Relational Practice
Why is Relational Practice so valuable?
It builds and develops secure healthy relationships, where everyone can feel safe, secure and good about who they are
Everyone has a voice
It sets and maintains boundaries
Co-regulation leads to self-regulation
Behaviour policies support a relational rather than behaviourist approach to personal development
Consequences, including positive ones, are understood
It develops connections at all levels in order to develop a sense of belonging
De-escalating challenging behaviour and using restorative approaches promotes learning and reparation
Crisis management is effective
It supports inclusion
An ethos which is beneficial to all members of the school community
'Every moment and interaction can be an intervention’
What does Relational Practice look like at Milton Park?
Three basic but overarching school ‘Golden Rules’ – Be Safe, Be Respectful and Do your Best – that are spoken about often and all things related back to
High 5 trusted adults - children know who they can talk to and where to find them if they need to
Treetops (with trained staff) and safe spaces - the children know that it's okay to have big feelings and that they have somewhere to go to let them out
Restorative practice- enables the children to realise that we are here to help and makes the children feel that their views, feelings and opinions are valued
Morning greeting - picking up when children have had a rough morning before it gets too late
Positive reinforcement – sometimes even when you don’t feel like it!
High profile children are known by all staff and sometimes they just need a friendly hello in the corridor as well as behaviour management being the responsibility of ALL staff
One voice /script used to support individual children by all adults
Wide range of pastoral interventions
Adaptation of interventions and interactions to suit and support, for example, the use of 5 point scales are referred to in order to express feelings and emotions both verbally or visually on fingers (for non speakers when angry) – started as an intervention that is now widely used across the school as the children permeated it everywhere!
As a result of this practice and children effectively applying the use of taught coping strategies, we have observed a substantial increase in the capabilities of our children being able to self soothe and regulate their own emotions.
(staff voice)
Relational practice first and foremost, has been modelled by leadership and middle leaders. To me, there is no particular words as such, it’s an approach and comes naturally to the nurturing aspects of our practice or even our personalities.
It’s understanding your children and their journeys, having conversations with them that allow them to share with us, feel valued and listened to. Safe spaces and opportunities to develop nonacademic aspects so they are ready to learn.
Most importantly, knowing how to get the child ready to learn, knowing their needs.
It's achieved by sharing information and regular dialogue between adults surrounding that child. It's the open-door policy of all adults in the school and the ability to ask questions and chat about the child. It is about being available to parents and obvious communication pathways for them.
(staff voice)
At Milton Park Primary School we effectively build and develop supportive and meaningful relationships with our children and families by exploring their individual needs.
To achieve this, we spend quality time listening and getting to know our children both on a one-to-one basis and in a group or classroom setting. We value and share important information with parents and relevant staff as and when necessary.
The direct impact of this practice builds resilience in all aspects of our children's and families well being. This is clearly demonstrated by the number of children and families that actively seek out support for many diverse and unique situations. This has resulted in a decrease in instances of unsafe behaviour in our school.
There is a clear structure and whole school policy which is set in place for all staff to follow and promote. Our children are aware of the support available, procedures to follow and strategies to use in times of crisis or need.
(staff voice)
Click on 'Pupil Leadership' to find our more about pupil leadership groups and pupil voice at Milton Park Primary School.