The Relational Approach guidance and audit are designed to guide you through a self-evaluation to successfully embed the Relational Approach throughout your school community.
The guidance and audit are based on theory, research and evidence, collaborated and created through Iris Consultancy to influence whole school systems as well as embed everyday teaching practice and targeted support. It seeks to support schools to implement and embed Relational Behaviour policies and systems which incorporate the whole school community; from pupils and parents/carers to staff and governors. The audit and guidance has been written in response to current research and concerns in support of building and developing children’s SEMH needs through the Relational Approach. The guidance and audit builds on the foundations which schools have prioritised from the fields of attachment and trauma. Iris Consultancy are committed to increasing inclusion for children with SEMH needs whilst reducing the rate of exclusion of children from these vulnerable groups.
The Relational Approach guidance and audit has been developed using information obtained from Devon County Council (2023) and Brighton and Hove Schools (2018) documents. This includes:
- Establishing consistent thinking, understanding and beliefs and values across all school staff, parents/ carers and partner agencies.
- Whole staff training, continual professional development and induction for new staff in relational theory and practice. Ongoing staff support through regular meetings and individual supervision and coaching to support the development and maintenance of skills.
- The consistent implementation of relational practice by all staff which is supported through clear systems and processes as well as active support and modelling by line mangers and senior leaders.
- Systems and provision to support a clear graduated response to supporting children’s needs which is child centred and involves parents and external agencies.
The Relational Approach is based on three main components:
(Adapted from Guidance for Developing Relational Practice and Policy; Devon County Council, 2023)
Iris Consultancy has taken the principles from the Relational Approach to develop a practical, straightforward, and effective audit. Designed for schools to self-evaluate how to improve and embed practices throughout the school based on a graduated response.
Iris Consultancy Graduated Response of Support
The audit is designed to guide you through the graduated response of support to focus on the area of practice when implementing and embedding the Relational Approach in your school.
Iris Consultancy is here to help schools to develop Internalised Alternative Provisions (IAPs), Alternative Provisions and PRUs to close the gaps for the most disadvantaged and marginalised groups of children.
Services are designed to:
· Improve inclusion
· Improve attendance
· Meet the SEMH needs of children and young people
· Develop positive relationships and improve children and young people’s self-regulation, whilst reducing behaviour incidents.
· Enhance staff understanding and knowledge
· Support whole school mental health and well-being
· Develop Relational and Restorative Practices as a child-centred approach
· Adapt and develop provision for long term investment and solutions
The audit includes ten areas:
1. Whole school – policy, procedures and practice
2. Staff knowledge & understanding
3. Staff well-being
4. Parents
5. Pupils
6. Developing Relationships
7. Responding & Calming
8. Repairing & Restoring
If your setting / school is ready for the next stage in development to meeting the needs of the children/young people, email contactme@irisconsultancy.co.uk
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Hi I am Helen
I am an Education Consultant from East Yorkshire. I have been in education for over 20 years as a teacher, SENDCo, Deputy Head and Acting Head. For the past 7 years I have had the role of a LA Specialist SEMH Advisor, before becoming the Director of Iris Consultancy.
I am passionate about driving a more of an inclusive Education System for disadvantaged and marginalised children/young people by developing internalised Alternative Provisions, Alternative Provisions (registered and unregistered) as well as PRUs.
I have worked with IAPs, APs and PRUs across the country in both Primary and Secondary ages; I have also successfully developed my own IAP to prevent exclusion and improve attendance, behaviour and inclusion. Services include consultancy work to set up, develop and run an IAP / AP as well as staff training on IAPS and Relational and Restorative Practice.
contctme@irisconsultancy.co.uk
www.irisconsultancy.co.uk
Helen Hatton