Please find the evidence for the first Attachment Pledge – Act to Make a Difference.
Accreditation Audit
Attachment-Informed, Trauma Sensitive Accreditation Toolkit
Action Plan
Kirklandpark Primary School – Attachment Action Plan
QI1 Leaders have articulated a commitment to adopting an Attachment-Informed, Trauma Sensitive approach.
Attachment Informed Trauma Sensitive Approach is a strategic priority on our School Improvement Plan – 3 Year Cycle (Appendix 1)
- Continued training in Do-Be-Mindful to extend staff knowledge and understanding of approaches to develop pupil resilience in learning and within wider life.
- Extension of our work on attachment informed practice to provide increased support for learners and work towards accreditation.
- Further staff training to embed and refocus attachment strategies and nurture principles across all stages. ‘Staff Strategy Prompts’ to ensure consistency in approach.
- Attachment Ambassadors / Leads from upper stages to be established and to support learners across all stages KP Customised Nurture Principles and Attachment Strategy Pledges to be displayed across school to support consistency in language and pedagogy.
- Regular whole class/targeted visits to Nurture Nook.
- Further Staff training in Emotion Coaching Identification of children to be part of Targeted Intervention Group and focused intervention to be delivered.
- Participation in Psychological Services Pilot Project, ‘Magic Minds.’ Parental workshop & information booklet to promote understanding of nurture and attachment.
- Relationship policy to be updated
School Improvement Plan – 3 Year Cycle (Appendix 1)
Staff meeting Agendas (Appendix 1b)
Attachment Meeting Agenda (Appendix 1b)
Attainment meeting discussions and minutes – children with ASN/ASPs and who are off track Fact Story Action (Appendix 2)
Staff use the FACT STORY ACTION template to discuss their class data during forward planning and attainment meetings. Within this our staff identify those pupils who are our most vulnerable and who require additional support. Attachment strategies are discussed during these meetings to ensure our pupils are supported socially and emotionally, which will in turn link to raising their attainment.
Fact Story Action (Appendix 2)
Google Form ‘Readiness for Change’ questionnaire and data from the collated information (Appendix 3)
Our staff completed the ‘Readiness for Change’ survey in preparation for achieving true and lasting systems change. The staff survey included in this section presents a series of statements aimed at assessing readiness for change, in order to implement an Attachment-Informed, Trauma Sensitive approach. It asks staff members to indicate the extent to which they agree with each one.
Readiness For Change Questionnaire (Appendix 3)
Staff comments during initial discussion on attachment strategy (Appendix 4)
During a CAT night on Attachment-Informed, Trauma Sensitive approach, staff stated the following about beginning to implement this across the school.
CLPL completed during August Inset Day (Appendix 4b)
Staff completed PPRUDB and Attachment Pledges LOL course at the beginning of the school year.
PPRUDB and Attachment – Learn Online Course Appendix 4b
Attachment lead and ambassadors pupil committee (Appendix 5)
Attachment leads and ambassadors have been chosen within Kirklandpark. This consists of members of SLT, class teachers and nursery staff. Our ambassadors meet once a month to look at how we drive change forward in our school. We look to engage our parents and possibly have a representative from the wider school community. We regularly link in with another committee called the ‘KP Kind Kids’ who work to develop kindness, empathy and caring attitudes. Our ambassadors recently presented at an assembly about ‘Friendship February’. A working party has also been created to drive this forward within our establishment with members from Early, First and Second level to ensure consistency.
Attachment and Lead Ambassadors (Appendix 5)
Relationship Policy incorporating anti-bullying and anti-racism supports a trauma sensitive approach with pupils and families. (Appendix 6)
Our Attachment leads, ambassadors and working party have been developing and revamping our Relationships and Nurture Policy. This is in the final stages and we will soon be discussing it with parents and carers at our next Parent Council meeting. This will be displayed on our school website and be included in our handbook/transition welcome pack.
KP Relationship Policy (Draft) – (Appendix 6)
Nurture policy – detailing the 6 Nurture principles and what is expected from staff, pupils and parents. (Appendix 6b)
KP Nurture Policy (Draft) – (Appendix 6a)
Parent meetings/discussions related to children who have school anxiety, difficulties with transitions in the morning, difficulties building relationships with staff and peers. (Appendix 6b)
Shared communication with parents and external agencies about supporting children (Appendix 6b)
Continued parental updates through workshops related to children’s health and wellbeing e.g. Sleep Training, Emotion Coaching, SAMH, Nurture/attachment interventions and strategies. Our latest one is in March 2025. (Appendix 7)
We regularly host wellbeing workshops for our parents and carers to help support their child/children. In 2024, SAMH delivered a session to parents about mental health and strategies to improve wellbeing. Our latest event, happening in March 2025 has a range of guest speakers to inform parents about relevant information that we are using in school to support pupils at home. Child care will be provided during the session to encourage as many parents to attend as possible, as we understand that parents have personal restrictions.
