HIGHLAND COUNCIL EDUCATION, CULTURE & SPORT SERVICE

PRACTICE, TRAINING AND DEVELOPMENT

GUIDELINES

BUILDING POSITIVE RELATIONSHIPS FOR

SCHOOL IMPROVEMENT

This document is available to download from the Highland Council

Support for Learners Website

Contents Page Section 1 1.1 Introduction page 4 1.2 Rationale and Orientation page 4 Section 2: Practice Guidelines 2.1 The Development of Positive Relationships page 6 2.1.1 Managing the Learning Context page 6 2.1.2 Managing Ourselves and Others page 7 2.2 Standards of Personal Support page 7 2.3 The Staged Approach page 8 2.3.1 The Staged Approach at whole school level page 8 2.3.2 The Staged Approach for an individual class or pupil page 9 Section 3: Training and Development Guidelines 3.1 Training Strategies and Development opportunities that support page 10

the Development of Positive Relationships 3.1.2 Training/Developments Supporting Whole School Ethos page 11

- Developing Positive Relationships page 11 - Emotional Literacy page 12 - Restorative Practices page 12 -Solution Oriented Approaches page 12

3.2 Whole School Approaches page 13 3.2.1 Training/Developments Supporting the Management of Self and Others page 13

- Collegiality page 13 - Cooperative Learning page 13 - Developing School Policies page 13 - Leadership page 13 - Managing Change page 14 - Professional Development and Review page 14 - Equality Awareness page 14 - Reflective Practice page 14 - Risk Assessments and the Management of Risk page 14 - Self Evaluation page 14 - Team Building page 15

3.2.2 Training/Developments Supporting the Informal Curriculum for All page 15 - Anti-Bullying page 15 - Attachment Theory page 15 - Bereavement and Loss page 15 - Building Resilience page 15 - Child Protection page 16 - Circle Time page 16 - Cool in School page 16

- De-escalating Confrontation page 16 - Lessons for Living page 16 - Multiple Intelligences page 17 - Peer Mediation, Buddying/Mentoring page 17 - Promoting Positive Behaviour page 17 - Stress Management page 17 - Structured Intervention Approach page 17 - The Motivated School page 17

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Contents Page 3.2.3 Training/Development Supporting the Formal Curriculum for All page 18 - Additional Support Needs page 18 - Differentiation page 18 - Disability Awareness page 18 - Flexible Curriculum page 18 - Inclusion page 19 - Learning and Teaching Styles page 19 - Mind-Mapping page 19 - Peer Mentoring page 19 - Transition Planning page 20 - Using IT page 20 3.3 Training/Development Supporting Individual Needs page 21 - Anger Management page 21 - Assessment and Intervention page 21 - Behaviour Contracts page 21 - CALM page 22 - Circle of Friends page 22 - Debriefing page 22 - Developmental Disorders page 23 - Individualised Educational Plans page 23 - Multi Agency Child’s Plan page 23

- Co-ordinated Support Plan (CSP) page 23 - Parenting Groups page 23 - Pupil Participation page 23 - Reward Strategies page 24 - Risk Assessment page 24 - Solution Oriented Approaches page 24 - Solution Oriented Meetings page 24 - Stress Management page 24 - Working with Parents page 24 - Video Interaction Guidance page 25 Appendices

-Appendix 1 page 26 -Appendix 2 page 27 -Appendix 3 page 28

References and Acknowledgements Page 29

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SECTION 1 1.1 INTRODUCTION These guidelines on developing positive relationships in schools are based on the philosophical framework from Getting it Right for Every Child (Scottish Executive 2004) that children and young people have a right to be: safe, healthy, active, nurtured, achieving, respected and responsible and included (SHANARI). These Guidelines also support ‘A Curriculum for Excellence’, which provides a framework to support the Scottish Government aspiration that every young person should be a successful learner, a confident individual, a responsible citizen and an effective contributor to society and at work. ‘The opportunity for children to develop the four capacities will strongly depend upon:

• The environment for learning • The choice of teaching and learning approaches • The ways in which learning is organised.

Respectful and constructive relationships are the starting point for successful learning. Schools and other education settings can foster respect, responsibility and tolerance by living out their values, practicing them within their own communities.’ (Scottish Executive 2004) This structure has been adopted by Highland Council for implementing the recommendations of Better Behaviour Better Learning. Key principles are explained to help school managers with their policy (and individual protocols where appropriate), on supporting and managing positive behaviour and the development of positive relationships in schools. A framework is provided that outlines a process of professional development to support this process. This will assist managers to move forward with confidence in supporting their staff with a clear, staged approach to developing positive relationships. 1.2 RATIONALE AND ORIENTATION For all members of school communities it is helpful to identify the strategies available to develop positive relationships. In producing these guidelines Highland Council is recognising its responsibility to promote and maintain a safe and positive working environment for all members of the school community. These guidelines complement and support other related policies within Highland Council Integrated Children’s Services and the Education Culture and Sport Service, aimed at supporting schools in developing positive climates for learning and teaching. Such climates will generally be achieved when school staff at all levels work in a collegiate way to develop a positive environment for learning and teaching. This can be done by staff through supporting each other, understanding and meeting individual needs. At all stages working collaboratively and openly with parents, other services and voluntary organisations, building an ethos upon mutual respect, equality and trust.

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It would generally be the case that positive relationships can be maintained through good practice in meeting individual needs. However, there will be times when relationships break down and result in escalation of conflict or challenging behaviour of an extreme nature, which may require further direct intervention at various levels. As well as the guidelines produced by The Highland Council, there are commercially available general training packages that schools can use to support them in developing policies and practices. Ideally, within any school environment, there will be processes in place for staff to reflect on issues arising or specific actions that need to be addressed, within an inclusive framework where all children and young people are valued. Being a reflective school further promotes collegiate working and inclusive practices and leads to continuous professional growth and development. These practice guidelines provide information and guidance to support school improvement and development at various levels.

PRACTICE LEVEL: An individual member of staff may change their own practice to accommodate the needs of a specific pupil or group of pupils but this may not influence practice any further.

SYSTEMS LEVEL: Where a strategy is found to be particularly effective, this may influence the whole school system and become adopted by all school staff.

PRINCIPLES LEVEL: For the ethos of the school to change, however key principles need to be accepted and adopted by staff and reflected in all school practices and policies.

PHILOSOPHY LEVEL: For this to happen, these principles must be embedded within a clear philosophy understood and accepted by all.

These guidelines have been written to support school improvement under each of these headings. Philosophical level (Section 2) Rationale for Developing Positive Relationships (Section 2) Principles Level Developing an Ethos of working together (Section 3.1.2, p.13)

• Emotional Literacy • Solution Oriented Approaches • Restorative Practices

Systems Level Whole School Approaches (Section 3.2, p.15)

• Supporting the Informal Curriculum (3.2.2) • Supporting the Formal Curriculum (3.2.3) • Management of Self and Others (3.2.1)

- Collegiality and Collaborative Approaches

Practices

Systems

Philosophy

Principles

- Reflective Practices - Leadership - Policy Development etc.

