Relationships

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With our 'love of one another' at the heart of all we do, we are very proud to be recognised as an ‘Embracing Thrive’ school, as well as having achieved our ‘GHLL Mental Health Award’. For us, this means that we have THRIVE embedded within our ethos and THRIVE approaches across our whole setting. 
 
This Behaviour (‘Relationships’) Policy is underpinned by a Whole School Thrive Approach, the use of Restorative Practice, the work we have done with Marijana F-C (Fostering Connections) and various research and reading for example Paul Dix (2017).   
 
At Upton St Leonard’s CE Primary School, we aim to continually deepen our understanding of how social and emotional learning develops and the impact that trauma and Adverse Childhood Experiences (ACE’s) can have on children- supporting our capacity and availability for wider academic learning. 
 
Thrive states that children need ‘clear, consistent boundaries’ (‘containment’) and we therefore ensure that an individual’s need and learning does not adversely impact on another’s. The development of positive social, emotional and learning behaviours is at the heart of our Behaviour (‘Relationships’) Policy. ‘Social and emotional competencies have been found to be a more significant determinant of academic achievement than IQ’ (Duckworth and Seligman 2005). 
 
At Upton St Leonards CE Primary School we are very aware that unless pupils feel safe, feel special and to have their needs met, they will be unable to access learning. Our Behaviour (‘Relationships’) Policy therefore reflects the deeper, important social and emotional learning that each child needs to develop, both personally and within our community. 
 
We use restorative approaches to help pupils understand the impact of their actions and how to put it right. We believe that by using this Restorative Approach we are giving pupils the skills to independently make better and more informed choices in the future. Restorative approaches encourage pupils to think about how their behaviour affects others, both pupils and staff. It helps children to develop respect, responsibility and truth telling. If a pupil in our school has been negatively affected by someone’s behaviour, we will try our very best to make sure they feel that it has been put right for them and that it will not happen again. If a child has done something wrong, they will be asked to put things right and change their behaviour so it does not happen again.
 
Although the emphasis of this policy will be on these theories, we will reserve the right to put consequences in place for serious misbehaviour where appropriate. This is because we also believe that it is our responsibility as educators, to teach children that in society, there is a consequence for serious misbehaviour. 
 
Both the Thrive Approach and Restorative Practice centre heavily on the need for positive relationships and on the impact and importance of the role of the adult, and adult interactions. For this reason, this policy will also be known as our ‘Relationships’ Policy.
For further details, please find a link to our 'Relationships' Policy below:
Relationships (Behaviour) Policy
Covid-19 Relationships Behaviour Annex September 2020
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School Vision

Building foundations for a love of life, a love of learning and a love of one another