Ordinarily Available Inclusive Provision

Relational Practice

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.

    • 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.

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