Our Behaviour Expectations at Dormansland
We have the highest of expectations for all of our children, regardless of ability, specific special need or personal circumstance. We work effectively as a school community because we expect everyone to respect difference and to support each other, within the parameters of exceptional learning behaviour.
The children are helped to consider what they think are the behaviours that they should display in order to make the most of every day in school. Staff and Governors also have their Code of Conduct documents, and there is a policy for visitors and volunteer adult helpers in the school foyer, all of which help us to outline the school's expectations of everyone who plays a part in the life of our school.
School rules are kept to a minimum and provide for the safety and well-being of the children and the adults in our community.
Think .... am I making a good choice?
The children understand that there is always a consequence for the choices that they make, and every child endeavours to make a positive choice, which is then rewarded.
We use the principles of Restorative Justice when helping children to reflect on their choices, enabling them to take full responsibility for their behaviour and to consider how best to repair any relationships if and when they fall out with their friends.
We also ask all staff, children and parents to keep to the school's Home-School Agreement, a copy of which can be found below. Our e-safety usage agreement is also listed here, and we hold a signed copy of this for every family, while your children are with us at Dormansland.
Zones of regulation
The Zones of Regulation is an internationally-renowned intervention which helps children to manage difficult emotions, known as ‘self-regulation’.
Self-regulation can go by many names such as ‘self-control’, ‘impulse management’ and ‘self-management’. Self-regulation is best described as the best state of alertness for a situation. For example, when your child takes part in a sports game, they would need to have a higher state of alertness than when, for example, they were working in a library.
From time to time, all of us (including adults) find it hard to manage strong feelings such as worry, anger, restlessness, fear or tiredness, and this stops us from getting on with our day effectively. Children who feel these emotions often find it hard to learn and concentrate in school. The Zones of Regulation aims to teach children strategies to help them cope with these feelings so they can get back to feeling calm and ready to learn. These coping strategies are called ‘self-regulation’.
At Dormansland Primary School, we have launched the Zones of Regulation throughout the whole school. We want to teach all of our children good coping and regulation strategies so they can help themselves when they experience anxiety and stress. In the classroom, sometimes children panic when faced with a tricky learning problem or challenge. By teaching them how to cope with these feelings, we might make them better at tackling learning challenges and build better resilience so they don’t give up so easily when faced with difficulty.
We want children at Dormansland to grow into successful teenagers then adults. Teaching the children at a young age about managing their feelings will support them in later life so that they don’t turn to negative coping strategies which affect their mental and physical wellbeing.
We aim to help children to:
Blue Zone: low level of arousal; not ready to learn; feels sad, sick, tired, bored, moving slowly.
Green Zone: calm state of alertness; optimal level to learn; feels happy, calm, feeling okay, focused.
Yellow Zone: heightened state of alertness; elevated emotions; has some control; feels frustrated, worried, silly/wiggly, excited, loss of some control.
Red Zone: heightened state of alertness and intense emotions; not an optimal level for learning; out of control; feels mad/angry, terrified, yelling/hitting, elated, out of control.
We will teach the children that everyone experiences all of the Zones. The Red and Yellow zones are not ‘bad’ or ‘naughty’ Zones. All of the Zones are expected at one time or another. We will show them that the Blue Zone, for example, is helpful when you are trying to fall asleep.
We will be introducing the Zones through discrete teaching lessons and through our PSHE curriculum. We will also be using the Zones language as part of daily school life so all staff will be referring to them, not just their class teacher.
Some children might prefer not to use the ‘Zones language’ but label the emotions directly – this is fine and encouraged!
Where can I find out more about the Zones of Regulation?