Schools - fostering a positive, inclusive and safe environment: guidance
Guidance on fostering a positive, inclusive and safe school environment, including the use of consequences in schools.
Footnotes
1. Throughout this document the term ‘parent(s)’ will be used to apply to anyone with parental responsibility, including carer(s) and guardians, those providing a foster or residential placement, corporate parents, or the education authority where full parental responsibility rests with them.
3. Throughout this document the term ‘school’ refers specifically to educational settings in Scotland, including primary and secondary schools, special schools, education within secure care settings, and alternative provision, but excluding Early Learning and Childcare settings, as well as further and higher education settings.
5. Dignity in School - Children’s Parliament
6. Education Scotland Guidance developed with Headteachers – Guidance for developing a local relationships and behaviour policy
7. Additional support for learning: statutory guidance 2017 - gov.scot page 35 – see Annex A
8. Some of the common features to be found in most models of staged assessment and provision and in the approach adopted through Getting it right for every child and the National Practice Model can be found on page 35 of Supporting Children’s Learning: Statutory Guidance on the Education (Additional Support for Learning) Scotland Act 2004 (as amended): Code of Practice (Third Edition) 2017.
9. Use of Restorative Justice and Restorative Practices at School: A Systematic Literature Review - PMC and Implementation of Whole School Restorative Approaches to Promote Positive Youth Development: Review of Relevant Literature and Practice Guidelines.
10. An act carried out with the purpose of isolating a child or young person, away from other children and young people, in an area from which they are prevented from leaving.