Relationships
The CYP does not have a sense of belonging compared to typically developing peers. This may present as appearing unhappy or isolated; having differences in social skills including building and maintaining reciprocal relationships; or have a negative impact on their positive engagement with learning and/or attendance.
Provision and/or strategies: approaches, adjustments and specific interventions expected to be made by settings according to the ages and stages of the CYP
Universal
- Create an inclusive culture where all CYP are valued, represented and feel that they belong within the setting.
- Ensure policies support all CYP in building positive relationships with trusted adults (e.g. key workers, teachers, tutors, or pastoral staff).
- Ensure setting-wide structures are in place to support each CYP to develop a positive relationship with a key adult.
- Ensure a consistent, relational approach across adults, including shared expectations, language and responses.
- Ensure there are consistent routines (e.g. spaces or adults) to support a sense of safety at key times, such as transitions.
- Carefully consider how learning and social spaces are organised to encourage positive engagement with others.
- Model positive, respectful relationships in all interactions to support CYP's understanding of healthy relationships.
- Embed warm, responsive interactions into daily routines and create varied opportunities for connection (e.g. shared attention, conversation, play).
- Provide low-pressure opportunities for interaction, allowing CYP to engage at their own pace.
- Actively support CYP to develop and maintain positive peer relationships through structured and supported opportunities.
- Teach and model strategies for building relationships, including communication, cooperation and resolving disagreements.
- Explore individual qualities, preferences, similarities, and differences by encouraging CYP to notice others and develop a sense of identity and belonging.
- Ensure CYP have regular opportunities to share their views, contribute to decisions, and feel heard within the setting.
- Reflect on the impact of words and actions on others by explicitly drawing attention to consequences and encouraging deep thinking.
- Be curious about the underlying causes of both positive and challenging relationships to inform planning and provision.
- Support reflection and repair by ensuring key adults revisit interactions with CYP and model how relationships can be rebuilt.
Targeted
- Prioritise regular scheduled check-ins with CYP to build trust and connection.
- Actively model a range of strategies the CYP can use to help them minimise conflict or change their or another's response (see Improving Behaviour in Schools (EEF for more information).
- Provide explicit teaching and rehearsal of social communication and interaction skills (e.g. turn-taking, perspective-taking, problem-solving), including opportunities for practice in structured and unstructured contexts.
- Plan regular, structured opportunities for supported peer interaction (e.g. guided play, adult-facilitated group work) to develop relationships and increase a sense of belonging.
- Pre-teach and prepare CYP for upcoming social situations or changes (e.g. transitions, group work, less structured times), using rehearsal, visuals or social narratives.
- Provide in-the-moment adult support and coaching to guide social interactions, including prompting, mediation and supported repair after conflict.
- Adapt group size and social demand to avoid overwhelm.
- Plan for more targeted interventions to support CYP's social development such as:
