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Thrive is a systematic approach to the early identification of emotional developmental need in children and young people. Addressing emotional development needs builds resilience and resourcefulness, decreases the risk of mental illness, increases attendance, improves learners' emotional and social skills, reinvigorates the learning provision and improves relationships between peers, learners and staff.

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Thrive helps children and young people feel safe, supported and ready to learn. Thrive has been providing training, tools and insights to organisations and individuals for over 25 years.
Initially conceived as a way of tackling the issue of school exclusions, Thrive now offers a whole-setting approach to supporting the right-time social and emotional development of all children and young people.

The Thrive Approach consists of:

1. Thrive-OnlineTM (TOL) - a web-based profiling, action-planning and progress monitoring tool enabling you to ensure the best outcome for each child or group.

2. Thrive training - focusing on the emotional needs of different age groups, informed by established neuroscience and attachment research, as well as child development studies and research into risk and resilience factors.

With our HQ based in Devon, Thrive is a business that works with local authorities, multi-academy trusts (MATs), individual schools and other settings across Great Britain. To date, more than 50,000 staff have received Thrive training, ensuring that over 627,000 children and young people have access to the Thrive Approach, changing lives and increasing educational attainment levels.

Find out more about how Thrive Began

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Thrive helps children and young people feel safe, supported and ready to learn. Thrive has been providing training, tools and insights to organisations and individuals for over 25 years. Initially conceived as a way of tackling the issue of school exclusions, Thrive now offers a whole-setting approach to supporting the right-time social and emotional development of all children and young people.

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Introduction to Zones of Regulation at Rothwell Primary School.

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Introduction to Zones of Regulation at Rothwell Primary School.

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Zones of Regulation Whole School Approach children assembly (1)

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Seasons for Growth is based on the belief that change and loss are part of life and grief is a normal response to these losses. Children and young people need opportunities to learn about how death, separation, divorce or other significant loss events may impact on their life's. The Season for Growth programs provide an opportunity for participants to learn knowledge, skills and attitudes required to understand and respond well to such experiences.

The group lasts for 9 weeks and is delivered once a week lasting around 50-60 minutes. Our Season's for Growth Companion is Miss Potton.

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Seasons for Growth – Children & Young People’s Programme

Fact Sheet SFG CYPP Scotland Edition Please click to download.

If your employment involves working with children and young people and you are interested in training opportunities please click here. (Please note you must be employed, and fulfil Child Protection Legislative Requirements e.g. Disclosure Scotland, Child Protection Training)

The Children and Young People’s Programme has a safe and engaging curriculum structure that incorporates a wide range of age-appropriate activities involving drawing, role-play, stories, discussion, playdough, music and journal activities.

There are four levels available:

Primary school

Level 1: 6-8 years
Level 2: 9-10 years
Level 3: 11-12 years

Secondary School

Level 4: 12 – 18yrs

Schools are able to integrate this evidence based programme into their wellbeing framework.

Each level includes eight weekly sessions, a final celebration session and two subsequent reconnector sessions (that range from 40 minutes to an hour depending on age). Each weekly session explores a concept theme such as, Life is like the Seasons, Change is Part of Life, Valuing My Story, Caring for my Feelings, Making Good Choices.

All four levels of the programme have flexibility to cater for participants with different learning needs or preferences. The learning processes reflect a deep respect for children’s capacity to cope, problem-solve, make good choices, set realistic goals and connect with others. Such learning develops best in supportive social contexts with peers and a caring, skilled adult ‘Companion’. Children’s learning is documented in a personal ‘Seasons for Growth’ journal so that participants can re-visit their insights in the future.

Psychoeducation is not a type of therapy, but rather a specific form of education which helps people learn more about specific events and circumstances that may have occurred in their lives, and the potential range of ways that people respond to them. Seasons for Growth programmes help people understand the experiences of change, loss and grief and how these can impact on a person’s life. The programmes also support the development of communication, decision making and problem solving skills.

