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Strategy for Relationships and Behaviour________________________________________________________________________________

Education & Children’s Service Policies and Guidance

Strategy for Relationships & BehaviourCategory: Learning and Teaching : Relationships and Behaviour

Risk Management and Legal Implications

Failure to manage risk may impact on the delivery of Service objectives and the outcomes achieved by Service users. The Education Service aims to mitigate the implications by ongoing management and review of risk in all elements of work activity.

The production of this document is one way in which we aim to reduce our exposure to risk. By providing staff with information on good practice, making reference to other guidance that is available across the Council and providing clarity on how we should do things, we can ensure that the management of risk is intrinsic to what we do

Version: 01 Last revision: July 2013


Current version at August 2013 of 19


Getting It Right in Fife Schools:

Strategy for Relationships and Behaviour

2011-2016

The starting point for learning is a positive ethos and climate of respect and trust based upon shared values across the school community, including parents, whether for young people in school or those not in school.

Curriculum for Excellence: Building The Curriculum 3 (2008)



1.0 Introduction and overview

1.1 Basis for this strategy

This strategy is derived from a review of the Fife Council Education Service behaviour and discipline strategy published in 2003. Differences from that document are relatively minor as the fundamental principles which informed it remain completely relevant, and the ethos and aspirations of the Education Service in this area are unchanged. It does, however, take account of developments that have taken place in context and seeks to ensure that practice in schools continues to be as effective as possible, supporting both successful learning and our learners’ personal development.

It is important to recognise the change in the title of this strategy, with the replacement of the term ‘discipline’ with ‘relationships’. We continue to believe that children and young people learn and grow best in settings in which they feel happy, confident and safe, and that central to this is the experience of positive relationships among all members of the school community. Furthermore we believe this will be achieved by ensuring our staff are skilled, feel supported, and are committed to working within the framework provided by this strategy.

This strategy reflects: the contexts introduced by Curriculum For Excellence, in particular the Health

and Wellbeing framework, and Getting It Right For Every Child recognition of the needs of the most vulnerable children and families in

society findings from surveys of all school staff in Fife carried out jointly with the

trades unions since 2000 findings from surveys of learners in Fife the experience of schools that have been successful, in Fife and nationally, in

creating good order, a healthy and inclusive ethos and positive learning relationships for learners and staff.

ongoing consultation with parents, staff, headteachers and partner agencies developing knowledge about what works in supporting the development of

good relationships and behaviour in schools

Effective learning and teaching depends on a foundation of positive behaviour and good working relationships between learners and staff, and between young people themselves. Positive behaviour is dependent, in turn, on effective teaching and an appropriate curriculum. Discipline, in terms of the maintenance of good order to create optimum conditions for learning and teaching, is not a separate matter; it is integral to the operation of the whole school and to effective teaching. Effective schools depend on good discipline. The ethos and management of each school provide the key foundation for an effective approach to behaviour management and good order.

Across all our schools Curriculum For Excellence has ensured there is a clear focus on the task of enabling all our children and young people to become successful learners, confident individuals, effective contributors and responsible citizens. These



capacities will develop most effectively in schools in which relationships are nurtured actively within a strongly positive ethos.

This strategy for relationships and behaviour reflects an analysis of the nature and causes of disruption (see Appendix 1). It has been informed by a developing approach to integrated children’s services and will in turn further inform that approach. The education service will continue to positively encourage and support effective practice through strategic development, resource allocation and quality assurance processes.

Introduction and overview1.2 Social Change

The social behaviour of young people in our society has changed in a number of significant ways over the past decade, and will continue to change. This reflects:

Changes in the structure of families and communities The effects of social exclusion and disaffection The progressive emancipation of young people Peer group effects The effects of substance misuse on some families and communities The impact of new technology

Such social change poses a challenge for the education service, for schools and for support services. The challenge is to adapt and develop to meet effectively the needs of the population of children and young people. Developments at national and local levels have combined to increase the opportunity for schools to adapt and be responsive.

