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Policy and Guidance

POLICY GUIDANCE + EXAMPLARS

Some educational settings have incorporated the ideas of Emotion Coaching into their policy documents. These documents are firmly grounded in theory supported by evidence based practice as to how development takes place in children and young people.

We include a few examples of these as well as a Policy Development document highlighting what might need to be considered in developing one of your own.

IMPLEMENTATION AND ADVICE

Emotion Coaching UK has been involved with a number of training and implementation projects in educational and community settings. Evaluations of these combines quantitative and qualitative data.

POLICY GUIDANCE AND EXEMPLARS

Developing an Attachment Aware Behaviour Regulation Policy.

Guidance for Brighton & Hove Schools
"The purpose of the guidance is to promote a move away from traditional behaviour management approaches which often place huge emphasis on rewards and punishments linked to behaviour towards a more humanist, relational and universal approach, which is inclusive for all and can benefit the whole school community. It is intended to encourage schools to develop their behaviour policies in line with Attachment Aware principles... and to ensure that their Behaviour Regulation Policy translates into whole school practice."

Sarah Ahmed

Assistant Principal

Educational Psychologist

Brighton & Hove, September 2018.

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Educational Policies Consistent With Emotion Coaching

Acle Academy, Norfolk

Acle Academy is a secondary school for 11-16 year olds and is part of the Wensum Trust. The school firmly believes that children learn and make the most progress in an environment where they feel safe, well supported and cared for and where learning opportunities are maximised by adults who the students feel genuinely care about their progress and wellbeing. The school pursues its aim to promote positive mental health and welling for every student and staff member by adopting a pro-active, humanist approach to relationships and a restorative approach to repairing conflict.

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Endeavour Federation, Manchester

Three schools in Manchester who cater for KS2, KS3 and KS4 pupils who experience signficant social, emotional and mental health difficulties. Endeavour Federation's vision is to provide therapeutic environments where pupils feel safe and secure and can then explore and enjoy learning Ibn order to reach their full potential.

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Goldsborough Sicklinghall Federation

A Relationship Approach to Positive Behaviour and Anti-bullying

Our positive relational behaviour policy is rooted within our school motto ‘Working together to be the best that we can be.’ where we start with developing safe, trusting, respectful and supportive relationships. Staff and other adults in school model the behaviour and attitudes that we expect towards all staff, children and parents and establish clear routines and expectations.

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Kensington Primary School, Newham London

Relationships & Regulation Policy

The following key principles contribute to the ethos of KPS being “A place everyone loves to be” because we feel: SAFE, SEEN, SOOTHED and SECURE (The 4S of attachment)

We recognize that behaviour is communication and we seek out ways to address underlying factors. We recognise all emotions as normal and valid.

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Neroche Primary School, Somerset

Behaviour Policy

"Our vision and expectations of Live and Learn for life by being the best that you can be and showing that you care underpins our whole school approach to behaviour at Neroche. This policy aims to promote positive behaviour through the ongoing development of pupil’s emotional regulation and awareness"

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Preston Park Primary School, Brent, London

Behaviour Regulation Policy

"We are safe, happy and kind at Preston ParkWe ignite a love of learning that will last a lifetime. We are curious learners confident to take risks. We are world changers!

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