Relational Practice

Relational Practice
Strong relationships. Calm, inclusive classrooms. Better learning.

Relational practice at Salterns Academy Trust is our whole‑school approach to building respectful, inclusive and high‑expectations cultures so that every child feels safe, known and ready to learn. It is rooted in our UNICEF Rights Respecting Schools ethos and is visible every day in how students and adults speak, listen and solve problems together. 

Why Relational Practice Matters
Belonging enables achievement: Our schools are deliberately calm, welcoming and inclusive. Across our schools Inspectors have highlighted strong relationships, high aspirations and effective support for pupils with SEND — conditions that help students know more, remember more and achieve well. [
Values you can see and feel: Respect, inclusion, resilience and community are woven through our curriculum, tutor systems and daily routines — not just in policy statements. 
A rights‑respecting foundation: As Rights Respecting Schools, we model dignity and participation; students learn that voice and responsibility go hand‑in‑hand.
 
What Relational Practice Looks Like Here
1) Everyday Interactions : Staff use consistent, respectful language and clear routines that de‑escalate and re‑engage, creating a calm climate for learning. Oracy is taught explicitly so students can express ideas, emotions and viewpoints constructively — in classrooms, restorative conversations and leadership roles. 

2) Curriculum & Teaching

Lessons follow trust‑wide principles that promote high challenge with high support, deliberate practice, and metacognition — helping students become confident, independent learners.  A knowledge‑rich curriculum is complemented by a strong co‑curriculum (visits, arts, sport, leadership), building character and cultural capital. [tr

3) Inclusion & SEND

Adaptive teaching and targeted interventions ensure all learners, including those with SEND, access the same ambitious curriculum and receive precise help when it’s needed.  At Mayfield (primary/all‑through), personalised pathways and real‑life learning promote communication, independence and preparation for adulthood. 

4) Student Voice & Personal Development

Leadership, enrichment and careers programmes (Gatsby‑aligned) give students meaningful roles and purposeful next‑step planning.  Personal development and wellbeing are explicit priorities across schools, reinforcing resilience, respect and responsibility. 
 
Impact & Destinations
Relational climates correlate with stronger engagement, attendance and sustained destinations. Nationally, 91.3% of pupils progress to sustained education, apprenticeships or employment after KS4; our programmes are designed to meet and exceed these benchmarks through early, inclusive and aspirational guidance. 

Inspectors note that pupils in our schools feel safe, behave well and are well prepared for their next steps, with broad, ambitious curricula and strong support enabling them to aim high. 

 
How We Embed and Assure Quality

Training & Culture

Whole‑staff CPD on the trust’s teaching principles, oracy, inclusion and restorative approaches ensures consistency across classrooms and care spaces. 
Policies Aligned to Practice

Equality, inclusion and behaviour frameworks reinforce our commitment to high expectations, dignity and fair treatment for all. 
Safeguarding & Pastoral

Calm environments and strong pastoral systems mean students are confident concerns will be addressed quickly and effectively; safeguarding culture is strong. 
Curriculum & Co‑Curriculum

Sequenced, knowledge‑rich curricula plus enrichment and leadership opportunities build character, cultural capital and readiness for life beyond school.