Developing students’ communication and regulation is an essential part of the curriculum in both Booker Park and Stocklake Park school. It is key to supporting the development of positive behaviour.

We believe and promote that all children and young people have the right to learn in a positive, supportive, caring, low arousal, trauma informed and Capable Environment, where the focus is on meeting individual needs. Staff demonstrate this ethos and build positive relationships which are sustained, they use proactive strategies that enable students to communicate effectively and to regulate both mutually and independently.  Responses to behaviours of concern are positive, relational and centred on teaching, modelling and supporting skill development, so students can get it right next time (and in the future).

Our school values underpin everything we do. Through the curriculum, assemblies and day to day interactions and relationships, students are encouraged to develop respect for themselves, others, and the wider community.

Our students have a range of learning disabilities, autism, sensory processing difficulties, ADHD or physical disabilities which affect their ability to communicate effectively their wants and needs, regulate or keep themselves regulated.

Our behaviour philosophy is rooted in a needs led, proactive and relational approach. We believe that behaviours of concern always occur for a reason and may sometimes be a student’s only available method of communication. Moments of dysregulation often indicate unmet sensory, emotional, or cognitive needs. Our priority is always to support regulation, as students cannot always problem solve or develop coping strategies until they feel calm, safe, and emotionally settled.

Debriefs take place after behaviour incidents, providing opportunities for reflection and learning. These approaches align with trauma informed and autism supportive practice, where helping a young person return to a regulated state is essential for meaningful learning.

When behaviours of concern escalate, our focus is always on de-escalation and making appropriate changes to the environment to help reduce anxiety and allow students to return to a place of calm and safety as quickly as possible. Achieving this requires strong partnership working with parents, class-based staff, the multiprofessional team, and external agencies such as CAMHS and social care. Together, we model the school values and promote positive attitudes and relationships. All students at Booker Park have Individual Support Plans (ISPs), and students at Stocklake Park have Behaviour Support Plans (BSPs), ensuring personalised, consistent approaches are in place.

We aim to understand the underlying factors that contribute to behaviours of concern so that we can respond positively, consistently and effectively. All responses are aligned with each student’s ISP or BSP and are tailored to their individual needs, including their receptive understanding and expressive communication abilities. We teach students alternative skills that empower them to manage their own behaviour wherever possible, promote independence, strengthen communication and social skills, and develop self-esteem.

Physical Intervention

Reasonable force may only be used to prevent self-injury, injury to others, criminal offences, or behaviour prejudicial to maintaining good order. Restrictive physical intervention is only used as a last resort when reasonable, proportionate and absolutely necessary, and must be carried out by Team Teach trained staff. Debriefs take place afterwards, providing opportunities for reflection and learning. These approaches align with trauma informed and autism supportive practice, where helping a young person return to a regulated state is essential for meaningful learning.

Authors: Jo Berry & Salma Jabar (Behaviour Leads)  

Date: 23/03/26 

Review: September 2026 

You can find out more about our behaviour policy here: