This document is a cover sheet for a primary education assignment submitted by Rachel Wishart. The assignment asks students to demonstrate their understanding of the values that underpin a teacher's role in ensuring a good and safe learning environment for children, with reference to Core Content Framework 7. Rachel Wishart will discuss how building effective relationships and motivating pupils intrinsically and extrinsically can achieve this. She will also set three targets for her personal development.

1. UNIVERSALASSIGNMENTCOVERSHEETBAPRIMARYEDUCATION
Name of Student Rachel Wishart
Student Identification Number 22004001
Module Code – TE0491
Module Tutor- Deborah Herridge
With reference to the Core Content Framework 7, demonstrate and consider your understanding of the
values that underpin the role of the teacher to ensure a good and safe learning environment for children.
Targets identified by previous marking
tutor to feed forward in this
assignment.
(Please add these here if relevant to
this assessment model).
1. Master Harvard Northumbria referencing system with a particular focus on in text citations.
2. Read widely and use a critical approach to any theory or pedagogical principles you find, making links
to your own approaches.
3. Ensure that placement experience fully supports your discussion and strengthens your points.
Special consideration to be applied No (Please delete as appropriate)
Plagiarism declaration I confirm that this assignment is my own work; it is not copied from any other person's work (published
or unpublished) and it has not previously been submitted for assessment elsewhere.
All sources of reference have been acknowledged and cited.
I give permission for tutors to
anonymise my assignment for use as
a model of good practice to support
future students’ learning.
Yes
Please delete as appropriate to grant consent or to refuse consent.
There is no penalty for refusing consent.
Electronic Signature
Date 06/04/2023

2. ‘With reference to the Core Content Framework 7,
demonstrate and consider your understanding of the values
that underpin the role of the teacher to ensure a good and
safe learning environment for children.’
Rachel Wishart - W22004001
In this presentation I will be discussing two aspects of the Core Content Framework 7:
• 7.5 - building effective relationships is easier when pupils believe that their feelings will be
considered and understood.
• 7.6 - pupils are motivated by intrinsic factors (related to their identity and values) and extrinsic
factors (related to reward) (ITTCCF, 2019).
I will be discussing how these factors can be achieved in the classroom and the literature surrounding
these ideas. I will also set three targets for my personal development.

3. 7.5. Building effective relationships is easier when pupils believe that their feelings will be considered and
understood. (ITTCCF, 2019)
• The Core Content Framework (2019) makes it clear that emotions and building relationships go hand in hand and are of the same magnitude. It
is paramount for teachers to support children in navigating their emotions in order to build effective relationships, thus creating a safe and
nurturing learning environment.
• Teachers should be aware of their pupils' emotions and behaviours. It is important to respond to changes in behaviours and recognise when
children are vulnerable of facing more challenging behaviours because of life events and other circumstances (EEF, 2019)
• Yassine et al. (2020) found in their study that student-teacher relationships were the most effective strategy in managing unwanted behaviours.
A positive relationship with a teacher will highly benefit the student whereas a problematic one will hinder academic success (Davis, 2001). It is
therefore the responsibility of the teacher to create positive relationships with students as this will benefit attainment and aid with behaviour
management.
• A safe and productive classroom is an environment that values and understands pupils (Bennett, 2016).
One of the proactive
strategies suggested by the
EEF (2021) in order to
effectively manage
behaviour is to know your
pupils and their influences.
• There are many approaches suggested in literature for the teacher to adopt to help a child feel that their emotions are being
considered and understood. Containment and attunement are two strategies suggested by Thrive (2023).
• Containment is showing the child you can understand and navigate their feelings by ‘containing it’ (Luke, 2023). By understanding
the behaviours of an individual in relation to their inner worlds, the teacher can offer appropriate guidance (Moore, 2017).
• Attunement is being alert to how a child feels and attuning to their emotional state whilst helping them navigate their problems
(Luke, 2023).
• Through these approaches, a sense of trust is formed, although it is important to set boundaries (Moore, 2017) this can be the
foundation for a positive teacher-student relationship.
• ‘At the heart of effective behaviour management is building positive relationships’ (Wales Government, 2011, p. 11). Through knowing your pupils and understanding their
emotions, it is easier to cater to their individual needs.
• Myers (2021) states that it is the teachers responsibility to be conscious of emotions during transitions and be mindful of attachments. Being aware of a child’s feelings helps to
strengthen the relationship between the teacher and student.
• I witnessed an example of this during my placement in nursery. One child was particularly anxious around transitions. The teacher was aware of this so asked the child to help her
sing the tidy up song when it was transition time. This showed that the child had built a relationship with the teacher who had a good understanding of their emotions and knew how
to manage them.

