Zones of Regulation and Restorative Practice

Supporting Children’s Wellbeing at Copley

At Copley Primary School, we are passionate about helping every child feel happy, safe, and ready to learn. That’s why we use two important approaches throughout school:

Zones of Regulation – helping children understand and manage their emotions.
Restorative Practice – helping children reflect on their actions and repair relationships.

These approaches give pupils trusted tools to build emotional resilience, regulate their feelings, and communicate positively with others. They also help us create a consistent, nurturing school environment, so that children feel confident and supported each day.

On this page, you will find:

Information on how we uses Zones of Regulation and Restorative Practice in school.
A downloadable parent information letter explaining how these approaches work in school.
A copy of our Zones of Regulation poster that you can use at home.
Recommended links if you'd like to explore these ideas further.

Together, we can help children recognise their feelings, manage challenges with confidence, and build strong, respectful relationships.

What are the zones of regulation?

The Zones of Regulation is a structured programme that teaches pupils how to identify feelings, recognise physical cues and use tools to regulate their emotions. It provides a shared language across school so all pupils and adults can communicate clearly about emotional states.

The Zones are:

• Blue Zone – low energy: sad, tired, unwell, bored

• Green Zone – calm, focused, ready to learn

• Yellow Zone – heightened state: anxious, excited, worried, frustrated

• Red Zone – intense emotions: anger, panic, extreme frustration, loss of control

All Zones are valid. The focus is on helping pupils become aware of their state and choose strategies to manage it safely and independently.

Daily Practice at Copley

All classes complete two check-ins every day:

• A morning check-in

• A post-lunch check-in

These help pupils recognise how they are arriving into learning and provide early opportunities for support if a child is dysregulated.

Daily Practice at Copley

All classes complete two check-ins every day:

• A morning check-in

• A post-lunch check-in

These help pupils recognise how they are arriving into learning and provide early opportunities for support if a child is dysregulated.

Regulation Stations

Every classroom has a Regulation Station. These are calm, designated spaces containing visuals, tools and strategies that pupils can access independently or with adult guidance. They promote self-regulation and provide children with a safe, structured way to manage emotions.

Regulation Stations may include:

• Breathing prompts

• Visual tool menus

• Sensory or calming resources

• A place for quiet reflection

• Emotion vocabulary

Regulation Stations are:

• A supportive space

• Not a sanction

• Not a “time out”

• Designed to help pupils return to the Green Zone

Personal Regulation Toolboxes

As part of the Zones curriculum, pupils create their own personalised regulation toolbox. This includes tools and strategies each child identifies as helpful for them such as breathing exercises, movement breaks, positive self-talk, sensory tools and calming images. These toolboxes help pupils build independence and understand what works best for them.

Consistent Practice Across School

Every classroom includes:

• A Zones display

• A check-in system

• A regulation tools menu

• Personalised regulation toolboxes

• A calm space or Regulation Station

• Adults modelling Zones language and strategies

Staff Expectations

All adults are expected to use consistent language, model regulation strategies and respond with a co-regulation approach. Staff:

• Use calm language

• Acknowledge pupils’ Zones without judgement

• Guide pupils to tools or their personal toolbox

• Conduct restorative conversations once calm

• Record any significant dysregulation

Zones of Regulation is not a consequence system. Its purpose is to support regulation and prevent escalation. Any consequences follow the school’s behaviour policy once the child is regulated.