Promoting Positive Relationships for Learning

 

Promoting Positive Relationships in Woodmill High

 

The purpose of our policy to Promote Positive Relationships should provide simple, practical procedures for staff and learners that:

 

• Recognises behaviour as communication
• Positively reinforces the use of language as communication
• Promotes self-esteem and self-discipline
• Develops appropriate behaviour responses through positive interventions.

 

Relationships, learning and behaviour are at the heart of any successful school community. 

 

Establishing, maintaining and restoring positive relationships is the collective responsibility of all. It allows the classroom teacher to create a positive learning environment for all pupils to succeed.

 

All pupils have the right to fulfil their academic and personal potential unhindered, accompanied by the responsibility to allow others to do likewise.

 

In Woodmill High, We Learn, We Respect and We Succeed. To ensure everyone belongs to and respected within our community, this policy is designed to support staff and learners when working together within and beyond the classroom.

 

 

Academic Research, informing our Approach

 

Restorative Approaches

Many academics [selection below] have studied the impact of solution-based mindset and language and it’s impact on others. A helpful summary with resources can be found here.

 

Hopkins, B (2011) The Restorative Classroom: Using restorative approaches to foster effective learning.

Mahoney, T. (2003) Words work! How to change your language to improve behaviour in your classroom.

Morrison, B. (Ed. (2007) Restoring Safe School Communities.

Thorsborne, M. & Blood, P. (2013) Implementing Restorative Practices in Schools.

 

Nurture Theory & The 6 Principles of Nurture

Marjorie Boxall and Marion Bennathan pioneered research in to Nurture, generating 6 principles which promote positive relationships and improved outcomes for all [Page 10]

Helping every child become able to learn: nurtureuk home

 

Attachment Theory

With origins in the 1950s with John Bowlby’s research into the impact of the approach taken by the primary caregiver on infant development. Mary AInsworth developed this thinking through the 1970s and beyond, developing understanding of how attachment styles impact behaviours and what can be done to support positive connections with those who find it most challenging.

Attachment Theory in the Classroom: Guidance for Teachers

 

Adverse Childhood Experiences

Suzanne Zeedyk has been a prominent figure in the ACEs debate for the last two decades. Linking adverse childhood experiences with the theories of attachment, Zeedyk makes a compelling and at times controversial argument for the importance of loving, nurturing relationships to be present within children’s lives.

Understanding trauma and adversity | Resources | YoungMinds

 

 

 

 

 

 

The International Policy Context

The Salamanca Statement delivered at the UNESCO conference in 1994 outlined the UNs expectations for children’s education [see summary]. This has been largely adopted within contemporary Scottish Government education policies

 

The UN Convention on the Rights of the Child (UNCRC) is an important, legally binding agreement signed by 196 countries (as of 12 July 2022) which outlines the fundamental rights of every child, regardless of their race, religion or abilities. UNCRC_summary-1_1.pdf.

 

From today, 16 July 2024, the United Nations Convention on the Rights of the Child (UNCRC) is incorporated into Scots Law. The rights within the Convention apply to everyone under 18.

 

 

The National Policy Context

The Scottish Government is committed to inclusion within education. The key policy documents for schools include Getting it Right for Every Child, Getting it right for every child (GIRFEC) - gov.scot and How Good is Our School 4, How Good is Our School (4th edition). Education Scotland have also created a range of guidance documents.

 

“All stakeholders promote a climate where children and young people feel safe and secure…The learning environment is built on positive, nurturing and appropriately challenging relationships which lead to high-quality learning outcomes.”

 

The General Teaching Council for Scotland’s National Standards for Teachers expects all staff to be proactive in promoting positive relationships and behaviour in the classroom, playground and across the wider school community.

 

The Local Policy Context

Within Fife Council How We Work Matters Framework sets out what we're all expected to do to lead positive change: What we know and learn; how we act and talk to others; what we do, day in, day out. For example, we are asked to consider how we can be:

• ‘Healthy and safe at work’
• 'Kind and aware of the impact I have on others’
• ‘Respectful of others, and act in a way that I would like to be treated’
• Trustworthy, open and honest
• ‘A relationship builder, working positively and effectively with others'.

 

 

Our School Context

Within Woodmill High School, We Learn, We Respect and We Succeed. For members of our community to learn successfully, all of our actions must be underpinned by respect.

 

Promoting, forming, maintaining and restoring positive relationships with everyone in our community is essential to our school being a safe and successful place to learn and work.

 

 

What Our Young People Have Told Us

Following a range of large scale consultation events, a survey and small group work activities with specific target groups, our young people have highlighted the following. These statements should be used to inform practice, within the classroom.

 

 

FOR STAFF, BY STAFF

Following extensive consultation with staff including surveys and focus groups, the following graphics have been designed to support practice, informed by the Local Authority guidance. These are to be used by colleagues when planning and delivering lessons.

 

                        

 

 

Other Strategies

 WHAT IF THESE APPROACHES DON’T WORK AS PLANNED?

Sometimes, regardless of all of the efforts and approaches outlined previously, things can go wrong and action needs to be taken. The purpose is to address situations where relationships have been damaged and create the conditions for those relationships to be restored. Actions by staff may include communication with all parties, target sheets to support improved choices, some time out of class, parental contact, pastoral support, alternatives to exclusion, or exclusion from school. In Woodmill High, we use Seemis Referrals to raise these issues. 

 

 

These documents were co-produced with PTs/PTCs to support approaches to deal with referrals:

Repairing  Relationships & Reducing Recurrence

 

Positive Recognition

Recognition is a guaranteed relationship builder. Recognition that is focused on effort and applied equally to each child goes a long way. Recognition is a great driver of a positive and safe classroom – the default becomes to watch for and catch great conduct. (Paul Dix)

 

Below are whole school ways to give positive recognition:

• Praise and recognition are given daily to promote individual success of pupils.
• Merits are communicated home and are aligned with the school values.
• Dept approaches include praise postcards or ‘star of the week’ to acknowledge good effort.
• Recognising achievement award ceremony as part of prize giving

 

Positive recognition can effectively reduce the frequency of challenging situations and motivate our young people. However, despite this there are times when interventions are required. See the Referral Guidance [Section] and be mindful of logical consequences.

 

UNCRC Article 28: Discipline should be administered in a manner consistent with the child’s dignity.

 

Repairing Relationships 

‘What you don’t repair will be repeated’

 

• Seeking to understand the behaviour – ‘Curious not furious’
• The use of language
• Self-reflection – how could I have acted differently [pupils & staff]
• Informal restorative conversations
• Use of ‘The Restorative Five’
• Use of the ‘Three Bubbles’
• Organised restorative meetings when required
• Being able to say ‘Sorry, I got that wrong’

 

The Restorative Five

The following questions keep the focus away from punitive, authoritarian, and blaming conversations instead steering is towards dialogue that is restorative, relational and collaborative that focuses on possibilities and the future. (Mark Finnis, Restorative Practice)

1. What happened?
2. What have your thoughts been since?
3. What are your feelings?
4. Who was affected and how were they affected?
5. What are everyone’s needs when it comes to what should happen next?

 

 

The Three Bubbles [this approach is designed for deeper conversations/more complex issues]

Everyone involved should have a chance to speak in all 3 sections of the timeline below. Remember not all questions need to be used they are there as a guide and the facilitator should use as necessary.

 

Bubble 1. What happened? (storytelling)

What has brought us here today? Can you tell us more about what happened to bring us here today? And then? What happened next? Can you tell us anymore? What was happening before? What was in your head? How were you feeling? What were you thinking? What were your thoughts at the time? What else? At that point what were you thinking/feeling? After that happened what happened next? What do you think about it now?

 

Bubble 2. Who has been affected by this? (impact)

How have you been affected? Who else has been affected? Anyone else? How have others been affected? Was anyone else involved? If there was, how were they left feeling? Can you tell is more about ………...? Has anyone else been affected by this? Anything else to add? How do you feel now? What has been the hardest thing for you?

 

Bubble 3. What needs to happen now? (solution focus)

What else needs to happen? Can you tell us more about …………? Do you agree with that? What do you need in order to move on from this? What would that look like? Are you ok with that? What will help you to move on from this? When will it be done? Anything else to add? How does that leave you feeling? What will it look like when it’s done? What do you think about what has been suggested? If you can’t do that, what can you do?

 Merits & Demerits in Woodmill High

Merits & Demerits are used frequently in Woodmill High to celebrate success, share positive actions by young people and recognise consistent efforts across a term. Guidance documents can be found here. A single side sheet has been created [shown below] with the full document found here.

 

6 Principles of Nurture in Woodmill High

 

 

 

Every Child Needs A Champion – Rita Pearson

 Why every student deserves a champion | Rita Pierson