The changes we have seen since developing relational practice have been incredible – it is how we all want to be treated, and staff are invigorated to continue our journey.

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Before we introduced relational practice, the school followed a traditional behaviour policy which used rewards and sanctions. Punishments were given as consequences. The previous Headteacher was very strict, traditional and would frequently shout at pupils and punish them for their behaviour. Behaviour was good overall, but it was gained out of fear as opposed to from nurture and forming positive relationships.

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The appointment of our new Headteacher, Kate Brookes, brought about some much-needed changes and she firmly believed in relational approaches. At the same time, Kate had embarked on the Belong Programme which focused on attachment-aware and trauma-informed practice. This involved carrying out extensive research into behaviour management and relational practice as part of the project and for a practitioner enquiry. Through extensive reading and research, Kate read Paul's books and his approach resonated with her. We simultaneously recognised the changing needs of our pupils and the need for staff to adapt and change our approach to meet these needs.

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Our hopes and expectations were to transform the culture of our school so that relationships are at the heart of everything. We wanted to ensure that all staff understood 'our why' so that they would buy into this new approach. We spent a lot of time investing heavily in establishing 'our why' – a need to change and to put children at the heart of everything; to recognise a need to respond consistently and persistently to all challenges; to lead with compassion and kindness; to encourage staff to be self-aware and reflective practitioners in order to develop and to grow.

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Prior to Paul visiting our school for our Inset, our priority focus for staff CPD had been relational and trauma-informed approaches. Following Paul's training and sharing research with our staff, we have been putting theory into practice through a more relational approach to behaviour management which places emphasis on relationships, respect, responsibility and restoration. We have created a Relationships and Behaviour Policy in collaboration with all staff. SLT have visited many other schools within our area, to see good practice and help us to reflect upon our own practice.

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Since Paul's training we have incorporated The Classroom Support Plan and 30-Second Intervention Script into our practice. This has been shared with families and pupils. All staff have reminder cards on their lanyards, and we have created one-page reminders displayed in all classrooms. We have also introduced the threads, beginning with adult behaviours which were agreed collaboratively with staff.

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Initially getting the buy-in from all staff was interesting. Some staff embraced the idea of regulation, repair and restore, whereas some initially found it a challenge to change their mindset from expecting pupils to receive a punitive measure. Staff have taken well to positive noticing, and this is now evident in their everyday dialogue with pupils. In some instances, it was a challenge for parents to understand the change in culture – wanting a more traditional approach to behaviours. However, now, the whole school community has responded positively to visible consistencies, such as meeting and greeting. There has been positive feedback for the classroom support plan, and some staff commenting how it has changed the way they are as a parent. The "I need…" sentence opener has been a great success. Staff are really noticing 'over and above' behaviours.

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Currently, we are developing threads which we are building into our policy and practice one thread at a time. We are continuing our journey to ensure that all staff are tightly consistent in their language and approaches – focusing upon specific groups, such as those who are midday supervisors, and external teachers, such as sports coaches, who are not in school every day. We are considering how to improve our lunchtimes – using the idea of staff having a pocket full of stars. We are continuing to develop consistency in routines throughout all classrooms.

Things that have stood out to us are the key question: What is it like to be taught by you? and also, 'would you behave that way to that pupil if their parent was on your shoulder?' These two things help to continue to reflect and develop. We would also advise others to not take things personally, and go again, start afresh the next day – some days are more challenging than others but the idea that you have done your best – brought your best, professional self to work is key.

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We have loved that When the Adult Changes has brought about such a positive shift in the culture of our school, which we will continue to develop. Pupils know what to expect from the adults, they know that we care, that we want the best for them and that 'this is the way we do it at our school' means that pupils are valued and noticed and they know that when things go wrong, we are there to support them, not to punish them.