City of Edinburgh Council
Children and Families Department & Partnership Agencies
Improving Relationships
Promoting Positive Behaviour Strategy
A strategy for improving relationships and promoting positive behaviour to promote better outcomes for children and young people.
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Foreword
Children and young people interact well for the majority of the time, however at times some children and young people will present
challenges to their families, schools and communities in relation to the behaviours they engage in and there will be a variety of ways in which
discipline and support for children and young people is provided. Research shows that by focusing on building positive relationships and by
setting a positive and inclusive ethos, many issues can be avoided and their effects greatly diminished.
The Children and Families Department is committed to working in partnership to ensure that
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our children have the best start in life and are ready to succeed
our young people are successful learners, confident individuals, effective contributors and responsible citizens
we improve life chances for children, young people and families at risk
Fundamental to this are good relationships within a positive ethos and a climate of mutual respect and trust based on shared values
across communities. Inclusion, engagement and involvement are the key principles underpinning our work in ensuring this.
The vision, aims and values of this strategy reflect national policy and a working group, based on the partnership approach of the
Children and Young People’s Strategic Partnership, has been responsible for the ideas within the strategy. In addition to Children and
Families’ representatives the group membership includes representatives from NHS Lothian, Police and voluntary sector.
This Improving Relationships, Promoting Positive Behaviour strategy is supported by the Scottish Government through its Positive
Behaviour team. This team supports local authorities to introduce and embed approaches to positive behaviour based on improved
relationships, staged interventions, engagement, motivation, and emotional well being.
Scottish Government Logo
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Our Vision
We are committed to ensuring that all children and young people in Edinburgh are safe, healthy, active, nurtured, achieving,
respected, responsible and included to enable them to be successful learners, confident individuals, effective contributors and
responsible citizens.
In this we recognise that good relationships and positive behaviour across whole schools, neighbourhoods and communities, children,
young people and adults are fundamental to progress and culture change. This includes all relationships between children, young people
and adults.
Our Aims
We aim for the best outcomes for children, young people, families and communities which will include
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ensuring that our children have the best start in life to prepare them to succeed
a safe environment for learners
improved life chances for children, young people and families at risk
strong, resilient and supportive communities where people take responsibility for their own actions and how they affect others
ensuring fair treatment for all
strengthening universal services
Our Values are
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mutual respect between children, young people and adults
high expectations for pupils’ learning and achievement
inclusion, engagement and involvement of all learners
trust and tolerance between young people and between young people and adults
all children and young people are valued irrespective of their needs, behaviour or background
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The National Context
The vision, aims and values as outlined provide a City of Edinburgh context to the national social policy framework. This framework
supports a commitment to improving outcomes for children and young people including the most vulnerable.
This commitment recognises the impact that relationships have within learning and care establishments and across communities upon
the personal growth of all children and young people.
This is reflected in the recent national guidance ‘building curriculum for excellence through positive relationships and behaviour’ [2010]
which states that
‘‘Curriculum for Excellence cannot be delivered without good relationships and positive behaviour’’
‘‘Health and well being across learning is a responsibility for all. Children and young people should feel happy, safe, respected and included
in the learning environment and all staff should be proactive in promoting positive behaviour in the classroom and the wider learning
community.
Underpinning this is the emotional health and well being of staff. ’’
The statements above are underpinned by other significant social policy developments.
Included Engaged and Involved Part 1 2007 states ‘‘Included, Engaged and Involved does not stand alone. We are committed to ensuring
that all children are included and supported to engage in and benefit from education through supporting schools to develop peaceful and
positive learning environments; promoting positive behaviour; and, promoting positive relationships’’
Included, Engaged and Involved Part 2 2010 states’ ‘‘And because it takes more than schools to keep all our young people included,
engaged and involved in their education, I am also pleased to reflect on the progress to implement Getting It Right For Every Child which
represents a positive shift in culture, systems, and practice to make sure we all work together in a consistent and targeted way to support
children and young people on their journey through life.’’ – Minister for Skills and Lifelong Learning.
‘Improving Relationships and Promoting Positive Behaviour in Scotland’s Schools’ 2008 states that “Good relationships and positive
behaviour across whole school communities are fundamental to the successful delivery of a Curriculum for Excellence”
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In June 2008 the HMIE report ‘Improving the Odds’, which provided a focus on vulnerable children and young people, concluded that:
“Of all the features identified by pupils, teachers and senior managers as key to improving the odds, the most important was the quality of
relationships between staff and pupils throughout the school”
The most recent ‘Behaviour in Scotland’s Schools Report’ (BISSR 2009) noted ‘‘continuing progress with regard to the perceptions of
staff in schools relating to behaviour. This included the perceptions of secondary school teachers and Headteachers. Over the past three
years many schools have introduced and assimilated Restorative Approaches or Solution Oriented Approaches and report good progress.’’
