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IntroductionThis policy is based upon aspects of both the North Ayrshire Council Inclusion Policy and

Education Scotland’s Nurture and Restorative Approaches papers.

“Challenging behaviour is much less common where staff and learners enjoy positive relationships based on mutual respect and consideration. These strengths are supported and reinforced by a shared understanding and acceptance of the school values.”

Learning Together: Promoting Positive Relationships

North Ayrshire Council has set out, in its most recent Inclusion Policy that every community is built on the relationships within it, across it and its connections with others. Every member of staff is responsible for establishing and maintaining positive relationships with each other, with parents and with partners and most importantly with the young people in their care.

Ardrossan Academy’s core values are that of Ambition, Respect and Excellence. We strive to ensure that every pupil and staff member works within a positive learning environment and that every pupil will work with staff and others in a positive manner. Ardrossan Academy is striving to enhance its Nurturing Approaches.

Recent legislation has enshrined in law the duty to get it right for every child. The GIRFEC approach contained within the Children and Young People (Scotland) Act 2014 determines eight areas of wellbeing which are the basic requirements for all children and young people. These are set within the context of the four capacities of Curriculum for Excellence. Every member of staff within Ardrossan Academy must play their part in making sure that our pupils are safe, healthy, achieving, nurtured, active, respected, responsible and included. All who work with children and young people within Ardrossan Academy and across North Ayrshire schools must demonstrate a professional and personal commitment to meeting the needs of all children and young people.

North Ayrshire Council is committed to the principles of restorative practices. This is a solution-focused approach to managing behaviour and resolving difficulties, promoting healthy relationships that enable better behaviour and better learning.

Restorative Approaches will be used within Ardrossan Academy to deal with conflicts between pupils whenever possible. We believe that using Restorative Approaches is vital in helping our school community achieve its aim of becoming more nurturing. A restorative approach provides a framework that allows young people to develop their social and communication skills, and furthermore, it enables Ardrossan Academy to build upon its ethos of strong pupil staff relationships.

Across the school, relationships between young people and their teachers are positive, resulting in a purposeful learning environment.

Ardrossan Academy, HMIE, May 2016

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The promotion of positive relationships is essential to continue Ardrossan Academy’s journey to become more nurturing. Work within Ardrossan Academy has already begun through our nurturing approaches training. Ardrossan Academy has a 5 year plan to implement further training opportunities for staff on Nurturing and Restorative Approaches with the continued support from North Ayrshire Council.

Restorative Approaches is a national tool which every authority is being encouraged to implement. Education Scotland has identified the key principles of Restorative Approaches. They are-

Being responsible for one’s own actions and their impact on others Respecting other people, their views and feelings Empathising with the feelings of others Being fair Everyone in school being actively involved in decisions about their own lives Returning issues of conflict to the participants Willingness to create opportunities for reflective change in pupils and staff

Why use Restorative Approaches?

Pupils seek fairness from adults who are dealing with behavioural issues. Whether they are a perpetrator or a victim, their focus is not on winning or losing, but on trusting in a fair process. Restorative approaches help teachers ensure that pupils, staff and parents can be part of a fair process, while helping all involved to understand the impact of their behaviour on others.

There is very strong evidence that suggests that Restorative approaches can:

Manage the varied expectations of behaviour standards which exist among all school staff

Help develop a whole school positive ethos Encourage members of the school community to effectively resolve and learn from a

conflict in a way which maintains relationships or terminates them in a positive way Support any necessary consequences by processes of learning and reconciliation

How can Restorative approaches be used?

There are two ways in which Restorative approaches can be used. Firstly as a preventative measure to help promote positive relationships within the whole school community. Secondly, as a responsive measure, it can be used to repair relationships when a difficulty or a conflict has arisen. Only trained members of staff would be expected to be facilitating a planned restorative meeting. A restorative meeting can be held to resolve a relationship issue between a pupil and a pupil. It can also be used to resolve an issue between a pupil and a teacher. It is important to note that a restorative meeting will only take place if all parties are in agreement.

