Golden Rules

Watercliffe Meadows Primary School has consistently demonstrated an excellent approach to trauma-informed education, with a strong emphasis on fostering psychological safety and adhering to the PROTECT principles for both pupils and parents. On my arrival at the school, I was greeted warmly by the receptionist Sue who shook my hand and made me feel incredibly welcome. All staff members I interacted with were warm, playful and welcoming. One early year’s member of staff invited me down to visit their class, whilst dancing in the corridor, which was delightful!

Outstanding "Meet and Greet" Protocol:

Watercliffe Meadows Primary School's "Meet and Greet" protocol is extraordinary. Not only does it exemplify the school's dedication to psychological safety, but it also underlines the commitment to PROTECT:

Psychological Safety: Every student is personally met at the classroom door each morning, creating a physically safe and welcoming environment.

Relational Safety: Many senior leadership team members participate, ensuring that students and parents feel a strong sense of relational safety and connection.

Operational Safety: The protocol enhances operational safety by ensuring a smooth start to the school day, reducing congestion and promoting punctuality.

 

Cultural Safety: The warm and playful interactions with parents of diverse backgrounds exemplify the school's commitment to cultural safety.

It was the best meet and greet I have seen during my time in schools and it did not feel like I was in a school playground. The school and SLT are to be commended on their consistency and determination in creating such a warm and welcoming environment. There were many examples of parents who had until recently struggled to come into school or to speak to any members of staff who are now happy to stop and have a chat and connect with the head. It felt more like a family than a school.

Morning Check-Ins with the Headteacher and Head of School:

Watercliffe Meadows Primary School distinguishes itself by the morning check-ins conducted by the headteacher and head of school. This practice is highly valued by students, providing them with a unique opportunity for daily connection and support.

The personal touch of these check-ins fosters a sense of belonging and emotional safety among pupils. The children I met all valued the visits every day. It highlights the school's dedication to ensuring that every student feels seen, heard, and valued from the moment they arrive at school.

Utilisation of ACEs Questionnaire and Boxall Profile:

The school's utilisation of ACEs (Adverse Childhood Experiences) questionnaires and Boxall Profiles showcases a proactive approach to understanding students' needs. These tools help identify students who may require additional support and intervention.

The data collected from these assessments guides the school in tailoring support programs that address specific areas of need.

Circle time activities and mentorship programs, which stem from this data, provide crucial one-to-one and group support, further strengthening the school's commitment to psychological safety.

Trauma-Informed Support from TISUK Practitioners:

Watercliffe Meadows has five TISUK (Trauma Informed Schools UK) practitioners and are hoping to get two more trained. They have been instrumental in supporting staff through in-house training and briefings. These practitioners have equipped staff with valuable insights, fostering a trauma-informed approach.

The training has empowered staff with knowledge about ACEs, toxic stress, the window of tolerance, PACE (Playfulness, Acceptance, Curiosity, Empathy), and the language of WINE ( Wonder, Imagine, Notice with Empathy). This knowledge shift is reflected in their interactions with students.

 

All the staff I spoke to, could talk to me about PACE and how it impacted their interactions with pupils. Many of them sounded as if they had done the diploma even though they have only had the WST and Training from in-house practitioners. This shows how important the trauma informed approach is to staff and how it is consistently and regularly being reinforced by SLT and the practitioners.

 

The shift from asking "What is wrong with them?" to "What has happened to them?" signifies a fundamental change in perspective and emphasizes the school's commitment to understanding and addressing the underlying causes of behavioural and emotional challenges.

 

Emotionally available Adults:

 

All students could name at least one emotionally available adult that they could go to if they had an issue.

 

In addition, the school utilises an approach called bubble time where students can either verbally ask to speak to their EAA, or use a peg on a board/lanyard to show that they need some support.

 

This will be followed up by the teacher, asking who the people would wish to speak to and arranging this. Within year six, all pupils have a wand buddy.

 

Whilst in the summer term of year five, pupils make a wand and they imbue it with a wish.

