Best Behaviour training for Secondary Schools
Improving behaviour, relationships & outcomes by making the move to relational practice
A TASTE OF OUR BEST BEHAVIOUR TRAINING…
What makes a school a happy, safe and successful place to be?
For us, three things stand out:
Relationships. Positivity. Kindness.
Not as a quick fix, and not as a replacement for clear expectations or good teaching.
But as part of the culture and ethos that sits underneath everything else.
Because the way we build relationships, treat one another and model kindness matters.
What would you add to the list?
#SchoolCulture #SchoolLeadership #Behaviour #Education #RelationalPractice
Relational practice isn`t about removing boundaries-it`s about strengthening them through connection. Children still need clear expectations, consistent routines, and a safe structure within which they can thrive. Relationships are what make those boundaries meaningful, but they can only flourish when they`re supported by a well-organised, consistent approach.
That`s exactly what you`ll explore in our Best Behaviour training with Policy Hubs: how to combine strong relationships with clear structures, giving staff the confidence to create environments where every child feels safe, understood, and able to succeed.
Ready to build a behaviour culture where relationships and high expectations go hand in hand? Explore our Best Behaviour training today and equip your team with practical, evidence-informed strategies that make a lasting difference: https://policyhubs.co.uk/learning-courses/
“The relationship now is the intervention. I don’t believe interventions change lives - people do.”
- @mark_finnis_restorative
A simple yet powerful reminder that lasting change starts with relationships.
Mark is one of the most respected voices in restorative practice, and we’re proud to share his expertise in our Best Behaviour Course.
Learn how a restorative approach can transform behaviour, strengthen relationships, and create positive school cultures.
Available now-follow the link in our bio!
#RestorativePractice #Behaviour #Education #SchoolLeadership #BestBehaviourPracticeCourse
What if behaviour isn’t the problem?
What if the question changed from “What’s wrong with this child?” to “What’s happened to this child?”
Because happy "children learn better than unhappy children."
Because "there is always a reason for behaviour."
Because "the experience of the young person is critical."
Patrick Cozier`s, Headteacher of Highgate Wood School, believe`s schools should feel like schools - corridors full of laughter and chatter, a place of belonging, connection, safety and learning.
Something powerful is coming soon for educators ready to rethink behaviour through a relational lens.
Join our mailing list to be the first to hear about our upcoming Best Behaviour Training launch for both Primary and Secondary - the link is in our bio!
5
Sessions
16
7.5 hrs
CPD
With a companion guide, key learner takeaways, additional links and suggested resources for each session;
the ability to take notes digitally throughout the course & a Certificate of Course Completion.
Available on-demand, this course has no scheduled removal date. From time to time, we update and refresh our training library to keep it current and relevant. Consequently, a course may be retired or replaced. And if that happens, we’ll always give learners at least 6 months’ advance notice so there’s plenty of time to complete it.
Outline
Developed in partnership with Independent Thinking – a unique network of some of the UK’s leading education practitioners – this training course has been crafted with the realities of secondary settings in mind, exploring how schools can improve behaviour, relationships and outcomes by making the move to relational practice.
Our course coordinator, Ian Gilbert, guides learners through the course engaging in discussions and interviews with a range of recognised experts – including Mark Finnis, Dave Whitaker, Patrick Cozier, Stephen Logan, Ginny Bootman and Dr Andrew Curran – to explore how schools can develop calm, consistent and relational approaches to behaviour that support both pupils and staff.
Central to the training is a powerful case study from Highgate Wood School, a secondary school in North London, providing an honest and in-depth look at the school’s journey towards embedding relational practice. We hear about the school’s cultural change, getting staff buy in, the practical challenges and realities of implementation and advice to other schools thinking about starting out on this path. This is strengthened by a follow‑up session with restorative practice guru Mark Finnis, who was regularly referenced by Highgate Wood’s school leaders and staff as being influential in shaping their restorative approach and wider culture change.