“As part of support and intervention for more long-term and persistent difficulties, the approach involves including an individual in finding a solution to the problem. Instead of asking “Who is to blame and how are we going to punish them?”, the focus is put on reasons, causes, responsibilities and feelings. Those involved are asked

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questions such as ‘Who has been affected and how?’ and ‘How can we put it right and learn from this experience?’” (Education Scotland)

“Many settings….continue to focus mainly on poor behaviour and use sanctions andpunishments as their main strategy for improving behaviour….A classic conundrumemerges whereby adults pay most attention to the kind of disruptive behaviour theyclaim not to want…There is now a good deal of work on the kind of positive, emotionally and socially healthy environments that help promote good behaviour and the growth of …emotional wellbeing... such environments are those that get the right balance between warmth, participation, the encouragement of participation and autonomy, and the setting of clear boundaries and expectations - where the ethos is positive and the focus is on good rather than bad behaviour.” Katherine Weare (Professor of Education at South Hampton University)

The Ardrossan Academy’s Promoting Positive Relationships Policy does not incorporate our Respect Me Policy. This policy can be found on the school website and is reviewed annually.

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Rights and ResponsibilitiesIn Ardrossan Academy we believe relationships should be characterised by respect, kindness and consideration. As a Rights Respecting School all adults and young people have a responsibility to help each other to develop positive attitudes and behaviour, and to prevent bullying and allow everyone to learn. Everyone has the right to feel valued and respected, and to develop self-esteem, a sense of belonging, and a feeling of being safe. We have already achieved a Recognition of Commitment and are already working towards level one.

Our responsibilities are set out in the United Nations Convention on the Rights of the Child:

Article 28 guarantees that every child has the right to an education.

Article 19 states "Children have the right to be protected from being hurt and mistreated, physically or mentally. Governments should ensure that children are properly cared for and protect them from violence, abuse and neglect by their parents, or anyone else who looks after them."

As a Rights Respecting School, our staff play an important part in helping young people to develop mature and happy relationships, which is an important part of the curriculum and central to their present and future success in life. Ardrossan Academy is a place where young people can learn and practice the skills of positive interpersonal relationships.

Positive relationships among all members of the school community produce an environment that is conducive to all aspects of learning and without which learning can be greatly impeded. We aim to increase the effectiveness of preventative practice and use restorative practices to create a safe learning environment in which every young person and adult will thrive.

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Teaching and Learning“No significant learning occurs without a significant relationship”, Dr James Comer

As part of a team around the child, classroom teachers in Ardrossan Academy play a vital role in promoting positive behaviour through building and maintaining strong relationships with young people, as well as planning and delivering high quality and varied lessons. There are an array of teaching and learning techniques incorporated into lessons across the curriculum, which are designed to elicit positive responses from pupils and ascertain a positive learning environment.

The Learning Environment

A positive classroom ethos is essential in promoting excellent learning and teaching, therefore at every opportunity, staff should take the time to reinforce positive behaviour with pupils by making encouraging comments and giving supportive, constructive feedback to them. Staff should also be fully aware of the learning needs of all of their pupils, and plan and prepare lessons, units of work and assessment appropriately, while differentiating accordingly.

For pupils to maintain a positive classroom environment, and to achieve and attain their full potential, they should come to class fully prepared to learn, and organise themselves and their resources at the beginning of each lesson in calm and timely manner. Pupils should also ensure they take responsibility for their learning by requesting support from their class teacher if and when they require it.

To enhance the learning experience within class and around the school, Learning Journals are used by all pupils to help record achievements, profile their learning and track their progress. Sections in the journal also provide opportunities for teaching staff to utilise the Learning Journal to support learning within the class and promote positive relationships by recording assessment scores or feedback on a piece of work, for example, and encouraging pupils to record examples of wider achievement.

Teaching and Learning Strategies

A broad range of active learning strategies are widely employed across curricular areas to help develop positive relationships between pupils and staff, and also help to enhance the learning experience of pupils. Active learning in Ardrossan Academy is done through engaging learners in dialogue; asking questions; setting stimulating tasks; problem solving; encouraging investigations; use of ICT; self and peer assessment approaches and through focused and general questioning approaches.

Pupils are also given many opportunities in class to respond to questions. Staff questioning is skilled and young people’s responses are always listened to and used to enhance their learning. By being regularly asked open questions, pupils get time to think and reflect before responding and they all expect to be invited to do so. Their answers lead to further

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questioning and dialogue which form coherent lines of enquiry. All pupils understand that their individual responses will be valued.