 

The staff all select a student that they would like to be buddied with, in year six. That student’s wand is then given to the member of staff and early in the new year the staff member finds their buddy and shows them they were magically given the wand!

 

The staff member then has regular check-ins with the student sometimes informally at other times more formally, but they are wand buddies for the whole of year six.

Governors' Observations:

Transformation in School Environment:

The school governors reported a remarkable transformation in the school's environment since adopting a trauma informed approach. They noted that the school has transitioned from an atmosphere characterised by "parents fighting in classes and everyone being angry" to one that is now characterised by a sense of calm, purpose, and patience. Governors have open access to the school and classrooms so are well placed to see the changes.

Shift in Language Use:

One of the most significant changes identified by the governors was the evident shift in language use throughout the school. They observed that the language employed by both students and staff has become more respectful, empathetic, and supportive. This change has played a pivotal role in fostering a positive and nurturing environment.

Support for Parents:

The governors highlighted the school's enhanced support for parents as a key factor contributing to the improved atmosphere. They noted that one of the school's mentors actively collaborates in conducting "needs-led sessions" with parents and their children. These sessions are designed to model a relational and nurturing approach, offering valuable guidance to parents on fostering positive relationships with their children.

 

School Trips:

The school are invested in opening the Place of Awe & Wonder for all of their students. Every year, each year group goes on a residential trip. When I met with the students this topic was the one that got them the most excited - I heard about camping trips, travelling down to London and their enthusiasm and excitement was contagious. The school staff are committed to giving up their free time to do this each year as they want the children to have as many and as a wide a variety of experiences as possible. It was clear to see this pays dividend when talking to the young people.

Watercliffe Meadows Primary School's outstanding approach to ensuring psychological safety and adhering to PROTECT principles within a trauma-informed framework is a model for schools everywhere. The school's dedication to creating a an emotionally safe environment for pupils and parents, combined with its commitment to understanding and addressing the root causes of trauma, has resulted in a thriving, resilient school community.

 

Watercliffe Meadows Primary School has set a remarkable standard in fostering relationships (RELATE) for both pupils and parents within the context of a trauma-informed approach. It has a strong focus on meeting the unique needs of each child and creating a nurturing and inclusive environment.

Understanding Beyond Behaviour:

One of the core strengths of Watercliffe Meadows is the staff's deep understanding of the importance of looking beyond behaviour and recognising the underlying needs of each child. This understanding is cultivated using ACEs (Adverse Childhood Experiences) questionnaires and Boxall Profiles, as well as the comprehensive training staff members have received in trauma-informed practices – PACE, WINE etc.

Staff members are equipped with the tools and knowledge to identify the impact of adverse experiences on students and to respond with empathy and support. There is a clear shift towards strengthening relationships by addressing the root causes of behaviour, creating a more compassionate and understanding school culture.

Embracing PACE and Curiosity:

Watercliffe Meadows actively employs the PACE (Playfulness, Acceptance, Curiosity, Empathy) approach, emphasising the importance of being curious rather than attempting to ‘fix’ students. This approach encourages educators to engage with students in a manner that fosters trust and emotional safety.

The emphasis on curiosity encourages open dialogue and allows students to share their experiences and emotions without fear of judgement or criticism.

Some staff shared that previously their focus was to try and fix the problem for the student as opposed to truly understanding the child’s experience. This shift has helped to deepen relationships and move pupils from a place of blocked trust to trust.

Jenny Mosley Circle Time Model:

The implementation of the Jenny Mosley Circle Time model is a testament to the school's commitment to relational well-being. Weekly circle time sessions in each class provide a structured platform for students to explore their thoughts, feelings, and concerns.

Assessments such as Boxall Profiles and ACEs often inform the focus of these sessions, ensuring that they address the specific needs of students, further strengthening relationships within the classroom as well as pupils’ emotional vocabulary.

 "I Wish My Teacher Knew" Activity:

Watercliffe Meadows utilises the "I Wish My Teacher Knew" activity, which invites students to share their thoughts and feelings in a safe and confidential manner. This activity encourages open communication and allows teachers to better understand their students' needs and experiences.