Across short, manageable video sessions – and with a strong focus on reflective and actionable learning – the training provides signposting, advice and support around embedding a relational approach into your own school setting.
PLUS Free Access to our Best Behaviour training for Primary Schools
This course has been crafted with the realities of secondary schools in mind, but seeing behaviour systems in another phase often highlights patterns, principles and practical ideas that can strengthen behaviour culture in your own school.
That’s why we’re also providing you with free access to the primary schools-edition of our Best Behaviour training. We’ve included three sessions from the course, enabling you to explore the insights and strategies from the featured case study at Woodchurch Road Academy (in Birkenhead), as well as a session featuring Paediatric Neurologist Dr Andrew Curran, who brings the neuroscience of ‘Best Behaviour’ to life and shows how it directly supports the Woodchurch relational journey.
Key Topics...
- What do we mean by Relational Practice?
- Relational Practice in Action: Kindness, Leadership & Transforming School Culture
- Building a Relational School: Staff Buy‑In, Parental Trust & Leading Cultural Change
- Implementation, Impact & Advice for Other Schools: Highgate Wood’s Journey Towards Relational Practice
- Restorative Practice – Foundations and First Principles
- Understanding Behaviour Without Excusing It: Repair, Responsibility and Relational Courage
- Belonging & Connection – The Foundations of School Attendance
- The Neuroscience of Best Behaviour: How School Climate Impacts the Brain
- C.A.L.M Leadership: How Calm, Values‑Led Leadership Shapes School Behaviour
- The SENDCO Perspective – How to bring the best out of young people
Hear directly from Schools...
Featuring contributions from SMTs, SENCOs, Year Heads, Subject Leads, Class Teachers, Pupils and more…
- Highgate Wood School (North London)
- Woodchurch Road Academy (Birkenhead)
Introducing Our Trainers
- Mark Finnis, Director of L30 Relational Systems; author of 'Independent Thinking on Restorative Practice' & Associate at Independent Thinking
- Patrick Cozier, Headteacher, Highgate Wood School (North London); author of 'Calm Leadership' & Associate at Independent Thinking
- Dave Whitaker, Chief Education Officer, Wellspring Academy Trust; author of ‘The Kindness Principle’ & Associate at Independent Thinking
- Featured Case Study: Adults and Children from Highgate Wood School in North London
- Ian Gilbert, Founder, Independent Thinking
- Ginny Bootman, SENDCO of 4 schools in Northamptonshire; author of 'Independent Thinking on Being a SENDCO' & Associate at Independent Thinking
- Stephen Logan, Principal, Healing Academy (North East Lincolnshire)
PLUS Free Access to our Best Behaviour training for Primary Schools…
- Dr Andrew Curran, Paediatric Neurologist and Neurobiologist
- Featured Case Study: Adults and Children from Woodchurch Road Academy in Birkenhead
Detailed course agenda
Our course coordinator, Ian Gilbert, guides learners through the course engaging in discussions and interviews with leading thinkers and exciting practitioners from across education, exploring What do we mean by Relational Practice? And, more importantly, what impact can this approach have on secondary schools and the children and young people they nurture?
We’ve made the first class of the course available for everyone to access…
Course Welcome – Click to Watch
- Welcome and introduction to the course
- 5 Sessions with video discussions, opportunities for learner reflection and collaborative whiteboards
- Good practice examples from Highgate Wood School (North London) and Woodchurch Road Academy (Birkenhead)
- Each class can be accessed at any time and in any order
Ian Gilbert, Founder, Independent Thinking
Session 1 – What do we mean by Relational Practice?