Roles and Responsibilities“Do not expect to see a behaviour you are not prepared to teach”

Marg Thorsborne (2015)

We all have a responsibility to ourselves and to each other as pupils and as staff to ensure that we continue to develop our positive school ethos within Ardrossan Academy. Below is an outline of what each of us can do.

Pupils

Within Ardrossan Academy pupils’ roles and responsibilities are to follow the school and department codes of conduct. We want every pupil to aim high and be ambitious for themselves, their peers and our school community. We would like all pupils to work with their teachers to get the very best out of their own education. We would like everyone within our school community to continue to contribute to the ethos of the school and to take responsibility for their own learning.

Parents

Parents can support their child to be the best they can be. We would like parents to support Ardrossan Academy in ensuring that their child attends school every day and comes to school prepared to learn. In order to get the very best for every child, parents and Ardrossan Academy staff need to work together to help to ‘Get It Right for Every Child’. It is the parents’ responsibility that their child follows our relationship policy and continues to monitor their behaviour and progress.

You can help by:

Talking to your child about how school manages pupils’ behaviour Understanding children learn developmentally, including how they behave and how

their behaviour affects others Understanding that everyone learns best when they feel good about themselves Punishments, whether right or wrong, can make children feel bad about themselves.

This can hinder their ability to engage in their learning, including about their behaviour

Encouraging children to see things from other people’s points of view Encouraging your child to be a good friend Learn more about children’s rights, including their right to human dignity, regardless

of their behaviour Learn more about shame and the impact of shame on children’s readiness to learn

Staff

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Within Ardrossan Academy all teaching staff will establish positive working routines within their own classroom. Teachers will understand the needs of all learners and will plan their lessons efficiently to meet the needs of all learners. Teachers should have consistently high expectations of behaviour and attitude for all our learners and take a consistent, firm but fair approach when restoring a positive working environment/relationship for pupils. Teachers should have realistic but aspirational expectations of achievement for pupils. Praise, should be used, where appropriate, to build upon their positive relationships with their pupils. Teaching practices are built on values which separate the person from the behaviour, as all behaviour is communication. This promotes accountability through the facilitation of reparation of harm caused in a situation.

External agencies

Staff within Ardrossan Academy work alongside external agencies to ensure that every pupil receives the help and support they need to ensure that they are safe, healthy, achieving, nurtured, active, responsible, respected and included.

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Code of Conduct

Within Ardrossan Academy every pupil should adhere to our school code of conduct which is based upon our core values of Ambition, Respect and Excellence.

Ambition

Be the best version of you

Aim high in everything you do; be aspirational for yourself

Be ambitious for your school and your community

Respect

Listen to the person talking; one speaker at a time

Respect differences in people; everyone is equal

Respect everyone’s right to learn

Take care of equipment, classrooms and buildings

Excellence

Always give your best work and effort

Be good, work hard and ask for help if you need it

Get involved in the life of the school

Remember

Arrive on time and be ready to learn

Get the most out of every lesson by listening and taking part in every lesson

Always give your best

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Consequences will be applied to those pupils who continue to not follow our school Code of Conduct.

Rewards and ConsequencesThe pupils of Ardrossan Academy receive recognition of their achievements and are celebrated on a regular basis. Positive behaviour and effort is formally recognised on a termly basis through the Ad Astra merit scheme. (Appendix 1)

In order to promote a positive ethos staff are encouraged to make use of the following tools to celebrate success where appropriate:

Rewards

Verbal and non-verbal praise in class Praise Postcards Ad Astra Merit Department walls of achievement Assemblies Activity days Celebrating achievements in Class Chat, photographs in corridors, Twitter and

school website Formal recognition of pupils at the Ad Astra Award ceremonies and our Prize Giving

ceremonies

Consequences

Consequences for specific actions should be seen as constructive, relevant and as short as possible. A restorative approach aims to identify what is an appropriate consequence. Any consequence should always include an opportunity for reflection and be fair.

Consequences could include:

Points in the Ad Astra scheme are not allocated Writing a letter of apology/verbal apology Loss of part of lunch-time to complete a reflective task Completion of pupil contract/agreement Involvement in a restorative dialogue/meeting Completion of pupil reflection sheet (Appendix 2) Behaviour monitoring sheet (Appendix 3) Solution Focused School Target sheet (Appendix 4). This sheet should only be used

when a pupil is returned to school after an exclusion or has been internally withdrawn from classes for a day.

Pupils will always be encouraged to recognise that they have choices in the way they can manage their own behaviour. All pupils will be encouraged to behave to the highest of standards.

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Staff should be clear about behaviours that are unacceptable in line with the school values, and make clear to pupils what the consequences of their behaviours are.

Staff are encouraged to refer to the following guidelines with regards to supporting positive relationships within the school environment:

Within the lesson

Reminder of classroom expectations

Stage 1 – Warning –Teacher briefly explains why?

Stage 2 – Final Warning- A reasonable consequence and a demerit to be issued.

Stage 3 – Time Out

If a pupil has been sent to the Time Out room to reflect on their behaviour, a reflection card will be issued for them to complete. The Time Out member of staff will have a conversation with the pupil asking, “What happened?”, “What can we do to make things right?” and allow the pupil to calm down prior going to their next lesson. All pupils sent to the Time Out room must have a referral sent to the Depute Headteacher. This referral will generate contact being made with home and in negotiation with parent/carers an after school or lunch time detention will be arranged. Meaningful work will be given during this period.

If a pupil accumulates more than three Time Out referrals in one week an exclusion will be discussed with parent/carer in conjunction with the Headteacher.

Once a pupil returns to school from an exclusion, or returns to classes after being withdrawn, the pupil will need to complete a Solution Focused School Target sheet for a week to ensure the pupil is doing as well they can in every lesson.

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SupportThere are many ways in which pupils within Ardrossan Academy are supported to ensure good working relationships and a positive school ethos continues to develop within our school. In August 2015, after consulting with pupils, staff and parents we implemented our Universal Personal Support programme. Personal Support tutors are the pupils’ first port of call for support. Class teachers, Faculty Heads and Principal Teachers are available to give help and support when required. The Pastoral Support staff are a first contact point for parents. They liaise between pupils, staff, parents and external agencies as and when appropriate. The Pupil Support Department is accessible to every child that needs support on a short or long term basis. This can be due to ill health, social, emotional and behavioural needs and/or learning needs. All staff will work together with the pupils of Ardrossan Academy to ensure we have a positive working environment.

Personal Support

“Every child and young person is entitled to personal support to enable them to gain as much as possible from the opportunities which a Curriculum for Excellence can provide.”

Building the Curriculum 3

At Ardrossan Academy we believe it is very important that every pupil has the opportunity to regularly discuss their learning with an adult who knows them well. We also believe that the implementation of Universal Personal Support will help to remove barriers that might restrict your child’s learning. It will also contribute to raising achievement and ultimately help to raise your child’s attainment. Personal Support will take the form of a daily 10 minute period with their Personal Support Tutor. Over the course of the week, pupils will work through a Learning Journal, work on specific whole school themed tasks and foster a good working relationship with their Tutor.

One of the many advantages of Personal Support is that it allows all pupils to have equal access to pupil support. The role of the Personal Support Tutor is to help identify the early signs of various problems and communicate these with your child’s Pastoral Support Teacher.

Ardrossan Academy is split into four Houses; Annick, Barra, Lomond and Nevis. Each House has a Principal Teacher of Pastoral Support and an allocated Pupil Support Teacher. They are as follows:

House PT Pastoral Support Pupil Support TeacherAnnick Mrs C Mayes Mrs MacPhersonBarra Mrs J Colville Mrs Houston

Lomond Mrs L King Mr L CarruthNevis Mr I Carr Mr M Smith (PT)

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We also have an Area Inclusion Officer, Ms E Floyd to help support our pupils as they progress through school. The Area Inclusion worker’s job is to work with young people and parents within Ardrossan Academy and our cluster primaries. The role is to provide support for young people and be the link between school and home.

Pupils can also be supported by our School Nurses, Laura Nicol and Ailsa Jack. The school nurse’s role is working within Ardrossan Academy and our cluster primaries to support young people with health and wellbeing issues. They provide a link between education and health.

The Pastoral Support Teacher, Pupil Support Teacher, School Nurse, Area Inclusion worker and the Depute Head Teacher create a team around the child, along with any other appropriate external agencies. Meaningful partnerships with appropriate agencies and the community can support the promotion of positive relationships and behaviour. Some of our key partners who can offer additional support are:

Educational Psychologist, Mrs Taryn Moir Clinical Psychologists Speech and Language Therapists Social Workers Youth Workers Community Learning Development Officers Police Outreach Support CAMHS (Child and Adolescent Mental Health Service) Crisis Counselling Third sector parties such as Barnardos

Ardrossan Academy has different stages of support and follows North Ayrshire Council’s Inclusion Policy and GIRFEC Pathway. A breakdown of the meetings held within Ardrossan Academy to support pupils can be seen in Appendix 6.