Health and Wellbeing Workshops (Appendix 7)
QI 2 Resources have been allocated and used to support the implementation of an Attachment-Informed, Trauma Sensitive approach.
Do Be Mindful Training – staff have engaged and continue to develop their understanding of mindfulness – some classes have engaged in. (Appendix 8)
Staff are continuing their Do Be Mindful CLPL, focusing on improving the social and emotional wellbeing of our pupils. The programme supports staff in empowering pupils when managing their stress, using powerful calming strategies and mindfulness based exercises.
Do Be Mindful CLPL (Appendix 8)
Emotion Works – all staff completed training and have access to the online resources. Bronze accreditation achieved. (Appendix 9)
The Emotion Works programme supports learning in HWB across Early, First and Second level. The planners and resources focus on identifying emotions, discussing how it makes our bodies feel and ways in which we can regulate our emotions. Each classroom has an emotion works display to help implement the strategies and practices of the programme. We recently were awarded our Bronze award and are currently working towards Silver accreditation.
The Emotion Works Programme (Appendix 9)
Celebrate Children’s Rights with assembly updated on UNCRC. Every class has a charter and we received our Bronze accreditation. (Appendix 10)
At Kirklandpark Primary we are Rights Respecting School. We value all of our pupils, taking their ideas, opinions, thoughts and feelings into consideration. All staff follow the UNCRC and we were awarded our Bronze certificate.
Rights Respecting School Bronze Award (Appendix 10)
Children’s Mental Health Week – a variety of staff led and outside agency led workshops/activities linked to the Children’s mental health. (Appendix 11)
Children’s Mental Health Week (Appendix 11)
Nurture Groups – Small groups led by staff member (Targets identified through Boxall Profiles) (Appendix 12)
Through the use of Boxall profiles and teacher professional judgement, we have weekly nurture sessions for our most vulnerable students. Specific targets are planned for during these sessions linking to their emotional and social wellbeing. Examples of some of the targets could be to develop social skills, taking turns and working as a team. The Kit Bag is used to encourage pupils to discuss their emotions, promote active listening and encourage questioning.
Nurture Groups/Boxall Profiles (Appendix 12)
Emotion Coaching – Completed by all staff during Feb inset day (Appendix 13)
Our staff took part in Emotion Coaching training with our local learning community during an inset day. Training provided information about the emotion coaching approach and ways in which we can support pupils in regulating their emotions and de-escalating situations effectively.
Emotion Coaching Training (Appendix 13)
Playground PALS/ Peer Mediation/P1&7 Buddy Initiative (Appendix 14)
Our P6&7 pupils have been trained in peer mediation to become Playground PALS. They have regular check ins with our pupils in the playground and ensure everyone is included by playing games and chatting on the buddy bench.
Nursery- P1 Transition events (Appendix 15)
We have a Nursery-P1 transition in place to ensure we support our pupils on their journey into school. We have a starting school photobook for pupils with pictures of SLT, teaching staff, office staff, our janitor and their P7 buddy. We have a booklet about our school environment, which they can look at before coming for transition visits. We have a transition presentation and booklet for our parents. We host stay and play events to ease the move from nursery to school.
Starting School Information (Appendix 15a)
P1 Transition Parent Presentation (Appendix 15a)
New Primary 1 Photo book (Appendix 15a)
Parent Council Introduction P1 Transition (Appendix 15a)
Enhanced Transitions (Appendix 15b)
We have enhanced transition events throughout the year for new pupils as well as our most vulnerable pupils who are moving from Nursery – P1, P7 – S1 or at various points from P1 – P7. We provide many opportunities for the children to familiarise themselves with the staff, peer groups and the school building.
Welcome To School Booklet (Appendix 15b)
Enhanced Transition Timeline (Appendix 15b)
Enhanced Transition Parent Meeting (Appendix 15b)
Enhanced Transition Invitation (Appendix 15b)
Enhanced Transition Letter (Appendix 15b)
Passport format for transition (Appendix 15b)
ThingLink – School Tour with important information –https://www.thinglink.com/scene/1447775407217573889
Children’s strengths and achievements celebrated daily/weekly – assemblies and achievement board, verbally in class for natural daily achievements. (Appendix 16)
At Kirklandpark Primary we celebrate all of our pupils’ achievements, including those in the wider community. They are shared during assembly, on our achievement wall and on our Twitter page. We encourage a growth mindset for our pupils to try new skills and provide lots of opportunities for learning through lunchtime and after school clubs.
In School and Wider Achievements (Appendix 16)
QI 3 All staff members have a baseline understanding of attachment theory and developmental trauma and the potential impact on pupils and staff.
Liaising with SST and other agencies to provide CLPL opportunities for staff and provide support and advice e.g. Dyslexia, non-attendance, ASD. Nurture. Interventions provided by SST if needed e.g. GUAB, Early Bird, Dyslexia Champions Club. (Appendix 17)
The Specialist Support Teacher for East Kilbride and Strathaven Area hosts a Champions Club and provides CLPL opportunities and advice to the staff at Kirklandpark.
Champions Club Aims (Appendix 17)
Champions Club – Parent Letter (Appendix 17)
Champions Club Agenda (Appendix 17)
Champions Club Agenda 2 (Appendix 17)
CLPL lead by SST on Dyslexia and Dyslexia Friendly Classrooms (Appendix 17)
Dyslexia Identification and Support Agenda (Appendix 17)
ED KLANDPRK The Nurture Group Network Ltd Training (Appendix 17)
All staff have completed the Attachment Strategy training offered by SLC and LOL Attachment courses (Appendix 17a)
PPRUDB and Attachment – Learn Online Course (Appendix 17a)
Attachment leads and ambassadors attend networking events (Appendix 17b)
All staff in Kirklandpark Primary School have pledge cards attached to their lanyards. Our Lead and Ambassadors consist of the HT, 2 DHTs, and several CT.
Information is shared by SLT to class teachers and support staff where necessary in relation to children with additional support needs (Appendix 17c)
Shared communication with parent, CT and external agencies about supporting children (Appendix 17c)
ASN Meeting Minutes – Collaboration and discussion (Appendix 17c)
Staff have attended CLPL which is used with children to build confidence, self-esteem and reduce negative feelings related to school, friendships and relationships e.g. Talking & Drawing, Mindfulness (Appendix 17e)
Mindfulness Training Sessions (Appendix 17e)
Drawing and Talking Training – Completed and used with children (Appendix 17e)
QI 4 The establishment has a working group to assess current capacity and support the implementation of Attachment-Informed, Trauma Sensitive Practice.
Pupil Attachment Ambassador Committee have presented at assembly and have created a challenge for each month related to the A-Z Attachment. Our Leadership Committee Board contains our logo (designed by the pupils), information related to the challenge and how we measure the schools commitment and dedication. As you can see, the committee members have been busy observing the connections being made between the children and staff in the school. (Appendix 18)
Friendship February Posters (Appendix 18)
Attachment Committee Signs (Appendix 18)
Staff worked together to research, gather, organise and create KP Healthy Habits Homework Tasks (Appendix 18a)
KP Health Habits homework tasks helped to raise awareness of mental wellbeing. There are a range of activities A-Z where pupils have a focus for saying, moving and doing. The resource helps to build resilience with guidance for parents and visual prompts.
K.P Healthy Habits (Appendix 18a)
Chit Chat Groups – session on AITSP (Appendix 19)
Our children take part in monthly chit chat groups, where they provide their opinions and ideas on aspects of school development and planning. The results of the questions which are asked are available for them to see on our noticeboard and we discuss how we use this information during assemblies.
Chit Chat Groups (Appendix 19)
Minutes from Attachment working party meeting including next steps (Appendix 19a)
The working group met to discuss/review the journey so far – what has been implemented, what information has been gathered and what are the next steps going forward next term and beyond. The working party have shared the documents with the whole staff through the staffroom attachment notice board. These minutes have also been emailed to the staff too.
Attachment Group Agenda & Improvement Plan (Appendix 19a)
Email to ALL staff inciting them to the meeting and requesting them to complete a questionnaire. (Appendix 20)
All staff have been invited along to the Attachment meetings to share their ideas and opinions and to help shape the future journey for Kirklandpark PS. All the staff, whether they were attending the meeting or not, were asked to completed an online questionnaire. This allowed for a larger number of opinions and ideas to be considered for the improvement plan.
Attachment Meeting Email (Appendix 20)
Attachment focused CAT session and discussions. (Appendix 21)
Attachment has been a key focus on the School Improvement plan for the last year and a half. This continues to be on our ongoing maintenance agenda to ensure that approaches can be disseminated throughout the school, and we can build a consistent approach. We have discussed and reflected on our journey so far – bringing together the many different ways we are incorporating attachment informed, trauma sensitive practices into each classroom and around the school, before discussing our next steps. All staff are welcome to join the Attachment-Informed, Trauma Sensitive working group – we organise meetings at different times to accommodate all staff e.g. during assemblies, beginning/end of the week and after 3pm.
Attachment-Meeting-Agenda (Appendix 21)
SLC Attachment Strategy PowerPoint (Appendix 21)
Attachment Meeting Minutes (Appendix 21)
Staffroom noticeboard and resources (Appendix 22)
We have created a space in the staffroom for information to be displayed including SLC Attachment Strategy document, A-Z of Attachment Informed Trauma Sensitive Practices, PPRUDB, Attachment Sway and meeting minutes. We also have a lending library with books, activities and resources related to Nurture and Attachment. These can be accessed by all staff including support staff and visiting specialists e.g. SST, to use as they see fit.
Parent/Carer information has been created and made available. (Appendix 23)
We provided materials and a display for the parents at parents evening to allow us to inform parents/carers about the Attachment Strategy, A-Z of Attachment and some information about developing strong attachments at home. We were also available at Parents Evening to answer any questions.
Attachment Parent Information (Appendix 23)
Thank you for taking the time to read through the evidence gathered for
‘Act to Make a Difference’.