Peer Support

The Seasons for Growth programmes are peer based. Peer support is the social, instrumental or emotional support that those sharing life challenges or circumstances can provide to each other in reciprocal fashion. This support can be provided in formal or informal contexts.

Why peer support?

People can be healed by finding affiliation within an equal relationship with someone who has had a similar life experience. Helping someone can be self-healing. People can gain hope that change is possible through a process underscored by mutual sharing of their lived experience.

Person centred learning approach

Seasons for Growth programmes use a person centred learning approach. This approach doesn’t use specific group processes or position the facilitator (Companion) as the expert, but instead aims to create an environment where participants become aware of their own strengths and resources, and decide on their own solutions.

Companions model empathy, understanding and acceptance in the group in order to empower participants to be true partners in learning.

Developmentally appropriate activities

The Seasons for Growth Children and Young People’s Programme offers four age appropriate levels for children and young people.  This ensures that participants are taking part in a tailored, developmentally appropriate sequence of activities and discussions and wellbeing in children and adults.

Seasons for Growth programmes help strengthen the building of personal resilience, coping and social skills, and increasing participants’ sense of belonging; while also working to minimise risk factors including social isolation and lack of support networks.

Seasons for Growth programmes are recognised as mental health promotion and prevention initiatives, and any participants requiring further support or intervention are referred by the facilitator to an appropriate source of assistance.

Seasons for Growth was developed in collaboration with education, healthcare and welfare professionals. It is recognised within government initiatives to promote mental health and wellbeing in Scottish schools. All the individuals that facilitate Seasons for Growth have been specifically trained as Companions and must follow a Code of Ethics to become, and remain, accredited.

“I feel stronger and I can achieve anything I want to do. I will be the same person when I get home but I will be… refreshed and trying to be always positive.” 15 yr old girl

“Bad things won’t last forever” 8 year old boy

“I can make choices and decisions” 11 year old girl
“I learned how to cope with feelings and not to bottle my anger up” 14 year old boy

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Seasons for Growth aims to build the resilience of children and young people who are dealing with significant loss or change.

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At Rothwell Primary we recognise the importance of social and emotional support. As part of the pastoral team we help deliver social and emotional interventions and signpost children and families to further services if required. 

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At Rothwell Primary we recognise the importance of social and emotional support. As part of the pastoral team we help deliver social and emotional interventions and signpost children and families to further services if required. 

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The Well-Being hub centers around the ideology that children can learn about their own Well Being and how to look after their mental health.  The children will also develop strategies to cope with difficult changes, learn about their self-esteem & self- worth, dealing with worries and exploring their emotions.

The Hub runs for 6 weeks. Once a week, with each session lasting around 40-50 minutes.

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ELSA Emotions Interventions (Aged 4-7 Years)

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ELSA Emotions Interventions (Aged 4-7 Years)

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This intervention is written for a group of 6 children and it covers recognizing, labelling and expressing the six basic emotions. We also cover emotions, relaxation and lessons around worries and social skills.

This intervention runs weekly sessions each lasting around 30 mins.

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Life skills is an intervention programme that is delivered in our Summer Term. The aim of the Life skills group helps to enhance pupils awareness, confidence and independence in managing and dealing with day to day life and to help promote supportive peer relationships. These sessions are classroom based and at times will include trips out into the local community. For example going to the local shop with their shopping lists! This group takes on a weekly basis. We cover a wide range of topics where children can utilize and develop new skills.

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Welcome to Zones of regulation, from the Zones of Regulation Website.

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Teach Kids to Manage Big Feelings Through Effective Social Emotional Learning

Over 80% of U.S. public schools reported in 2022 on the negative impact of the pandemic on child well-being and self-regulation. Kids are:

Struggling to manage their feelings and mental health

More disruptive in the classroom

Needing additional social, emotional, and behavioral support

(source: National Center for Education Statistics)

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The Zones of Regulation is a complete social-emotional learning curriculum, created to teach children self-regulation and emotional control.

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We recognise that getting support for our mental health and well-being does not stop at school. Please find useful support services and information.