4. ‘Children are powerful learners’ who learn through play (Department for Education, 2021, p. 10). Play helps children to develop
social skills and a sense of identity (Broadhead, 2009). In turn, this helps children to understand their feelings which will support
them in building relationships.
Those with turbulent home lives may present with unwanted behaviours at school, which can be difficult to manage, this Is why it
is recommended that teachers take a psychological perspective in dealing with behaviour (Nash, et al., 2016). It is paramount to
build supportive relationships with these children, supporting them to focus on learning and deescalating their emotions (Smith,
2017)
7.5. Building effective relationships is easier when pupils believe that their feelings will be
considered and understood. (ITTCCF, 2019)
• Emotion coaching is another strategy commonly used in schools, where
children are supported to become aware of their emotions and manage
them (Gottman and DeClaire, 1997). Following advice from ASD
specialists, I used emotion coaching when I was a Teaching Assistant.
After teaching one of my 1:1 children about emotions and practicing
naming them, when they were feeling dysregulated, they would use a
feelings fan to communicate their emotions. This helped the child to feel
trust and after this I became their ‘trusted grown up’ who they could
chose to sit in the calm down corner with. By ensuring this child felt their
emotions were being considered, they were able to build a stronger
relationship with me, helping me to effectively manage their behaviour.
• This also links to ideas around inclusion and catering for SEND children’s
individual needs. Inclusive practice includes adapting in response to
diversity (Trussler & Robinson, 2015) when met with different emotional
needs the teacher should respond appropriately to ensure the child’s
wellbeing is maintained, and understand this looks different for each
child.
Psychodynamic approaches based on attachment theory are also suggested to be a
successful way to help students feel their emotions are understood (Hart, 2010). For
instance, nurture groups can be ran to support children in forming secure
relationships built on trust. These short-term intervention groups are effective in
supporting students with high emotions and adverse home lives. They provide
children with the tools to express and manage emotions in a safe way, whilst
supporting them to form secure attachments (Wales Government, 2011). I observed
and supported in a few sessions of nurture group at my old workplace. After visiting
my old class in March, there are notable changes in behaviours. There are obviously
many factors that have caused this, but the class teacher says nurture group has made
vast improvements as it has given certain children the space and time to have more
focused attention.
The attachment theory states that children need to develop strong relationships with their primary
care giver in early childhood to thrive emotionally and cognitively (Bowlby, 1951). There are two
purposes of attachment in the classroom, to provide feelings of security and allow children to
socialise (Bergin and Bergin, 2009). If children are supported to form secure attachments, they are
more likely to build a variety of positive relationships and manage their emotions more effectively.
This will allow their experience in the learning environment to be successful.
Attachment theory based strategies, such as Thrive (2023) and nurture groups, come with criticism.
It is widely regarded that these approaches may be more useful for pupils who have identified
attachment needs, rather than being used to support any student who is demonstrating social,
emotional and mental health needs. (Cole, 2012, cited by Cooke, et al., 2019). This is where I feel it
is key to know your students and their influences, knowing that some strategies are not suitable for
all.
By creating an environment that encourages feelings of belonging, students academic and social needs can be met. Having
supportive relationships with teachers may also motivate students to learn and participate (Fredriksen and Rhodes, 2004).
This is just one intrinsic motivators for learning which I will discuss in my next slide.
St Mary’s Catholic Primary School - Nurture Group timetable
Feelings fans. Sparklebox,
2007.

