Behaviour, Relationships and Regulation

Welcome to Broomhill Junior School’s Behaviour, Relationships and Regulation framework. Underpinned by our school motto, To Care, Challenge and Inspire, we use a trauma-informed, relational approach across our school. We believe that all behaviour is a form of communication and that every child deserves to feel safe, happy, and respected. By prioritising Connection before Correction, we ensure children feel understood and supported so they can manage big feelings and make positive choices.

Our Updated Policy

In Spring 2026, Broomhill Junior School updated its school guidance to launch our new Behaviour, Relationships and Regulation Policy. Underpinned by our school motto, To Care, Challenge and Inspire, this updated policy reflects our fundamental belief that every child deserves to feel safe, happy, and respected.

Key Reasons for Our Updated Approach:

• Adopting a Relational & Trauma-Informed Approach: We respond to behaviour using a trauma-informed, relational framework across our entire school community, placing Connection before Correction at the core of our daily practice.
• Understanding Behaviour as Communication: We recognise that behaviour is a form of communication and that children may display difficult behaviour when they are upset, worried, or finding things hard. Our updated policy ensures staff go above and beyond to understand and support the child behind the behaviour.
• Focusing on Emotional Regulation: Rather than relying solely on traditional sanctions, our policy actively teaches children lifelong skills to manage strong emotions using our Five Stages of Regulation.
• Framing Mistakes as Learning Opportunities: Everyone makes mistakes. Our updated policy provides a predictable, restorative space—such as our Support and Reset Box—where mistakes are used to help children understand their choices, repair relationships, and make a fresh start.
• Ensuring Equity and Targeted Support: We recognise that fair doesn't always mean the same. We ensure that every pupil receives the specific individual support, regulation plans, or mentor time they need to succeed.

Our 5Rs (School Values)
 

The 5Rs form the heart of our daily school culture:
 

• Respect: Valuing contributions, communicating well, showing tact, understanding differences, demonstrating compassion, and listening carefully.
• Responsible: Taking pride in our school, caring for the environment, working towards common goals, thinking before acting, and taking accountability for choices.
• Resilient: Maintaining a positive view of oneself, managing feelings, adapting to change, learning from mistakes, and demonstrating perseverance.
• Relationships: Accepting and celebrating differences, helping others, cooperating, showing respect, and building strong friendships.
• Reflective: Thinking about consequences, sharing thoughts and feelings honestly, being open to improvement, and continuously learning.

The 5 Stages of Regulation

How We Help Children Manage Big Feelings
 

When children experience strong emotions like anger, worry, or sadness, we support them using our Five Stages of Regulation:
 

1. Regulate (Calm Down First): Adults speak gently and calmly, help with deep breathing, and offer a quiet space or calm corner to give children time to feel calm.
2. Relate (We're Here For You): Adults stay, listen, reassure children that it is okay to feel upset, and help them feel safe and cared for.
3. Reason (Let's Talk About It): Once calm, we talk together about what happened, how feelings were affected, who was impacted, and what can be done differently next time.
4. Repair (Make Things Right): We guide children to restore relationships through kind conversations, writing a sorry note, or doing something helpful to fix what went wrong.
5. Reflect (Think and Learn): Together, we review what was learned, what to try next time, and how the child is feeling now to help them build long-term regulation skills.

Our Relational Approach in Action (PACE)

To support our trauma-informed ethos, our staff use the PACE framework in their daily interactions with pupils. PACE stands for Playfulness, Acceptance, Curiosity, and Empathy.

Playfulness brings an open, positive atmosphere that helps reduce anxiety and build trust. Acceptance means we accept the child and their feelings without judgment, even when setting clear boundaries around choices. Curiosity helps adults wonder about the reasons and feelings behind a child's behaviour rather than making quick assumptions. Empathy ensures children know we understand how hard things feel and that they are supported every step of the way. Through PACE, our staff ensure that genuine connection always comes before correction.

Practical Support Tools

Proactive Tools for Focus and Emotional Wellbeing
 

To help children express themselves and stay focused on learning, we use dedicated classroom tools:
 

• I Wish My Teacher Knew Box: A private, safe space where children can share worries, thoughts, or feelings directly with their teacher.
• Support and Reset Box: For small classroom mistakes (such as talking when shouldn't, calling out, or losing focus), children's initials are placed in the Reset Box on the whiteboard. They spend a brief 5–10 minute chat at break or lunchtime with an adult to talk through Reason, Repair, and Reflect, after which they receive a completely fresh start with the box cleared.

Individualised Support and Privacy

Understanding "Fair Doesn't Mean the Same"

At Broomhill, we recognise that every child's emotional journey is unique:

• Privacy & Dignity: All behaviour conversations and support measures are kept private between staff, the child, and their family.
• Targeted Regulation Plans: Children who need extra support to manage feelings may have a Class Regulation Profile or an Individual Regulation Plan supported by our Inclusion Team and Learning Mentors.
• Fairness in Action: We teach our pupils that fair doesn't always mean the same—fairness means every single child receives the exact support they need to learn and succeed.

Graduated Responses and Consequences
 

Clear, Fair & Restorative Responses
 

We respond to choices using a clear, graduated system focused on learning, safety, and restoration:
 

• Green (Small Mistakes): Gentle reminders from the teacher and a 5–10 minute Reset Box chat at break or lunchtime, followed by a fresh start.
• Yellow (Affecting Others' Learning): A clear warning, a Reset Box chat, and communication with parents/carers.
• Orange (Deliberately Hurting or Inappropriate Behaviour): A serious conversation with staff, parent contact, and restorative consequences such as missing some playtime or working away from class for a short time.
• Red & Critical (Serious Disruption, Unsafe, or Critical Incidents): Immediate involvement of senior staff or the Head Teacher, urgent parent meetings, targeted support plans, and formal consequences to keep everyone safe.

Celebrating Success and Parent Partnership

We love celebrating positive choices through stickers, Dojo points, House points, the Brilliant Behaviour Book, time with an adult, and weekly certificates in assembly. We know that strong partnerships with parents and carers are essential. Together, we uphold our school promise: to listen, help, celebrate successes, and keep every child safe.

Behaviour Policies