Relationship Policy Aligned with PROTECT, RELATE, REGULATE, & REFLECT:

The school has adopted a Relationship Policy that aligns with the framework of PROTECT, RELATE, REGULATE, and REFLECT. This policy places a clear focus on relationships as the cornerstone of trauma-informed practice.

By staff and SLT modelling this approach, the school demonstrates its commitment to creating a relational culture where every individual feels valued and understood.

Learning Mentors and Targeted Interventions:

Watercliffe Meadows employ Learning Mentors who provide specific and planned 1:1 and theraplay group work for students identified as needing more targeted support. These interventions are carried out in dedicated spaces like The Magic Room and The Room of Curiosity.

This personalised approach ensures that students receive the support they need to address their individual challenges, further nurturing relationships with caring adults in the school community.

 

I witnessed pupils checking in with their mentors first thing and these interactions were full of PACE and with opportunities for the pupils to express how they were feeling that day, including any issues from the night before or any problems with the day ahead.

 

I also had the chance to observe a group theraplay session in The Room of Curiosity. This group had been thoughtfully brought together through an overlap of need, and the activities were planned accordingly, and supported through the facilitation of two mentors. The whole tone, pace and energy of the group was amazing to watch.

Pupil Support with EAA’s and Bubble Time:

All students at Watercliffe Meadows can name at least one Emotionally Available Adult (EAA) and are familiar with the Bubble Time system, which they can use to signal when they need time to talk or process their emotions.

This system empowers students to take an active role in their own emotional well-being and communicates the school's commitment to creating a safe and supportive environment. The system is particularly helpful as children can either verbally indicate their need support or use a peg which they place on the staff members lanyard or on a sign in the classroom. This helps the pupils who find asking for support  too anxiety provoking to do this in a safer, non-verbal way.

Watercliffe Meadows Primary School's exceptional ability to foster relationships (RELATE) within a trauma-informed approach is a testament to its dedication to the well-being of its pupils. Through a combination of assessment tools, training, structured activities, and a clear policy framework, the school creates an environment where relationships are valued, understood, and prioritised.

The positive impact of these practices is evident in the trust and emotional safety that permeate the school community. During the time I spent with the pupils they were very keen to tell me about how playful the staff were, including when the pupils created a trick to lock the head teacher in a cupboard! This was obviously in collaboration with all staff but was also filmed as a guide for other pupils who may wish to trick a teacher into a confined space. The head teacher proudly showed me this video when three other students came to see me at lunchtime to make sure I'd heard all about this. The playfulness is within every encounter and was a joy to witness.

Watercliffe Meadows School is doing a great job in supporting the regulation (REGULATE) of its pupils within practices, which are designed to help students manage their emotional states, stay within their "window of tolerance," and thrive in a supportive learning environment.

Understanding Toxic Stress and Window of Tolerance:

The staff at Watercliffe Meadows exhibit a strong understanding of toxic stress and its impact on students' regulation. The school's efforts are particularly evident in the following practices:

• Morning Meet and Greet: The school's "Meet and Greet" protocol sets a positive tone for the day, helping students start within their window of tolerance, reducing morning stressors, and creating emotional safety.
• Bubble Time and Circle Time: Weekly class-based circle time sessions provide a structured space for students to express their feelings, offering support for emotional regulation.
• Breakfast: all pupils have the opportunity to eat breakfast as toasted bagels are brought round to every class.

Affect Labelling and Mental State Talk:

Trained staff could clearly talk about their use of affect labelling and mental state talk, enabling them to articulate and discuss students' emotional experiences. This ability helps students understand and communicate their emotions effectively, a crucial aspect of co-regulation, which leads to self-regulation. The mentors could demonstrate pupils and parents who had gone from showcasing their distress to asking for help from them as key support figures. Key staff are adept at moving pupils and parents from a place of Blocked Trust to Trust.

