Behaviour and Regulation at John T. Rice Infant school
At John T. Rice Infant and Nursery school, it is our fundamental belief that being ‘fair’ is not about everyone getting the same (equality), but about everyone getting what they need (equity) and that every behaviour a child demonstrates, is a form of communication. The staff have all had attachment and trauma training from the Educational Psychologist department in Nottinghamshire and we are recognised as an Attachment and Trauma friendly school.
We encourage all adults in schools to respond in a way that focuses on the feelings and emotions that might drive certain behaviour, rather than the behaviour itself. Children with behavioural difficulties need to be regarded as vulnerable rather than troublesome, and we all have a duty to explore this vulnerability and provide appropriate support.
“Thinking of a child as behaving badly disposes you to think of punishment. Thinking of a child as struggling to handle something difficult encourages you to help them through their distress” (from Colebourne Primary School’s Behaviour Policy).
Together with this, we have introduced all children in school to Zones of Regulation. This is a programme of work that develops awareness of feelings, energy and alertness levels while exploring a variety of tools and strategies for regulation, self-care and overall wellness. It is an easy way to think and talk about how we feel on the inside and sort these feelings into four coloured Zones, all of which are expected in life. We we understand our feelings and zones, we can learn to use the tools/ strategies to manage different aspects. The simple, common language and visual structure of The Zones of Regulation helps make the complex skill of regulation more concrete for learners and those who support them. Each classroom has the Zones clearly displayed and adults use the Zones language to help children begin to make sense of their feelings.
At John T. Rice Infant and Nursery school, we put relationships first. Our school ethos promotes strong relationships between staff, children and their parents/carers. It also relies on creating a positive school culture and climate that fosters connection, inclusion, respect and value for all members of the school community.