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Practices Individual Approaches

• Supporting Individual Needs (Section 3.3, p.23) • Professional Reflection • Dialogue with colleagues • Dialogue with young people and families

SECTION 2 PRACTICE GUIDELINES 2.1 THE DEVELOPMENT OF POSITIVE RELATIONSHIPS 2.1.1 Managing the Learning Context When considering the development of positive relationships and management of behaviour, it is necessary to create an atmosphere which is caring, sensitive and understanding of staff and pupils. Pupils and staff will best develop positive relationships when the following are given consideration:

Physical Environment e.g. seating arrangements, arrangement of furniture and equipment, temperature, ventilation, lighting intensity, lines of sight, décor and display in the classroom, external noise. Social Environment e.g. interactions between pupil : pupil, teacher : pupils, social and working groupings. Instructions e.g. lessons starting on time, clarity of instructions and anticipated learning outcomes, use of teacher time, pace and mode of delivery, use of positive reinforcement, use of adult support, use of peers to support teaching and learning. Materials e.g. should be appropriate and well prepared, reflecting differing pupil needs, stimulating. Learning Factors e.g. appropriate classroom organisation, use of differentiated approaches, use of reinforcement, modelling, appropriate groupings, associated learning, pupil motivation and engagement in the learning process. Organisational Factors e.g. use of visual timetable, availability of adult support, availability and proximity of equipment. The Curriculum e.g. age and stage of learner matched to curriculum content and materials; appropriate level and form of differentiation used to meet individual needs; learning and teaching styles accounted for in curriculum delivery and task requirements; length of task; appropriate division of time – presentation, task completion, summary; regular and appropriate feedback given to the learner(s); learning outcomes clearly stated at the outset; evaluation of learning outcomes etc.

2.1.2 Managing Ourselves and Others We are each of us in control of, and responsible for, our actions and this applies to adults as well as children and young people. How we conduct ourselves, the models we provide for children and the language we use in our interactions with colleagues and with children in our schools are therefore very important and are our responsibility. Although we can sometimes find it difficult to understand why a child or young person may behave as they do, it is crucial to accept that people are different, that they experience the world differently, they experience different feelings sometimes in the same situation as others and they may have different wants and needs to each other. It is therefore important to have a good understanding of different learning stances,

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interactional styles and different learning styles, in order that we might be able to differentiate the curriculum, our interactions, the teaching task, the method of delivery of information and the organisational layout of the teaching and social environment within our schools. This provides the building blocks for inclusive practice in schools and accepting people for who they are, even though we may not necessarily accept all of their behaviours. We should understand that feelings and behaviour are separate, that being in touch with our feelings does not mean being out of control of ourselves and our behaviour. We may need to teach others at times that although their feelings are valued, understood and important, the behaviours resulting from these feelings may not be acceptable. In order to be supportive in the most difficult situations it is important to maintain the belief that change is possible, including change in ourselves. This allows us to look for the positive changes that we see in others that can be highlighted and expanded upon, as this will often lead to further changes and growth. 2.2 STANDARDS OF PERSONAL SUPPORT The Scottish Executive provided the standard for schools and partner agencies involved in supporting children, young people and their parents/carers, through the National Review of Guidance, (Scottish Executive 2004). It is not prescriptive about the approach for organising support, but offers a framework within which the local needs of individual schools and authorities can be reflected. However a fundamental principle of the report of the National Review of Guidance is that teachers make a difference. The standard for personal support provides a framework for building positive relationships and enabling pupils and parents to access support and describes what must be in place in schools to ensure that all children progress in their learning, personal and social development:

‘Children and Young People build positive relationships by spending time with teachers and school staff and by trusting that they can have confidential access to a member of staff when they need it. They must be able to rely on prompt and appropriate information and support to get the help they need, when they need it, effectively. Parents and Carers must be seen as partners working with schools in the interests of children and young people. School Partnerships are created in inclusive schools that provide comprehensive, integrated approaches, harnessing multi-agency support to meet the care and welfare needs of children, young people and families. Effective schools ensure that staff are approachable and monitor actions taken to meet the needs of children and young people. Community Partnerships provide complementary activities to enable children to develop their personality, skills and talents as they grow up, through other learning, social and leisure opportunities.’

(Scottish Executive 2004)

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2.3 THE STAGED APPROACH Just as there are various support systems around children and young people to help them in their development throughout school, so there are support systems within and around schools, to support the professional development of staff. The appendices to this document set out a model for considering the possible needs within a school and class or in relation to an individual. They highlight the need to adopt a staged approach, where staff take time to reflect on issues that may be presenting barriers to the development of positive relationships that may relate to the school system, policies or professional development within the school. Once these general issues have been considered and appropriate interventions applied, there may also be adaptations or interventions required at the classroom level and possibly at the level of the individual child and family, where specific issues have been identified and require to be supported. At all times when working at the individual level, parents/carers and where appropriate the child/young person, should be fully involved in the process. 2.3.1 The Staged Approach at whole school level Appendix 1 provides a model of the staged approach to meeting needs at a whole school level. Where a solution oriented approach is taken to identify issues that require to be addressed and to reflect on the changing needs of the school, evaluating any changes made and incorporating these into policy and future practice. It demonstrates how the reflective school identifies concerns about how relationships are experienced and behaviour is managed within the school. This may initially be resolved through implementing a solution found through discussion within the senior management team or within the whole staff group and also through discussion with pupils. If no improvements in how relationships are experienced and how behaviour is managed are seen as a result of this intervention, it may be helpful to look at the relevant quality indicators on the development of ethos in HGIOS 3 with members of the school staff, and/or with the Quality Improvement Officer (QIO) for the school. This will identify areas for development within the school which would improve current relationships. An implementation strategy can then be agreed with the QIO, looking at changes in practices or strategies within the school. After an agreed period of time, the self reflective evaluation exercise can be repeated with the QIO and progress noted. If at this stage it is felt that there remain concerns and that there is a need for a more targeted or intensive input, requiring the school to consider new development priorities and staff development through training by outside agencies to support practice developments within the school, this should be agreed with the QIO and the relevant training programme requested and arranged as appropriate. Following this period of more focused work, the QIO should be involved in discussion about how the training has influenced and changed practice within the school and what progress is being made in relation to building more positive relationships now.

