Oxfordshire Relational Schools Programme

What is Relational Practice? 

Relational practice is about helping people feel connected, safe and understood, allowing them to do their best. A relational approach can influence whole school culture, community, ethos and systems, as well as everyday teaching practice and targeted support. Relational Practice is not a “programme” or an “intervention”. It is an embedded cultural mindset rather than a model.

Relational practice can support schools in creating and sustaining a school culture where teaching and learning can take place effectively and where students and adults can thrive as they learn from each other. Creating a relational and restorative school is a deliberate act of design that flows through structure, policies, procedures, and everyday interactions.

What is the Oxfordshire Relational Schools Programme?

The Relational Schools Programme is a project that sits within the Right Support Right Time in Inclusive Settings workstream of the SEN Transformation Programme. This project was developed in response to schools’ request for more support to work with children with Social, Emotional and Mental Health (SEMH) needs. 

With permission, we have developed a model originally devised by The Restorative Lab and Gloucestershire County Council to embed trauma-informed, relational, and restorative ways of working in our schools and more widely across the school system. 

The goal of the Relational Schools Programme is to reduce conflict, suspensions and exclusions; increase attendance and attainment; foster social learning and development; and improve relationships across whole-school communities.

The Relational Schools Programme is a whole-school approach to culture change. By embedding trauma-informed, relational and restorative ways of working, a Relational School fosters a whole school culture of accountability, understanding and reparation.  It promotes healthier, more fulfilling interactions and outcomes. The approach is inclusive of children who have experienced trauma, SEMH needs or who experience other SEND needs, whilst also benefitting all children. Evidence shows that the majority of SEMH needs can be met in mainstream education when the school culture is right and staff are well-trained and confident. This programme is designed to support this. 

The Relational Schools Programme is an 18-month programme comprising:

• 10 leadership days for Headteachers which are facilitated by experts in the field,
• access to 15 pre-recorded modules introducing all school staff to the interconnected elements of inclusive practice, 
• reflective circle sessions
• a comprehensive implementation package that includes mentoring, immersion days and practitioner training.
• It is a blended learning model comprising online modules and group face-to-face sessions. It has been intentionally designed to take into consideration adult learning styles and embedding changes in practice. Practice discussion circles enable the learner to develop their knowledge and understanding and also offer an opportunity for communication and reflection. This builds a shared understanding from individual experience and enables a practical application of learning. The module content has been co-produced by a number of subject experts in the fields of Psychology, Trauma, Education, Restorative Practice, and Inclusion. The TIRP modules promote a relational and restorative way of working that is attachment and ACEs aware, trauma-informed and shame sensitive.

Early indicators of impact of the Relational Schools Programme:  

“I have a better understand of ‘needs’.”

“I’m less panicked about high level behaviour – more of a process now.  I can see less need for hierarchical consequences.”

“‘This programme has changed my leadership style completely.”

“I’ve gained a deeper level of skill when it comes to listening and coaching.”

“I am listening more and not automatically trying to solve problems for people.  I’ve started having restorative conversations with staff as well as children.”

“I know that by unpicking the communication behind the behaviour, we are reducing the recurrence of conflict with students and staff.”

“Despite not fully starting implementation, we have seen suspensions halve as a result of a change in attitude.”

“We now have a greater degree of support from parents in reintegration meetings.”

“Our staff love their circle sessions.  They say it’s like free therapy and they enjoy their job more now.”

“Attendance has definitely improved.”

“There is a real commitment from staff to change.” 

“We now use circles in staff meetings, we are using restorative conversations to resolve conflicts between staff”.

“Ofsted loved our new ways of working that have come directly from the course.”

“We are now using circles to support decision making around complex problems.”

Find out more

To find out more about the Oxfordshire Relational Schools Programme, and how relational practice is being used in other local authorities please watch this webinar hosted by The Mint House and facilitated by The Restorative Lab Relational Schools Programme (youTube video)

More details about the programme can be found here Relational Schools Offer (pdf format, 3.1Mb)

This is a programme for all settings and all ages. If you would like to find out more about accessing the Oxfordshire Relational Schools Programme, please contact Laura East, Relational Schools Programme lead laura.east@oxfordshire.gov.uk