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The Relationships Charter






Relationships are a strength at Minchinhampton Academy;  we would like them to be even better.  The charter aims to support all relationships within the school community, including adult/adult, child/child and adult/child.



At the heart of relationships within our school there must be TRUST. With this trust in place, the school knows that all parents want the best for their children and that they are the experts on their children. Likewise, parents know that the staff take their role very seriously, that they have expertise in educating children and want the best for every child in the school.

Minchinhampton Academy is a very busy school. The community is creative, proactive and outward looking and the school reflects this. There are more clubs, pastoral interventions, PTA events, governor meetings and there is more change than in the average school. Staff aim to work as efficiently as possible but TIME is at a premium. Class teachers do not have ‘free periods’ and many run clubs and attend meetings after school. Some staff are often in school as late as 7.00pm and will work upward of a 70 hour week during term time. The community and parents are highly supportive of the school and, despite very busy lives of their own, many devote precious time to supporting in many different ways.All of the adults involved in our community want to prioritise the needs of our children above all else, and there is never enough time.

As a school we look to ensure all DECISIONS are made with the best interests of the pupils in mind – this above all elseIn a school environment, we must constantly consider what is good for the individual and simultaneously what is good for all. We look to celebrate individuality but we must also be fair to all individuals.

Staff receive training in assertiveness and restorative practice to try to ensure they uphold their part of the charter. Year 6 pupils receive training in peer mediation.  The Charter is displayed around school and on the website.  Its impact is monitored by the head teacher and governing body in regular consultation with pupils, parents and staff, and  feedback is evaluated on an ongoing basis.    



Restorative Practice



Restorative practice is an approach that focuses on building, maintaining and restoring relationships and giving people agency in their own lives. Being guided by this creative, fair and humanistic approach helps to make our school even more devoted to fostering happy healthy people.


“it’s all about how to re-build relationships when things go wrong;

 about trying to understand other people’s feelings and our own”

(Year 6 Student)



With its roots in the practices of indigenous peoples and through a belief in people and relationships, restorative practice brings attention to many vital aspects of our school culture: how we get along with each other; our differences as an asset; the importance of curiosity rather than judgement, and collaboration rather than competition; being responsible for what’s yours and allowing others to be responsible for what’s theirs; listening to understand; asking more than telling; and kindness. Staff and students are encouraged to use the restorative practice questions, displayed on these posters throughout the school.










Please always look to contact your class teacher first,

regarding any concerns you may have








COMMUNICATION GUIDANCE: What you can expect …


Click here to download The Relationship Charter as shown above

Click here to download the FULL Relationships Charter



The Relationships Charter



-be respectful towards each other, both in what we say and how we say it/ how we act. -to become personal or use an aggressive or rude tone, including online. -be polite
-be intent on finding a resolution to an issue—  aim to give the other person a good hearing and  deal with it in private. -not talk about others in a derogatory way in public, including online. -look to sort out the problem
-say what is honest and kind and necessary -be unkind in any way -tell the truth
-stay positive and build on strengths -become negative and dwell on weaknesses
-think badly of others
-be kind
-listen actively to each other/ give each other time to speak ie with an open mind, to listen to understand -pre-judge a situation -listen carefully
-give others time to speak their mind
-put ourselves in the other person’s shoes, to  respect our own and other people’s feelings and points of view equally -see things from only our perspective -understand others
-trust and value each other’s  perspectives on (partnership in) and  roles in the children’s lives (their learning and development)—  for example- child’s self-awareness, parent as expert on their child// teacher as education professional.


-explicitly or implicitly demonstrate a lack of trust -we value our differences
have ‘reasonable’ expectations and make ‘reasonable’ requests based on an understanding of what each party will/can do and what they won’t/can’t do have expectations and make requests that disregard the time and resources available to the other person -have sensible expectations
acknowledge openly when we have made a mistake or when we have misjudged a situation and forgive others their mistakes when they are willing to learn from them. be judgemental towards one another when they have made a mistake -accept that mistakes happen
compromise when it is not possible to agree


be uncompromising -come half way
-be clear about what has been said/ what has been agreed as a next step


be unclear about next steps agree on what to do next


GIVER/asker RECEIVER/replier  
to be consistent re how and where information provided -to know of the regular channels for communication and stay abreast of information provided -to know when it is important to listen
to provide information that is clear, accurate and timely -to take responsibility for accessing and storing information provided. -to listen actively to instructions
-when making a request – provide receiver with a realistic time frame in which to respond -to respond to a request in an organised and timely fashion….no more than 24 hours for most things// asap if urgent. -to follow instructions
-to ensure style and content of communication is tailored to the audience-that context is taken account of (eg time available to read/ access the information) -to have realistic expectations regarding quantity of communication- taking into account the context of the communicator/ time available eg school’s primary purpose and time devoted to educating children -to have realistic expectations of school—recognise you are one of many
-to give of our views and ideas freely but without expectation, in an ongoing dialogue around school improvement. -to consider all views and ideas with an open mind -to express your point of view

-to listen actively to other points of view and ideas

-to be familiar with the process for raising concerns or compliments,and that this starts with the individual teacher or parent -to respond to any concern in a timely and constructive fashion. -to know there is someone you can speak to if you are worried about something


Click here to download the above information as a word document.

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