The Regulated School
Specialist Training and Mentoring
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.
Specialist support for your school
Staff Training
The Regulated School
A new approach to meeting pupils’ needs and reducing concerning behaviour in school.
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:
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This model will develop staff understanding around eight key factors that impact on behaviour in the classroom.
Staff will be given the opportunity to reflect how these factors relate to their learners and classroom setting and how they can respond proactively to minimise dysregulation while supporting engagement.
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The Regulation Continuum is about pupils readiness to learn. It is about the energy flow from dysregulation/disengagement to regulation/ engagement in the 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.
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The Self-Regulation Framework is practice based, proactive and collaborative.
It provides staff with 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 and emptional responses which will help them better navigate the demands and expectations of school.
Depending on location, training can be delivered in-person or virtually.
The duration of the full programme is 6 hours, this can be split over a number of sessions.
To find out if this is the right fit for your school, book a no obligation call.
New Service
Teacher Mentoring Programme
Helping teachers respond confidently to increasingly complex behaviour, emotional regulation and relational challenges.
The purpose of The Teacher Mentoring Programme is to provide teachers with the specialist expertise, guidance and practical applications needed to respond effectively to increasingly complex challenges in their classrooms.
During these 1-to-1 sessions you would bring the issues that you are currently facing, specifically around ASN, regulation, behaviour and engagement and we will unpick the scenarios, begin to understand more clearly what is going on and explore step by step, practical adaptations and approaches that will begin to shift things in a more positive direction.
Book you free initial planning consultation here.
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.