Stress Plans for Pupils:

Watercliffe Meadow employs stress plans tailored to individual students' needs. In staff team meetings, trauma-informed ideas are developed and implemented to support students in staying within their window of tolerance. This may include personalised check-in time with the mentors in the morning. They may have some breakfast whilst looking at the day ahead, discussing any issues, drawing how they’re feeling and finishing with a puzzle or game. One stress plan involved coming up with a creative strategy for a child to facilitate participation in class settings instead of just calling out.

Safety Cues and Presentation Awareness:

The school places a strong emphasis on safety cues and awareness of non-verbal communication. Staff members recognise the significance of their voice, face, and body language in affecting traumatised pupils' regulation.

The explicit consideration of these factors helps create an environment where students feel safe and less likely to experience emotional dysregulation. Indeed, exclusions have dropped significantly in the last 5 years.

Lunchtime Indoor Classroom Support:

One member of staff provides a lunchtime indoor classroom where students experiencing difficulties on the playground can seek support as and when needed. Through curiosity and empathic responses, staff help pupils to reflect and regulate their emotions, preventing small issues from escalating.

This support space allows play leaders outside to focus on other students and engage in various activities, contributing to a calmer and more inclusive playground environment.

6Implementation of Zones of Regulation Program:

Watercliffe Meadows Primary School is taking proactive steps by introducing the Zones of Regulation program, which will replace their existing "Feeling Score."

This program empowers students with tools and strategies to identify their emotions effectively, promoting awareness and emotional well-being.

By fostering an environment that prioritises emotional safety and equipping staff with the tools and knowledge needed to help students regulate their emotions effectively, the school sets a powerful example for others.

Watercliffe Meadows' dedication to nurturing emotional regulation is a cornerstone of its trauma-informed approach, fostering resilience and success amongst its students.

Watercliffe Meadow Primary School has consistently demonstrated a remarkable ability to support pupils in their journey of reflection, enabling them to process past experiences and navigate current issues through a trauma-informed lens.

 Mentoring and Group Work:

The school's mentoring programs, including 1:1 and group sessions, are a testament to its commitment to supporting pupils through reflection. These programs are informed by comprehensive assessments and staff feedback, ensuring that the support provided is tailored to the unique needs of each student.

The mentors exhibit a deep sense of empathy and employ trauma-informed theory to guide their interactions, creating a safe space for pupils to reflect on their experiences and emotions. Both the check-ins and theraplay sessions I observed were outstanding in their use of PACE, regulatory activities, risk-taking and exploration of emotions.

Transformative Sandtray Work:

Watercliffe Meadows has made excellent use of sandtray work as a therapeutic tool, profoundly impacting the lives of students and their families. Among the myriad resources available to all the children, sandplay has emerged as a particularly powerful tool for one young individual.

This approach allows pupils to externalize their experiences and emotions, providing a tangible and non-verbal means of reflection.

Proficient Use of WINE Language:

The prolific use of WINE language ("I wonder...," "I imagine...," "I notice...") is a cornerstone of Watercliffe Meadow's trauma-informed approach. This language is employed with empathy to help pupils open-up and explore their thoughts and feelings.

The use of questions like "Can you help me understand?" encourages pupils to engage in self-reflection and facilitates meaningful conversations about their experiences.

Utilisation of Feelings Drawings:

The school's staff members have embraced the use of feelings drawings as a powerful tool for encouraging pupils to reflect on their emotions and thoughts in a non-verbal manner. This approach is particularly valuable for students who may find it challenging to express themselves verbally. Or for those who do not yet have the reflective capacity with language available to them.

Watercliffe often encourage children to use drawings to convey their thoughts and feelings. Drawing provides a comfortable and low-pressure avenue for expression, freeing children from the constraints of verbal communication.

 

 Weekly Circle-Time in All Classes:

In alignment with the Jenny Mosley Model, Watercliffe Meadows ensures that all classes have weekly circle-time sessions. These sessions are thoughtfully informed by assessments and staff feedback, ensuring that they address the specific needs of each class and its students.

Weekly circle-time sessions provide a structured platform for students to reflect on their experiences, share their thoughts and feelings, and build a sense of community within their class. This practice encourages self-expression, empathy, and understanding.