Wellbeing, Regulation and Readiness to Learn
Our pupils have a wide range of communication, sensory, physical, social and emotional needs. We understand that wellbeing and readiness to learn will look different for every pupil. Support is therefore personalised, responsive and developmentally appropriate, enabling pupils to access learning and participate successfully in school life.
Starting the Day Ready to Learn
Classes begin the day with dedicated time to welcome pupils, support transition into school and establish readiness for learning.
Depending upon individual need, this may include opportunities for pupils to communicate how they are feeling, access breakfast, complete sensory or regulation activities, use individual communication systems or spend time settling into their environment.
For some pupils this support may be brief, while others may require a more individualised approach. Staff use their knowledge of each pupil, alongside communication and observation, to identify what support is appropriate.
The purpose is not simply to create a calm start to the day, but to reduce barriers to learning and enable pupils to engage as successfully and independently as possible.
Developing Regulation and Emotional Understanding
Across the school, pupils are supported to develop an increasing awareness of themselves, their emotions and the strategies that may help them to regulate.
This may include:
- recognising and communicating emotions;
- identifying sensory and emotional needs;
- making choices and communicating preferences;
- developing strategies for regulation;
- learning when and how to seek support;
- developing resilience when things are difficult;
- building confidence and self-esteem; and
- becoming increasingly independent in managing familiar situations.
Approaches are carefully matched to individual pupils and may include sensory strategies, movement, quiet spaces, outdoor learning, physical activity, creative activities, communication supports, social stories and approaches such as the Zones of Regulation.
For some pupils, progress may be demonstrated through increasingly sophisticated emotional understanding and independent use of strategies. For others, significant progress may be seen in communicating discomfort, accepting adult co-regulation, tolerating a transition or beginning to recognise what helps them feel safe and ready to learn.
Communication Is Central
For many of our pupils, emotional regulation and communication are closely connected.
Our Total Communication approach enables pupils to communicate their feelings, choices and needs using the methods most meaningful and accessible to them. These may include speech, signing, symbols, objects of reference, communication books or boards, AAC and individualised visual supports.
Adults are attentive to changes in pupils’ behaviour, communication and presentation and recognise that behaviour can itself communicate a need.
By helping pupils to understand and express what they are experiencing, we aim to reduce barriers, build trust and support increasing independence.
Wellbeing Across the Curriculum
Wellbeing is not treated as a standalone lesson or intervention. Opportunities to develop confidence, resilience, communication, relationships and self-regulation are woven throughout our curriculum and wider school experiences.
This includes learning through PSHE, Physical Development, outdoor learning, swimming, creative activities, sensory experiences and therapeutic approaches, alongside everyday interactions with trusted adults and peers.
Our curriculum pathways allow these experiences to be adapted appropriately to pupils’ different starting points and needs, while maintaining high expectations for participation and progress.
Building Skills for Life
Ultimately, our approach to wellbeing and regulation supports pupils to develop the foundational skills they need both to access learning now and to participate as independently as possible in their future lives.
Through consistent, personalised support, we aim for pupils to become increasingly able to:
Communicate needs • Understand emotions • Make choices • Develop relationships • Manage change • Build resilience • Regulate with increasing independence • Seek appropriate support • Participate confidently
Progress will look different for every pupil, but our ambition remains the same: for every child to feel that they belong, are understood and are supported to become as confident and independent as possible.