5. 7.6. Pupils are motivated by intrinsic factors (related to their identity and values) and extrinsic factors
(related to reward). (ITTCCF, 2019)
It is the responsibility of the teacher to be aware of how they can manage the
development of these factors in order to reduce unwanted learning behaviours
(Ellis and Tod, 2009). For instance, helping improve a child’s relationship with
themselves by being aware of emotional attachments, how to manage emotions
and self-efficacy beliefs (Myers, 2021). A child's relationship with others can be
managed by creating a sense of community, for instance having houses and
house points. This was a strategy used at my placement school, and it created a
sense of belonging for pupils.
The Behaviour for Learning Framework posited by Powell and Tod (2004) and further adapted by Ellis
and Tod (2009) displays the factors influencing learning behaviours. These factors are all intrinsic
motivators for learning. A pupil's relationship with their self, relationship with curriculum and
relationship with others will influence their behaviours and motivations.
A very crucial intrinsic factor is the child’s relationship with the curriculum. This consists of the availability of resources, scaffolds, lessons which nurture
intellectual curiosity etc. (Myers, 2021). By making lessons easy to digest, breaking learning down into small chunks, using retrieval practice and other
techniques to make learning manageable (Rosenshine, 2012); children will have a higher level of understanding. During my time on placement, I witnessed
the MFL lead conduct interviews with a group of students about the subject, what they had learned, what they had enjoyed etc. Not only is the ‘pupil voice
a key part of the Ofsted inspection subject deep dive (Ofsted, 2019), it also helps influence future planning. Being equipped with students' perspectives
means that lessons can be tailored to their needs and wants. Through managing intrinsic factors like this, the learning experience will be more suitable for
students.
EEF, 2021
Winlaton West Lane School’s
House Points

6. When considering supporting SEND children with behaviour for learning, heavily focusing on positives and rewarding
these positives is a key theme with SENCO’s (Nye et al., 2016). However, this may not be appropriate for all learners.
During placement, I discussed reward/sanction strategies for SEND learners. At this school, if a child wasn’t responding
to house points as differential reinforcement they would use reward cards, where the child would get a tick for good
behaviour in each lesson. These were previously named report cards but changed to use positive framing. Another
strategy I have seen used is individual reward charts for ASD learners, as per specialists recommendations. From my
experience, these worked for a short period but soon learners lost all motivation.
7.6. Pupils are motivated by intrinsic factors (related to their identity and values) and extrinsic factors (related to
reward). (ITTCCF, 2019)
Token systems have been used as a behaviour management strategy for many years (Parsonson, 2012).
These were used in my placement school in the form of house points. These systems are deemed as
valuable if students are enabled to work towards greater behaviour (Hart, 2010). On the other hand, lots of
literature (Yassine, et al., 2020: Dix, 2017; Parsonson, 2012; Spielman, 2019) says to use them with caution.
There is a concern that behaviour will change and intrinsic motivation will not be there once rewards are
withdrawn (Hart, 2010). This is evident in the study by Yassine at al. (2020) where students became non-
compliant once tokens were faded.
This type of of reward can be
successful if used appropriately.
Dix (2017) warns not to devalue
the currency by rewarding the
bare minimum. It is better to
use small rewards frequently
with behaviour specific praise
(Spielman, 2019).
When considering appropriate reward systems it is
paramount to remember that no behaviour
management strategy will be universally effective
(Bennett, 2016). The school I used to work at as a
Teaching Assistant had a whole school approach to
sanctions but not to rewards. This is the opposite of
what is recommended in literature (Dix, 2017; EEF,
2021; Nye, et al., 2016; Bennett, 2017). This was due
to each class teachers individual approach being
highly valued. The school recently got outstanding
in behaviour and attitudes in their 2022 Ofsted,
demonstrating that the lack of whole school
approach can be successful.
Voucher
system at
Winlaton
West Lane
School
Example of a reward chart
used. Twinkl, 2023
Ofsted, 2022

7. Targets for development
◦ I will work on my classroom management skills by improving my knowledge of routines I can
use to manage transitions and practice these on my next placement.
◦ I plan to develop student engagement by using whole class strategies to improve learning for
EAL/SEN pupils. I will do this by revisiting lecture notes and doing my own reading to influence
my practice in my next placement.
◦ I will work to help children regulate their emotions by using strategies such as attunement and
containment. I will do this on my next placement.

