Developing a positive ethos and culture in schools through positive relationships … ·...

Document title Transforming lives through learning

Developing a positive ethos and culture in schools through positive relationships and behaviour.

The Scottish journey from policy into practice.


• Legislative and wider policy context

• From Better Behaviour, Better Learning (2003) to

Developing A Positive Ethos and Culture (2018) – the

journey

• The infrastructure to support policy implementation

• The approaches to develop positive relationships and

behaviour

• General Teaching Council For Scotland – Standards for

Teachers


The Scottish Context

• Population: 5.4 million

• Part of UK, but Scottish Government has full responsibility for education

(a devolved power; no UK education system)

• 95% of children attend local state comprehensive schools

• Aim for every school: Excellence and Equity

For Scotland's learners, with Scotland's educators



2,524 Schools

32 Local Authorities

51,000 Teachers

685,000 Learners

6 Regional Improvement Collaboratives

Document title For Scotland's learners, with Scotland's educators

Curriculum for Excellence - The Four Capacities


Three Pillars of the Curriculum

Literacy, Numeracy and Health and Wellbeing

Responsibility of all

• Establishing open, positive relationships across the community, where

children and young people feel they’re listened to , and where they feel secure in

their ability to discuss sensitive aspects of their lives;

• Promoting a culture in which children and young people feel safe and secure;

• Modelling behaviour which promotes health and wellbeing and encouraging it

in others:

• Using learning and teaching methodologies which promote effective learning;

• Being sensitive and responsive to the wellbeing of each child and young

person.


Document title For Scotland's learners, with Scotland's educatorsFor Scotland's learners, with Scotland's educators

Early First Second Third Fourth

I am aware of and able to express my

feelings and am developing the ability

to talk about them. *Responsibility of

all

HWB 0-01a




all

HWB 1-01a




all

HWB 2-01a




all

HWB 3-01a




all

HWB 4-01a

I know that we all experience a variety

of thoughts and emotions that affect

how we feel and behave and I am

learning ways of managing them.

*Responsibility of all

HWB 0-02a






HWB 1-02a






HWB 2-02a






HWB 3-02a






HWB 4-02a

I understand that there are people I

can talk to and that there are a

number of ways in which I can gain

access to practical and emotional

support to help me and others in a

range of circumstances.


HWB 0-03a








HWB 1-03a








HWB 2-03a








HWB 3-03a








HWB 4-03a

I understand that my feelings and

reactions can change depending upon

what is happening within and around

me. This helps me to understand my

own behaviour and the way others

behave. *Responsibility of all

HWB 0-04a







HWB 1-04a







HWB 2-04a







HWB 3-04a







http://www.educationscotland.gov.uk/myexperiencesandoutcomes/responsibilityofall/healthandwellbeing/alloutcomes.asp





http://www.educationscotland.gov.uk/myexperiencesandoutcomes/experiencesandoutcomes/hwb001a.asp





















Getting it Right for Every Child

Children and Young People (Scotland) Act 2014


• Focus on improving outcomes for children /young people, based on shared

understanding of wellbeing

• Common approach to sharing information where appropriate

Integral role for children, young people and families

• Co-ordinated approach to assessing needs, agreeing actions and

outcomes, based on the Wellbeing Indicators – Safe, healthy,

achieving,nurtured,active, respected, responsible and included

• Streamlined planning, assessment and decision making leading to the right

help at the right time


Core Components


Core Components

• High standards of co-operative working and communication

• A Named Person for all children and a Lead Professional to co-ordinate multi-agency activity

• Maximising the skilled workforce within universal services

• A confident and competent workforce across all services

• Capacity to share demographic, assessment, and planning information electronically



Children and Young People (Scotland) Act 2014

Children’s Rights

• To ensure that children’s rights properly influence the design and delivery of

policies and services, the Act:

• Places a duty on the Scottish Ministers to keep under consideration and

take steps to further the rights of children and young people, to promote and

raise awareness and understanding of the United Nations Convention on

the Rights of the Child (UNCRC), and to prepare reports describing this

activity;

• Places a duty on the wider sector to report on what they are doing to take

forward realisation of the rights set out in the UNCRC; and

• Extends the powers of Scotland’s Commissioner for Children and Young

People, so that this office will be able to undertake investigations in relation

to individual children and young people.For Scotland's learners, with Scotland's educators


In Scotland today, at age 5, the gap between children from the most

advantaged and most disadvantaged families is already:


6-13 months in problem-solving ability

11-18 months in expressive vocabulary


The Scottish Attainment Challenge



National Improvement Framework


“We need to know much more, on a

consistent and systematic basis, about

the performance of our education

system”.

