This is a simple summary of how we support behaviour in our school. For a more comprehensive explanation, please see our full Relationships-Based Behaviour Regulation policy and other linked policies listed below.

Key Principles:

• Children learn best when they are regulated
• Relationships come first
• Behaviour is communication and not always a matter of ‘choice’
• We are firm with boundaries whilst remaining empathic
  • We can say ‘yes’ to the feeling, whilst saying ‘no’ to the behaviour
• Being fair is not about everyone getting the same, it is about everyone getting what they need. ‘Fair’ is not ‘the same’.

Recognition for Positive Behaviour

Whilst we encourage our children to demonstrate our values without the need for physical rewards, we also understand it is important to show recognition for positive behaviour and following the rules. Some whole school rewards include stickers, certificates and celebration assemblies. Each class may also develop their own positive system appropriate for their children, such as kindness jars or ‘catch me’ boards.

Boundaries and Logical Consequences

Boundaries are important to help children to feel safe. These are implemented firmly but alongside warmth and compassion for the needs and feelings beneath the behaviour.

We do not believe in punitive sanctions because evidence shows that behaviour does not change long term as a result. We use logical consequences in response to undesirable behaviour, which are appropriate and specific to the child and the situation. Confrontation is avoided wherever possible with repair of relationships as the main driver for all logical consequences.

Zones of Regulation

Every class at Fort Royal has a Zones of Regulation board and designated spaces where regulation tools and strategies can be used; these are known as ‘Regulation Stations’. Pupils are supported to recognise their feelings and physical sensations within each of the four zones, reflect on their triggers and identify a range of alerting or calming strategies that support them.

It aims to increase emotional vocabulary and also helps pupils to recognise when others are in different zones, thus developing empathy.

The Zones of Regulation approach that is used at Fort Royal helps to create a climate where pupils feel safe, supported and emotionally regulated.

PACE (Dan Hughes)

We use ‘PACE’ as a relational approach when communicating with our pupils, which helps adults to build up a connection with children and build a safe space to help them to feel secure. It stands for:

The Three Rs (Bruce Perry)

We support pupils using the sequence of the Three R’s; Regulate, Relate, Reason. We understand that in order to reach the ‘learning brain’ (Reason), we first need to help the child to ‘Regulate’ their fight/ fight/ freeze response and then we need to ‘Relate’ with the child and connect through a safe, attuned relationship. We also understand that self-regulation can only be learned through repeated  experiences of co-regulation.

Where developmentally appropriate and once they have reached the ‘Reason’ stage, we ensure that we provide opportunities for pupils to reflect on and learn from an incident where behaviour may have affected themselves or others. These conversations only take place once the child is regulated with a trusted adult, using a ‘PACE’ approach, without any shame or judgement.

Restrictive Physical Intervention

Behaviours that mean pupils or staff might be unsafe or at risk of injury (in accordance with Health and Safety Act 1974) may make it necessary to consider the use of restrictive physical intervention as part of a Behaviour Risk Restraint Reduction Plan. This will be compatible with our positive relationships approach. Techniques and methods must be assessed to ensure they are safe, suitable and appropriate for use with the named pupil, with staff who are Team Teach trained.