At All Saints Inter-Church Academy, we believe that strong, trusting relationships are the foundation of a safe and effective learning environment. Our approach to behaviour is deeply rooted in our Christian values and informed by research in attachment theory, neuroscience, and trauma-informed education. We know that when children feel secure, understood, and valued, they are far more likely to thrive both emotionally and academically.

Behaviour Is a Form of Communication

Drawing on the work of John Bowlby (Attachment Theory) and Louise Bomber (Inside I'm Hurting), we understand that all behaviour – especially that which challenges – is an attempt to communicate an unmet need or emotional state. This understanding underpins our non-judgemental, curious, and empathetic responses to behaviour.

Rather than focusing solely on the outward behaviour, we ask:

"What is the child trying to tell us? What might they be feeling or needing right now?"

This approach helps adults respond in ways that de-escalate situations, build trust, and address the underlying causes of behaviour rather than just the symptoms.

Equity Over Equality

At All Saints, we uphold the principle that fairness is not about treating every child the same, but about giving each child what they need to succeed. Influenced by the work of inclusive practitioners and researchers, we recognise that equality of opportunity often requires differentiated provision — particularly for children who have experienced adversity, trauma, or disrupted attachments.

This belief aligns with the Christian principle of individual worth and our commitment to ensuring every child is seen, supported, and able to flourish in their own way.

Consistency Builds Safety

Consistent, predictable routines and adult responses create a sense of emotional safety — essential for learning and development. As Dr. Bruce Perry explains in his work on trauma and the brain, children can only access their thinking brains when they feel calm and safe. Our commitment to relational consistency helps provide a secure base from which all children can explore, take risks, and learn.

We achieve this through:

• Clear, co-regulated routines that support emotional regulation

• Attuned and predictable adult responses

• A shared language and set of expectations across the school

• Whole-staff training in attachment-aware and trauma-informed practice

Restorative and Relational Responses

When things go wrong, we focus on repair, reflection, and restoration, rather than blame or punishment. Inspired by the principles of restorative practice and outlined by educators such as Paul Dix (When the Adults Change, Everything Changes), our approach involves helping children to:

• Reflect on what happened

• Understand the impact of their actions

• Rebuild relationships and reconnect with the community

This not only strengthens relationships but also helps children develop empathy, accountability, and emotional literacy — key building blocks of character development.

Working Together as a School Family

We see ourselves as a school family, where every adult shares responsibility for the wellbeing of every child. Our small school setting enables us to know our children well, understand their individual needs, and build strong partnerships with families.

Through compassionate connection, high expectations, and unconditional positive regard, we are committed to creating a learning environment where all children feel:

• Safe

• Seen

• Soothed

• Secure
  (Dan Siegel & Tina Payne Bryson, "The Power of Showing Up”)

If you would like further information about our relational and restorative approach, or wish to explore how we support individual children with bespoke provision, please contact the school office to speak with a member of our pastoral or leadership team.