Accreditation Audit
Action Plan
QI 1. There is a consistent message that all behaviour is communication and staff are encouraged to take a curious approach to understanding pupils’ behaviour as well as reflecting on their own responses.
Kirklandpark Relationship Policy
Our school policy outlines how positive, respectful, and supportive relationships are built and maintained among students, staff, and the wider school community. Our policy focuses on relational, restorative, and nurturing approaches. Within this document it provides guidance on how our staff can support children’s emotional, social, and behavioural development so they feel safe, valued, and ready to learn.
Relationship Policy Blue Print
Kirklandpark Nurture Policy
Within our Kirklandpark Nurture Policy, it outlines the expectations for pupils, staff and parents linking to the Principles of Nurture. This provides a clear and consistent message to all staff helping them understand behaviours within the context of a person’s daily lived experience. Staff recognise that every child has different needs depending on backgrounds and we work together to support our pupils to the best of our ability.
Nurture Training
Completing staff training on nurture helped us to develop our knowledge and understanding of how we can create supportive environments with targeted interventions that help children develop socially, emotionally, and academically. Our staff understand that all behaviour is communication and learning can only happen when emotional needs are met.
Staff Lanyards: Attachment
A lanyard with the SLC Attachment strategy is a simple but powerful tool to help staff across a school use consistent language and approaches when supporting pupils—especially those with communication, emotional, or attachment needs. It acts as a quick visual reminder of key strategies, ensuring that all adults interact with pupils in ways that are supportive, predictable, and aligned with our school’s nurture and attachment principles.
QI 2. Attachment-Informed, Trauma Sensitive approaches underpin crisis prevention and intervention practices.
Nurture Nook
Our Nurture Nook provides an area for children to develop important social skills such as empathy, cooperation, and communication, enabling them to form positive relationships with both peers and adults. Over time, pupils build greater self-esteem, resilience, and independence, allowing them to handle challenges more effectively. Within our school, we have scheduled nurture time with a specific intervention focus through the use of Boxall Profiles for each child. Our space can also be used, as and when it is required for the nurture needs of our pupils across the school.
Nurture Break Out Spaces
Break-out spaces for nurture in our school are small, calm areas designed to give pupils a safe place to regulate their emotions, reflect, and reset before re-engaging with learning. They form an important part of a whole-school nurturing approach, ensuring that emotional wellbeing is supported alongside academic progress.
When pupils feel overwhelmed or dysregulated, having a designated, predictable space to step away allows them to calm down in a supported and dignified way. This reduces the likelihood of escalation and helps children return to class feeling more settled and ready to learn.
Finger Tracing Focus
Relaxation Massage
QI 3. Pupils have access to targeted interventions to support emotional regulation and minimise distressed behaviour—based in the establishment or community—as needed.
Emotion Coaching Training
QI 4. There is a commitment to embody a relational approach to managing conflict in contrast to a behaviour management approach.
Online Training- PPRUDB and Attachment
PPRUDB and Attachment – Learn Online Course
Flip Your Lid Training Presentation
