Page 6 - 10 Stage Detailed Evaluation 2024 2025

SHIFT MINDSET BUILD RELATIONSHIPS TEACH ABOUT THE BRAIN

Adults use the language of difficulties Everyone works hard to build strong relationships – they put ‘Connection Cash All children understand about their brain – their needs, how these can become
in the bank!’. stressors when unmet and the skills to help us manage well.
This includes all members of the school community – office and premises
staff, Midday Meals staff, teachers, governors, leaders and parents. When a relationship isn’t so good, adults spend time with children outside of Each year, there is an assembly plan which includes bitesize reinforcement of
the key elements of the approach, following the units in the teaching plans.
lessons doing positive things to improve it.
Adults and children know that some children find things easier, and There is also information on class pages for parents and in school newsletters so
others find them more difficult. ▪ adults talk with children about being on their side, being a team and wanting that the whole community use a shared language.
to help them.
Adults know that some children will have higher physical, sensory, ▪ adults move physically to a child’s level. Class teachers follow these curriculum plans, and this is evident in their
emotional and learning needs – through no fault of their own. classrooms from displays.
▪ adults always speak in calm, kind tones and stay regulated – they model the
Adults understand that poor attachments and Adverse Childhood regulation they want to see in children. The language of the 5C Needs and helpful / unhelpful EF Skills is used by all
adults and becomes part of the way people speak and part of practice.
Experiences can affect the development of the brain, making it genuinely Adults try to generate:
more difficult for children to remember, process information and ▪ oxytocin by connecting with children and helping them to feel they are an If adults do not have direct responsibility for a class, they still incorporate the
instructions, be flexible, regulate energy and feelings and manage important part of the group; language of brain building, brain shaping etc. (part of the Skills & Strengths
impulses. adults see these difficulties like any other area of learning. ▪ endorphins by planning regular learning experiences which are fun and lead module) when speaking with children and take every opportunity to reinforce
to laughter or involve exercise. learning about the brain.
Staff are always curious, not furious!
▪ dopamine by helping children to experience a sense of achievement with Teaching has made a difference - children are heard talking about their different
small step goals and a sense of control through decision-making and choice..
One would hear: needs, skills and how they can prepare to be at their best.
▪ serotonin by helping children to feel important and to feel they are a great
“You find it easier now to focus attention on a single task. That is going person to be with – whatever their difficulties. Children understand and can explain their needs using models such as Cups of
Needs, The Affect Model, Parachute of Support, Circles of Belonging, Positive
to help you achieve well. It means others can get on with learning too,
Strokes, Growth Zones, Circles of Control, Dopamine Dots, Feel Good Chemicals
which is great for us all.” OR
(DOSE), Signs of Stress, Positions, Thought Swap etc.
“It is still really hard for you to stop one thing you are enjoying and start
Children are heard using this language to communicate their needs and
another task you are asked to do. That needs good flexible thinking skills. support each other.
We can help you with those, so it is good for everybody around here.”
One wouldn’t hear ‘S/he’s had a ‘good day’ or ‘bad day’. Rather than taking the Blamer Position, adults shift into educators, taking the There is evidence of teaching about the brain in displays in my classroom which
positions of Coaches, Solution Finders and Positive Challengers. have changed and been built upon as the year has progressed.
Staff wouldn’t use ‘good and bad choice’ or ‘good and bad behaviour’.
▪ One would see adults taking responsibility to improve poor relationships by There is evidence of teaching about the brain in timetables and weekly plans.
Staff may still find some children hard work and challenging – and at taking time to get to know children who are particularly challenging.
Children are heard talking about their 5C Needs – their physical /body needs,
these times they may talk about finding it difficult to regulate their own
▪ One would not hear adults saying negative things about a child. their feelings/emotional needs in classes and on the playground.
feelings and needing help. This would be teamed with an
acknowledgement that it isn’t the child’s fault – there must be ▪ One would not hear adults using a negative, irritable tone or see adults speak Children are heard talking about their skills - whether they are a fast-thinking
something going wrong for them not to be able to manage the demands to or look at a child in a threatening, angry or irritated way. cheetah or strong deep elephant thinker; a changeable chimp or a steady swan
of the classroom / school. etc. Children are able to explain the contexts within which the skill is unhelpful
or helpful, rather than good or bad.