{"id":27,"date":"2025-03-12T11:21:57","date_gmt":"2025-03-12T11:21:57","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/fi\/rosslynschoolrationale\/?page_id=27"},"modified":"2026-03-02T19:48:25","modified_gmt":"2026-03-02T19:48:25","slug":"relationships-and-behaviour","status":"publish","type":"page","link":"https:\/\/blogs.glowscotland.org.uk\/fi\/rosslynschoolrationale\/ethos-and-life-of-the-school\/relationships-and-behaviour\/","title":{"rendered":"Relationships and Behaviour"},"content":{"rendered":"

Positive Relationships and Behaviour in Rosslyn School<\/strong><\/p>\n

\n

This section sets out how Rosslyn School implements Fife Council\u2019s policy on Relationships and Behaviour, ensuring a consistent, rights\u2011based and nurturing approach across our 3\u201318 provision. Fife Council emphasises that effective learning and teaching depend on a foundation of positive behaviour, respectful relationships, and an appropriate curriculum<\/em> (Fife Council Policy \u2013 available on the intranet).<\/p>\n

Our school\u2019s approach is grounded in relational practice, children\u2019s rights, and high\u2011quality pedagogy, ensuring that the focus remains on what staff do to create the conditions in which all learners can thrive.<\/p>\n

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Curriculum and Context for Learning<\/strong><\/h2>\n

Our curriculum rationale and guidelines support staff in designing relevant, motivating and meaningful contexts for learning. By building experiences around the strengths, interests, needs and aspirations of our learners, we increase engagement, participation, and readiness to learn.<\/p>\n

We recognise that an effective curriculum is integral to positive behaviour and wellbeing, as highlighted by Fife Council\u2019s focus on aligning curriculum, relationships, and behaviour.<\/p>\n

\n

Interactions<\/strong><\/h2>\n

Positive relationships are at the heart of everything we do. Staff interactions are:<\/p>\n

    \n
  • Responsive and dynamic, adapting to learner need in real time<\/li>\n
  • Skilled and intentional, with staff observing carefully and scaffolding support<\/li>\n
  • Playful, friendly and fun, fostering joy, trust and emotional safety<\/li>\n
  • Communication\u2011rich, modelling language, gesture, sign and AAC systems<\/li>\n
  • Purposefully planned, including the careful use of scripted responses<\/li>\n<\/ul>\n

    We recognise behaviour as a form of communication. Supporting communication development\u2014through AAC, Signalong, gesture, objects of reference, and other systems\u2014is core to reducing distressed behaviour and increasing learner autonomy.<\/strong><\/p>\n

    \n

    Experiences<\/strong><\/h2>\n

    We are developing consistent approaches to delivering opportunities for child\u2011led learning and play across the school, informed by Realising the Ambition: Being Me<\/em>. Staff design learning experiences that are:<\/p>\n

      \n
    • Holistic, supporting cognitive, social, emotional and physical development<\/li>\n
    • Relevant, motivating or new, promoting curiosity and engagement<\/li>\n
    • Milestone\u2011focused, reflecting developmental progressions<\/li>\n
    • Personalised, shaped by regular consultation with families on what matters most under the four capacities<\/li>\n<\/ul>\n

      Our multi\u2011sensory approaches ensure learners receive the right sensory information to understand activities, people and their environment.<\/p>\n

      \n

      Spaces<\/strong><\/h2>\n

      Our learning environments extend beyond the classroom. We use our:<\/p>\n

        \n
      • School building and sensory spaces<\/li>\n
      • Outdoor areas and community locations (parks, shops, transport, soft play, sports centres, pools, Lochore Meadows, and local woodland)<\/li>\n
      • Partnership settings including our local primary school and early years centre, providing language\u2011rich environments and high\u2011quality social modelling<\/li>\n<\/ul>\n

        These varied spaces allow us to deliver highly meaningful learning, life\u2011skills development, and generalisation of communication and social skills.<\/p>\n

        \n

        Specialist Staff and Partnerships<\/strong><\/h2>\n

        Practitioners<\/strong><\/h3>\n

        Rosslyn School is staffed by a highly skilled and experienced team, including:<\/p>\n