1.3 Transforming to become better fit for purpose

The opportunity to adapt is important, particularly for secondary schools. It was recognised in the national debate on Education that the curriculum, designed originally to serve higher education, had been held static and inflexible for too long. Similarly, staffing arrangements had been relatively static, through national prescription during a period of major and continuing social change. Learners’ disaffection, indiscipline and staff stress are generated, in part, by a mismatch between the needs of pupils and the capacity of the school. This mismatch is often most acute in schools serving communities of social disadvantage and poverty. Although related in part to resource allocation, this is a whole school matter.

There is a challenge for leadership, at education service and at school level, to achieve transformational change, for schools to become fully fit for purpose. Some schools, locally and nationally, have demonstrated success in such transformation. Our strategies for inclusion, relationships and behaviour and staff welfare have been designed within this approach.

Introduction and overviewWhilst this strategy is concerned with preventing and minimising disruption, it should be noted that overall the quality of relationships in Fife schools is very good and improving. Further, the overall behaviour of learners is good and improving; this is



confirmed in the survey of staff perceptions and also by inspections by HMIe. Even in the secondary sector where staff report most concern, this concern relates to persistent indiscipline of a low level of seriousness. Serious misbehaviour in our schools continues to be rare (see both Fife and national surveys conducted in 2009 and 2010). This strategy aims to further improve the situation.

1.4 Key assumptions

The strategy is founded on five key assumptions:

Schools do make a difference to learners’ behaviour; our task is to enable all schools to implement the whole-school approaches of the most successful schools

Behaviour is learned and, therefore, can be shaped by social context Staff can develop effective skills to help build positive relationships with

children and young people, and model such relationships themselves Priority should be given to prevention and early intervention Schools cannot deal with many of the causes of disruption alone; effective

multi-agency teamwork is required

1.5 School improvement

Section 2 sets out the features of schools that are effective in developing healthy relationships and positive behaviour. Improvement planning, informed by self evaluation, is the means to achieve such effectiveness. Self evaluation will be informed by evaluative feedback from staff and from learners.

Surveys of staff perceptions of behaviour, discipline and welfare have informed this strategy and have informed improvements through action plans at school level. Such staff surveys are complemented by similar surveys of learners.

Such intelligence has been important in identifying strengths upon which we may build, has informed improvement planning and identified headroom for improvement at both individual school and Fife levels.

1.6 Continuing professional development

Effective learning and teaching depends on good relationships and order within schools. Within a whole school approach, it is essential that all staff have a structured opportunity to develop their knowledge and skills in relation to developing effective relationships, and managing behaviour. This must begin in initial training, continue in probationary induction periods and be career long.

It is possible to identify the attitudes and skills that contribute to successful practice in developing effective relationships and in managing behaviour. The population of staff will vary in the extent to which their natural repertoire will be effective. While all staff will benefit from professional support and development, this will be most useful when it is tailor-made and responsive to individual need.



The strategy for continuing professional development comprises the following elements:

positive relationships and effective behaviour management is an essential and on-going focus in training for school staff at all levels

the attitudes and skills that contribute to successful practice in effective relationships and positive behaviour management will be part of ongoing evaluation, at individual, school and cluster level.

best practice in positive relationships and behaviour in Fife schools is identified and training opportunities are created by the Education Service to ensure the promotion and sharing of this best practice to schools and other establishments in Fife.

Each of the strategic developments set out in section 3 is supported by staff development



2.0 The effective school: fit for purpose

2.1 Ingredients for effective provision

Evidence indicates that the following features are associated with positive outcomes in terms of relationships and behaviour in schools. This summary suggests the aspects that each school should audit, review and, where appropriate, improve with the support and challenge of their Area School Improvement Team. The model of themed reviews of inclusion which took place in Fife gave practical focus to these aspects of ethos and management through assisted self-evaluation against a set of quality and performance indicators.

2.2 Effective leadership and management

Effective leadership is active, visible, supportive, clear and consistent in demonstrating a commitment to an inclusive, whole-school approach, based on very good ethos, relationships of mutual respect, and high expectations of achievement, attainment and behaviour

Positive and assertive management is communicated from senior management through all staff to all learners in explicit and implicit ways

The senior management team use information in a systematic way to inform and drive improvements in policy and practice to:• target learners who need support and challenge or should be praised• identify successful practice and practice that needs support and challenge to improve

Effective practice actively promotes inclusion and minimises the need for exclusions, recognising that exclusion is damaging to the attainment, achievement and life chances of individual learners and their inclusion within the school and wider community.