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We can go through a variety of difficulties. Please find further self help support and information. Coping with common issues - MindMate

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If you are worried or struggling and you need further support, you can call childline.

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If you’re struggling with your feelings, we have tips and advice from other young people, and information on getting the support you need for your mental health.

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Bereavement support for children
Ages 4-11

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OWLS – Overcoming Worry, Loss and Sadness – primarily serves children aged 4 to 11 and their families, who are struggling with grief.  There is no right or wrong way to grieve and different children will react in different ways

OWLS can help in a number of ways, including offering practical and emotional support, direct 1-2-1 therapy, schools workshops and peer activity days where affected children and their families can get together to share experiences and support each other.

The service is free of charge; OWLS is funded by donations to the Jane Tomlinson Appeal.

Self-referral service so parents/carers can access OWLS without a professional referral.

Further detail and referral forms can be found on the OWLS website.

Tel: 0113 433 3737

Email: owls@janetomlinsonappeal.com

Website: https://www.janetomlinsonappeal.com/owls

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Please find the attached document with some useful top tips with how you can incorporate the Zones of Regulation at home and some common questions that you may find useful.

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Ages 11 upwards

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Kooth is your online mental wellbeing community. Access free, safe and anonymous

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Market place based in Leeds ages 11 onwards: Emotional Support.

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Further bereavement support

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Winston's Wish is the UK's childhood bereavement charity. We support children and their families after the death of someone important.

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Rothwell Primary school are happy to be able to offer this curriculum designed self-regulation program for our children. The Zones of Regulation is a conceptual framework used to teach students self-regulation.

We have adopted the Zones of Regulation as a whole school approach teaching this through our PSHE curriculum, our language and access to visuals within class for the children to interact with. We are happy to announce we will be providing a tailored group intervention for students to attend. The lessons and learning activities are designed to help students recognize when they are in the different Zones as well as learn how to use strategies to change or stay in the Zone they are in. In addition to addressing self-regulation, the students will gain an increased vocabulary of emotional terms, skills in reading other people’s facial expressions, perspective about how others see and react to their behaviour, insight into events that trigger their behaviour, calming and alerting strategies and problem solving skills.

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If you feel your child would benefit from the groups outlined above, please make contact with the Inclusion Team at Rothwell Primary.

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We asked some pupils how they felt about using the Zones of Regulation...

(Year 6 Pupil)- "I found it useful and really helpful because sometimes you can feel like people are not always there so I can take control and deal with it... like if am in the Blue or Red zone it can help me a lot even at home I can do some drawing I like making my own characters and avatars and sometimes I make up goofy songs that I sing and it makes me laugh and makes me feel better."

(Year 6 Pupil)- "Zones of Regulation helps me express my feelings safely and stuff. I do the star fish breathing to calm my self down and take deep breaths."

(Year 6 Pupil) "It helps them to express their feelings easier so people aren't just guessing what they are feeling. I usually talk to someone in school or talk to my mum."

(Year 4 Pupil)- "I like rubbing my hands together because it gets all the energy out and it distracts you. I like the zones because it is easier to tell people how you are feeling and there are things you can do. There is four different categories the red zone, blue zone, yellow zone and the green zone and they represent the different things you could be feeling and it is important to do it cause you might hurt yourself or others."

(Year 4 Pupil)  "Well it helps me to understand and remember things as sometimes I struggle to remember things and people who can't read properly can look at the colours and know what feelings are in each zone. I've got a few go to things to do like I let it all out it makes me feel better and letting someone know you worries is good it's like the worry bag is open and they all fly out when you talk about it."

(Year 4 Pupil)  "I see Miss Potton everyday because we talk about worries and other stuff and it has really helped me know what to do about them because I didn't want to come into school but now I know I have set worry time and I know I can talk to people about them and I like coming to school and am happy."

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My name is Lindsey Bown and I am proud to be the Inclusion Manager at Rothwell Primary School.

