Relationships First: How Positive School Culture Transforms Student Behaviour

What Makes an Exceptional School Exceptional? Lessons in Leadership from Mark Allen of Trinity St Edwards

Ever wondered what it is that truly makes a school exceptional? While many might point to academic achievements or state-of-the-art facilities, the heart of a truly outstanding school lies in its culture and approach to leadership. In a candid conversation with Dean Cotton, Headteacher Mark Allen of Trinity St Edwards in Barnsley shares his unique approach to educational leadership, offering valuable insights that challenge traditional ideas about behaviour management, school culture, and student well-being.

A Masterclass in Educational Leadership

Mark Allen’s leadership style isn’t just about enforcing rules; it’s about fostering an environment where students and staff thrive through mutual respect, understanding, and collaboration. As Headteacher at Trinity St Edwards, a school rated Outstanding by Ofsted, Mark has revolutionized the way his team approaches student behaviour. His philosophy begins with one simple but profound question: “Why?”

"When I see a child struggling with their behaviour, I don’t immediately think about punishment or consequences. I think, 'Why? Where’s that behaviour coming from?'" Mark explains. This shift in perspective—from focusing on the behaviour itself to understanding the underlying reasons behind it—has helped create a positive, proactive school environment where both students and staff can succeed.

Curiosity Over Consequences: Changing the Approach to Behaviour Management

The traditional approach to behaviour management in schools often revolves around consequences: if a student misbehaves, there’s usually some form of punishment to deter further misbehaviour. But Mark’s approach flips this conventional wisdom on its head. By prioritising curiosity over consequences, he creates an environment where behaviour is seen as a sign of something deeper—whether that’s personal struggles, unmet needs, or a lack of engagement in school life.

This curiosity is the key to the success of Trinity St Edwards' culture. Instead of immediately resorting to reprimands, staff are trained to dig deeper, to ask questions, and to empathise with students' challenges. This proactive approach not only helps improve behaviour but also enhances the overall learning experience, ensuring that every child feels understood and supported.

Building a Cohesive School Culture: Shared Values and Relationships

At the core of Mark’s leadership is the concept of relationships. He believes that exceptional schools are built on strong, positive relationships—both between students and teachers, and among the staff themselves. This is where his recruitment philosophy comes into play. Mark looks for people who are not only qualified to teach but who will "run through a wall for those kids." It’s a powerful statement about the level of commitment and care required to truly make a difference in a child’s life.

When everyone on the team shares the same values, it creates a cohesive, supportive environment that benefits both staff and students. Mark has cultivated a school culture where trust, respect, and a shared passion for supporting students are the foundation. This focus on relationships allows the school to meet the individual needs of every student while providing a consistent and caring atmosphere for learning.

A Practical Approach to Behaviour: Compassion, Boundaries, and Data

Managing behaviour is often seen as a difficult balancing act—maintaining discipline while also showing compassion. Mark’s approach is to strike that balance through practical systems that blend clear boundaries with understanding. For example, he uses data not as a tool for punishment but as a way to identify patterns and unmet needs, allowing his team to provide targeted support rather than simply reprimanding students.

One of the most compelling aspects of Mark’s approach to relationship-building is his unique metaphor for understanding the dynamics of student-teacher relationships. He likens these relationships to a jar that students carry with them. Each positive interaction—whether it’s praise, support, or a simple act of kindness—adds a pound to the jar. However, negative interactions, such as punishment or criticism, cause the jar to lose seven pounds. “If you’ve got money in that jar, you’ve got a positive relationship,” Mark explains. This metaphor highlights the importance of consistently nurturing positive relationships and the profound impact that kindness, rather than discipline, can have on student behaviour.

Innovative Strategies for Supporting Behaviour and Character

Mark’s leadership is filled with innovative strategies designed to not only manage behaviour but to help students grow as individuals. One such initiative is the introduction of “reflection rooms,” spaces where students can reflect on their actions in a productive, non-punitive way. These rooms aren’t just about addressing behaviour—they also offer opportunities for continued learning while encouraging students to take responsibility for their actions.

Additionally, Trinity St Edwards has implemented “character cards” to reward small acts of kindness and positive behaviour. These cards serve as a tangible reminder that kindness, compassion, and respect are valued just as much as academic achievement. These small but meaningful gestures contribute to a school culture where students are motivated not just by external rewards but by internal values that foster a sense of belonging and purpose.

From PE Teacher to Award-Winning Headteacher: A Journey of Student-Centered Leadership

Mark’s journey to becoming an award-winning headteacher is a testament to the power of putting students at the centre of every decision. His background as a PE teacher—where relationship-building and understanding individual needs were essential—has shaped his approach to leadership. Mark has learned that by listening to students, understanding their struggles, and providing the right kind of support, schools can not only improve behaviour but also create better educational outcomes for all students.

His approach to leadership and behaviour management has had such a profound impact that Dean Cotton, the interviewer in this conversation, was so impressed by the school’s ethos and results that he chose to enrol his own daughter at Trinity St Edwards. This speaks volumes about the trust and confidence parents have in Mark’s leadership.

Conclusion: A New Vision for Education

Mark Allen’s approach to school leadership is a refreshing departure from the traditional methods of behaviour management and discipline. His focus on understanding, empathy, and relationship-building has not only transformed student behaviour at Trinity St Edwards but has also created a culture where every child is valued and supported.

By embracing curiosity over consequences, fostering strong relationships, and implementing practical systems of support, Mark has built an educational environment that benefits both students and staff. His leadership offers valuable lessons for schools everywhere, proving that when students' needs are at the heart of every decision, the results can be truly extraordinary.

If you’re looking for a model of educational excellence, look no further than Mark Allen’s Trinity St Edwards. It’s a school where relationships come first, and every student’s success is nurtured with care, compassion, and unwavering commitment.https://www.behavioursmart.co.uk