The effective school: fit for purpose2.3 Staff attitudes, skills and knowledge

Staff consistently demonstrate respect and positive regard, have high expectations, set clear boundaries and praise learners

Effective support is provided as an entitlement for all staff in relation to their roles and responsibilities

Staff development incorporates basic behaviour management, covering key areas of learner engagement, building, maintaining, repairing and restoring positive relationships, and preventing and managing difficult situations.

2.4 Curricular flexibility and access

Effective teaching, by professionals who demonstrate concern for the care, welfare, success, attainment and achievement of all learners

Lessons are relevant, accessible and purposeful The curriculum provides appropriate learning experiences that are

meaningful, valued and accredited (including vocational pathways) to meet the needs of all learners



A structured and differentiated approach to the learner’s social, emotional and physical wellbeing.

A responsive culture of participation, where staff and learners know their views are valued and genuinely influential in school improvement

2.5 Staffing levels and arrangements

Resources are prioritised to the greatest need, making the most effective and efficient use of the available budget at service level and at school level

2.6 Effectiveness of internal school support

Support is provided as a universal entitlement for all learners An integrated support team:

• is responsive to the personal and curricular needs of individual learners• supports and develops the capacity of all staff to meet learners’ needs• systematically informs improvements in the school• works to enable children and young people to be retained within the learning community of the school

2.7 Effectiveness of external support services

Effective multi-agency working is based on effective relationships, shared aims and collective accountability for outcomes that are evaluated and reviewed. This will ensure that all parents, carers and professionals work effectively together to give children and young people the best start, and that support is targeted on the most vulnerable children and families in our communities.

for purpose2.8 Parental support

Relating to families with respect and in ways that encourage their active involvement as a key partner in the development of the young person

Parents are encouraged and challenged to provide effective help for their child

The role of corporate parent for those young people who are Looked After by the local authority is taken seriously by all staff.

2.9 Learner attitudes and skills

Learners are motivated and empowered to participate in planning improvement to school ethos and relationships and behaviour

Effective support is an entitlement for learners in their learning and social development

For most learners, such support is delivered through the responsibility of all staff to treat each learner with respect, to give consideration to his or her care and welfare and set clear and consistent expectations for behaviour



For other learners, higher levels of support and specialised help are provided. In all cases the principle of the least intrusive intervention applies, within a staged intervention framework

A range of approaches systematically support structured social skills development for all learners

School systems, such as buddying, are designed to support entrants and other learners in proportion to need, and are monitored, evaluated and improved



3.0 Strategic developments

3.1 An Integrated Strategy

3.2 Positive Prevention: learning to behave successfully

Children need to learn positive, respectful and assertive ways to behave; they need planned and structured help for this. Being Cool is School is a programme created by Fife teachers which enables children and young people to develop these skills through the use of discussion, reflection and role-play.


Youth Offender Management

Risk Assessment

and Management

A Continuum of Behaviour Support

Rights

Respecting

Schools

Peer

Support

De-escalation Training

Feedback from

staff and learners

Solution Focused

Schools

Restorative

Approaches

Self

RegulationPositive

Prevention

Nurture

Approaches

Positive relationships and behaviour in Fife

schools


The programme comprises 4 progressive parts – Early (P1/2) , First (P4/5), Second (P6/7) and the secondary unit, What’s Going On? (S2/S3). It has been used very successfully in Fife schools and in schools throughout Scotland to develop positive social skills and self-awareness in learners.

Other complementary approaches, which encourage the development of positive social skills and build self-esteem in learners include nurture, restorative approaches, self-regulation and de-escalation. These are outlined briefly later in this document. Effective practice in all these developments is evident in a significant number of Fife schools and training/support is available to all schools on request.

3.3 Whole School Nurturing Approaches

The nurture approach, based on theories of attachment and resilience, involves adults providing children and young people with a consistent and reliable response to their needs (social, emotional and physical) thus developing trusting relationships. Children’s capacities to think, understand their feelings and become secure and confident in their learning with others are developed through the relationships that they form with key adults in their lives.