I am extremely passionate about ensuring that all of our children receive the very best; in order to ensure they are able to REACH their potential.

Within my role of Inclusion Manager, I am the Special Educational Needs Co-ordinator, Designated Child Protection Officer, Attendance Manager and Pastoral/Social and Emotional Mental Health Leader. I am also the STARS (Specialist Training in Autism and Raising Standards) lead practitioner in school.

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My name is Steph Potton and I am proud to be the Learning Mentor at Rothwell Primary School. Alongside the Learning mentor role I also hold the role as a Designated Safeguarding Officer and the DT looked after lead.

Within my role as Learning Mentor I support with attendance, child protection, pastoral/ social and emotional support and a cover supervisor. As the Learning Mentor I will be working with your child to form a trusting relationship, provide support through a planned and agreed approach. This will include sharing successes, providing support for behaviour and learning and being someone to talk to. It is my job to help children who are finding school tricky, to overcome any barriers to their learning by implementing strategies and supporting learners in their self-esteem and confidence-building. I work closely with parents, teachers, teaching staff and outside agencies to provide an holistic approach.

I am happy to discuss any concerns you may have or support your child requires.

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If you need any further support for your child regarding any emotional and mental health concerns, the CAMHS crisis line may be helpful.

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Parents guide to creative expressions (Thrive)

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Parents guide to creative expressions (Thrive)

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Creative expression of emotions at home parents

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Thrive Parent and Carers Survival Kit - 210211

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Pupil Voice" Attendance is important for our learning and our SATS"

Pupil Voice "Attendance is important it helps prepare you for high school and helps with our learning."

Pupil Voice: " if you come to school on time you can learn more and this can help you with your career".

Pupil Voice: "coming to school can help you build a social life"

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Rothwell Primary School Council 2025/2026

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Rothwell Primary School Council 2025/2026

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The School Council is made up of different children from Year 1 to Year 6. It is a representative group of students who have been elected by their peers.  It meets to discuss ways in which every day life and routines in school could be improved. It is based on children’s voice around the decisions which affect their school lives and the development of the school.

Everyone is an important part of our school and everyone should have a say in how it is run. We want children to feel listened to and express their opinions and share their great ideas. We also understand children might notice things that need changing of which adults aren’t aware.

To be a good School Councillor, you need to be:

• A good listener

• Helpful

• Committed

• Reliable

• A good role model

• Able to work in a team

• Able to share good ideas

• Able to discuss and not argue

What are the roles and responsibilities of the school council?

• To express both their own views and those of other children

• To communicate their feelings to adults

• To attend regular meetings

• To give up some of their personal time

• To help make positive changes

Our School Councillor Adults in school are:

Mrs Fowley & Miss Potton

Rothwell Primary School Councillors are:

Class 1: Thea

Class 1/2: Penelope

Class 2: Isaac

Class 3: Thea

Class 3/4: Erin

Class 4: Hogan

Class 5: Molly

Class 5/6: Seth

Class 6: Elliot

Our well-being Ambassadors are:

Class 1: Ryder

Class 1/2: Charlie

Class 2: Ada

Class 3: Alexa

Class 3/4: Drew

Class 4: Penelope

Class 5/6 ED: Isabel

Class 5/6 AB: William

Class 5/6 JB: Noa

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Here the school councilors can add their own suggestions and also ideas from other pupils in how we can improve the school and what they would like to see from their school. These will then be discussed at our school council and well-being meetings. We promote children having a voice and for that voice to be heard and recognized.

They asked! We heard!

Children asked for calm music to be played in the dinner hall during lunchtimes. We have introduced this and it certainly is a calmer space for children to enjoy their lunches.

Children asked for the meatballs to be brought back to the school menu. These will be back after the February half term!

Children also asked for the fruit tuck shop to come back. This request is in progress.

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Sensory rooms have so many benefits for all children, especially children with special educational needs. They can use the sensory room to explore their senses in a safe environment.  A sensory room is a specially designed room that contains a range of different things to help children develop, explore, and engage their different senses. Our Sensory Hub contains coloured lights, different sounds, sensory objects, access to different scents and relaxation areas.

