Contents
Expectation
Leaders and class teachers explicitly model positive relationships and ensure that all children and young people have a sense of belonging in school.
- Accordion
Why? Evidence base
- Research has demonstrated that investing time and resources into improving relationships leads to positive outcomes around inclusion, engagement, attainment and achievement in the short term and community safety and cohesion in the longer term.
- In addition, positive teacher student relationships have been shown to be central to the well-being of both students and teachers.
How? Whole school
- There are established systems and practice which supports positive relationships including:
- Active support and modelling from senior leaders and school governors.
- Policies and systems which support strong relationships.
- Whole staff training, CPD and induction for new staff in relational, regulatory and restorative theory and practice.
- There are established systems and practice which supports positive relationships including:
How? Classroom
- Teachers know how to ensure that children and young people feel safe in school and provide a ‘safe base’ through their interactions, predictability of routines, management of the environment and by ensuring that there are clear boundaries that are co-constructed regularly discussed, and maintained.
- Teachers know their children well and can connect with them in meaningful ways.
- Activities which support connection are built into the school day.
- Teachers support children to connect with each other in order to develop strong peer relationships and belonging
Resources
Expectation
Teachers know their children’s needs well. They understand their children’s behaviour and provide support to pastoral, emotional and additional needs.
They have the skills to build relationships, teach and regulate behaviour, manage conflict and repair breakdowns.
- Accordion
Why? Evidence base
- Research tells us that behaviour is a communication of unmet need e.g. speech and language difficulties, learning needs or challenges at home.
- If support is to be effective, it needs to target the unmet need rather than focus purely on the behaviour.
How? Whole school
- Whole school behaviour policies are implemented consistently across the school by all staff and include a focus on relational, regulatory and restorative strategies.
- Staff are supported to develop their skills and practice of relational and restorative approaches via supervision and coaching
- Evidence-informed approaches are used to:
- support the emotional well-being, development and learning of all pupils through secure relationships
- manage behaviour, regulate emotions and build children’s capacity for self-regulation
- promote learning and repair through the use of restorative approaches
- Reasonable adjustments are made to whole school behaviour systems.
How? Classroom
- All staff are curious about children’s behaviour and seek to understand underlying needs. Staff understand the link between language and behaviour.
- Patterns of behaviour and needs are identified in order to provide preventative strategies and support.
- Teachers use regulatory approaches to de-escalate behaviour and provide strategies to support children to develop their regulation skills.
- Teachers model and teach the use of restorative language and conversations. Restorative conversations are used to manage conflict and repair relationships.
- Consequences which are logical and proportionate are used when they are necessary.