Page 6 - 15 STAGE AUDIT FOR SCHOOL EVALUATION

RELATIONSHIPS TEACH ABOUT THE BRAIN FILL UNMET NEEDS & BUILD SKILLS

Everyone works hard to build strong relationships. All children understand about their brain – their needs, how these When a child is struggling, adults do everything possible to help them fill their unmet needs and build
When a relationship isn’t so good, adults spend time with can become stressors when unmet and the skills to help us manage their skills so they gradually start to do better.
children outside of lessons doing positive things to improve it. well. Adults know there aren’t miracles - it will take time for children to change and improve – adults show
▪ adults talk with children about being on their side, being a Each year, there is an assembly plan which includes bitesize patience as well as insistence, persistence and consistence.
team and wanting to help them. reinforcement of the key elements of the approach, following the Adults make sure that children who are struggling significantly have regular scheduled time for coaching
with a named adult.
▪ adults move physically to a child’s level. units in the teaching plans. There is also information on class pages for
parents and in school newsletters so that the whole community use a Adults work with children to really find out which cups are empty, which ‘Feel Good Chemicals’ need
▪ adults always speak in calm, kind tones and stay regulated –
shared language. substituting in helpful ways and the skills needing to be built – adults are ‘Curious not Furious’ during
they model the regulation they want to see in children. these sessions and help the child to feel good and do better.
Class teachers follow the Empowerment Approach curriculum plans
Adults try to generate: Adults help the child to notice their strengths, ‘Bright Spots’ and when they are ‘at their best’ before
and this is evident in their classrooms from displays. launching into exploring difficulties.
▪ oxytocin by connecting with children and helping them to feel
they are an important part of the group; If adults do not have direct responsibility for a class, they still Adults help children to make their own plans for improvement (rather than giving plans TO them)–
▪ endorphins by planning regular learning experiences which incorporate the language of brain building, brain shaping etc. (Units 2 though they do sometimes have to suggest ideas, especially for younger children, and help put it together.
are fun and lead to laughter or involve exercise. to 8) when speaking with children and take every opportunity to Adults know that children developing their own plans with the guidance from adults is important to secure
▪ dopamine by helping children to experience a sense of reinforce learning about the brain. their motivation for change and their ‘buy-in’.
achievement with small step goals and a sense of control Teaching has made a difference - children are heard talking about their Adults record these plans with children in a way that the child can understand and use so they are able to
through decision-making and choice.. take charge of tracking their progress (see our Individual Plan templates).
different needs, skills and how they can prepare to be at their best.
▪ serotonin by helping children to feel important and to feel Adults create a Pathway to Independence with the child, knowing they should be heading towards feel
they are a great person to be with – whatever their Children understand and can explain their needs using models such as great without all the extras in the end.
difficulties. Cups of Needs, The Affect Model, Parachute of Support, Circles of Adults plan in times with the child to review whether the plans have made any difference and decide next
Belonging, Positive Strokes, Growth Zones, Circles of Control, steps.
Dopamine Dots, Feel Good Chemicals, Signs of Stress, Positions, If adults think the parents have the capacity to help, they work together with the child to decide the plans.
Thought Swap etc.

Children are heard using this language to communicate their needs
and support each other.
Rather than taking the Blamer Position, adults shift into There is evidence of teaching about the brain in displays in my Adults would not put a child on an emotional roller coaster – one in which everyone is excited when the
educators, taking the positions of Coaches, Solution Finders and classroom which have changed and been built upon as the year has child finds it easier and manages well and then everyone is sad and disappointed when they find it harder
Positive Challengers. progressed. and don’t manage so well.
Instead, adults are positive and supportive yet in quite a matter-of-fact evidenced based way.
▪ One would see adults taking responsibility to improve poor There is evidence of teaching about the brain in timetables and weekly
relationships by taking time to get to know children who are plans. Adults praise children from the inside out - using ‘You must feel really proud of the progress you have
made in’ instead of ‘I am so proud of you and the progress you have made.’
particularly challenging.
Children are heard talking about their physical /body, E.g. “You must feel great that you managed to stay Steady Swan today, took breaths and remembered to
▪ One would not hear adults saying negative things about a feelings/emotional and learning needs in classes and on the ask a partner to help. Keep practising and you will start being able to do this even at the trickiest of times!”
child. playground.
When children track their progress, adults make it clear that this isn’t good or bad or a ‘behaviour chart’
▪ One would not hear adults using a negative, irritable tone or Children are heard talking about their skills - whether they are a fast but just knowing if the strategies, scaffolds and skills practice is working – just like a doctor checks
progress to see if a medicine is working.
see adults speak to or look at a child in a threatening, angry thinking cheetah or strong deep elephant thinker; a changeable chimp
or irritated way. or a steady swan etc. Children are able to explain the contexts within
which the skill is unhelpful or helpful, rather than good or bad.