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2.3.2 The Staged Approach for an individual class or pupil Appendix 2 and Appendix 3 outline the approach taken with an individual class/pupil in mind. Initially the focus should be on the environment of the classroom/playground/social areas etc and environmental checklists, provided as part of the Structured Intervention Approach (SIA), can be very useful in identifying and addressing issues at this level. If, after changes have been made to the environment, there remain concerns about the behaviour or emotional development of an individual pupil, the pupil and parents should both be involved in discussion about the issues identified and strategies put in place to support the pupil. Each strategy trialled should be evaluated with pupil and parents and a Single Agency Plan for alternative interventions or support programmes should be made with them. If concerns for an individual continue, it can be useful to have a discussion of the issues with a wider group. This may initially be a wider group of school staff but may also include the multi-professional group supporting the school and its wider community. It is not necessary at this stage for the pupil to be involved with any other agency, although the discussion may result in further multi-agency involvement if the group feel that this would be relevant and supportive to the child/young person and his/her family. Where a wider multi-agency input is considered to be appropriate, this should be coordinated by the Lead Professional around the Child’s Plan and closely monitored and reviewed by the Core Group. Appendix 3 provides guidance on the process recommended where serious concerns develop or continue, even following the involvement of the multi-agency core group and where there is perhaps significant concern for the safety of the individual, or others involved. Highland Council Child Protection Policy should be followed where appropriate http://www.highland.gov.uk/NR/rdonlyres/A085D1AC-FBF8-4B20-AE06-3C9333B4195F/0/cp_policy_guide2.pdf At each stage in this continued process, the pupil, parent(s)/carer(s) and relevant others, should be fully involved. At each stage, solution oriented meetings or liaison arrangements should focus on the positive changes there may have been and highlight these to the pupil and parents/carers. Other strategies and practices should continue to be used to support the situation if they have been successful in the past, or if it is considered that they may be successful now. If the situation deteriorates to the point of temporary exclusion, the guidance provided by the Highland Council exclusion policy should be followed (http://www.highland.gov.uk/NR/rdonlyres/ED66472C-F0FB-43DE-92EB-C5BDA9E91593/0/REVISEDEXCLUSIONPOLICYSeptember20042.pdf) and the Area ECS Manager kept informed. If support is provided by other agencies and services, members of this wider support group should also be kept informed through regular updates, with the Lead Professional coordinating the input of the various agencies involved through the Child’s Plan. Where the situation in school indicates that there may be a need to consider an alternative provision in order to meet the needs of the pupil, the Core Group supporting the child/young person should consider the pupil’s needs and ensure that the information in The Child’s Plan provides an up-to-date analysis of the situation. If alternative provision is being considered, the child/young person and his/her family must be involved in discussions and decisions.

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Where information is sent to an alternative placement or to a placement group, the Core Group must ensure that this includes views and comments from the child/young person and his/her parents/carers. The Child’s Plan, updated as above, will detail the social, educational and health needs of the child/young person. If an alternative educational placement is agreed, all the services which have been involved previously will be expected to continue to support the child/young person and to contribute both to monitoring and reviewing the placement to ensure that it meets the needs of the child/young person, regularly considering when and how the child/young person can be prepared and supported to return to more mainstream services. SECTION 3: TRAINING AND DEVELOPMENT GUIDELINES 3.1 TRAINING STRATEGIES AND DEVELOPMENT OPPORTUNITIES THAT

SUPPORT THE DEVELOPMENT OF POSITIVE RELATIONSHIPS This section provides information about possible strategies or training programmes that may be useful in addressing the development needs within a school as identified by the self reflective process, where clear issues can be identified for developing more positive relationships. Although not exhaustive, the following list of strategies provides brief summary information and where appropriate, the contact details of someone within The Highland Council who can provide further information and/or further training in this area. There are also links to various websites that can be useful in providing more detailed information on some of the topics suggested. In relation to the Council’s policy on building positive relationships, all schools should be working towards using a solution oriented approach, using the language of emotional literacy to support the building of positive relationships and using restorative practices to make good and rebuild relationships when these break down. Emotional Literacy, solution oriented approaches, and restorative practices therefore provide the fundamental building blocks for creating positive relationships and inclusive practice based on collegiality and cooperative working. These strategies provide a core of common principles and the approaches overlap in a number of ways, to provide a coherent philosophy. The philosophy of the three fundamentals of emotional literacy, solution oriented approaches, and restorative practices should permeate all aspects of an inclusive school and therefore they form the basis to generic training on building positive relationships and more specific training in all three areas is offered regularly through the ECS Staff Development Calendar and also on request to relevant key personnel. A range of additional training opportunities is offered to support schools in developing positive relationships at all levels. Some training is offered regularly through the Highland Council Staff Development Calendar. Other training is provided to specific groups on request. To ensure appropriate training is engaged in, requests for training should follow some form of training needs analysis or self reflective exercise undertaken by senior management within a school or the whole staff group and this can often be supported by discussion between the Quality Improvement Officer linking with the school and the senior management team. Such detailed discussion and consultation will ensure that training which is requested meets the specific needs and that it is at an appropriate

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level to allow it to positively influence practice and be incorporated into the working of the school. Training needs which may arise as a result of the self reflective evaluation undertaken by schools may focus on the support for all pupils, either in relation to the PSE programme or the informal curriculum, or they may relate to the more academic programme of the formal curriculum. Alternately training needs may be identified in relation to support for individual pupils with additional support needs of various kinds. Developments will fall into one of three categories:

1. They may be preventative in nature, where strategies are put in place to provide universal benefit within the school, aimed at creating and maintaining positive relationships and reducing the likelihood of challenging behaviour, disruption or disaffection.

2. They may be responsive to specific actions or individual situations which have arisen and therefore introduce interventions or new practices as a response to a felt need or specific challenge.

3. They may be restorative in nature, providing practices and interventions that aim to restore relationships that may have broken down as a result of the behaviour of one or more individuals or situations that have arisen.

At all levels the key fundamental approaches of working towards becoming an emotionally literate and solution oriented school, employing restorative practices, should be borne in mind. 3.1.2 TRAINING/DEVELOPMENTS SUPPORTING WHOLE SCHOOL ETHOS Developing Positive Relationships Positive relationships are based upon mutual respect, where everyone is valued and supported emotionally and physically to reach their full potential. Respectful and constructive relationships are the starting point for successful learning and therefore should be central to the philosophy and ethos of every school. A general training programme on Developing Positive Relationships draws from best practice in solution orientated thinking, providing a basic grounding in solution orientated principals and techniques and an understanding of emotional literacy and how this can be developed to support self awareness and the development of positive relationships. In addition, a general training programme also provides some awareness to how motivation works and the learning stances we take, and basic skills practice in restorative conversations, to support the rebuilding of relationships when they break down. Emotional Literacy Emotional Literacy is the ability to recognise, understand, appropriately express and handle our own emotional states and those of other people. Sensing what others are feeling, and handling relationships effectively. Knowing what you are feeling and being able to handle those feelings without having them control you in some way is a critical skill to develop when building positive relationships. Someone working in an emotional literate way can do this routinely. Developing a greater level of emotional literacy helps us to be able to motivate ourselves to get jobs done, be creative and perform at our peak. There are 5 key elements in developing emotional literacy:

• Self-awareness – knowing yourself and what your emotions are telling you • Self-regulation – managing and controlling your emotional state

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• Empathy – recognising and responding to the emotional states of others. • Social skills – relating to and influencing others • Motivation – channelling emotions so you can achieve goals

Although many children and adults develop their emotional literacy as they grow and develop, others are not as effective in developing in this area and it is essential that we provide motivating and nurturing environments where these skills can be effectively taught and safely practiced. (Contact: linda.thom@highland.gov.uk) Restorative Practice Restorative Interventions or Restorative Practices are used in education to refer to a range of practices that are aimed at maintaining and restoring relationships in schools:

• Restoring good relationships when there has been conflict or harm; • Developing school ethos, policies and procedures that reduce the possibilities of

such conflict and harm. The focus is on working with pupils to enable them to take responsibility for their actions, help them to listen to and understand the perspectives of other people affected by conflict and work towards solutions and resolutions that are acceptable to everyone. This can be achieved through informal meetings or more structured conferences. It can include Peer Mediation, where difficulties are resolved by the pupils themselves, as well as adult guided interventions. Experience has shown that Restorative Approaches provide a useful and effective short to medium term way of responding to incidents in schools, and that regular use of these approaches helps to develop pupils’ understanding of the consequences of problematic behaviour and to reduce its frequency and severity. Restorative Approaches offer a framework within which existing good practice can build and develop. Restorative Approaches are complementary to other important approaches in use in Highland including Staged Intervention, the development of Emotional Literacy, Solution Oriented practice and Person Centred Planning. (Contact:peta.barber@highland.gov.uk, linda.thom@highland.gov.uk www.ltscotland.org.uk/positivebehaviour/index.asp ) Solution Oriented ApproachesThis is a term used to describe an approach to working in a variety of ways either with individuals, working on a particular issue, conducting meetings, strategic planning etc. The focus of intervention utilises the participants’ own resources to find solutions and has a very clear focus on future possibilities and the steps that can be taken to achieve goals. It is an approach which is very empowering for individuals, valuing the views of the individual and building on the collaboration and the participation of all involved. Schools using solution orientated approaches embed the principles in the everyday practice of school staff and pupils. The principles can be seen in policy development, in the way staff and pupils interact and through the relationships the school has with its multi-agency partners, with its parents and with the wider community. (Contact: Bernadette.Cairns@highland.gov.uk , www.ltscotland.org.uk/positivebehaviour/index.asp )

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3.2 WHOLE SCHOOL APPROACHES 3.2.1 TRAINING/DEVELOPMENTS SUPPORTING THE MANAGEMENT OF

SELF AND OTHERS Collegiality Collegiality is a process and a way of working which reflects on relationships and participation by all staff and pupils on all aspects of school life. Collegiality depends on a climate of professional trust that must extend to all levels within an authority and school. Effective collegiality will not only enhance and develop professionalism, it will also enhance the learning environment in Highland schools. (www.highland.gov.uk/NR/rdonlyres/DE4AB425-B21C-435B-BEDD-2CBD00CD55DA/0/lnct21.pdf) Cooperative learning Cooperative learning is the instructional use of small groups, so that pupils work together to maximise their own and each others’ learning. In cooperative learning situations, there is a positive interdependence among pupils’ goal attainments; they perceive that they can reach their learning goals, if and only if, the other students in the learning group also reach their goals (Johnson & Johnson 1989). Within a cooperative learning context the teaching/learning of social skills is also a key aspect of the approach, helping the participants work towards building skills that develop positive relationships within the four capacities of a Curriculum for Excellence. These are explicit and shared as clear learning intentions in each task. (Contact: Mark.Jones@tainroyal.highland.sch.uk, terry.kerr@highland.gov.uk, Bernadette.Cairns@highland.gov.uk) Developing School Policies Schools must put policy into practice to meet their own local needs and circumstances. It is expected that Head Teachers will develop their own policies in consultation with their staff. Some exemplars can be found at: (http://www.highland.gov.uk/learninghere/supportforlearners/policiesprotocolsguidelines.htm) Leadership The Support for Leadership in Highland Programme aims to:

• Promote integrated learning communities as a collegial environment for personal and collective leadership growth as the context for transformation through the development of common purpose, ethos and action in support of community.

• Develop the competencies, confidence and capacities of staff to be highly successful in the work that they do.

• Inspire, excite and support staff at all levels in the Service in enhanced leadership roles in preparation for career progression.

(www.highlandsd.co.uk/leadership.htm ) Managing Change Change needs to be understood and managed in a way that people can cope with effectively. Change can be unsettling, so the manager needs to be a settling influence and manage this process sensitively and effectively. (www.ncrel.org/sdrs/areas/issues/educatrs/leadrshp/le5spark.htm)

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Professional Development and Review Highland Council ECS Service aims to ensure that all staff are valued and enabled to develop their skills, knowledge and professional expertise. The authority recognises the importance of Professional Review and Development in enhancing the professionalism of teachers and support staff and in improving pupil achievement. All staff have an entitlement to a Continuing Professional Development Plan that is agreed annually with their line manager and that is based on the assessment of need. (www.highlandsd.co.uk/frameintro.htm ) Equality Awareness The Council is committed to eliminating unlawful discrimination, promoting equality of opportunity and promoting good relations between persons of different ethnic groups. (www.highland.gov.uk/NR/rdonlyres/D251D8B2-E8C1-4FB6-A13F-1F47B92F0CF4/0/raceequalityschemessummary.pdf ) Reflective Practice Reflective practitioners regularly think about their learning and ask themselves questions which facilitate the finding of solutions and solving of problems. Techniques such as self and peer assessment, problem based learning, personal development planning and group work can all be used to support a reflective approach. (www.ukcle.ac.uk/resources/reflection/what.html ) Risk Assessments and Management of Risk The Highland Council acknowledges the importance of risk assessment in terms of its overall management of health and safety. Arrangements should therefore be made to ensure that risk assessments are carried out throughout the range of the Council’s work activities and premises. This includes risk assessments related to premises for all users, but also risk assessments undertaken in relation to individuals with additional support needs and risks that they may encounter, or others may encounter, that directly relates to their individual needs and requirements. (www.highland.gov.uk/yourenvironment/healthandsafety/healthandsafetypolicies/hs-policy-risk-ass-hs.htm) Self Evaluation Highland Head Teachers contribute to the aim of improving the quality of education for all by managing effective self evaluation. Self evaluation means:

• Leading the school community including staff, pupils and parents in self evaluation by focusing on Quality Indicators

• Ensuring appropriate feedback to various stakeholders post audit • Engaging in regular communication with parents e.g. Reports to parent

groups • Undertaking annual professional review and development of all staff.