          \n
        • GTCS registered teachers with varied backgrounds and experience in ASN<\/li>\n
        • PSAs who are SSSC\u2011accredited at SCQF Level 7<\/li>\n
        • Staff with specialist ASN qualifications or social care experience<\/li>\n
        • Staff trained in a wide range of clinical, therapeutic and educational practices<\/li>\n<\/ul>\n

          Their expertise includes:<\/p>\n

            \n
          • Moving and Handling (including small holds)<\/li>\n
          • Eating and drinking support, delivered in partnership with Speech & Language Therapy<\/li>\n
          • Overcoming barriers to learning<\/li>\n
          • Emergency medication (including epilepsy protocols, Paraldehyde and VNS support)<\/li>\n
          • Medication administration (oral and PEG)<\/li>\n
          • Gastrostomy, PEG and pump feeding<\/li>\n
          • Communication systems (Signalong, AAC devices, PECS, objects of reference, movement gesture and sign)<\/li>\n
          • Intensive Interaction<\/li>\n
          • Story Massage and TacPac<\/li>\n
          • TEACCH and ASD\u2011specific strategies<\/li>\n
          • Visual impairment adaptations<\/li>\n
          • Sensory regulation approaches<\/li>\n
          • Proactive management planning<\/li>\n
          • Risk assessment<\/li>\n
          • Adapted technologies<\/li>\n<\/ul>\n

            Our multi\u2011agency partnerships\u2014including therapists, health professionals, social work and community organisations\u2014strengthen our ability to meet complex needs holistically.<\/p>\n

            \n

            Alignment with Nurture and Rights\u2011Based Practice<\/strong><\/h2>\n

            Our school policy on relationships and behaviour operates alongside our nurturing approaches, creating an environment characterised by:<\/p>\n

              \n
            • emotional safety<\/li>\n
            • predictable routines<\/li>\n
            • attunement and co\u2011regulation<\/li>\n
            • respect for children\u2019s rights under the UNCRC<\/li>\n
            • trauma\u2011informed practice<\/li>\n
            • equitable access to support<\/li>\n<\/ul>\n

              This aligns with Fife Council\u2019s emphasis on relational, trauma\u2011informed and rights\u2011based approaches as foundations for positive behaviour.<\/p>\n

              Pupil Profiles<\/strong><\/p>\n

              Pupil Profiles provide a comprehensive overview of each learner\u2019s needs, strengths, and support requirements. They support our commitment to personalisation, effective planning, and proactive approaches to wellbeing, learning and behaviour. Profiles are dynamic documents that are updated as needs change and reflect multi\u2011agency recommendations where appropriate.<\/p>\n<\/div>\n

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              Pupil Profiles may also include:<\/strong><\/h2>\n

              Health<\/strong><\/h3>\n
                \n
              • Medical diagnoses that impact learning and development<\/li>\n
              • Identified health\u2011related barriers to learning<\/li>\n
              • Information relevant to planning safe and appropriate support across the school day<\/li>\n<\/ul>\n

                Visual and Auditory Information<\/strong><\/h3>\n
                  \n
                • Results of visual or auditory assessments<\/li>\n
                • Recommendations from specialists<\/li>\n
                • Required adaptations to the environment, materials or teaching approaches<\/li>\n<\/ul>\n

                  Sensory Profile<\/strong><\/h3>\n
                    \n
                  • The learner\u2019s sensory processing needs<\/li>\n
                  • Recommended sensory experiences, strategies or equipment<\/li>\n
                  • Individualised regulation approaches to support engagement and participation<\/li>\n<\/ul>\n

                    Proactive Management Plan<\/strong><\/h3>\n
                      \n
                    • Identified self\u2011regulation strategies<\/li>\n
                    • Soothers and supports that help the learner regain calm<\/li>\n
                    • Preventative approaches used to reduce distress<\/li>\n<\/ul>\n

                      Eating and Drinking Programme<\/strong><\/h3>\n
                        \n
                      • Dietary requirements and texture modifications<\/li>\n
                      • Use of specialist cutlery, plates or adapted equipment<\/li>\n
                      • Individual feeding plans, including gastrostomy or jejunostomy feeding where relevant<\/li>\n<\/ul>\n

