentionally consider the needs of their local community and make decisions which promote education for all. Difference and diversity are highly valued as contributing to the richness of the school community. All children are welcomed, have a sense of belonging and achieve in the broadest sense.
Parents said “My child’s needs are met”
Collaboration
There is active, open and supportive collaboration between schools, families and services with needs of the school community always at the heart.
Parents said: “I am asked to contribute, and my contribution is listened to and valid”
Curiosity
Schools and services seek to truly understand situations by looking below the surface and asking why? Information is integrated to fully understand the bigger picture and there is a willingness to challenge thoughts and behaviours.
Parents said: “Schools wonder why?”
Responsive
Schools and services are needs led. They are attuned to the changing needs of students, families and staff. Schools truly listen, adapt their practice and act.
Parents said: “Things can change depending on my child’s needs”
Predictability
All members of the school community have a clear, shared understanding of what to expect from their school and wider services. Processes are reliable but there can be flexible responses based on need.
Parents said: “My child knows what to expect at each point”
Communication
Communication is clear, honest and accessible for all. There are clear systems for sharing information and listening to the views of staff, parent carers and pupils.
Parents said: “The school listens to me as an expert on my child”