Vision & Approach

At Brooke School, we believe that all behaviour is a form of communication. Our Behaviour Curriculum is inclusive, relational, and restorative, providing a framework that teaches self-regulation, emotional literacy, and social understanding. Through a whole-school approach, we ensure that expectations are clear, consistent, and developmentally appropriate.

Core Principles

1. Trust and Respect: Building strong relationships between students and staff.
2. Equity: Recognising individual needs and ensuring fair treatment.
3. Consistency: Clear, predictable rules and expectations.
4. Restorative Practices: Teaching problem-solving and conflict resolution skills.
5. Emotional Regulation: Supporting students in managing their emotions.
    

School Values & Rules

• Unity MAT Vision: Respect, Integrity, Collaboration.
• Brooke School Vision: Independent, Safe, and Happy learners.
• Rules: Ready, Respectful, Safe – these guide all behaviour expectations.
   

Teaching & Reinforcing Positive Behaviour

• Positive Noticing – Positive Reinforcement
• Recognition Board – Celebrates positive contributions.
• Positive Calls Home – Strengthening school-home relationships.
• Zones of Regulation – Helping students identify and manage emotions.
• Restorative Conversations – Encouraging responsibility and problem-solving.
• Total Communication Approach – Using multiple communication methods (visuals, Makaton, AAC).
• Awards- Celebrating students demonstrating the school values and rules
   

Key Strategies for Behaviour Support

• Meet and Greet – Ensuring a positive start to the day with a warm welcome.
• Clear and Predictable Routines – Using visual timetables and structured transitions.
• Positive Scripts – Reinforcing expected behaviours with supportive language.
• End and Send Reflection – Ending the day with a positive check-out conversation.
• Thrive Approach – Supporting emotional development through targeted interventions.
• Positive Scripts - Expressing the desired behaviour.
• PACE (Playfulness, Acceptance, Curiosity, Empathy) – A trauma-informed approach to relationships.
• Restorative Practice Cycle (Restore, Redraw, Repair) – Guiding students in conflict resolution
   

Parental Involvement

• Positive Calls to highlight achievements.
• ClassDojo Updates for daily communication.
• Positive notes home to celebrate success
• Meetings for Behaviour Concerns – Parents are involved in creating support plans.

Restorative Approaches and Sanctions

• Logical consequences (e.g., repairing damage, making amends).
• Restorative conversations to resolve conflicts.
• Emotion Coaching

Anti-Bullying & Child-on-Child Abuse Prevention

• Zero tolerance for bullying.
• Embedded PSHE curriculum on relationships and consent.
• Staff vigilance in addressing concerns.
   

Reporting Incidents & Physical Intervention

• All significant behaviour incidents must be recorded on IRIS Adapt within 24 hours.
• Staff should document the context, actions taken, and outcomes to ensure data is analysed and informs intervention strategies.
• Restrictive Physical Interventions (RPI) are recorded on IRIS Adapt, and parents/carers are informed immediately.
• Debrief sessions are conducted after incidents to reflect, support staff and students, and adjust behaviour plans where necessary