Article 13 of the UN Convention on the Rights of the Child states
‘‘1. The child shall have the right to freedom of expression; this right shall include freedom to seek, receive and impart information and
ideas of all kinds, regardless of frontiers, either orally, in writing or in print, in the form of art, or through any other media of the child's
choice.
2. the exercise of this right may be subject to certain restrictions, but these shall only be such as are provided by law and are necessary:
(a) For respect of the rights or reputations of others; or
(b) For the protection of national security or of public order (order public), or of public health or morals’’
Article 28 of the UN Convention on the Rights of the Child states “Parties shall take appropriate measures to ensure that school discipline
is administered in a manner consistent with the child's human dignity.”
Article 42 of the UN Convention on the Rights of the Child states
“Parties undertake to make the principles and provisions of the Convention widely known, by appropriate and active means, to adults and
children alike”
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‘Getting it right for every child is the foundation for work with all children and young people, including adult services where parents are
involved. It builds on universal health and education services, and is embedded in the developing early years and youth frameworks.
Developments in the universal services of health and education, such as ‘Better Health Better Care’ and ‘Curriculum for Excellence’, are
identifying what needs to be done in those particular areas to improve outcomes for children’
Our Commitment to children, families and staff in Edinburgh is
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To develop a culture of improved relationships based upon mutual respect, responsibility and tolerance within a supported
environment
To set out a specific, measurable, achievable, realistic and timed approach to ‘Improving Relationships and Promoting Positive
Behaviour’ across every learning community
To work in partnership within and across agencies and with families and young people at the earliest stages to ensure the most
creative solutions to ensure children and young people maximise all opportunities
To ensure that most pupils will attend mainstream school settings and have the support of mainstream services for all of their
education
To promote positive and inclusive relationships with others
To ensure appropriate professional development opportunities are available for all staff in improving relationships and promoting
positive behaviour
Children and Families Department Responsibilities:
We will
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support staff to implement policies and procedures
ensure that all staff and partners collaborate effectively
ensure that all partners see Additional Support Needs as a necessary part of their planning and provision
interpret government legislation and guidance at a local level
provide joint training opportunities for all those involved
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provide guidance on learning opportunities to improve relationships
facilitate and listen to the views of children and young people
provide services to children and their families to promote wellbeing and success
address challenging behaviour including bullying and harassment
fulfil our role as corporate parents
Establishment responsibilities
Staff and Partners in or linked to each establishment will
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ensure policies and procedures are followed
develop a culture and ethos which promotes positive relationships
promote, amongst staff, an understanding of how to positively influence and de-escalate behaviours
support the individual needs of children and young people with additional support needs
facilitate and listen to the views of children and young people
emphasise rights, respect and responsibilities
identify and address any barriers to learning
develop effective leadership and management at all levels
actively support staff to access continuous professional development opportunities
address challenging behaviour including bullying and harassment
use a variety of supports within and outwith the establishment to support children and young people
monitor, evaluate and improve practice
fulfil our roles as corporate parents
“The City of Edinburgh Council and its partners are fully committed to continuing to support effective measures which will improve
outcomes for all.
The ‘Improving Relationships, Promoting Positive Behaviour’ strategy represents a key part of this commitment and aims to build upon
recent and emerging progress reflecting community strengths and recognising local priorities.
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Policies and procedures which sit below the strategy
Managing Challenging Behaviour [Schools] Procedure
Staged Intervention [In preparation] Procedure
Exclusions/Alternatives to Exclusions Policy & Procedure
Attendance Policy & Procedure
Anti Bullying Policy and Procedure
Care and Control Policy Residential Care
Important Links to the Strategy
Curriculum for Excellence http://www.ltscotland.org.uk/understandingthecurriculum/whatiscurriculumforexcellence/index.asp
The Early Years Strategy http://www.edinburgh.gov.uk/info/851/nurseries_and_playgroups/567/working_in_early_years/6
Parental Involvement http://www.legisaltion.gov.uk/asp/2006/8/contents
Additional Support Needs. http://www.edinburgh.gov.uk/info/886/schools-additional_support_needs
Getting It Right for Every Child
http://www.edinburgh.gov.uk/info/543/services_and_advice_for_young_people/836/getting_it_right_for_every_child/1
These are our Bairns
http://www.scotland.gov.uk/publications/2008/08/09/29115839/0
Holding Safely[Residential Care]
http://www.sircc.org.uk/library/practicepapers/holding_safely_complete
Safe and Well
http://www.scotland.gov.uk/Publications/2005/08/0191408
Supporting Documentation
Improving Relationships – Learning Opportunities
Continuous Professional Development Directory
Circle – Primary Schools
Growing Confidence
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