A whole school approach to nurturing is based on the key principle that nurture is taken on as a whole school responsibility for all pupils to have the opportunity to observe and learn from nurturing adult role models at all levels within the school system, where mutual respect is demonstrated by all staff with each other and with pupils. In keeping with staged intervention, by providing ‘universal’ nurturing within everyday interactions and relationships, the need for ‘enhanced’ nurturing in small group settings can be targeted for a few pupils. Primary schools in Fife are developing nurturing approaches within classrooms and the general school environment using a Readiness Toolkit. Some secondary schools are also interested in developing the approach with older pupils for whom nurture is a key indicator of their wellbeing.

The intended outcomes from developing whole school nurture are to have pupils who:

• have internalised a sense of security and confidence and so become more independent, resilient and optimistic.

• are able to regulate their emotions, think before they act and tolerate stress and frustration.

• are able to trust adults to be there when needed and know they will treat them well.

• develop good social skills and empathy so are able to develop positive relationships with their peers.

• are curious and ready to learn and can tolerate the uncertainty of not knowing.• experience strong links between school staff, their parents/carers and other

agencies.

3.4 Peer Support

Peer support schemes are well established in Fife schools. Buddy and paired learning schemes usually involve older learners working with and supporting younger



learners in a variety of different ways and locations. The involvement of Buddies in the transition from Primary P7 to S1 and from nursery to Primary 1 is seen as a major benefit to everybody involved in the scheme and an integral part of the transition process. It is recognised that effective training is a key factor in a Buddy scheme being successful.

Some schools have taken the opportunity to enhance these schemes by enabling young people to resolve some difficulties using Peer Mediation. This allows young people to act as facilitators to help other young people with relationship difficulties come up with a solution that everyone can agree on. The young people who act as Peer Mediators receive training and develop high level skills which are recognised as part of their achievements portfolio.

3.5 Rights Respecting Schools

The Rights Respecting Schools initiative, which is well established in Fife schools, is strongly linked to the Relationships and Behaviour strategy, and to the development of positive ethos in schools. Through this initiative schools develop learners’ awareness of their own rights, and respect for the rights of others. An understanding of the responsibilities associated with membership of a social community contributes to development of positive and caring relationships and behaviour, and encourages the development of positive citizenship.

3.6 Restorative Approaches

Within Fife schools, a strong commitment has been made to develop Restorative Approaches, which focus on building, maintaining and, if necessary, repairing positive relationships across the school community. As outlined in Curriculum for Excellence Health and Well Being, Principles and Practice, it is the responsibility of all practitioners to take an active role in modelling and encouraging respectful relationships: “Everyone within each learning community, whatever their contact with children and young people may be, shares the responsibility for creating a positive ethos and climate of respect and trust.” Restorative Approaches provide a powerful vehicle for establishing and maintaining this positive culture within schools.

Effective practice of Restorative Approaches depends on: A commitment to working effectively together to develop positive relationships

based on mutual respect A shared understanding of the principles involved and desired outcomes for

all A belief that good behaviour needs to be taught The development of whole-school systems which ensure that high

expectations are set and met A non-judgemental approach to dealing with incidents of indiscipline which

have detrimentally affected positive relationships within the school community, which focuses on the restoration of these relationships.

Restorative Approaches improve relationships and behaviours within the whole school community by moving away from a blame and retribution model of dealing with indiscipline towards one which is based on self-awareness, social responsibility



and a belief that everyone can make a positive contribution to the wellbeing of each individual within the school and the wider community. Such approaches work most effectively when they are applied within a school culture which is fully supportive of this model.

3.7 Self Regulation

Self regulation is an approach which aims to enable children and young people to take more control over their emotions, behaviour and learning, by developing the skills which enable them to problem solve, plan, set goals and reflect. For some of our learners this is an area of particular challenge, and can be evidenced by behaviours such as difficulty in paying attention, staying on task, tolerating frustration, or working co-operatively. By modelling self regulation and using coaching techniques, learners can be supported to gain greater control over such behaviours. Self-regulation:

is useful for all learners irrespective of age/stage, ability or home context requires planned and consistently applied strategies used by adults who also

self-regulate is most effective when embedded in everyday contexts and routines involves consistent use of shared language relies on a coaching-feedback model which promotes positive self-talk and

reflective feedback and review equips learners with essential life skills

Where the approach is planned and delivered by staff committed to improving the self-regulatory behaviour of their class, success is readily achievable and is evidenced by improvements in on-task behaviour and attainment, problem-solving skills, social relationships (peer and adult) and confidence

3.8 Solution Focused Schools

A number of Fife schools and individual practitioners have developed solution focused approaches to dealing with unacceptable or inappropriate behaviour. These approaches focus on finding and creating solutions to a problem whilst spending hardly any time on the problem itself. This is done by establishing small steps that can be taken to resolve the problem.

