Wellbeing Overview

Staff at Salmons Brook are confident and skilled in building positive relationships that help to break down barriers, build self-esteem and challenge disaffection. Teachers and support staff at Salmons Brook are highly trained to meet the needs of individual pupils. ​ 

 We aim to: ​ 

• To support pupils using a therapeutic approach within a trauma-sensitive environment ​ 

• To build self-esteem through educational success, supported by expert developmental and cognitive pedagogy ​ 

• To create an inclusive community based on restorative principles​ 

 

At Salmons Brook School we use a trauma-sensitive approach to defining behaviour. This includes viewing behaviour as a means of communication. Behaviour, including behaviours that concern can be both passive and active. Our staff are trained to understand and recognise that behaviours, including behaviours that concern serve a function for communicating their needs. ​ 

We define behaviours of concern as: ​ 

• Behaviours that are most affecting student’s quality of life​ 

• Behaviour that has impacted the learning of themselves and others ​ 

• Behaviours that other students find most challenging ​ 

• Behaviours that pose a serious threat to the community ​ 

 

Below are some of the strategies we utilise to encourage behaviour that is positive, and conducive to learning and progress. ​ 

 

Behaviour as communication: 

At Salmons Brook we believe that all actions are an expression of an unmet need. So, if we are witness to behaviours of concern, the questions for us become - What are our Pupils trying to communicate to us? What is it that they need? and how can we help? This is an aspect of learning and educating that staff must consider when trying to understand the behaviour presented by our pupils 

 

Choices and Consequences: ​ 

We believe in the Restorative Approach. However, every individual behaviour, incident or conflict must be looked at individually. All pupils at Salmons Brook School are empowered to make their own choices and are given information to help them come to these decisions. Understanding choices and consequences is a life skill and is important for preparing for adulthood, the world of work and life outside of school. Our approach as a school is to support our pupils by linking the choices they make with the action that occurs, and then the consequence of that action.  

 

Zones of Regulation: ​ 

A whole school language framework to support positive mental health and skill development. The Zones of Regulation is an inclusive strategy for all pupils including neurodiverse pupils, those who have experienced trauma, and/or have specific needs in terms of social, emotional, and behavioural development.​ 

 

Emotion Coaching: ​ 

Used to structure the language that is used with our pupils. There are four steps to Emotion Coaching, they are: recognising the pupils’ feelings and empathising with them; validating and labelling with the emotion the person is feeling in the moment; setting boundaries; and problem solving​. 

 

Restorative Approach: ​ 

A way of working with behaviour and conflict that puts the focus on repairing the harm that has been done. It is an approach to behaviour and conflict resolution that includes all the people involved.  

 

De-escalation strategies: ​ 

A proactive and pre-emptive approach to behaviour. All elements of practice at Salmons Brook are aimed at preventing challenging behaviour from arising. When challenging behaviour does arise, the emphasis is on de-escalation.  

 

Enrichment 

We are proud to offer a dynamic Enrichment Programme for all pupils at Salmons Brook School. We view enrichment as a vital component of our educational provision, helping pupils to thrive both academically and personally, and to become the best version of themselves. 

Team Teach 

At Salmons Brook School, we have implemented the accredited Team Teach training framework, which focuses on positive behaviour support. This approach emphasises de-escalation, risk reduction, and the minimisation of restraint. Central to this philosophy is the belief that “all behaviour is communication”. By understanding the underlying causes of behaviour, our staff are better equipped to foster a positive behavioural culture that supports every pupil effectively. 

CREATE Week 

One of the ways we celebrate and reinforce our school values and character traits is through CREATE Week, held during the final week of each half term. This structured programme recognises pupils’ efforts and achievements through a reward system that celebrates positive behaviour. It also provides dedicated time for pupils to engage in activities that deepen their understanding and application of our core values. 

CREATE Space 

The CREATE Space at Salmons Brook School offers structured support for pupils experiencing challenges with regulation, behaviour, or emotional well-being. It operates across two dedicated rooms, each serving distinct purposes. 

The CREATE Space is underpinned by a trauma-sensitive, restorative approach that includes: 

• Clear Expectations – Consistent behavioural guidelines. 

• Emotional and Empathetic Support – Helping pupils manage their emotions effectively. 

• Restorative Practices – Supporting smooth reintegration into classroom settings. 

• Personalised Interventions – Tailored support plans to meet individual needs. 

• Consistent Communication – Regular updates shared with staff, parents, and external professionals.