The Regulated School
Training, Consultancy and Ongoing Support
The educational landscape has changed.
In education there is no one size fits all.
Different schools need different things at different times, but with increasing cuts in specialist services as additional needs in classrooms rise, it’s no wonder that staff are on their knees.
Now more than ever, management teams, teachers and support staff need to be equipped with the knowledge, skills and ongoing support not only to meet the daily demands in the classroom but also to remain physically and emotionally healthy and well.
The Regulated School training programme adopts a whole school approach to creating systems, structures and routines that are implemented through relational, collaborative, compassionate approaches. It supports staff to develop an understanding of why pupils react and respond in the way that they do, to look through the lens of developmental stage and need, and to create positive, proactive routines that strengthen executive functioning.
Targeted support for your school
The Regulated School
Whole Staff Training
A new approach to reducing concerning behaviours.
This training programme is designed for schools who want to bring about long-term positive change by minimising distressed and dysregulated behaviours though a relational, self-regulation model.
It translates the research and science of child development and regulation into practical applications that can be used to inform everyday routines and interactions in all classroom settings.
There are three key components to the learning:
1. Core Considerations:
This model will develop staff understanding around eight key factors that impact on behaviour in school. They will be given the opportunity to reflect how these factors relate to their unique setting and how they can respond proactively to minimise dysregulation.
2. The Regulation Continuum:
The regulation continuum is about pupils being ready to learn. It is about the energy flow from dysregulation/disengagement to regulation/ engagement in your classroom. The continuum will help staff identify the readiness of a pupil or class at any given time, meet them where they are at and explore the practical steps required to support connection and engagement.
3. The Self-Regulation Framework
The self-regulation framework is practice based, proactive and collaborative. It provides a simple framework and scripts that can be used to address unsolved problems that give rise to concerning behaviours while ‘exercising’ self-regulation and executive function capabilities. By strengthening these core capabilities, staff are equipping their pupils with the skills to regulate their stress responses and emotions which minimises the likelihood of future concerning behaviours.
To find out more about The Regulated School book, a no obligation consultation.
Other training and support services offered:
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Strengthening Regulation through Relationships has been specifically developed with support staff in mind. They are quite often asked to support children when they are at their most distressed and dysregulated. They tend to be the adults that pupils gravitate towards for help and advice.
This training session acknowledges the difficulties of being a member of support staff in a school while developing an understanding of why children behave the way that they do. The content is trauma informed and attachment led. It will empower staff with knowledge and practical tools to sooth stress responses while nurturing relationships and strengthening regulation.
Key Learning:
• Looking beyond behaviour, what a child’s behaviour tell us about their internal state
• Using the senses to soothe distress
• Building relationships the PACE way
• Establishing compassionate rules and boundaries
• Using the self-regulation framework and scripts to proactively solve problems
Duration: 4 hours
Delivery: Virtual. Face to face delivery will be considered depending on location.
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Being a teacher is a highly skilled profession, but due to the complexity of the role it can sometimes be difficult to implement those skills day to day in the classroom, to settle, connect with and engage pupils.
Our coaching sessions offer a non judgemental, collaborative space where teachers can reflect on their practice, build on what is going well while continuing to develop their knowledge and skill base.
Teachers will be supported to create an action plan containing practical suggestions designed to develop positive relationships and predictable routines while supporting the development of regulation and resilience within pupils.
Coaching sessions take place on a 1 to 1 basis.
Each session lasts 1 hour and is delivered virtually.
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While coaching develops knowledge and skills, Thinking Space supports staff wellbeing.
Staff in schools are constantly co-regulating with numerous children throughout the day. Using their own nervous system to calm that of another can drain resources very quickly.
In classrooms where there is a high level of need, staff are constantly on heightened alert, ready to respond and support. This is not sustainable over the long term. It is impossible for staff to remain compassionate and relational if they are running on empty.
Thinking Space allows staff the time to stop, reflect and refuel in a safe, positive forum. To explore how to balance the demands of school, and what they can do to tend to their own needs on a daily basis.
Sessions can be 1 to 1 or within a small group.
Each session lasts 1 hour and is delivered virtually.
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Parental engagement is an integral part of school life. But some parents need more engagement than others. The biannual parent evening, shared learning sessions and weekly newsletters just aren't enough.
Parents and carers of children with Additional Support Needs can require extra communication, reassurance and support to assist them in preparing their child for the daily expectations of school life that others take for granted.
A large proportion of management and teacher non class contact time can be absorbed by reassuring and responding to individual needs of parents and carers.
We can provide the additional support and reassurance to parents of children with Additional Support Needs by offering 1 to 1 coaching or facilitating group support sessions. This allows parents a safe space to feel seen and heard. To help them make sense of why their child reacts in the way they do, respond to their developmental needs and offer practical support and guidance.
Each session is delivered virtually and lasts 1 hour.
Testimonials
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Ross Hunter. Head Teacher Gracemount High School
Nicola McCallister worked with Gracemount High School throughout session 2023-24 and provided exceptional support and guidance to our school community. Her expertise in behaviour analysis and her compassionate approach has been invaluable in helping us create a positive and supportive learning environment for our students.
Nicola provided training and professional development for our staff on behaviour management strategies, helping us to identify and address challenging behaviours in the classroom. She made recommendations for individual behaviour plans and worked in small groups with our staff to help address particular challenges faced. Her work is evidence-based and effective and her ongoing support and guidance for our school has been invaluable. Nicola’s commitment to collaborating with our teachers and support staff has been exceptional. She has consistently communicated clearly and effectively, ensuring that everyone is working together towards the same goals. Her willingness to listen to the concerns of our teachers and to provide practical solutions has been greatly appreciated.
Nicola’s support has helped us to better understand the behaviour of our students and to create a learning environment that is positive, inclusive, and supportive. I would highly recommend her services to any school seeking behaviour support for their students.
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Philip Hynan. Head Teacher St Michael’s Church of England Primary Academy
Working with Nicola has been enlightening and thought provoking in equal measures. Nicola challenged us to think about the ways in which we viewed pupil behaviour and the ways that we responded to pupil behaviour. Her passion and knowledge of trauma informed practice has helped shape our policies and practices, while informing our views as professionals. Throughout our time working with Nicola, she has been on hand to offer guidance and nothing has been too much for her. Our staff have benefitted hugely from the time Nicola has invested in them as educators, but also as people. On a personal level, she has connected with our staff, never judging, but always supporting. I would highly recommend Nicola to any setting wishing to meet the emotional needs of their pupils.