Behaviour in our school

At St clement’s we use the “Zones of Regulation” to help us manage our behaviour.  It helps  our pupils gain skills in the area of self-regulation. Self-regulation can go by many names, such as self-control, self management, and impulse control. For example, when a pupil plays on the playground or in a competitive game, it is beneficial to have a higher state of alertness. However, that same state would not be appropriate in the library. The zones are designed to help the pupils recognise when they are in the different zones as well as learning how to use strategies to change or stay in the zone they are in. In addition to addressing self-regulation, our pupils gain an increased vocabulary of emotional terms, skills in reading other people’s facial expressions, perspective about how others see and react to their behavior, insight into events that trigger their behaviour, calming and alerting strategies, and problem solving skills.



A critical aspect of this curriculum is that all pupils and staff members know and understand The Zones language. This creates a comfortable and supportive environment for our pupils to practice their self-regulation skills. It also helps our pupils to learn the skills more quickly and be more likely to apply them in many situations. 

Take at look at this document  which explains the vocabulary and terms used: The ZONES of Regulation Vocabulary



We also use the “six areas of learning behaviours”. This is to focus on empowering pupils’ learning. We recognise that these need to be seen alongside basic expectations for speaking and listening because these are, in many ways, both the key to unlocking access to many of these areas of behaviours for learning.





•Ability to organise themselves and work out goals and priorities

•Show personal responsibility, initiative, creativity and enterprise

•Anticipate, take and manage risks

•Commit themselves to learning and self-improvement

•Respond positively to change




•Engage actively with issues that affect them and those around them.

•Play a full part in the life of the school

•Take responsible action to bring improvement for others as well as themselves

•Discuss issues of concern, seeking resolution

•Present a persuasive case for action

•Propose practical ways forward

•Try to influence others, negotiating and balancing diverse views



•Think creatively by generating and exploring relevant ideas, and making original connections

•Find links and see relationships

•Explore & experiment with resources and materials

•Ask ‘why’, ‘how’ and ‘what if’ questions

•Apply imaginative thinking to solve a problem

•Try different ways to tackle a problem

•Work with others to find imaginative solutions and outcomes that are of value



•Evaluate their strengths and limitations as learners

•Review their work and act on outcomes

•Set themselves realistic goals and criteria for success

•Monitor their own performance and progress

•Invite feedback and deal positively with praise, setbacks & criticism.

•Make changes to improve their learning

•Communicate their learning in relevant ways to different audiences



•Gather, process and evaluate information in their investigations

•Plan what to do and how to go about it

•Draw conclusions and evaluate outcomes

•Take informed and well-reasoned decisions, recognising that other have different beliefs

and attitudes

•Use range of techniques to collect and organise information



•Work confidently with others, adapting to different contexts and taking responsibility for their own


•Listen and take account of others’ views

•Form collaborative relationships, resolving issues and reaching agreed outcomes

•Adapt behaviours to suit different roles and situations

•Show fairness and consideration towards others