THE ONE SAFE ADULT APPROACH
The One Safe Adult Practice Frameworkâ˘
A relationship-centred framework that helps adults see the whole child, approach behaviour with curiosity, foster safe relationships and create the conditions for positive change.
Notice more. Understand more. Respond with intention.
A SHARED LANGUAGE FOR SCHOOLS
THE COMPLETE FRAMEWORK
Four connected parts with distinct roles
The Practice Framework connects what One Safe Adult believes, what adults do, what adults develop and the experience schools are working towards for children.
PART 1
Vision, Mission, Values & Principles
The foundation: why One Safe Adult exists and the commitments that guide the work.
PART 3
One Safe Adult Competency Modelâ˘
The knowledge, skills and behaviours adults develop to apply the Four Practices consistently.
PART 2
The Four Practices
The practical approach adults use to see, understand, relate and respond.
PART 4
One Safe Adult School Standardâ˘
The organisational conditions that support the Four Practices and the experience schools are working towards.
THE PRACTICAL CENTRE
Four connected practices that shape everyday interactions
01
See the Whole Child
Who is this child, and what might they be experiencing?
02
Approach with Curiosity
What might be driving this behaviour, emotion or response?
03
Foster Safe Relationship
How can I create safety and connection through this relationship?
04
Empower Positive Change
What does this child need from me to move forward positively?
THE PRACTICES IN ACTION
Four practices working together
The Four Practices are not a checklist or a fixed sequence. They work together to shape how adults notice, understand and respond to children.
They provide a shared language without removing professional judgement, clear boundaries or the individual context of each child.
How training supports the framework
Becoming One Safe Adult is the foundational whole-school learning offer. Its five chapters introduce the philosophy, the Four Practices and key knowledge that supports relationship-centred practice.
â Understand what a safe adult looks and feels like to a child
â âExplore how trauma and stress can affect classroom experience
â Look beyond behaviour to its possible meaning and impact
â Reconsider attendance through safety, connection and belonging
â Protect adult wellbeing and maintain sustainable boundaries
Course completion confirms participation in the programme. It does not by itself demonstrate competency, implementation or achievement of the developing School Standard.