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Drake Primary School and Little Pirates Child Care

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Relationships and Behaviour

At Drake, we follow a relationships policy which is designed to support the children to be successful and build trusting relationships in school where they feel they can be themselves. 

The aims of our policy are -

  • To have a consistent, trauma informed relationships policy, which is clearly recognised, understood and practised by children, staff, parents and governors
  • To foster secure relationships, with mutual respect between all adults and children in order to develop a positive school atmosphere; a place where pupils, staff and visitors feel valued and safe.
  • To develop intrinsic, positive systems to recognise the broadest possible range of academic and non-academic achievements, and to adopt restorative strategies to support dysregulated behaviour.
  • To adopt an inclusive, flexible policy and practice in order to support each individual to thrive at school.

Our School Rules


Praise no put down

 

   Keep hands, feet and objects to yourself


Follow instructions


Talk quietly stay on task

 

How do we support our children?

 

At Drake, our children are supported in their relationships and behaviour through a wide range of resources which help us to understand their needs.

  • Individual support plans are created together by teachers and parents/carers to create achievable targets for the child to work towards. They also highlight all the support currently in place and areas of need.
  • INDES are a framework of standardised terms, co-produced and facilitated by the Inclusion and SEND team at NCC, breaking down the broad areas of SEND into seven strands which we use to assess areas of need. 
  • Boxall analysis is used for all children to assess their levels of SEMH and personal development. These give teachers whole class areas to target and strategies to use to support their class.
  • All of our teachers and staff take time to get to know their children and create strong, professional relationships with them.

Zones of Regulation

 

The Zones are a concept used to help students learn how to regulate. The Zones of Regulation creates a system to
categorize how the body feels and emotions into four colored Zones with which the students can easily identify. These are used consistently across our school and all children have access to them. 


Blue Zone: Used to describe a low state of alertness. The Blue Zone is used to describe when one feels sad, tired,
sick, or bored.
Green Zone: Used to describe a calm state of alertness. A person may be described as calm, happy, focused, or
content when he or she is in the Green Zone. The student feels a strong sense of internal control when in the
Green Zone.
Yellow Zone: Used to describe a heightened state of alertness. A person may be experiencing stress, frustration,
anxiety, excitement, silliness, or fear when in the Yellow Zone. The student’s energy is elevated yet he or she
feels some sense of internal control in the Yellow Zone.
Red Zone: Used to describe an extremely heightened state of alertness. A person may be experiencing anger,
rage, panic, extreme grief, terror, or elation when in the Red Zone and feels a loss of control.

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