(www.highlandsd.co.uk/prihtguide/) Team Building The process of team building includes clarifying a goal and building ownership across the team and also identifying the inhibitors to teamwork and removing or overcoming them, or if they can’t be removed, mitigating their negative effect on the team. (Contact: Bernadette.Cairns@highland.gov.uk)

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3.2.2 TRAINING/DEVELOPMENTS SUPPORTING THE INFORMAL CURRICULUM FOR ALL

Anti-Bullying We all know that bullying goes on in every school, but it is the way it’s dealt with which makes the difference between things getting better or worse. Highland have invested in two anti-bullying packs over the years – Bullyproofing our School: Promoting Positive Relationships and What’s the Score on Bullying. Respect Me is a Scottish Government funded service to provide practical advice and guidance on developing and reviewing anti-bullying policies and initiatives. It also supports the best ways of putting these policies into practice. (Contact: louise.jones@highland.gov.uk www.antibullying.net/ www.respectme.org.uk) Attachment Theory The central theme of attachment theory is that primary carers who are available and responsive to the needs of the child establish a sense of security. The child knows that the caregiver is dependable, which creates a secure base for the child to then explore the world. Attachment theory focuses on how attachments are formed in the very earliest months and years of life. These have a significant influence on social and emotional development as well as providing a template for the child as he or she grows into adulthood and into parenthood. Knowing more about attachment theory can provide a greater understanding of the behaviour patterns of some children and can help shape more appropriate interventions to support their social and emotional development. (Contact: bernadette.cairns@highland.gov.uk) Bereavement and Loss There is increasing concern about the emotional needs of children and young people experiencing bereavement and loss. There is also evidence that some children and young people who have experienced the death of a parent are at increased risk of developing mental health problems. While most do not require professional help, they do need support with the process of grieving and adjustment. Such support will reduce the potential social and academic effects of feelings that may not have been expressed. (Contact: isabel.shaver@highland.gov.uk) Building Resilience Resilience is having the skills and attributes to recover quickly from a mental, physical or emotional crisis. Some individuals seem to have a natural ability to bounce back from adverse circumstances. Others have to learn how to become resilient. Where whole classes are supported in becoming more resilient, vulnerable pupils can benefit within the context of a balanced group which contains positive role models. At the same time pupils who may have difficult times ahead are offered some protective skills for the future, while these same skills are enhanced and developed in others. The relevant skills and vocabulary become familiar to class teachers, are reinforced on a regular basis and therefore are more likely to be acquired and retained by the pupils. (Contact: alison.sangster@highland.gov.uk) Child Protection ‘It’s everyone’s job to make sure I’m alright’, published by the Scottish Executive in 2002, stressed that child protection is everyone’s responsibility. It is sometimes the case that children at risk of serious harm, or who have experienced abuse, present in schools with significant behavioural issues. It is the responsibility of all school staff to be aware of the Council’s Child Protection Guidelines and to adhere to these and also to become familiar

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with the outward signs and behaviours often associated with children at risk, so that they can be more appropriately supported. (Contact:elizabeth.mackintosh@highland.gov.uk, www.highland.gov.uk/socialwork/servicestochildrenandfamilies/childprotection) Circle Time This is an approach which is widely used in primary schools and in some secondary schools, designed to boost self-esteem and the understanding of others. It is an approach that can be taken with a small group or a whole class and encourages listening skills, understanding others views, turn taking etc. http://www.circle-time.co.uk/ Cool in School The Being Cool in School Approach helps children learn the skills of getting on with others, coping positively with everyday situations, and showing sensitivity and respect whilst holding true to who they are. It is seen as a more proactive approach than reacting to negative behaviour as and when it happens. (www.ltscotland.org.uk/positivebehaviour/index.asp , carrie.yavuz@highland.gov.uk) De-escalating Confrontation This approach provides information on the steps which teaching and support staff can use to convey alertness and authority in school situations, thereby preventing, de-escalating and defusing confrontations with pupils. (Contact: linda.thom@highland.gov.uk) Lessons for Living Lessons for living is a resource containing information and activities relating to anger management, relaxation, stress management and the development of appropriate social skills . The activities can be used as part of the PSD curriculum for a small group or whole class of pupils, or can be used on an individual basis. (Contact: linda.thom@highland.gov.uk) Multiple Intelligences Multiple Intelligence Theory was developed by Howard Gardner. His theory was that individuals do not have just one type of intelligence, such as might be measured by an IQ test, but several. He described a number of intelligences, each of which was identified with a different part of the brain. He defined ‘intelligence’ as the ability to create an effective product or offer a service that is valued in a culture; a set of skills that make it possible for a person to solve problems in life; the potential for finding or creating solutions for problems, which involves gathering new knowledge. Having a greater understanding of multiple intelligences provides for more varied teaching strategies that engage more pupils more of the time. www.highlandschools-virtualib.org.uk/ltt/multiple_intelligence/multi_intel.htm) Peer Mediation, Buddying/Mentoring Buddies/mentors are pupil volunteers who help other pupils through giving support, getting to know “new” pupils, being available, helping to answer questions, helping to seek assistance from adults if there is a problem, and being a friendly face. This approach draws on research from peer support systems which have been shown to help children and young people develop positive relationships in a supportive climate and aims to prevent relationship difficulties developing at all, or where difficulties do develop, interventions from peers addressing these issues and repairing relationships at

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a lower level and within a more natural context than would be the case from those situations requiring adult intervention. (Contact: isabel.shaver@highland.gov.uk) Promoting Positive Behaviour PPB is a resource providing training materials in this area for use in schools. It includes various video vignettes that can be used as discussion points or exemplars and also extensive lesson plans and activities that accompany the videos. The course aims to support staff in learning better how to deal with low level disruption and to consider the part teachers play in the overall discipline of the school. (Contact: linda.thom@highland.gov.uk) Stress Management Stress is the ‘wear and tear’ our bodies experience as we adjust to our continually changing environment; it has physical and emotional effects on us and can create positive or negative feelings. As a positive influence, stress can help compel us to action; it can result in a new awareness and an exciting new perspective. As a negative influence, it can result in feelings of distrust, rejection, anger, and depression, which in turn can lead to health problems. (Contact: louise.mcclatchey@highland.gov.uk) Structured Intervention Approach (SIA) This is a three level approach to a whole school method of managing low level disruptive behaviour. It is managed within school by an SIA Behaviour Co-ordinator, or someone who will have responsibility for behaviour management. The focus in the early stages is on the environment of the classroom, playground etc rather than the individual. When strategies within this approach do need to be individualised, they are characterised by open co-operation with children/young people and parents/carers. These strategies then dove tail, where appropriate, into the multi-agency liaison group process at the highest level of involvement. (Contact: linda.thom@highland.gov.uk) The Motivated School Motivation hinges on the interaction between the learning environment and learner characteristics. This approach provides information on how to optimise the learning environment, whilst progressing learners towards greater autonomy and self-motivation. It provides opportunities to reflect on our intuitive ideas and to deepen our understanding of motivation, providing guidance on how to develop more motivating environments. (Contact: Bernadette.Cairns@highland.gov.uk , www.themotivatedschool.com)

