Policy and provision

Objective

The infant school wanted to take a more therapeutic approach, especially for pupils who have experienced trauma or difficult life events. They aimed to help more children stay in class full time and reduce the need for physical interventions.

Actions

Two senior leaders completed the 3-day Therapeutic Thinking training. Their first step was to review current provision and create a strategic plan based on key priorities.

They worked with all staff to develop a new Therapeutic Behaviour Policy. Staff took part in a series of meetings to shape the policy together. Leaders made sure it answered three key questions:

• Does this reflect our role?
• Can everyone follow it?
• Does it represent our school?

In classrooms, they removed traditional behaviour charts and sticker systems and replaced them with the Marvellous Me app to celebrate positive behaviour.
Leaders also improved how they used CPOMS, linking behaviour categories directly to the new policy.

They introduced Therapeutic Thinking tools during an INSET day and displayed the Therapeutic Continuum in year groups to help staff reflect and plan support.

Staff created a booklet to explain the new approach to parents and carers.

Impact

Staff feel the new approach is well embedded and benefits all pupils. CPOMS data shows improved behaviour and fewer incidents requiring physical intervention.

Teachers say the new reward system helps them recognise and celebrate children’s efforts more meaningfully. Parents have said they now better understand what their child is doing well, thanks to specific feedback from staff.

More children are now receiving 1:1 support in class. The way CPOMS categories link to the behaviour policy has helped leaders analyse behaviour more deeply and plan next steps. This has led to the development of a Behaviour Curriculum with school-specific behaviour pathways.

Staff say the Therapeutic Thinking toolkits help them better understand pupils and plan effective support.

Children across the school have told staff they enjoy school and want to be there.

Next steps

• Continue developing behaviour pathways
• Gather more pupil feedback to measure impact and guide future planning