Throughout the academic session there are a number of supported study classes run by different departments. Pupils will be made aware of when and where these will be taking place. In the lead up to the SQA examinations there will be the opportunity for pupils to attend Easter School. There will also be opportunities for pupils to attend a Master Class in the days prior to their final examination during the SQA exam leave.

Ardrossan Academy has a mentoring programme for a number of pupils, to help them develop better relationships with staff and their peers. We also have a buddy system in place, where S6 pupils help to support targeted pupils with their learning. This helps to encourage good working relationships and help to promote a positive school ethos.

Ardrossan Academy is developing its Nurture programme in line with North Ayrshire Council’s Positive Relationships Strategy. For the past two years Ardrossan has had a Nurture base called the “Ace Base”. This nurture base is specifically for vulnerable pupils who have social and or emotional difficulties. The main aim of this base is to build their communication skills in order for them to maintain healthy positive relationships with their peers, staff and the whole school community. All the work that is completed by these pupils is based on the 6 Principles of Nurture. (Appendix 7) Although Ardrossan Academy has a

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Nurture base for targeted support, the nurturing ethos permeates through the whole school and is consistent with the restorative beliefs and values.

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Appendix 1: Ad Astra Merit Scheme

What is the Ad Astra Award initiative?

This is an initiative aimed at all pupils, S1-S6. The school uses this award system to recognise and reward those pupils who consistently demonstrate good qualities for learning, life and work, in class. The Ad Astra Awards scheme is accessible to all pupils and is not based on academic achievement or test scores. It is geared towards recognising and rewarding demonstration of personal attributes and qualities.

How does the scheme work?

There are 5 specific Ad Astra merit categories:

* Effort

* Behaviour

* Uniform

* Respect

* Contribution

Teachers will have the option of awarding up to a maximum of 5 merits for each pupil in each of their classes. This will be done at two stages in the school year, October (Phase 1) and February (Phase 2). All pupils who reach the Ad Astra Award Phase 1 and 2 % threshold will have the opportunity to participate in a ‘reward’ activity. Some of the reward activities have included inflatable fun days, paintballing, movie afternoons and trips to M&Ds and Alton Towers.

How do pupils achieve the overall Ad Astra Award scheme?

Pupils who have achieved the Ad Astra Phase 1 AND the Ad Astra Phase 2 reward will qualify for the Ad Astra Award certificate. There will be Ad Astra Award ceremonies for winners in each year group, in March. Parents/Carers will be invited to attend to celebrate the achievements of pupils who have worked hard all year.

Additional information

Teachers will still be able to award other merits out with the Ad Astra Award scheme at any point throughout the school year. The majority of pupils have achieved an overall Ad Astra Award in each of the past two years, indicating consistently high levels of engagement in the classroom.

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Ad Astra AwardAd Astra AwardAd Astra AwardAd Astra AwardAd Astra AwardAd Astra AwardAd Astra AwardAd Astra AwardAd Astra AwardAd Astra AwardAd Astra AwardAd Astra AwardAd Astra AwardAd Astra AwardAd Astra AwardAd Astra AwardAd Astra AwardAd Astra Award

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Appendix 2: Reflection Card

Nurturing Principle: All behaviour is communication!

Something to think about….

Ambition Respect Excellence

Your behaviour has led to you being removed from class for a short period.

What happened?

What were you trying to communicate?

Were you respectful?

Who has been affected?

You have missed some of your lesson. How will this affect your chances of success in this subject?

Is there anything you could do in future to avoid this happening again?

What could you do now to put this situation right?

Are you being HONEST about your behaviour?

Are you taking RESPONSIBILITY for your behaviour?

Are you behaving in the way that’s best for your success?

