Relational Approach; Developing Relationships, Responding and Calming and Repairing and Restoring; working in relationship with pupils, parents and all stakeholders through a graduated response. This approach is based around the principle that all behaviour is a form of communication.
- Greater importance on inclusion and belonging through promoting positive relationships and behaviour, effective teaching and preventative response
- To keep all pupils fully included, engaged with learning and participating in their school communities
- Invest time and resources into improving relationships. This will lead to positive outcomes around inclusion, engagement, attainment and achievement in the short term and community safety and cohesion in the longer term.
- Instil a common language to ensure consistency across the school
- Creating a positive whole school ethos and policy that promotes positive relationships and behaviour and reduces the need to consider exclusion
- Relational Practice and Policy which is aligned with current research and theory from the fields of attachment and trauma, behaviour management and on effective support for personal development.
- Relational approach to be used along with good quality first teaching and in a planned and timely fashion to target early intervention for children and young people
- Support the development and maintenance of a calm and inclusive learning community.
- Clear, collective and cohesive vision for pupils and staff underpinned by theoretical frameworks
- Establish our core values and beliefs which underpin the school’s ethos, practice and vision.
- Optimise pupil outcomes by investing in a comprehensive and cohesive integrated recording system that is custom built to the needs of the school
Geddes 2014 and Bomber 2011 suggest that a successful whole school approach involves commitment from the whole school community. Whole school training, ongoing staff development and staff support will be vital to ensure a shared understanding, the consistent application of relational and restorative practices and that staff are supported to be skilled practitioners. (Guidance for developing relational practice and policy)
- Pilot use of Relational plans (Oct 2022)
- CPL Session- Trauma Informed practise (Sept 2022) and Relational approach (October 2022)
- Strategic development of policy – BFL Toolkit (Nov 2022) and draft policy (Nov/Dec 2022)
- Review of current rewards and sanctions (Sept-Nov 2022)
- Pupil and parent surveys (November 2022)
- Staff surveys (December 2022)
- Review of behaviour management recording systems, analysis and action plan for change- IrisAadpt Software (Nov 2022)