                        Communication Programme<\/strong><\/h3>\n

                        Details of the learner\u2019s preferred and most effective methods of communication, which may include:<\/p>\n

                          \n
                        • AAC devices<\/li>\n
                        • PECS<\/li>\n
                        • Objects of Reference<\/li>\n
                        • Signalong<\/li>\n
                        • Canann Barrie (signing for the visually impaired)<\/li>\n
                        • Gesture<\/li>\n
                        • Pointing<\/li>\n
                        • Leading an adult to an activity, area or object<\/li>\n
                        • Body language cues<\/li>\n<\/ul>\n

                          Moving and Handling Plans<\/strong><\/h3>\n
                            \n
                          • Specific instructions and scripts for safe transitions<\/li>\n
                          • Equipment required for positioning, transfers or mobility<\/li>\n
                          • Safety considerations and consistent approaches for all staff<\/li>\n<\/ul>\n

                            Risk Assessments<\/strong><\/h3>\n
                              \n
                            • Activity\u2011specific risks<\/li>\n
                            • Risks relating to distressed behaviour<\/li>\n
                            • Mitigation strategies and staff protocols<\/li>\n<\/ul>\n
                              \n

                              Recording and Analysing<\/strong><\/h1>\n

                              To ensure safety, consistency and effective support planning:<\/p>\n

                                \n
                              • An in\u2011house incident form is used to record all episodes of distress or heightened behaviour.<\/li>\n
                              • Incidents are analysed to identify patterns, triggers, effective supports and potential adaptations.<\/li>\n
                              • HS1 forms are completed by staff when required and are followed up by the Headteacher.<\/li>\n<\/ul>\n

                                This systematic approach ensures that staff have clear information to support proactive planning, maintain a safe environment, and continuously improve the learner experience.<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n

                                \"Annotation<\/p>\n

                                \"Annotation<\/p>\n

                                The information from these forms then goes in to a system where we can track:<\/span><\/p>\n

                                  \n
                                • Frequency of episodes<\/span><\/li>\n
                                • What ‘harm’ has been caused<\/span><\/li>\n
                                • What de-escalation techniques are working<\/span><\/li>\n
                                • If any physical intervention was necessary\u00a0<\/span><\/li>\n<\/ul>\n

                                  \"Annotation<\/p>\n

                                  This informs our Pro-active Management Planning and reviews.<\/p>\n

                                  Pro-active Management Planning<\/span><\/h5>\n

                                  \"Annotation<\/p>\n

                                  Green captures calm and relaxed behaviours.<\/span><\/p>\n

                                  Strategies would include:<\/span><\/p>\n

                                    \n
                                  • Quiet and calm environment.<\/span><\/li>\n
                                  • Timetable and transitions – visuals used.<\/span><\/li>\n
                                  • Communication systems.<\/span><\/li>\n
                                  • Sensory regulation activities built in to the day etc.<\/span><\/li>\n<\/ul>\n

                                    \"Annotation<\/p>\n

                                    Amber spots the early signs of anxiety. It is important that staff interpret what they think is the cause and act promptly.<\/span><\/p>\n

                                    Strategies would include:<\/span><\/p>\n

                                      \n
                                    • Acknowledge what is happening in the environment and offer reassurance.<\/span><\/li>\n
                                    • Offer ear defenders, weighted blanket etc.<\/span><\/li>\n
                                    • Change of location.<\/span><\/li>\n
                                    • Change of activity.<\/span><\/li>\n
                                    • Clear expectations – ‘Now and Next’ – Reduce the length of the activity or the demand within it.<\/span><\/li>\n
                                    • Out rule pain or discomfort as a cause – perhaps paracetamol is required etc.<\/span><\/li>\n<\/ul>\n

                                      \"Annotation<\/p>\n

                                      Red is our reactive strategies. Although reactive, we can still suggest a range of approaches that staff should use.<\/span><\/p>\n

                                      Strategies would include:<\/span><\/p>\n