Relational Behaviour Policy
This policy operates in the context of the school’s Behaviour Code and reflects the ethos of our school. Our Mission Statement ‘Love one another, as I have loved you, in our home, school and parish family’ underpins everything that we do in school and every policy that is written. We strive daily to live the Gospel values in our lives.
Policy Aims
- Create a positive culture that promotes excellent behaviour, ensuring that all pupils have the opportunity to learn in a calm, safe and supportive environment.
- Establish a whole-school approach to maintaining high standards of behaviour that reflect the Gospel values we promote as part of the Catholic Pupil Profile.
- Outline the expectations and consequences of behaviour
- Provide a consistent approach to behaviour management, based on a trauma informed, relational approach, that is applied consistently to all pupils and yet reflects the needs of individual children.
- Define what we consider to be unacceptable behaviour, including bullying and discrimination.
Policy Objectives:
- To provide a framework for our understanding and insight into human behaviour and how this relates to pupils’ educational attainment.
- To build a community which values kindness and empathy for others.
- To provide guidance to class teams, parents and carers, governors and other stakeholders on how to support our pupils to self regulate, manage their behaviour and feel safe to they are ready to learn.
- To provide a holistic, whole-person, inclusive model for our understanding of self-regulation and behavioural needs.
- To underpin our beliefs with evidence-based practice and current research.
The rationale
At St Anne’s we recognise that wellbeing and behaviour are inextricably linked. Research into child development, neuroscience and attachment theory all provide us with the understanding of the direct correlation between positive mental health and optimum educational outcomes. If well-being is high, then children can reach their full potential. When children experience safety in their relationships they open up to new learning; it is therefore vital that wellbeing is placed at the foundation of our school offer.
We recognise that behaviour is a form of communication, and we therefore take responsibility for listening to the needs a child is expressing through their behaviour, whilst setting clear boundaries and expectations. We encourage all stakeholders to recognise both their rights and responsibilities.
We recognise the link between understanding the needs of our pupils and how this contributes to their ability to self-regulate. We use this knowledge to build resilience by managing behaviour in a positive manner so they can be ready to engage with their learning. It is imperative we understand how, as caregivers, we can offer the pupils the security and relationships needed to meet the individual wellbeing and mental health needs and guide them along their journey in becoming independent, resilient, lifelong learners. Guided by the Thrive Approach, we will focus on relational connection and regulation first. We will do this by putting relationships at the heart of our approach by truly hearing and responding to our children’s voices, in order to create and foster a safe and happy environment where all feel secure and respected.
The approach
We believe that a trauma-informed, relational approach is the foundation of resilience and life-long learning.
Our Three Rules: Always try to be:
- Ready
- Respectful
- Safe
These three rules underpin the behaviour we expect to see in school from all staff and children. When discussing behaviour, we expect to hear the language of Ready, Respectful, Safe being used by children and staff. In the classroom, teachers will work with children to develop ‘charters’ which exemplify ‘Ready, Respectful and Safe’ so that everyone fully understands the expectations.
Our Behaviour policy can be viewed by clicking on this link.
What is THRIVE?
THRIVE supports children with their emotional health, well being and social skills, all of which are needed to enable learning to take place. Children cannot always put their needs into words, but the way children behave can tell us a lot about how they are feeling. For some children there may be an obvious reason why they need extra support. This might be due to bereavement, family break down or an identified medical need such as ADHD. For others, there may not be any obvious trigger as to why they are finding some aspects of school and/or home life difficult.
How does it work?
The THRIVE Approach draws on the latest research into brain science, child development theory and attachment theory. The THRIVE approach is based on growing evidence that the brain develops through personal and social interaction. The relationships that we have with significant adults is fundamental to who we grow up to be. Our brain is built through trillions of brain-cell connections made by sight, sound, smell, touch and movement. Positive experiences enhance brain connections, and sustained negative experiences can restrict them. Through simple, repeated activities over time, within a safe and caring environment, THRIVE aims to compensate for interruptions in emotional development, when they affect a child’s ability to enjoy life and learn.
Working with parents and class teachers, our THRIVE practitioner carries out assessments of identified children’s social, emotional and behavioural needs which help us to build an Action Plan of targeted strategies and activities to help children re-engage with learning and life.
Parents guide to The THRIVE Approach
If you would like further information on The THRIVE Approach, please go to: www.thethriveapproach.co.uk