At Priory Junior School, we believe in a relational and restorative approach to respond to behaviour in the moment, supporting our children to understand self-regulation of their emotions. Our systems are underpinned by our PRIDE values (peace, respect, independence, determination, equality). If children are emotionally dysregulated, they cannot learn to their best potential.

Our Philosophy

“Restoring relationships and community is central to restoring wellbeing” Bessel Van Der Kolk M.D.

At Priory Junior School, we prioritise relationships. Our ethos promotes strong, respectful connections between staff (including governors and volunteers), pupils, and their parents/carers. Through our PRIDE Values and RSHE curriculum, genuine relationships are built, supported by a positive school culture that values connection, inclusion, and respect for all members of our community. We recognise that positive relationships help children feel safe, listened to, and supported.

“Often children are struggling to keep it together...while falling apart. Children's shortfalls and disruptive behaviours overshadow their strengths and abilities. Rather than helping to fix behaviours people seem to keep pointing them out. No child wants to be labelled as a 'bad child' but they may not have the tools to act differently. Zones of Regulation was developed to help children with the tools to gain control of unexpected behaviours through a cognitive learning approach. Helping children to consciously regulate their actions leads to increased control and problem solving.” Taken from Zones of Regulation by Leah M Kuypers.

We recognise that children display behaviours for many different reasons, often linked to their feelings and emotions. These emotions can build gradually and are not always a direct response to what is happening in the moment. At the heart of our approach are strong, trusting relationships, which provide the foundation for supporting every child. Our aim is to help children recognise, understand, and regulate their emotions by offering consistent guidance, supportive strategies, and appropriate resources.

Our system has several steps to support children’s regulation in the moment. Classrooms may use visual aids to support children’s understanding of the system (a cloud, a rainbow etc). Alongside this system, staff use natural or logical consequences to repair and restore e.g write an apology letter, a handshake, tidy things up, apologies, completing missed work. This system is based on relationships being in place first to support children’s regulation through coregulation with adults - not through humiliation or shame. See the flowchart for children for more information.