The approach encourages a pragmatic approach; learning from what is working, leaving behind practice that is failing to pay off, recognising ‘the problem’ as the problem (not the individual, professional, or system) and building from the strengths that each individual and setting brings.

The Solution Focused model supports the development of whole-school approaches to promote positive learning and teaching in a wide range of contexts. It involves working with children and young people to promote better behaviour; working with staff to develop shared good practice; working with parents to support collaborative working, and managing the review cycle.



Solution Focused Schools involves a process that:

Reduces time spent reacting to indiscipline, by renewing whole-school efforts to promote positive behaviour and positive relationships;

Improves learning, motivation, problem-solving and creativity – by staff as well as learners;

Enhances relationships between school and parents within the school community;

Promotes the most effective partnership working, to meet learner needs.

3.9 Risk Assessment and Risk Management

The use of risk assessment and risk management strategies is well established in Fife Council schools as a helpful means of supporting schools, learners, and parents and carers in situations where challenging or harmful behaviour has been experienced. Risk assessment and risk management can be used independently as a solution focussed approach through Standard Circular NYP6. It is also part of De-escalation Training.

The process involves an assessment of what could cause harm to staff or learners, the identification of interventions most likely to work, planning, and evaluation and monitoring.

The outcomes of an effective risk assessment and risk management process are:

future risks to learners and staff are minimised an appropriate learner support plan is in place a support plan for staff is implemented all relevant agencies are involved in the learner support plan the best interests of all parties are ensured the learner, parents/carers and all relevant professionals are consulted with

fully a process is established for review and monitoring

3.10 De-escalation Training

De-escalation training materials for schools have been developed by a team of experienced Fife practitioners to support staff in managing the most challenging behaviour of learners. The training materials were developed on the premise that addressing very difficult behaviour successfully has everything to do with relationships, leadership and management.

The De-escalation Training Pack provides materials and guidance in keeping with the principles of Curriculum for Excellence, and complements other effective behaviour management approaches. Through a process of self-evaluation, assisted by the school’s educational psychologist, the training pack helps identify organisational and staff training needs in the school context, and equips staff to support learners exhibiting very challenging behaviour.



Training in physical intervention is provided for staff in specialised contexts through the method approved by Fife Council, currently the Crisis and Aggression Limitation and Management (CALM) system.

3.11 Youth Offender Management

The Education Service, alongside key partners including Fife Police, Social Work and the Safer Neighbourhoods Team, is committed to intervening effectively with those young people who are involved in, or at risk of getting involved in, anti-social and/or offending behaviour. The Service participates at a strategic level in the Youth Offender Management Group, which plans support and intervention in relation to all young people who are charged with an offence, and through local GIR groups, which monitor the most vulnerable and risky young people in our communities, and identify strategic responses which can be made in a locality to patterns of offending.

At an operational level schools take account of offending behaviour within the multi agency planning process for all young people who require such support.

The Pupil Support Service (PSS) has worked with the Psychological Service, Social Work Service and Fife Police to develop a police call out protocol to reduce the number of incidents within PSS centres and Social Work Residential Group Homes which require police intervention.



4.0 The multi-agency context

4.1 Integrating Services

Cooperation between support services (educational psychology, social work, integrated community schools, community services, and voluntary sector) at casework level in Fife is well established and successful. The key to improving the effectiveness of partnership working is to introduce a collectively managed system based on agreed common priorities and outcome measures for intervention. This requires clarity of aims, and mechanisms to provide joint management and collective accountability for outcomes.

Each secondary school and some primaries have a mechanism (often known as a School Liaison Group) to coordinate action between agencies in relation to individual young people. This important foundation of joint action has been subject to collective multi-agency review against quality indicators, and will be subject to on-going collective, multi-agency quality assurance.

4.2 Strategic responsibility

This effective co-operation at casework level is supported and reinforced by the strategic participation of all agencies within the Getting It Right in Fife framework. This ensures that agencies work as efficiently and effectively as possible collectively to ensure the wellbeing of all children in Fife in terms of the key GIRFEC indicators – Safe, Healthy, Active, Nurtured, Achieving, Respected, Responsible, and Included.

To help achieve this, local Getting It Right in Fife groups have been established across all 7 committee areas, and these groups have a shared responsibility for monitoring and achieving best outcomes for the most vulnerable children and families in our communities.

In addition mechanisms have been established at senior manager level to ensure that individual children and young people whose circumstances cause greatest concern receive the support that they require, when they require it.

4.3 Anti-social behaviour

Schools play a key role within the strategy for anti-social behaviour, through all of the preventative and restorative activities which they undertake, to prepare young people to be responsible citizens. Efforts to minimise the need for exclusion and to reduce truancy from school contribute to reducing the risk of offending in the community, including vandalism. The multi-agency mechanisms described in 4.1 and 4.2 above will be used for young people involved in anti-social behaviour, including those for whom an Anti-Social Behaviour Order may be sought; this will ensure that all relevant support and intervention may be brought to bear in such cases.

The multi-agency contex



5.0 Evaluation Development (CPD5.1 A framework for evaluation

This strategy will be evaluated as it is implemented so that it can be further developed and improved. The following framework for evaluation will be used at school level, aggregated to service level.

5.2 Performance indicators

The following performance indicators, alongside measures of attainment and achievement and interpreted in the context of knowledge about learner intake characteristics, will be used:

Pupil Attendance Violent Incidents Staff perceptions of behaviour and welfare Outplacements to specialised provision Transfers in and out of schools Placing requests Feedback of parent and pupil perceptions of behaviour and welfare Pupil Exclusion

5.3 Quality indicators

The quality indicators of How Good is Our School? will form the basis for assisted self-evaluation at school level. In addition the following seven indicators of transformational change will be used. These reflect the features of an effective school, described in section 2:

The headteacher and SMT clearly articulate a vision for, and demonstrate a commitment to, inclusion

The development of staff attitudes and skills in support of diversity is a recognised priority within the school

Flexibility is being actively developed; vocational attainment is being revalued; there is a focus on the 20% who do least well

Pupil support teams are empowered to inform and drive school improvements in relation to inclusion

SMT actively monitors incidents (of discipline referrals, punishments, exclusions, pupil transfers and commendations) and targets staff support accordingly

Systematic feedback from learners, staff, support services and parents informs

improvements in the experience of learners likely to do least well Multi-agency mechanisms are collectively reviewed, and considered effective,

by participants

The nature and causes of disruption Appendix 1



1 Biological predispositions

Young children differ in their personalities, for example, in the extent to which they are extrovert, attentive, sociable, risk taking or dependent. These differences develop and interact with other social influences (below). In more pronounced cases children may be diagnosed as being on a continuum of disorder (such as autistic spectrum or attention deficit).

2 Family influences

The family is the first influence on children’s values and behaviour, especially in the early years. Some families have experienced generations of disaffection with schools and other aspects of mainstream society. Children are socialised according to the norms of the family and these will vary in the extent to which they reflect the norms of school.

3 Peer influences

By adolescence peers become the primary reference group and much behaviour, in the community and in school, is motivated by how it will be perceived by peers. Particular peer groups, even within one community, can vary markedly in the extent to which they are pro or anti social.

4 Stress, trauma and resilience

A significant proportion of pupils will experience one or more significantly stressful events during their school careers, including for example, bereavement, parental separation and family illness. The extent to which any such event has a traumatic impact depends on the individual’s personal resilience and quality of social supports as well as the nature of the event itself.

4 The curriculum and disaffection

The school curriculum in the secondary sector was designed originally to meet the requirements of higher education and, historically, has been centrally prescribed. Consequently a significant proportion of the pupil population has experienced failure and associated disaffection in their school career. Schools that have transformed their curriculum have achieved marked success in raising pupils’ self esteem and engagement.


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