8. References
◦ Bennett, T. (2016) Developing behaviour management content for initial teacher training (ITT). London: Crown. Available at:
https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/536889/Behaviour_Management_report_final__11_July_2016.pdf (Accessed:
30/3/23).
◦ Bennett, T. (2017) Independent review of behaviour in schools. London: Crown. Available at:
https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/602487/Tom_Bennett_Independent_Review_of_Behaviour_in_Schools.pdf (Accessed:
31/3/23)
◦ Bergin, C. & Bergin, D. (2009) ‘Attachment in the classroom’, Educational Psychology Review, 21(2), pp. 141-170. Doi: https://doi.org/10.1007/s10648-009-9104-0
◦ Bowlby, J. (1951) ‘Maternal care and mental health’, Bulletin of the World Health Organisation, 3(3), pp. 355-533. Available at:
https://darkwing.uoregon.edu/~eherman/teaching/texts/Bowlby%20Maternal%20Care%20and%20Mental%20Health.pdf (Accessed: 31/3/23).
◦ Broadhead, P. (2009) ‘Conflict resolution and children’s behaviour: observing and understanding social and cooperative play in early years educational settings’, Early Years, 29(2), pp. 105-
118. Doi: 10.1080/09575140902864446
◦ Cooke, T., Field, J. & Gibby-Leversuch, R. (2019) ‘To What Extent Is the Thrive Intervention Grounded in Research and Theory?’, Educational Psychology Research and Practice, 5(2), pp. 1-8.
Doi: doi.org/10.15123/uel.8873x
◦ Davis, H. A. (2001) ‘The Quality and Impact of Relationships between Elementary School Students and Teachers’, Contemporary Educational Psychology, 26(4), pp. 431-453. Doi:
10.1006/ceps.2000.1068
◦ Department for Education (2021). Development Matters. London: Crown. Available at:
https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1007446/6.7534_DfE_Development_Matters_Report_and_illustrations_web__2_.pdf
(Accessed:31/3/23).
◦ Department for Education (2019) ITT Core Content Framework. London: Crown Available at:
https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/974307/ITT_core_content_framework_.pdf (Accessed: 30/2/23).
◦ Dix, P. (2017) When the adults change, everything changes: seismic shifts in school behaviour. Carmarthen: Crown House Publishing.
◦ Education endowment foundation, 2019. Improving Behaviour in Schools: Evidence Review. Available at:
https://educationendowmentfoundation.org.uk/public/files/Improving_Behaviour_in_Schools_Evidence_Review.pdf (Accessed: 30/3/23).
◦ Education endowment foundation, 2021. Improving Behaviour in Schools: Guidance Report. Available at: https://d2tic4wvo1iusb.cloudfront.net/eef-guidance-
reports/behaviour/EEF_Improving_behaviour_in_schools_Report.pdf?v=1680260696 (Accessed: 31/3/23).
◦ Ellis, T., & Tod, J. (2009) Behaviour for learning: proactive approaches to behaviour management, London: Routledge.
◦ Fredriksen, K. & Rhodes, J. (2004) ‘The role of teacher relationships in the lives of students’, New Directions for Youth Development, 2004(103), pp. 45-54. Doi: https://doi.org/10.1002/yd.90
◦ Gottman, J. & Declaire, J. (1997) Raising an Emotionally Intelligent Child: The Heart of Parenting. New York: Prentice-Hall.