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3.2.3 TRAINING/DEVELOPMENT SUPPORTING THE FORMAL CURRICULUM FOR ALL

Additional Support Needs Schools need to have a good understanding of the requirements of the Education (Additional Support for Learning) (Scotland) Act 2004, the Education (Additional Support for Learning (Scotland) Act 2009 and the Highland Council policies and guidance associated with this Act. (Contact barrie.forbes@highland.gov.uk, http://www.highland.gov.uk/learninghere/supportforlearners/additional-sfl-act.htm) Differentiation Children and young people enter our schools with different skills, different experiences and different backgrounds. They are generally all keen to learn and develop, but for some, barriers to learning are established at various points within their educational careers. Differentiation allows us to shape and change the curriculum, classroom and experiences for children, so that we provide a better ‘fit’ for more children more of the time. Differentiating the curriculum requires teaching staff to consider what the pupils need to learn, how they learn best and then teaching in a way that engages them, supports them and ensures success, being inclusive of their individual needs, previous experiences and motivations. (Contact:jane.baines@highland.gov.uk http://unesdoc.unesco.org/images/0013/001365/136583e.pdf) Disability Awareness All school staff should be aware of the implications of the Disability Discrimination Act 2006 and The Equality Act 2006 and the requirements on The Council as a result of this Act. The legal test for ‘disability’ focuses on impairments and the effect they have on a child’s ability to carry out normal day-to-day activities and may be much wider than staff would naturally assume. (Contact: jane.baines@highland.gov.uk ) Flexible Curriculum A Curriculum for Excellence proposes to free up the curriculum from the clutter and overly rigid assessment requirements to develop exciting learning opportunities to meet children’s needs. (www.curriculumforexcellencescotland.gov.uk)

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Inclusion Inclusive education means that all students in a school, regardless of their strengths or challenges in any area, become part of the school community. They are included in the feeling of belonging among other students, teachers and support staff. Pupils engaging in more class work have less time to disrupt and gain more success from task completion which enhances their feelings of self worth and self esteem. The Standards in Scottish Schools etc Act 2001, required education authorities to provide mainstream education for all children except in a few special circumstances. In order to make this work for all pupils and staff, there may be changes and adaptations required to the curriculum, the physical access of the building and classrooms and also perhaps to the understanding, knowledge and attitudes of the staff, pupils and parents involved with the school. (Contacts: wilma.macdonald@highland.gov.uk may.hughes@highland.gov.uk deirdre.fergusson@highland.gov.uk roger.bamfield@highland.gov.uk www.inclusive-solutions.com/)

Learning and Teaching Styles It is acknowledged that teachers teach and pupils learn in different ways, which can lead to mismatches. An understanding of learning and teaching styles can identify frameworks which assist teachers to identify how individual pupils learn and then assist teachers to modify their teaching styles to address individual needs or class needs. Highland Learning and Teaching Toolkit: www.highlandschools-virtualib.org.uk/ltt/multiple_intelligence/learning_styles.htm) Mind-Mapping Mind Mapping is a powerful graphic technique which provides a way of pictorially representing a great deal of information on one page. As a tool it can use the potential of the brain to best effect, helping learning and creative problem solving. The mind map has four essential characteristics:

• The subject of attention is crystallised in a central image. • The main themes of the subject radiate from the central image on branches. • Branches hold the key image/word printed on the associated line – details radiate

out. • The branches form a connected nodal structure

www.teamwork.demon.co.uk/mind_maps/mind_basic.html Peer Mentoring Peer Mentoring is the process by which children and young people experiencing difficulty in school can be supported or mentored by trained supporters who are a similar age to themselves. It is a strategy that has been successfully used to address both academic and non-academic issues. In the academic sphere, projects relating to peer reading, peer writing and peer maths work have been very positively evaluated over a number of years. Work has also been undertaken in areas of anger management, confidence building and the development of friendships. (www.schoolsweb.gov.uk/locate/pupilsupport/pupilvoice/peer/)

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Transition Planning At times of transition children and young people with additional support needs are particularly vulnerable. Where there is a poor social structure around young people this vulnerability is enhanced further. Regardless of the transition stage, nursery to primary, primary to secondary, secondary to post school as well as the less noticeable transitions of everyday life all require to be considered and planned for. Where there is an anticipated or stated difficulty for the young person then a structured approach will be necessary to avoid undue stress and anxieties occurring. At all stages it is important to consult with and facilitate the young person to recognise what might cause them difficulty, what they need to assist them and who would be best to help. This encourages ownership of both the problem and the resolution. Planning should allow time to resolve issues, make their pathway free from obstacles and highlight training needs. In order to support effective forward planning to meet a child’s needs through any transition the following timescales should be followed:

• 3 years prior to the transition, major structural adaptations identified. • 2 years prior to the transition, minor structural adaptations and specialist, long-

course, staff training needs identified. • 1 year prior to the transition, familiarise, train and prepare staff to support the

child, identify any specialised equipment required.

All of these strategies afford a collaborative approach to transition and make for a holistic and partnership based solution to overcome difficulties. www.highland.gov.uk/transitionguidecyp and www.highland.gov.uk/transitionguideppp (Contact: james.mctaggart@highland.gov.uk, maria.foulis@highland.gov.uk) Using IT IT systems can be effectively used to motivate pupils to engage with the curriculum e.g. giving talks supported by Power Point presentations, having control of sections of the lesson through the use of an interactive whiteboard, or being able to access information on the internet for data and information searches. Some children and young people will require the use of information technology to access the curriculum to an extent that is over and above that which will be offered to their peers. In the main, schools should support this wherever possible at whatever level is required. For some children and young people however their needs will be severe or specific in a way that will require the input of specialist services to support and advise on their IT requirements. The Highland Council Assistive Technology Support Service offers a wide range of training in the use of assistive technology. The Service offers assessment, support and advice to schools and parents in relation to the use of assistive technology to support inclusive education. (Contact: barrie.forbes@highland.gov.uk or alan.stewart@highland.gov.uk http://www.highland.gov.uk/NR/rdonlyres/9D563966-418B-4BD2-9B75-53B6B3B28748/0/ATSS231007.pdf)