Relational Practice in Action: Kindness, Leadership & Transforming School Culture (35mins)
- Why Relational Practice Matters
- Misconceptions About a Relational Approach
- Leadership Through Values, Vision & Psychology
- The Reality of School Transformation
- From Chaos to Calm – and the “Hug” Metaphor
Dave Whitaker, Chief Education Officer, Wellspring Academy Trust; author of ‘The Kindness Principle’ & Associate at Independent Thinking
Building a Relational School: Staff Buy‑In, Parental Trust & Leading Cultural Change (30mins)
- What Unconditional Positive Regard Looks Like
- Empathy, Curiosity & Bias Awareness
- Leading Staff Through Cultural Change
- Adult-to-Adult Relational Practice
- Working with Parents & Community
- The Highs and Lows of School Transformation
Dave Whitaker, Chief Education Officer, Wellspring Academy Trust; author of ‘The Kindness Principle’ & Associate at Independent Thinking
Reflections & Key Takeaways (15nins)
Session 2 – Changing the Culture at Highgate Wood: The School’s Journey Towards Relational Practice
Through insights from senior leaders, Heads of Year, behaviour support staff, classroom teachers and students, we follow the school’s journey from the challenges revealed during Covid, to the bold decisions that set them on a new path, and finally to the flourishing, community‑centred ethos now known as The Highgate Wood Way.
“During Covid It Changed” – How Things Were Before (10mins)
- Covid fundamentally changed the school’s atmosphere
- Staff and students returned highly anxious
- The pre Covid behaviour model had been largely sanction led
- Neither staff nor students wanted to be in the school
- This became the catalyst for a strategic shift toward relational practice
“A Very Different Route” – Starting the Move Towards Relational Practice (10mins)
- The shift to relational practice, informed by the work of Paul Dix, Mark Finnis and other experts
- Warm, positive interactions – from morning greetings to everyday conversations – set the tone
- Restorative approaches emphasise impact and repair, helping students understand their actions and rebuild relationships
- Learning continuity is prioritised, with reflection spaces designed to keep pupils connected to their work while behaviour is addressed
Culture – The Highgate Wood Way (20mins)
- A welcoming, ‘lively’ atmosphere across the school shaped by daily positive interactions
- The Four C’s — Courtesy, Consideration, Contribution and Cooperation
- Relationships sit at the heart of the school’s culture
- Kindness as a cultural driver, promoted through assemblies, everyday interactions and reminders that “everyone has a battle you know nothing about”
- The importance of modelling the culture you want to see
Reflections & Key Takeaways (15mins)
Session 3 – Changing the Practice at Highgate Wood: Implementation, Impact & Advice for Other Schools
School Leaders, Heads of Year, behaviour support staff and a classroom teacher share their perspectives on how relational approaches were embedded; the challenges of bringing a whole community along with this significant change; and the practical advice they would offer to other schools considering a similar journey.
“A Really Big Thing” – Relational Practice in Action: Process and Impact (30mins)
- Relational practice is embedded through consistent routines
- Restorative conversations help students understand impact and repair relationships
- The Four C’s as a unifying framework for behaviour and learning
- Modelling calm, connection and consistency even during challenge or correction
- Positive impact: calmer classrooms and stronger relationships
“Complete Sledgehammer” – Change and getting everyone on board (25mins)
- The real challenges of starting relational practice
- Rewiring staff habits and responses
- Consistency, clarity and cultural alignment
- Leading change through modelling and persistence
- Support structures that make the shift sustainable
“You’ve got to live and breathe this” – Advice to Other Schools (15mins)
- Living relational practice through everyday interactions
- Repair and restoration as core behaviour tools
- Understanding impact to build genuine empathy and accountability
- Shared language, clarity and consistency across the school
- Supporting staff through modelling, coaching and vulnerability
Reflections & Key Takeaways (15mins)
Optional Extra – Full interviews with Patrick Cozier (Headteacher) & Jen Burniston (Deputy Headteacher)
Session 4 – ‘A Restorative Approach to Behaviour’ with Mark Finnis
Restorative Practice – Foundations and First Principles (20mins)
- Restorative practice vs restorative justice