“At its heart will be a new national

standardised assessment (SNSA) for

children in primaries 1,4,7 and in S3.

This assessment will focus on progress

in literacy and numeracy”


From Better Behaviour, Better Learning (2001) to Developing A

Positive Ethos and Culture (2018)– the journey


• Media and Trade Union concerns

• Ministerial Discipline Task Group

• Better Behaviour, Better Learning 2001

• Discipline Stakeholder Group

• Commitment to tri-annual national research into behaviour

• Establishment of a national training team

• Policy guidance in response to research


Behaviour In Scottish Schools Research (BiSSR)


• 4 reports

• Independent research

• All secondary schools and sample of primary

• Positive findings

• Low level disruptive behaviour

• Support staff require additional support and

training/professional learning


From Better Behaviour, Better Learning (2001) to

Developing A Positive Ethos and Culture (2018)– the

journey


• Better Behaviour, Better Learning 2001

• Building Curriculum for Excellence through Positive Relationships

and Behaviour 2010

• Better Relationships, Better Learning, Better Behaviour 2013

• Developing a Positive Whole School Ethos and Culture –

Relationships, Learning and Behaviour 2018


Infrastructure to support implementation


• Dedicated team within Education Scotland

• Network of link officers

• Support for local policy and strategy development

• A range of training materials to support the development of

positive relationships and behaviour/social and emotional

wellbeing

• Training for trainers to build capacity

• Local champion model

• Built into local monitoring and reviewing within improvement

planning


Whole School Approaches

Restorative

Approaches

Solution Orientated

Approaches

Nurturing

Approaches

Peer Mentoring

Approaches

Children’s Rights and

Participation

Social/ Emotional

Competence


Solution Orientated Approaches


• Future focussed

• What people can do….not what they can’t

• What is working

• Exceptions

• Scaling

• Collegiality, Inclusive

• Used on 1:1 basis, groups and formal planning and review

meetings


Restorative Approaches


“Restorative Practice is an approach to offending and

inappropriate behaviour which puts repairing harm

done to relationships and people

over and above the need for assigning blame and

dispensing punishment. ”Restoring Respect for Justice, Wright (1999

In Scotland we use a pro-active restorative

approach not just the practice


Understanding the Restorative Approaches



INFORMAL

FORMAL

AFFECTIVESTATEMENTS

AFFECTIVE QUESTIONS

SMALLIMPROMPTU

MEETINGS

CIRCLES FORMALCONFERENCE

Continuum of RA processes

FURTHER TRAINING

REQUIREDLevel of focus


Nurturing Approaches


• Nurturing approaches include both universal support with a focus on positive relationships throughout the whole school community and targeted support which includes Nurture Groups

• Nurturing approaches are promoted as an effective means of supporting positive relationships and behaviour; preventing exclusions and closing the attainment gap

• There is clear evidence for Nurture Groups and some evidence for the importance of school connectedness and attachment to teachers which nurture is based on


What is Distinct about Nurture Practice?


• Attachment informed practice

• Relationship focused

• Language focused

• Balances support for children with expectation change

is possible

• Warm and empathic environment – the right staff

• Structured

• Authoritative not permissive

• The nurture principles embedded


Peer Mentoring Approaches


Children and Young People

• Mentors in Violence Prevention

• Peer Mediation

School Staff

• Framework for Intervention

• Focus on the environment

• Support for staff then focus on individual children

and young people


Children’s Rights and Participation


• Recognising and Realising Children’s Rights

• Learner Participation

• How Good is OUR School?


Relationships


• Our research indicates that schools, where attainment is

higher than expected for their catchment area,

demonstrate positive relationships throughout the

school community and that children and young people

are involved meaningfully in decisions which affect them

at all levels of the school.


Standards for Scottish TeachersGeneral Teaching Council for Scotland (GTCS)


• Standards for registration

• Standards for career long professional learning

• Standards for leadership and management

• Values – Social justice, integrity, trust and

respect and professional commitment


Implementation


• National Policy Guidance

• Local policy and strategy developed collaboratively

• Readiness is vital

• Use available data

• Senior leadership buy-in

• Link to school improvement planning

• Trials, pilots, start small

• Evaluate/self evaluate/review/develop

• Stick at it!


How do we know it’s working?


• It’s a journey

• Not a quick fix to change culture in schools

• Evidence from BiSSR

• Evidence from national surveys

• National exclusion statistics

• School level self evaluations

• Inspection Evidence


Questions?


[email protected]

National Improvement Hub - Education Scotland

https://education.gov.scot/improvement

mailto:[email protected]

https://education.gov.scot/improvement


#WeAreES

Developing a positive ethos and culture in schools through positive relationships … ·...

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