At Lipson Cooperative Academy, relationships aren’t an initiative, they’re the foundation of the school’s culture. Deputy Headteacher Brad Turner described a deliberate focus on calm, consistency and relational presence that helps pupils feel secure and connected.

“We work hard to make sure staff are consistent. Not in a robotic way, but in how they talk to pupils, how they notice them.”

Staff are expected to be visible, approachable and grounded. They greet pupils by name, check in when someone looks unsettled, and respond to behaviour with calm professionalism. Staff are expected to set the tone through calm, relational behaviour; a consistency pupils recognise and respond to.

Brad explained that one of the clearest expectations is also one of the simplest: “We say hello to every pupil we pass.” This daily habit helps foster trust and warmth. It builds familiarity, a small but important part of helping pupils feel noticed.

“If a pupil knows they’re going to be noticed, they walk a little taller. They feel like they belong.”

Martin Brook, the Headteacher, noted that pupils respond well to this kind of consistent care. Over time, it builds a sense that school is a space where people look out for each other. That doesn’t mean standards are low, staff hold clear boundaries. But they do it in a way that protects relationships rather than undermining them.

The school has invested time in staff development to embed this culture. New staff are inducted clearly into Lipson’s values, and there’s regular modelling from leaders. SLT are present on corridors and around site, not just to enforce behaviour, but to model what calm authority looks like.

“They see how we walk, how we talk, how we handle challenge. That matters.”

Staff are trusted to use professional judgement. There isn’t a script for every interaction, there’s a shared understanding of tone, expectations and relational professionalism. This allows for a consistent tone without rigid scripts.

The school’s engagement data has reinforced the importance of these relational habits. Pupils reported strong connections with teachers and high levels of trust, with the question ‘I trust the teachers at school’ scoring +0.7 above benchmark at 6.8/10, and ‘I like the teachers at school’ at 7.0/10 compared to the 6.0 national secondary benchmark. Staff are proud of this but also saw it as something to continue to build on.

Brad noted that the survey results affirmed what staff already believed, that strong relationships underpin engagement.

This culture extends beyond classrooms. In tutor time, around the site, and in informal moments, staff are encouraged to slow down, connect, and build rapport. The aim is that every pupil has adults they trust, and a school culture that feels steady, warm and predictable.

Key strategies:

• Modelled calm, respectful behaviour consistently by all staff

• Prioritised relational presence over systems-driven control

• Embedded small habits like daily greetings to build trust

• Used SLT visibility as a tool for modelling and reassurance

• Used relationships as a consistent driver for culture and expectations