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3.3 TRAINING/DEVELOPMENT SUPPORTING INDIVIDUAL NEEDS Anger Management Anger is a completely normal, usually healthy, human emotion. But when it gets out of control and turns destructive, it can lead to problems, at school, at home and in the overall quality of our lives. It can also make children and young people feel that they are at the mercy of an unpredictable and powerful emotion. The goal of anger management is to reduce both the emotional feelings and the physiological arousal that anger causes. It is not always possible to avoid the things or the people that enrage us, nor can we often change them. However we can learn to control our reactions. (Contact: linda.thom@highland.gov.uk) Assessment and Intervention Assessment is the process of documenting, usually in measurable terms, knowledge, skills, attitudes and beliefs. There are two main types of assessment: Formative assessment, which may be used in a diagnostic way, to self-assess, or in relation to looking ahead with the learner and planning a route to get there; Summative assessment, which focuses on achievement and is much more open ended, allowing the student to show his/her knowledge and skills through the creation of a product or performance, which can then be assessed in relation to a standard or expected outcome. Assessment should always inform the subsequent intervention and is usually best when it is context based. Consideration must be given to whether assessment is required at all and if so, what form this should take. In relation to understanding behaviour, most often observations and checklists would be more appropriate means of gathering information and forming baseline measures for an intervention, than direct psychometric assessments. (Contact: peta.barber@highland.gov.uk) Behaviour Contracts A behaviour contract is an agreement between the child and teacher and often includes the student’s parent(s). The behaviour contract is a written agreement about how the pupil will behave. It will indicate the appropriate consequence should the student neglect to behave according to the contract and it also states the reward to be given for successful compliance. The behaviour contract can provide students with a structure for self management. (Contact: jane.baines@highland.gov.uk) CALM Crisis and Aggression Limitation Management is the chosen strategy by Highland Council for physical intervention techniques. CALM training always begins with a two day course in de-escalation training. Only those that hold a current accredited training qualification in CALM may carry out CALM techniques. School staff will only be considered for CALM training following a full risk assessment by school managers and following the application of relevant positive interventions.

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Physical intervention training cannot replace good practice and effective management. No system can offer a stand alone answer to aggressive/violent behaviour. CALM is only the last piece of the practice jigsaw, not the complete jigsaw. (Contact: jane.baines@highland.gov.uk, http://www.highland.gov.uk/NR/rdonlyres/68D7DA97-FD13-4959-A3DF-814F94AB86D4/0/PhysicalInterventionFnl060406.doc) Circle of Friends This is a technique to assist pupils who have poor social relationships. It provides the pupils with support and understanding from their peers and consequently helps to build positive relationships. Typically, a teacher or an Educational Psychologist will identify a specific group of classroom volunteers who will meet regularly and identify ways to successfully include the pupil for whom there is concern. This approach requires the involvement and permission of the pupil identified and works within an open and collaborative framework. (Contact: peta.barber@highland.gov.uk , www.inclusive-solutions.com/) Debriefing Debriefing is a process to assist people to use their own abilities and resilience to overcome the effects of traumatic or very difficult incidents by: forming a clear idea of the event; taking stock of the thoughts and reactions they have experienced; identifying current or likely stress symptoms; providing information about normal stress responses to abnormal experiences; helping to mobilise problem solving strategies; supporting personal needs. This process should be built into the process of risk management where appropriate, or may be taken from the procedures for managing critical incidents which the school may have in place already. (Contact: isabel.shaver@highland.gov.uk) Developmental Disorders There are a range of developmental disorders that may create barriers to learning for children and young people e.g.

• Developmental Coordination Difficulties - an immaturity, impairment or disorganisation of movement which may also have associated problems with language, eye movements, perceptions and behaviours;

• Attention Deficit (Hyperactivity) Disorder – characterised by a persistent pattern of inattention and/or hyperactivity, as well as forgetfulness, poor impulse control or impulsivity, and distractibility. It can affect relationships and school performance, thereby leading to issues with self esteem;

• Dyslexia – difficulty with written language, particularly reading and spelling. These conditions may affect the child/young person’s ability to appropriately access the curriculum and to experience success in social relationships at school. Staff should therefore be familiar with the implications of these conditions for pupils and accommodate their difficulties and strengths through the usual process of differentiation and general support. (Contact: jane.baines@highland.gov.uk or Bernadette.Cairns@highland.gov.uk)

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Individualised Education Plans (IEPs) The IEP is a single agency education plan which may cover learning, behaviour, social development or other aspects of a pupil’s school education in the broad sense. It is drawn up by teachers following wide consultations, and in collaboration with pupil and parents. It includes targets which are specific, measurable, achievable, realistic and timed. The IEP is the educational planning format for individuals who have additional support needs, whose needs cannot be met within either a group or whole class setting. (Contact: jane.baines@highland.gov.uk Guidance for IEPs: http://www.highland.gov.uk/NR/rdonlyres/A754A2FF-69A6-485F-96B5-30FD305998F4/0/IEPGeneralGuidanceApril20062.pdf) Multi-Agency Child’s Plan Where more than one agency is required to work together to meet a child’s needs (not just educational needs) a child’s plan will be put in place to draw all the information and contacts together. (Contact: Barrie.forbes@highland.gov.uk) http://www.highland.gov.uk/NR/rdonlyres/0BFAB1AE-CB95-4420-B4A4-1B341AA27194/0/admincirc22010gifeceducationguidancetodeliverasl.pdf Co-ordinated Support Plan (CSP) A statutory strategic planning document to co-ordinate the provision of services for those children and young people, who meet the criteria, to help them work towards their agreed long-term educational objectives. (Contact: Barrie.forbes@highland.gov.uk) Parenting Groups In Highland there are several groups who run parenting courses. School Nurses offer courses for parents in the Webster-Stratton approach, which runs over several weeks, The Highland Council Psychological Service also run courses for parents on positive child psychology; supporting parents to apply positive strategies in managing their children’s behaviour and learning. In addition, the Highland Youth Action Team run parent groups. (Contact: carrie.yavus@highland.gov.uk) Pupil Participation Increasing pupil participation within a school community raises issues of power and relationships between adults and children. Underlying any attempt to promote pupil participation is a respect and regard for the viewpoint and influence of children and a desire to empower them in finding and giving voice to their unique contribution to the community. (www.standards.dfes.gov.uk/primary/publications/banda/pupil_participation/ ) Reward Strategies The true goal of all external rewards is that if appropriate behaviour is encouraged it will lead to intrinsic rewards. All skilful teachers use effective rewards, or arrange desirable consequences for their pupils. These can take either the form of tangible rewards or social approval. To shape behaviour effectively the reward should follow the targeted behaviour as soon as possible. In the case of social approval this is easy and quickly accomplished. However if praise was unsuccessful a tangible reward may be required, which may not be able to be given immediately. One solution is to use a token system, where tokens (stars or points) can be exchanged later for the reward promised. Systems

