Our work is underpinned by the principle that relationships, consistency and emotional safety are central to behaviour and learning. We work alongside schools to strengthen culture, systems and practice in ways that are sustainable and context-specific.
We are approach-agnostic. Whether your school draws on:
- Therapeutic Thinking
- Positive Regard
- behaviour curriculum approaches (e.g. Paul Dix)
- or other models
HFL advisers support you to align practice, strengthen consistency and develop coherent behaviour systems.
Support is delivered through a combination of:
- professional networks, training and guidance
- leadership advice and strategic support
- structured development work where required
The Hertfordshire Relational Approach
Hertfordshire has adopted a relational approach as the foundation for behaviour, inclusion and wellbeing.
This reflects a shared understanding that:
- behaviour is shaped by relationships and context
- adult responses are central to outcomes
- inclusive, emotionally safe environments enable pupils to thrive
The Three Pillars of Relational Practice
- Developing relationships
Building connection, trust and a sense of safety so pupils feel known and valued.
- Responding and calming
Using calm, consistent adult responses to reduce escalation and support regulation.
- Repairing and restoring
Supporting pupils to reflect, repair harm and rebuild relationships.
Together, these pillars support high expectations delivered through consistent, relational practice.
Relational Practice: A Hertfordshire approach on the Hertfordshire Grid
The HFL offer
HFL advisers work alongside schools to support the development of coherent, consistent and relational behaviour practice.
Core offer
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Behaviour and pastoral leadership networks
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Training and briefings
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Guidance, tools and updates
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Strategic advice through existing HFL relationships
Additional support
Where deeper development work is required, support may include:
- behaviour reviews
- leadership coaching
- staff development
- policy and systems work
This is planned and agreed in line with school context and priorities, and may be delivered through:
- funded work streams
- commissioned support
- traded packages
Our approach is collaborative and context-led, ensuring that support is targeted appropriately and builds sustainable practice over time.
For bespoke consultation and support contact: relationalapproach@hfleducation.org
HFL Education supports schools to build behaviour cultures where high expectations and strong relationships work together.
Positive Regard
HFL Education is working in partnership with Positive Regard to extend the range of professional learning available to schools.
This offer provides:
- training grounded in relational practice
- practical, school-based expertise
- support to strengthen inclusive behaviour cultures
A range of courses can be accessed via the HFL Hub, enabling schools to engage with approaches that align to their context and priorities.
Therapeutic Thinking
HFL Education works in partnership with Therapeutic Thinking Hertfordshire to support schools across the county.
Therapeutic Thinking provides a well-established framework for relational behaviour practice, used widely across Hertfordshire settings.
Through this partnership:
- Therapeutic Thinking training programmes are available to book via the HFL Hub
- Training is facilitated by Therapeutic Thinking practitioners
- Schools continue to access ongoing communication, updates and professional learning opportunities via: relationalapproach@hfleducation.org
This enables schools to sustain and develop practice over time within Hertfordshire’s wider relational approach.