- how we do it -

We apply a variety of tools and models in our work, all borrowed from existing (evidence-informed) practice in other fields, and sometimes used for the first time in a schools context.

For example, we can:

  • work with a client school to explore how its organisational culture is felt and perceived by staff and pupils, and work through a process which enables positive action to be taken to embed or change that culture
  • work with teachers individually or in a department to reflect on the findings of a study and co-create relational interventions in curriculum design, lesson planning, teaching practice and classroom layout
  • explore what organisational features or practices might be adversely affecting the performance, motivation and wellbeing of pupils and staff
  • help leaders better understand how their schools work as organisations, introducing organisational models, behavioural science and systems-theory to shed light on the mysterious forces driving their staff behaviour!
  • work with teams at any level of an organisation to diagnose relational challenges that may be limiting performance or prohibiting change, and co-create solutions, including organisational design
  • direct team-based exercises and activities to encourage system-thinking, participative or invitational forms of management, and the sort of relational practices that improve organisational health
  • explore how to enable more effective collaboration or partnership between schools or organisations, by looking at the organisational interface through a relational lens (see ‘research - areas of interest’ for more)
  • talk to teams or conferences about relational thinking, behavioural science or organisation development theory and practice

And of course, we can carry out a study of relational proximity between students, or students and teachers, or teachers and parents (etc), and work with the school to co-create interventions based on the findings.