- Strong relationships reduce conflict, support learning and make repair possible
- Relationships must be deliberately built, maintained and repaired, especially when strained
- Clear expectations work best when balanced with care, trust and strong relationships
- What we count vs what really counts – schools need to balance outcomes and data with the relationships that underpin learning and wellbeing
Mark Finnis, Director of L30 Relational Systems; author of ‘Independent Thinking on Restorative Practice’ & Associate at Independent Thinking
Understanding Behaviour Without Excusing It: Repair, Responsibility and Relational Courage (20mins)
- Punitive responses often create resentment, while reflective conversations support learning and long-term change
- When adults admit mistakes and repair relationships, they model accountability and responsibility
- Understanding behaviour without excusing it – retaining your curiosity (‘what’s behind this behaviour?), while still holding clear expectations and boundaries
- Pulling students in, not pushing them out – routines, spaces and conversations should support belonging, responsibility and repair rather than isolation or exclusion
Mark Finnis, Director of L30 Relational Systems; author of ‘Independent Thinking on Restorative Practice’ & Associate at Independent Thinking
From Practice to Culture: Embedding Restorative Approaches Across a School (20mins)
- Why short term compliance can come at the cost of honesty, responsibility and long term change
- How addressing issues early and relationally can prevent bigger problems arising later
- Moving beyond ‘one-size-fits-all’ behaviour systems
- When children feel they belong, behaviour and boundaries are understood differently
- The Three Step Framework for Change – from knowing to doing to being
Mark Finnis, Director of L30 Relational Systems; author of ‘Independent Thinking on Restorative Practice’ & Associate at Independent Thinking
Reflections & Key Takeaways (15mins)
Session 5 – Embedding Relational Practice Across a School
C.A.L.M Leadership: How Calm, Values‑Led Leadership Shapes School Behaviour (15mins)
- Leadership is service, not status
- Inner calm comes first: confront and adapt
- The ripple effect of calm leadership on behaviour across a school
- Leading with humanity and psychological safety
- Maturity, values and consistency in decision‑making behaviour
Patrick Cozier, Headteacher, Highgate Wood School (North London); author of ‘Calm Leadership: Staying Grounded, Staying in Control and Staying the Course‘ & Associate at Independent Thinking
Belonging & Connection – The Foundations of School Attendance (45mins)
- Connection creates momentum and direction – when relationships are strong, attendance follows
- Students follow what adults model – how adults show up shapes the lived values and culture students step into
- Belonging isn’t a buzzword, it’s a basic human need – good schools did this well long before it had a ‘label’
- Begin with genuine care, kindness and empathy – a sincere ‘It’s great to see you’ often matters more than any strategy
- Absence is information, not defiance – find the reason, offer real support, and remember: fines don’t build attendance, fundamentals do
Stephen Logan, Principal, Healing Academy (North East Lincolnshire)
How to bring the best out of young people – The SENDCO Perspective (45mins)
- The Empathy Road: Seeing things from a child’s perspective
- Building the “Spider’s Web of Trust”
- Creating micro‑connections & being a “detective” before labelling behaviour
- Systems that support, not overwhelm, the SENDCO
- PACE: playfulness, acceptance, curiosity & empathy
- Boundaries with empathy, not punishment
- Permission, space and time to regulate
Ginny Bootman, SENDCO of 4 schools in Northamptonshire; author of ‘Independent Thinking on Being a SENDCO‘ & Associate at Independent Thinking
Reflections & Key Takeaways (15mins)
Best Behaviour – Bringing it all together (8mins)
- The case for relational approaches
- Showing that it’s possible – real people, engaged in real practice
Ian Gilbert, Founder, Independent Thinking
PLUS Free Access to our Best Behaviour training for Primary Schools
Session 2 – Changing the Culture at Woodchurch Road Academy: The School’s Journey Towards Relational Practice (80mins)
Session 3 – Changing the Practice at Woodchurch Road Academy: Implementation, Impact & Advice for Other Schools (75mins)
Session 4 – The Neuroscience of Best Behaviour: Dr Andrew Curran on the WRA journey (65mins)
Course rates for learners
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Small group6-100+ learners
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