Page 1 - Audit Formal One 2024 2025

SCHOOL AUDIT TOOL:
PERFORMANCE IN THE KEY WE ARE GOOD AT THIS WE ARE NEARLY THERE THIS NEEDS MUCH WORK

STAGES OF THE EMPOWERMENT
APPROACH

STAGE 1: MINDSET: CLARITY OF BELIEFS & PURPOSE
KEY GOAL: Staff have shared beliefs and a common purpose in relation to ‘managing behaviour’.
A. All staff understand ‘behaviour’ as unmet needs and missing skills. They acknowledge that some children will
find it easier or harder to meet expectations.
B. Staff frame unsocial / antisocial behaviours as threat or need-filling responses/lagging executive function skills.
C. Staff are focused on ensuring children develop independent and intrinsically motivated pro-social and pro-
learning skills, vital for their successful futures.
STAGE 2: TRANSLATING PURPOSE INTO POLICY, LANGUAGE & PROCEDURES
KEY GOAL: Language, policies and procedures reflect and support the beliefs and purposes above.
A. Language in display, policies, written guidance and information, training and generally around the
organisation reflects brain-based practice and the beliefs and purpose outlined above.
B. Policies and procedures reflect and support quality brain-based practice and the beliefs and purpose outlined
above.
C. Provision, resources and curriculum reflect and support brain-based practice.
STAGE 3: EDUCATE AND SKILL THE COMMUNITY
KEY GOAL: Staff, children, parents/carers, governors and the wider school community have a firm
understanding of the brain science underlying unsocial and antisocial behaviours.
A. All children are taught about the brain: how it is built and shaped and the impact of trauma and stress;
neurodifferences and differing Executive Function Skills; the needs our brain has to work at its best; what might
underlie stress-based responses (unmet needs and missing skills) and how to get ‘Brain Fit’. This is evident in
display, language and how people respond to and support each other.
B. Staff are skilled in using brain-based practice. They receive the necessary training, support and resources to do
so with persistence, insistence, consistence and kindness.
C. Parents and the wider community are educated about the brain. They are given sufficient information &
support to understand and use brain-based practice at home/activities outside of school.
STAGE 4: PROVIDE STABLE & CONSISTENT RELATIONAL SAFETY FOR CHILDREN
KEY GOAL: Relationships between staff and students are strong and positive. Children feel liked & supported.
All staff work hard to build strong relationships. This is interweaved into all processes, from the way students are
greeted in the morning, how students are listened and spoken to when things go wrong, key worker systems and
planned activities (e.g. home visits) to ensure adults get to know students well.
Adults plan ways to generate oxytocin regularly – by creating a culture of mutual respect and trust and by
planning specific activities and events which support a sense of belonging, support and trust.
Adults take responsibility for relationships when they are poor; they spend time with children outside of lessons
doing positive things to improve the relationship.
Adults speak and act in ways which help children to build good connections:
▪ adults talk with children about being on their side, being a team and wanting to help them
▪ adults always speak in calm, kind tones and stay regulated – they model the regulation they want to see
▪ adults move physically to a child’s level
STAGE 4: AGREE & MAINTAIN HIGH EXPECTATIONS
KEY GOAL: The school and each class have established crystal clear, high expectations focused on pro-social &
pro-learning skills. These have been developed and agreed collaboratively by staff and pupils, are visible as
School & Class Charters, are known by all and referred to on a day-to-day basis.
A. Adults agree expectations with children based on the core purpose of securing a pro-social and pro-learning
environment. The mantra of ‘Good for me, good for you, good for everyone’ runs through the organisation.
Children understand the core purpose for everyone to feel physically good, emotionally good and able to be at
their brain best.
B. These expectations are visible in all classrooms as a visual charter.

C. Children in my class can explain these expectations confidently.
D. Children in my class are also clear about areas in which they have difficulty meeting the expectation and have
a clear sense of responsibility and a plan for improvement in these.