St Luke’s Approach to Trauma Informed PracticeDownload Relationships Policy |
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What is St Luke’s approach to Trauma Informed Practice?
“Building together the foundations required for meaningful engagement in learning and school life through demonstrating safe and connective relationships with children and adults, promoting a culture of acceptance, and prioritising everyone’s sense of belonging.”
Our approaches to supporting children are rooted in trauma informed practices. We believe such approaches benefit all children, staff and our wider community for the following reasons:
The majority of our children will thrive when our whole school approach to relationships and regulation is applied in conjunction with our awareness and understanding of different areas of SEND provision. We recognise that some of our children will need further support and intervention, and a few will require more intensive, individualised support. As such, our Relationships and Regulation policy outlines the different levels of support available to meet individual needs.
Our approaches to supporting children are rooted in trauma informed practices. We believe such approaches benefit all children, staff and our wider community for the following reasons:
- Relationships and a child’s sense of safety and security are placed at the heart of provision.
- Our approaches encourage nurture, respect and attunement.
- Individual circumstances are considered when formulating an understanding of a child’s presentation.
- A sense of community and belonging is promoted.
- Meaningful engagement in learning and school life is demonstrated through safe and connective relationships with children and adults, promoting a culture of acceptance, and prioritising everyone’s sense of belonging.
- Safety
- Trustworthiness
- Choice
- Collaboration
- Empowerment
The majority of our children will thrive when our whole school approach to relationships and regulation is applied in conjunction with our awareness and understanding of different areas of SEND provision. We recognise that some of our children will need further support and intervention, and a few will require more intensive, individualised support. As such, our Relationships and Regulation policy outlines the different levels of support available to meet individual needs.
How do we realise our vision for Trauma Informed Practice?
At St Luke’s Primary School we believe that attuned and emotionally available adults provide the best opportunities to enable our children and families to thrive.
Within the context of St Luke’s Primary School this means:
Our vision for trauma informed practice at St Luke’s is brought to life through the implementation of our Relationships & Regulation Policy.
Our school has a dedicated Relationships & Regulation Team which provides a range of supportive functions to children, families and staff through a trauma informed lens, leading to timely and high quality provision.
Interventions are carefully considered, evidence informed and closely monitored for impact. This includes where interventions may include direct work with children, group based interventions or supporting families.
At St Luke’s we believe that building a supportive culture of supervision and wellbeing support is of the utmost importance to effective trauma informed practice. Staff are offered group and 1:1 supervision sessions with an external provider, with future plans in place to develop whole school supervision systems.
A rolling programme of CPD and training focusing on relationships, regulation and trauma informed practice ensures that school staff continue to develop their skills, motivation and confidence.
Individual Support Plans are utilised widely at St Luke’s to support adults to consider the presenting needs of children through a trauma informed lens.
The ARC framework underpins our approaches to trauma informed practice at St Luke’s, providing a focused model to support our children to achieve the best possible outcomes. Being part of the Humber and North Yorkshire Trauma Informed Care Programme provides St Luke’s with unique opportunities to deepen our understanding and develop our provision to meet the needs of children and families with a range of lived experiences.
Within the context of St Luke’s Primary School this means:
- We are champions for every child
- We are relentlessly curious
- Positive, meaningful relationships, empathy and a sense of safety are at the heart of our understanding
- Behaviour is a form of communication
Our vision for trauma informed practice at St Luke’s is brought to life through the implementation of our Relationships & Regulation Policy.
Our school has a dedicated Relationships & Regulation Team which provides a range of supportive functions to children, families and staff through a trauma informed lens, leading to timely and high quality provision.
Interventions are carefully considered, evidence informed and closely monitored for impact. This includes where interventions may include direct work with children, group based interventions or supporting families.
At St Luke’s we believe that building a supportive culture of supervision and wellbeing support is of the utmost importance to effective trauma informed practice. Staff are offered group and 1:1 supervision sessions with an external provider, with future plans in place to develop whole school supervision systems.
A rolling programme of CPD and training focusing on relationships, regulation and trauma informed practice ensures that school staff continue to develop their skills, motivation and confidence.
Individual Support Plans are utilised widely at St Luke’s to support adults to consider the presenting needs of children through a trauma informed lens.
The ARC framework underpins our approaches to trauma informed practice at St Luke’s, providing a focused model to support our children to achieve the best possible outcomes. Being part of the Humber and North Yorkshire Trauma Informed Care Programme provides St Luke’s with unique opportunities to deepen our understanding and develop our provision to meet the needs of children and families with a range of lived experiences.
What are our next steps?
Supervision
Broaden the offer of supervision to ensure colleagues are supported effectively to be able remain regulated, motivated and confident. This includes how the Relationships and Regulation Team continue to support class teams.
ARC Framework
Embed the ARC framework as a model to enable effective support across the whole school.
Individual Support Plans
Ensure Individual Support Plans are used to support adults to respond effectively and proactively to the needs of students.
Training
Continue to build an effective professional development strategy to ensure colleagues feel motivated, skilled and confident to deliver the best possible provision within the context of TI practice.
Interventions
To ensure that interventions continue to be evidenced based, timely and focused on meeting the needs of children.
Pupil Voice
Explore developing pupil voice with our children through a trauma informed lens.
Broaden the offer of supervision to ensure colleagues are supported effectively to be able remain regulated, motivated and confident. This includes how the Relationships and Regulation Team continue to support class teams.
ARC Framework
Embed the ARC framework as a model to enable effective support across the whole school.
Individual Support Plans
Ensure Individual Support Plans are used to support adults to respond effectively and proactively to the needs of students.
Training
Continue to build an effective professional development strategy to ensure colleagues feel motivated, skilled and confident to deliver the best possible provision within the context of TI practice.
Interventions
To ensure that interventions continue to be evidenced based, timely and focused on meeting the needs of children.
Pupil Voice
Explore developing pupil voice with our children through a trauma informed lens.
