Flakefleet Primary School has long been known for its energy, joy, and aspiration, but in 2020, after the impact of Covid, the school began a more intentional journey towards embedding a relational approach to behaviour. 

 

Flakefleet is a 2-form entry primary school with a 2 and 3 year old nursery, in Fleetwood, Lancashire. It serves a largely deprived population, with 52% of pupils in receipt of FSM. 23% of pupils at the school have SEN.

 

The need for a change in approach became apparent post Covid. The SLT started seeing increased issues, such reduced school readiness and an increase in SEN, coupled with difficulties in accessing the appropriate provisions for this. Approaches such as shouting or traffic light systems were having no positive impact. Behaviour management at Flakefleet was never about control - it was about connection. The school wanted to create an environment where every child felt safe, understood, and able to thrive.

 

As a trauma-informed school, Flakefleet understands that children's behaviour is a form of communication, and staff are equipped to support pupils with empathy, patience, and understanding.

 

A Nurture Room had been a feature of the school for years, providing a space where children could receive support. However, as the school deepened its understanding of relational practice, it became clear that additional spaces were needed to meet a wider range of needs. A Quiet Room was introduced to support self-regulation without disrupting proactive sessions, and a Sensory Room to provide a calming, sensory-friendly space for those who needed it most.

 

Flakefleet also embraced the Danish concept of hygge, rethinking learning environments to make them feel more like home than school. Soft lighting, warm colours, and fairy lights created a welcoming atmosphere, reinforcing the school’s ethos of belonging and emotional safety.

 

The shift towards a relational approach was further solidified when the Headteacher discovered ‘When The Adults Change, Everything Changes’. Senior Leaders read the book and quickly realised that the school was already moving in this direction - now, they had the language and framework to fully commit to it. Every teacher and teaching assistant was given a copy, and staff engaged with videos, resources, and discussions that shaped the next steps. Some more ‘traditional’ teachers found it a challenge initially and needed more support, but now, a few more years down the line, things are much easier.

 

Flakefleet’s behaviour policy was rewritten and renamed the Relational Policy, embedding WTAC principles into every aspect of school life. At the same time, the school introduced OPAL play, which complemented the relational approach by fostering autonomy, responsibility, and joy in children’s play. Recognising that welfare assistants played a crucial role in this transformation, they received training to ensure consistency across the school. For some staff, this required a significant mindset shift, but now, looking back, many can’t believe they ever used to raise their voices at the children - it never worked!

 

This transformation extended beyond the school gates. Flakefleet wanted to take its relational approach into the wider community, leading to the opening of Strive, the school’s very own community coffee shop, which was possible through applying for grant funding. More than just a place for great coffee, Strive is a space where relationships are nurtured, support is offered, and school values extend beyond the classroom. It has been beneficial to have a more neutral and pleasant setting to hold difficult conversations with parents, and the space is useful for social events and can also be utilised by external support providers, e.g. employment and health services.

 

Lunchtimes also saw significant change. A quieter space was introduced for children who needed a calmer environment, leading to a noticeable decrease in behavioural incidents. Conflicts that once took hours to resolve were now addressed in minutes, and children took greater ownership of their behaviour. The mantra of being kind, being ready, being safe, and fixing mistakes now flows through every aspect of school life.

 

Short rules; ‘kind, ready and safe’ have been embraced by staff and pupils at Flakefleet. Whilst there are still some behaviour struggles, particularly amongst some of the younger children, things are really improving. Recognition is really big at Flakefleet, with postcards sent home regularly, and children getting involved with writing them. Polaroids are taken and sent home of children who are always doing the right thing, and they hold ‘polaroid parties’.

 

The impact has been transformative. Visitors frequently comment on the calm, settled and welcoming atmosphere, not just in the classrooms but across the entire school community. The warmth and positivity of staff, children, and families reflect the deep commitment to relational practice.

 

This journey has taken time, commitment, and the dedicated leadership of Flakefleet’s relational lead, supported by a talented and passionate team. The school is incredibly proud of the progress made and looks forward to continuing its journey.

 

We’re delighted to make Flakefleet Primary School a WTAC Partner School. Flakefleet loves welcoming visitors - go and see how they do things. They would be happy to host you. You’re sure to leave with a smile on your face and a spring in your step!