EduKIT: Restoring Order and Rebuilding Trust: Embedding Sustainable Behaviour Systems

At Willow Wood Community Primary, Headteacher Lindsay Robertson quickly realised that traditional behaviour strategies such as ladders, sanctions and inconsistent rules were not only ineffective but damaging, especially for children with Adverse Childhood Experiences (ACEs). Change required more than a new policy – it needed a shift in mindset.

The school introduced a Self-Regulation and Behaviour Policy that prioritised consistency, restorative practice and positive recognition. Staff training focused on understanding behaviour as communication, setting the right emotional climate, and using “emotional currency” to build trust. Leaders modelled the new systems before implementation, giving staff confidence and clarity.

Every lesson became a fresh start, behaviour was everyone’s responsibility, and rules were simple, consistent and values-driven. Over time, behaviour incidents reduced significantly, relationships improved, and children began to reflect, repair and self-regulate. The result: a calmer school, stronger learning culture, no exclusions since 2018, and staff empowered to lead with compassion and consistency.

In this EduKIT, Lindsay will reflect on laying the groundwork for change and the preparation needed when introducing new behaviour systems to an educational setting in crisis.

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