Relational Policy

The staff are interested in the notion of restorative practice and value the importance of the practicality of restorative conversations between staff and students.

The staff are aware that information sharing between the team is vital to ensuring that a relational policy is successful.

Staff are interested in the notion of value based rules focusing on an “aspirational” approach, whilst being mindful of picking their battles and employing planned ignoring approaches to behaviours that have less of a negative impact. 

Each child is given a checklist regarding preferring communication strategies and an ‘personal profile’. This will form part of the induction programme and pupil reviews and any changes/effective strategies should be updated regularly by tutors and Learning Community Managers. 

The staff aim to construct an attachment led behaviour policy which includes an individual approach to exclusion which may include home visits, resetting of expectations and a carefully considered narrative around ‘exclusion day’ terminology. This might include removing the word ‘exclusion’ entirely from the vocabulary of the school, and instead changing it to reflection time.

Staff are trialling a coloured approach to classifying behaviours that are desirable down to unacceptable. With support from staff, pupils who engage in undesirable behaviours will be encouraged to construct their own way of making amends (e.g. deciding the punishment).  

Features of the behaviour model:  

PACE Model 

  • Vulnerable rather than troublesome.  

  • Authoritative rather authoritarian.  

Emotion Coaching 

  • Therapeutic conversations 

  • Training input for staff based on Mark Adams Coaching principles 


Bespoke Wellbeing Curriculum 

How is wellbeing time being effectively used to: 

  • Developing trusting relationships between pupils and staff? 

  • Provide therapeutically based space and time for pupils? 

  • Embed feelings of ownership and a sense of belonging for the pupils? 

High Aspirations and High Expectations 

  • Desired values/ behaviours outlined and displayed in each classroom. 

  • Agreed classification of behaviours to ignore and behaviours to respond to (fair process). Potential grading system.  

Restorative Conversations 

  • Equity vs equality 

  • Development of understanding about how this will work/what will it look like/when will it happen.






Crisis Prevention Institute 

We have a Qualified Crisis Prevention Trainer. All staff have received Crisis Prevention training which is a safe, non-harmful behaviour management system designed to help professionals in any setting provide the best possible care, welfare, safety and security of individuals presenting a range of crisis behaviours.  

The course has helped staff build knowledge and skills which are needed to recognise and de-escalate crisis behaviours and have learned about trauma responsive practices.