WSA Ethos & Environment

Key question: How does the school or college’s culture promote respect and value diversity?

An environment "filled with safety and belonging" that:

Promotes trust and physical, social and emotional safety
Creates a sense of belonging and inclusion
Recognises the importance of building relationships
Promotes respect, values and celebrates diversity
Is trauma aware / informed
sees EHWB as 'everybody's business'

Six Litmus Tests (Pooky Knightsmith)

(2) My School Feels Safe and Welcoming

A safe and welcoming school is one in which students will thrive and flourish. They will feel able to be themselves and will know that their needs will be met; this will be true too of staff, parents and visitors. Walking into a school which feels warm and welcoming is enough to make any visitor walk with a bounce in their step; whilst a frosty welcome with angry shouting audible in the background is enough to set anyone on edge.

Litmus Test Quick self-reflection tool

Prompts and Resources

A culture where children and young people feel included, respected, safe and secure and where their achievements and contributions are valued and celebrated is essential to the development of good relationships. In order to create this environment for effective learning and teaching there should be a shared understanding of wellbeing underpinned by children's rights and a focus on positive relationships across the whole school community.

The physical environment - the buildings, grounds and school surroundings is important. For example, ensuring the school grounds are appealing for recreation and physical activity. It also about students feeling safe in the school. Are there places in school where it easier for bullies to operate? Are the changing rooms / toilets a safe place to be?

Karen Treisman* suggests asking:

If the school could talk what would it say?

What messages or feelings students / staff / parents / visitors perceive on arrival or as they move around the building? How are they welcomed?

Signage / messaging (lots of don't.... Stop..., No...?)
Displays / artwork / positive posters etc. Does every member of the school community see themselves reflected?
safe places available / accessible soothing - lighting / colours / furniture

Relationships and Belonging

"We must get relationships on the map in school and then prioritise relationships first before anything else, yes, even the curriculum! Nothing must ever be at the expense of our relationship with the children and young people we are alongside, Nothing".

Louise Bomber: Know Me to Teach Me (An outstanding book and IMHO a must read)

Relational Policies

As part of a Whole School Approach we encourage schools to consider relational aspects of school ethos especially in the context of behaviour policies.

Our colleagues in the Education Psychology Service are currently piloting a super guide to creating relational policies. Hopefully more information soon (last updated September 2024)

TIS Training in Cornwall

Practitioners who trained with Trauma Informed Schools UK will have been provided with a sample relationships policy based on the PRRR model and some additional guidance materials.