Relational practice
Relational practice fosters an environment where people feel connected, safe, and understood, enabling them to perform at their best. This approach can significantly influence the entire school culture, community, ethos, systems, everyday teaching practices, and targeted support. Unlike a programme or intervention, relational practice is an embedded cultural mindset rather than a model.
By adopting relational practice, schools can create and sustain a culture where relationships are central, allowing effective teaching and learning to take place. Both students and adults can thrive as they learn from each other. Creating a relational and restorative school involves deliberate design that permeates through structure, policies, procedures, and everyday interactions.
Oxfordshire Relational Schools Programme
The Oxfordshire Relational Schools Programme is a project within the Right Support Right Time in Inclusive Settings workstream of the SEND Transformation Programme. It was developed in response to schools' requests for more support in working with children with Social, Emotional, and Mental Health (SEMH) needs. The programme is based on a model originally devised by The Restorative Lab and Gloucestershire County Council, aiming to embed relational, restorative, and trauma-informed ways of working in schools and across the school system.
The primary goal is to focus on positive, meaningful relationships to reduce conflict, suspensions, and exclusions; increase attendance and attainment; foster social learning and development; and improve relationships across whole-school communities. This whole-school approach to culture change promotes accountability, understanding, and reparation, leading to healthier and more fulfilling interactions and outcomes. It is inclusive of children who have experienced trauma, SEMH needs, or other SEND needs, while also benefiting the entire school community. Evidence shows that most SEMH needs can be met in mainstream education when the school culture is right and staff are well-trained and confident.
The programme spans 18 months and includes:
- 10 leadership days for Headteachers 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.
This blended learning model comprises online modules and group face-to-face sessions, designed to consider adult learning styles and embed changes in practice. Practice discussion circles enable learners to develop their knowledge and understanding, offering opportunities for communication and reflection. This builds a shared understanding from individual experiences and enables practical application of learning. The module content has been co-produced by subject experts in Psychology, Trauma, Education, Restorative Practice, and Inclusion, promoting a relational and restorative way of working that is attachment and ACEs aware, trauma-informed, and shame-sensitive.
Early Indicators of Impact
Participants have reported various positive impacts, such as:
- A better understanding of needs.
- Reduced panic about high-level behaviour and a shift away from hierarchical consequences.
- Changes in leadership style.
- Improved listening and coaching skills.
- Increased use of restorative conversations with staff and children.
- Reduced recurrence of conflict by understanding the communication behind behaviour.
- Halved suspensions due to a change in attitude.
- Greater support from parents in reintegration meetings.
- Increased staff enjoyment and commitment to change.
- Improved attendance.
- Positive feedback from Ofsted on new ways of working.
- Use of circles to support decision-making around complex problems.
Early indicators of impact of the Relational Schools Programme:
"I have a better understanding 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.”
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 Oxfordshire Relational Schools Programme can be found here Relational Schools Offer (pdf format, 3.1 MB).