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that do not work, may be perceived as punitive or unfair by the child/young person, rather than seen as rewarding and some time for self reflection and redesign may help ensure this is not the case. (Contact: shona.alexander@highland.gov.uk ) Risk Assessment The Highland Council acknowledges the importance of risk assessment in terms of its overall management of health and safety. Arrangements should therefore be made to ensure that risk assessments are carried out throughout the range of the Council’s work activities and premises. This includes risk assessments related to premises for all users, but also risk assessments undertaken in relation to individuals with additional support needs and risks that they may encounter, or others may encounter, that directly relates to their individual needs and requirements. (www.highland.gov.uk/yourenvironment/healthandsafety/healthandsafetypolicies/hs-policy-risk-ass-hs.htm ) Solution Oriented Approaches This is a term used to describe an approach to working with individuals, on a particular issue. The focus of intervention utilises the participant’s own resources to find solutions and has a very clear focus on future possibilities and the steps that can be taken to achieve goals. It is an approach which is very empowering for individuals, valuing the views of the individual and building on the resources and successes they have already achieved. (Contact: Bernadette.Cairns@highland.gov.uk ) Solution Oriented Meetings Solution oriented meetings adhere to solution focused principles, involving the child/young person, where appropriate, and the parent(s)/carer(s). Meetings draw on the resources and skills of the child and family to contribute to the process of finding a solution to the pertinent issues and spend the bulk of the time focused on future possibilities rather than past events. (Contact: heather.sked@highland.gov.uk ) Stress Management Stress is the ‘wear and tear’ our bodies experience as we adjust to our continually changing environment; it has physical and emotional effects on us and can create positive or negative feelings. As a positive influence, stress can help compel us to action; it can result in a new awareness and an exciting new perspective. As a negative influence, it can result in feelings of distrust, rejection, anger, and depression, which in turn can lead to health problems. (Contact: alison.sangster@highland.gov.uk) Working with Parents Many schools already enjoy the benefits of a close working partnership with parents. Research increasingly shows that when parents are involved with their child’s education, children do better. Parental involvement is therefore an important lever for raising children’s achievements. (http://www.teachernet.gov.uk/wholeschool/familyandcommunity/)

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Video Interaction Guidance VIG is a strategy used to capture positive snippets of videos in situations that my be considered difficult or negative and feed the positive aspects back to parent/carers/supporters etc. so that they can do more of what works to support the positive behaviour. This process is based on attachment theory and Biemens model of interaction upon which all human communication is based. (Contact: heather.sked@highland.gov.uk)

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Appendix 1

STAGED APPROACH TO DEVELOPING POSITIVE RELATIONSHIPS (Whole School Level)

Concern identified in relation to a particular issue within the system

Discussion between SMT and/or Whole School Staff

Evaluation shows no improvement in relationships

Self Reflection/Evaluation Exercise With School Staff and/or with QIO

Implementation of Agreed Practices, Strategies/Developments

Evaluation – shows no improvement in relationships

Request for Specific Support/Training

if identified to meet need

Self Reflection/Evaluation Exercise with School Staff

and/or with QIO

Solution agreed and implemented

Evaluation shows improvement in

relationships NFA required

Evaluation shows

improvement in relationships

NFA Required

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STAGED APPROACH TO DEVELOPING POSITIVE RELATIONSHIPS Appendix 2 (Individual Class/Pupil Level)

Concern identified with individual class or pupil

Consideration of environmental issues along with Behaviour Co-ordinator/Named

Person in School.

Strategies employed & evaluated over a period of time

Concern relates to specific pupil(s)

Discuss concerns with pupil & parents. Identify individual strategies & implement with school staff, parents & child/young

person – mediation, circle of friends, mentoring, restorative practices etc.

Evaluate individual strategies with parents, child/young person/school staff

Strategy Successful

Concern continues

Multi-agency discussion with child/family coordinated by named person/Lead

Professional and involving external agencies linked to the school or already working with

family e.g. Educational Psychologist, School Nurse, Community Paediatrician, Pupil Support,

Social Worker, CSW etc.

Create a child’s plan. Implement and evaluate strategies and action plan from

Core Group/Child’s Plan meeting with child/young person and parents.

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Appendix 3 STAGED APPROACH TO DEVELOPING POSITIVE RELATIONSHIPS

(Individual Level-continued significant concern for self and/or others)

Staged Intervention Approach Appendix 2 already followed. Child’s Plan created. External Agencies involved in supporting child/young person, family and school, but concern continues. Regular reviews

d t k

Revisit whole school /whole class/individual approaches e.g. Developing a positive ethos, Peer

Mediation, Circle of Friends, Training in De-escalation etc.

Risk assessments carried out if risk of physical violence is present. For health & safety of staff and pupils, De-

escalation and where appropriate, Physical Intervention training should be considered.

Training in Pro-active strategies, De-escalation and where CALM training undertaken. Proactive and re-active

strategies implemented – Strategies put into The Child’s Plan for discussion and review.

Strategy Successful

Concern Continues

Temporary exclusion considered if there is a health & safety risk or if situation is leading to severe

disruption.

Strategy Successful

Concern Continues

Referral and Support from Multi-Agency Team and additional services where

appropriate

Strategy Successful

Concern Continues

In exceptional circumstances the exclusion policy implemented with the final step of transfer to

alternative provision taken for decision by Service Managers if appropriate.

This stage could take a considerable period of time with various support and strategies implemented

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References

- A Curriculum for Excellence – The Curriculum Review Group, (Scottish Executive 2004)

- Better Behaviour, Better learning Report of the Discipline Task Group, Scottish Executive, 2001

- Getting it Right for Every Child: A Report on the Responses to the Consultation on the review of the Children’s Hearing System, (Scottish Executive 2004)

- Happy Safe and Achieving their Potential: a standard of support for children and young people in Scottish schools, (Scottish Executive 2004)

- Action Plan from Discipline Stakeholders Group - Education (Additional Support for Learning) (Scotland) Act (2004) - Education (Additional Support for Learning (Scotland) Act (2009)

Acknowledgements The authors of these guidelines and the Positive Relationship Policy are: Linda Thom Development Officer SEBD/Bernadette Cairns, Senior Manager Additional Support Needs, supported by colleagues from The Additional Support Needs Team The authors would like to acknowledge the support and comments received from various people in the process of writing these documents including: Jim Kane Positive Behaviour Team Scottish Government, Margaret Barclay, Quality Improvement Officer; John Bruce, Senior Education Officer; Clifford Cooke, Quality Improvement Officer; Jane English, Area Principal Educational Psychologist; Tony McCulloch, Quality Improvement Manager.

The authors would like to acknowledge the work of those outside the Council that influenced their thinking, especially Ioan Rees, Director of Sycol and his work on solution oriented approaches, Liz Morris from the School of Emotional Literacy and Belinda Hopkins from Transforming Conflict.

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