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Strengthening staff understanding, consistency and self-regulation strategies across a rural federation
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Authors
Editors
Date
2026
Educational Level
ISCED Level 1 Primary Education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Across a rural federation of three small primary schools, incidents of physical aggression highlighted gaps in staff understanding of complex SEMH needs. In response, the SEND lead delivered federation-wide CPD focused on the functions of behaviour, attachment, PACE approaches and Zones of Regulation, embedding consistent language and practice across settings. Regulation Stations were introduced in communal areas and approaches were adapted for Early Years using familiar resources. Early evidence shows pupils confidently identifying emotional states and seeking support, improved staff confidence and consistency, and a more inclusive ethos. Baseline Boxall Profiles and pupil-voice activities have been established to measure progress and inform targeted intervention.
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Keywords (free text)
inclusion, special educational needs and disabilities (SEND), teacher professional development, self-regulation