9. References continued
◦ Hart, R. (2010) ‘Classroom behaviour management: educational psychologists’ views on effective practice’, Emotional and Behavioural Difficulties, 15(4), pp. 353-371. Doi: 10.1080/13632752.2010.523257
◦ Luke, C. (2023) ‘Behaviour Steps Coach Lane Primary BA1. Carl Luke’. TE049: Professional Studies. Northumbria University. Available at: https://elp.northumbria.ac.uk/ultra/courses/_736480_1/outline/file/_15368292_1
(Accessed: 30/3/23).
◦ Moore, M. (2017) ‘Changing lives in the classroom’, Psychodynamic Practice, 23(1), pp. 33-44. Doi: 10.1080/14753634.2017.1281152
◦ Myers, D. (2021), ‘Behaviour for Learning or Behaviour Management?’, in Gillespie, A. (Ed.) Early Careers in Education: Perspectives for Students and NQTs. Bingley: Emerald Publishing Limited, pp. 93-100.
◦ Nash, P., Schlösser, A. & Scarr, T. (2016) ‘Teachers perceptions of disruptive behaviours in schools: a psychological perspective’, Emotional and Behavioural Difficulties, 21(2), pp. 167-180. Doi: 10.1080/13632752.2015.1054670
◦ Nye. E., Gardner, F., Hansford. L., Edwards. V., Hayes. R., & Ford. T. (2016) ‘Classroom behaviour management strategies in response to problematic behaviours of primary school children with special educational needs: views of
special educational needs coordinators’, Emotional and Behavioural Difficulties, 21(1), pp. 43- 60. Doi: 10.1080/13632752.2015.1120048
◦ Ofsted (2019) Inspecting the curriculum. Available at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/814685/Inspecting_the_curriculum.pdf (Accessed: 31/3/23).
◦ Ofsted (2022) Inspection of St Mary’s Catholic Primary School. Available at: https://files.ofsted.gov.uk/v1/file/50202666 (Accessed: 6/4/23).
◦ Parsonson, B., S. (2012) ‘Evidence-based classroom behaviour management strategies’, Kairaranga, 13(1), pp.16-23. Available at: https://files.eric.ed.gov/fulltext/EJ976654.pdf (Accessed: 31/3/23).
◦ Powell, S., & Tod, J. (2004) ‘A systematic review of how theories explain learning behaviour in school contexts’. In: Research Evidence in Education Library. London: EPPI-Centre, Social Science Research Unit, Institute of
Education. Available at: http://eppi.ioe.ac.uk/cms/Portals/0/PDF%20reviews%20and%20summaries/BM(CCC)_2004review.pdf?ver=2006-03-02-125203-580 (Accessed: 31/3/23).
◦ Rosenshine, B. (2012) ‘Principles of instruction: Research-based strategies that all teachers should know’, American Educator, 3691), PP.12-39.
◦ Smith, H. (2017) ‘Behaviour for Learning’, in Jolliffe, W, & Waugh, D (eds) Nqt: The Beginning Teachers Guide to Outstanding Practice. London: SAGE Publications Limited.
◦ Sparklebox (2007) Emotion Fans. Available at: https://www.sparklebox.co.uk/1006-1010/sb1010-emotion-fans.html (Accessed: 6/4/23).
◦ Spielman, A. (2019) HMCI commentary: managing behaviour research. Available at: https://www.gov.uk/government/speeches/research-commentary-managing-behaviour (Accessed: 31/3/23).
◦ St Mary’s Catholic Primary School Harrington (2022) Nurture group sessions. Available at: https://primarysite-prod-sorted.s3.amazonaws.com/stmarys-cps/UploadedDocument/f255369582614a21b64b852abd456e30/nurture-
group-sessions.pdf (Accessed: 6/4/23).
◦ Thrive (2023) The Thrive Approach. Available at: https://www.thriveapproach.com/ (Accessed: 30/3/23).
◦ Trussler, S., & Robinson, D. (2015) Inclusive Practice in the Primary School. London: SAGE.
◦ Twinkl (2023) Astronaut and Space-themed Behaviour Reward Chart. Available at: https://www.twinkl.co.uk/resource/t-c-137-astronaut-space-reward-chart (Accessed: 6/4/23).
◦ Wales Government (2012) Practical approaches to behaviour management in the classroom. Available at: https://www.gov.wales/sites/default/files/publications/2018-12/practical-approaches-to-behaviour-management-in-
the-classroom-a-handbook-for-classroom-teachers-in-primary-schools.pdf (Accessed: 30/3/23).
◦ Yassine, J., Tipton-Fisler, L. A. & Katic, B. (2020). ‘Building student-teacher relationships and improving behaviour-management for classroom teachers’, Support for Learning, 35(3), 389-407. Doi: https://doi.org/10.1111/1467-
9604.12317