Relational practice is at the heart of our school culture, shaping every interaction and fostering a sense of belonging, respect, and mutual understanding.

Strong relationships are essential for both children and staff. Through relationships, individuals feel safe, develop a sense of belonging, and gain a deeper understanding of themselves, others, and the world around them. More than just an approach, it is our way of being together that truly matters.

A relational approach is both universal and targeted. It underpins our whole-school ethos, influencing policies, systems, and everyday practice, while also providing focused support for children who need it most.

Research, including the Behaviour in Scottish Schools Research (BISSR), highlights the benefits of investing time and resources into strengthening relationships in schools. This investment leads to improved inclusion, engagement, attainment, and achievement in the short term, while fostering long-term community safety and cohesion.

The Tracker

One of the core principles of our Trust is to know our children and families well. 

• Our weekly tracker process enables early identification and support for pupils and families, ensuring access to a broad and balanced curriculum.
• Regular discussions help identify barriers to learning and explore opportunities for support, leading to a structured intervention plan.
• Early intervention allows targeted support to be implemented effectively, reducing the risk of poor outcomes for pupils.

Relational Practice 

• Relationships are essential for all children, helping them feel safe, develop a sense of belonging, and understand themselves, others, and the world around them.
• A relational approach underpins our school ethos, policies, and everyday practice, offering universal support while also providing targeted help for those in greatest need.
• By embedding restorative practices, including circle and group discussions, we foster open communication, strengthen relationships, and create a supportive environment for problem-solving and mutual support.

When developing a relationship based provision we need to  think in terms of: 

Developing Relationships – This involves building relationships, supporting inclusion and setting and  maintaining boundaries with empathy.  

Responding and Calming – Using relational skills to keep things calm, using co-regulation skills in order to regulate  strong emotions and developing skills and plans to  manage crisis. 

Repairing and Restoring – using restorative conversations as part of our daily interactions to support a harmonious  environment, facilitating restorative encounters to resolve  conflict and harm and to support change. 

Newcastle Foundation 

• We are proud to be one of five partner schools in the North East working with the Newcastle United Foundation, demonstrating the power of inclusive partnerships in creating supportive and inspiring environments for young people.
• At Benfield, we utilise our partnerships to focus on transitions—whether moving into secondary school or preparing to leave—ensuring students feel supported during these key stages.
• Our transition programme equips young people with the skills and confidence to navigate these pivotal moments, helping them successfully progress in their educational journey.