Calm Patient Co-operative Responsible

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Appendix 3: Behaviour Monitoring Sheet

Ardrossan Academy Behaviour Timetable

Pupil Name: Class: Week:

Period1

Period2

Period 3

Period 4

Period 5

Period 6

Period 7

Parent/Carer Signature

SLT/Pastoral

SignatureMon E:

B:

E:

B:

E:

B:

E:

B:

E:

B:

E:

B:

E:

B:Tues E:

B:

E:

B:

E:

B:

E:

B:

E:

B:

E:

B:

E:

B:Wed E:

B:

E:

B:

E:

B:

E:

B:

E:

B:

E:

B:

E:

B:Thurs E:

B:

E:

B:

E:

B:

E:

B:

E:

B:

E:

B:

E:

B:Fri E:

B:

E:

B:

E:

B:

E:

B:

E:

B:

E:

B:

E:

B:

Staff: Please comment on effort and behaviour: Excellent, Good, Fair, Unsatisfactory and then initial/sign each period. Please also indicate any homework on the back of the sheet, any exercise issued or any comments.

Pupil: This is YOUR responsibility to ensure this is signed each period.

Homework Section

Subject Homework Due

Any other comments:

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Appendix 4: Solution focused Schools Target Sheet (To be used for one week after a pupil is returned from Exclusion).

Ardrossan Academy Pupil Monitoring Sheet

Name: Class: Date:

Period Pupil rating Staff rating Homework(Tick)

1 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10

TeacherComment2 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10

TeacherComment3 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10

TeacherComment4 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10

TeacherComment5 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10

TeacherComment6 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10

TeacherComment7 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10

TeacherComment

Please rate the pupil on a scale of 1 to 10. 1 being poor and 10 being excellent. There is a space provided below each rating for a comment. The pupil will rate themselves as well. There is an extra section at the back for pupils to write their homework. Pupil Target:_____________________

Pupil Signature: Parent Signature:

PTPS/DHT Signature:

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Ardrossan Academy Pupil Monitoring Sheet

Homework Section

Date Subject Homework Due

Appendix 5: Time Out Card

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Appendix 6: Team around the child meetings

Positive Intervention Meeting

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A positive intervention meeting is internal to the school in order to try and support a pupil with an emotional, social or behavioural need. Parents and PT Pastoral Staff would usually have a few of these meetings prior to going to a Team around the Child Meeting.  People

present should PT Pastoral Support, Pupil Support teacher, parent and child. If appropriate the Head of Year may also be involved.  Minutes should be taken and targets agreed by the

PT Pastoral Support.

Team around the Child Meeting

This meeting is chaired by Principal Teacher of Pupil Support. Members of staff present should be PT Pastoral Support, Pupil Support Teacher and where appropriate Head of Year. Pupil and their parents would be invited to this meeting to try and resolve any issues that the

pupil is facing prior going to a Formal Internal Support Team Meeting. Minutes should be taken by the House Classroom Assistant and targets agreed by all.

Formal Internal Support Team Meeting

Pupil, parent and external agencies would be invited to this meeting. These meetings take place in our Conference room and is chaired by the DHT Inclusion. Staff present would be PT Pupil Support, PT Pastoral Support, Head of Year and where appropriate Area Inclusion Worker or Nurture Teacher.  This is used as a last resort prior to seeking support from other external agencies and/or Inclusion Group.  Minutes should be taken and targets agreed by

one of our clerical team.

Child’s Planning Meeting

This meeting is for a pupil who has a need that the school is no longer able to support and external agencies will be invited to attend. This meeting can be chaired by the PT Pastoral Support, Head of Year or DHT Inclusion as appropriate.  The Educational Psychologist can be invited along to this meeting if it is felt her service is appropriate for the pupil.  This would

be in a formalised setting and minutes should be taken and targets agreed.

Case Conference/Professionals Meeting

Parents and Child would not be present.  Professionals only to discuss next steps/ concerns of pupil.  Educational Psychologist could be present in a consultative role, if the school felt it

was necessary. This type of meeting could be used to co-ordinate support for a young person.  Again minutes should be taken and actions agreed. 

Appendix 7: Nurturing Principles

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THE 6 PRINCIPLES OF NURTURE

This policy has been created in consultation with all of Ardrossan Academy’s stakeholders. Our stakeholders are our pupils, parents, staff, external agents such as our Educational

Psychology and Community Learning and Development.

This policy will be reviewed on an annual basis and will be updated as and when required.

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Learning is understood

developmentally

Environment offers a safe base

Nurture is important for self-esteem

Language is a vital means of

communication

All behaviour is communication

Transitions are important in

children’s lives