Key elements in developing positive relationships at Marshland School:

• Developing and encouraging good communication with our students, staff, and community. 

• Being available to talk with and listen to others. Using regular newsletters to keep the community informed. Sending sunshine emails. 

• Being as positive as we can and acknowledging every student's appropriate action. 

• Being welcoming and inclusive of others, their cultures, and values.

• Establishing clear expectations and maintaining the coherence of work habits, behaviours, and standards.
  

Key elements in developing a good learning hub tone:

• Having a well-established programme with authentic and stimulating learning activities that cater for the needs of individual students and integrate technology. 

• Being aware of the needs of individual students. Provide them with the scaffolding they need to develop as a learner. 

• Allowing students opportunities to become self-regulated in their learning, to choose where they work and with whom when they are ready.

• Providing students with very specific feedback about how they are doing and how you are going to work together to reach their goals

• Being accepting and supportive of differences and building a culture where all students in the learning hub do this.

• Having systems that ensure positive recognition of appropriate behaviours and ensuring all students are recognised. 

• Being a happy smiling teacher who provides a positive role model in all areas. 

• Having clear instructions, defined boundaries and realistic expectations, and a commitment to follow up on issues consistently.

• Providing all students with opportunities to develop a sense of responsibility for their own behaviour. 

• Deliberately teaching the skills of culture education (organisation, persistence, confidence, getting along, resilience, resourcefulness, reciprocity and reflectiveness).
  

Key elements in developing a positive playground:

• Having clear guidelines for the safe and peaceful use of the playground, which are regularly reinforced by duty teachers and senior students in classes and assemblies.

• Having systems that ensure positive recognition of appropriate actions.

• Having sufficient stimulating playground equipment, and systems that ensure equitable access.

• Sport shed monitors ensure PE equipment is available at lunchtime. Student leaders provide organized games at times. Teachers in charge of running lunchtime sports activities for students.

• Designing outdoor learning areas as well as playgrounds that are designed to promote collaboration in a safe motivating.