Positive Relationships Position Statement
We are currently a nurturing school, and therefore, ensure we build positive relationships throughout the school by linking our practice to the principles of nurture:
The six principles of nurture are:
- Children’s learning is understood developmentally
- The classroom offers a safe base
- The importance of nurture for the development of wellbeing
- Language is a vital means of communication
- All behaviour is communication
- The importance of transition in children’s lives
We feel consistency from every adult in the school is the key to positive relationships within school. The children need these relationships to be a successful learner and we will actively display these principles in a consistent manner across the school.
Our expectation is that all children will arrive on time and enter school through the correct door, without having to use the main entrance. An adult will greet them with a ‘good morning’ as they enter.
We discussed how the children will go into the classroom. When the bell rings, they will line up at the classroom door until an adult is ready to invite them into the classroom. At this point the class teacher and member of Support Staff will say ‘good morning’ and they will be offered a choice of greeting should they wish:
- A hug
- A handshake
- A high 5
The three consistent expectations of children across the school is that they will be:
- Ready
- Respectful
- Safe
As we start back to school in August the expectation is that all staff will teach expected behaviours together and recognise children who demonstrate these behaviours throughout the week. Examples of expected behaviours would be: wonderful walking, manners matter, listening lugs. There will be a whole-school focus and House Points will be awarded to children who demonstrate the expected behaviour. There will be a different focus every week which will be introduced and discussed at assembly. This approach ensures children understand and experience how positive relationships are developed. They will observe these behaviours from all staff and the expectations for children will be clear and consistent.
All classes will continue to develop a Class Charter in August which fits in with this policy.
The children will continue to be given House Points for things that they do which are ‘over and above’: behaviour, effort, excellent work, helping out …. Teachers may use class rewards to encourage good choices of behaviour, eg certificate, group trophy, fill a bucket but there will be no prizes.
Children will be given positive, verbal recognition within class and the wider school when they demonstrate they are ready, respectful, and safe. Should a member of staff encounter a child who is not adhering to these expectations, they will challenge the child’s behaviour and ask them to behave in a more appropriate manner. This will be done quietly and discretely.
We all make mistakes from time to time, and we have also considered what the consequences will be for children who do not meet the expectations. Children prefer using colours than numbers so we will use colours to discuss consequences:
Reminder: child will be given a private reminder of the 3 expectations
Caution: child will be given a private, clear verbal caution and reminded of our expectations. They will be reminded to think carefully about their next step.
Thinking Time Out: this will be done immediately following the unacceptable behaviour. Child will be given 3 minutes time out to think about their behaviour. They will also be able to access the blue cog box, if needed, during this time. Before returning to the class the teacher will have a brief discussion with them and remind them about expectations.
Reflective Break: child will miss part of a playtime and will have the opportunity to discuss what has gone wrong and why. This will be relevant to their age and stage. When break is over the class teacher will have a restorative conversation with the child before they return to the class.
There will be some instances where parents will be contacted straight away if this is deemed appropriate.
We feel that consequences that are immediate and also linked to the actual poor behaviour choice are much more relevant for the child. This is particularly the case for younger children.
We believe that by working together as a staff and with parents we can have an excellent school ethos in which our children are engaged in their learning and reaching their potential.
We will expect parents to support us in discussing appropriate behaviours with their child and emphasising these should their child go home after making a poor behaviour choice. In order for parents to know if their child is not meeting expectations, they will have a coloured dot marked in their home-school planner. If staff are concerned about a behaviour or consistent behaviours, they will contact you. However, please feel free to contact the school at any point should you wish to discuss your child’s behaviour. Our priority is to support every child in an appropriate way to ensure they build strong, positive relationships with staff and peers.
Some children do not respond well to the colour system. If this is the case, we will discuss an alternative with the parent to ensure an appropriate and supportive system is in place.
Appendix 1
Reflective Break Discussion will include:
We would like you to reflect on:
What went wrong?
What could you have done differently?
Is there something or someone that would help you to make better behaviour choices in the future?
Appendix 2
References
- How Good is Our School 4 (2016) Education Scotland
- How Good is OUR School (2018) Education Scotland
Further Reading
- When the Adults Change Everything Changes by Paul Dix
- Promoting Positive Relationships and Understanding Distressed Behaviour (PPRUDB), SLC guidelines
- MAPA (Management of Actual or Potential Aggression) training and materials
- The Seven Cs of Positive Behaviour Management by Sue Cowley
- When Worries Get Too Big by K. Buron