We also run a range of SEMH interventions within our Sensory Hub such as Well-being, Seasons for Growth, Life skills, Zones of regulation, lunchtime provisions etc... This room also acts as a base for when outside agencies are working with children and they are able to have access to a safe, quiet and resourced space.

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We believe in promoting open and honest dialogue for all. If something is making you feel upset or worried, it is always good to talk to someone you feel safe with. This can help to tell them how you feel and what is happening.

At Rothwell Primary, each class is equipped with a worry monster/ worry station, where the children can share any worries they may have. We also use our class ‘Zones of Regulation’ to help support our pupils to recognise and self regulate their emotions. Each class has an area within class for access to the Zones of Regualtion Station along with a mindfulness Box to be used as a self-regulation tool.

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Support around relationship breakdowns or separation

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Support around relationship breakdowns or separation

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The Rothwell Cluster is here to offer you and your family some support. Whether this is through Family support, child/young person counselling or signposting to other services for specialist support. Please speak to Miss Potton & Mrs Bown if you require further information.

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Our well-being ambassadors wanted to support their peers ensuring their playtimes and lunchtimes are a happy and safe place for them to enjoy. Our well-being ambassadors now embrace their new "buddy" role helping a range of children within school.

It is all about the "No Outsiders!"

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Our SEN coffee morning (27/2/24)

A huge thank you too all that attended our SEN coffee morning! What a fantastic turn out! We received lots of positive feedback and we look forward to planning our next one. We had the pleasure of meeting Shelly from SEND Navigators and Debbie and Tracey from our Rothwell cluster- their advice and information was valuable.

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This time round we focused our topic around “Sleep”. We invited the Mindmate support team to join our coffee morning as guest speakers to share their advice around sleep.

Please find below some useful strategies shared during our coffee morning:

-Keep your child's bedroom cool, dark and clutter free...

-Set a regular bedtime and stick to it...

-If using night lights for these to be a colour of red/oranges to mimic sunsets and calming colours.

-Turn off devices at least an hour before bedtime...(ideally 2)

-Spend time outdoors through the day...

-Avoid naps during the day...

-Avoid stimulants such as tea, coffee, energy drinks, chocolate...

-Gentle exercise such as yoga or walk is recommended on an evening...

-Choose calm, relaxing activities to do before bed... such as taking a warm shower, drawing or reading...

-Sleepy snacks such as milk, soya milk, yoghurts, fish, fruits, cheese (unprocessed), bread, vegetables, grains, seeds & nuts...

There are some available resources and leaflets in our reception foyer.

We look forward to seeing you at our next coffee morning which is to be confirmed.

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The Mindmate support team and Rothwell Primary have teamed up to support children and young people with learning and understanding their mental health and wellbeing. There is a range of different group workshops and 1:1 interventions that take place in school. Alongside these sessions they will also include home tasks to support skills learnt with the workshop/intervention and parents/carers will also have opportunities to join parent workshops with the Mindmate support team.

If you require further information regarding this please speak to Mrs Bown & Miss Potton.

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Our latest coffee morning provided a workshop for parents around "Managing emotions & behaviour". A huge thank you to Joey from the Mindmate support team who came in to support and deliver a helpful session.

Below is an overview of what we discussed in our coffee morning along with useful resources you are able to view and download. If you seek a copy of any of the resources but do not have access to a printer please reach out to our pastoral team Mrs Bown & Miss Potton who will be happy to provide these for you.

We explored many useful strategies to help children to regulate and one of these was "TIPP". TIPP skills are a set of four techniques from (DBT) designed to help regulate emotions during difficult times. They involve changing your body temperature, engaging in intense exercise, practicing paced breathing, and performing progressive muscle relaxation. An image will be attached below this post of the TIPP model.

We spoke about the "Hand-brain model". Below is a you-tube video that you can share with your children to develop their understanding of how their brain works with their emotions.

The Hand Model of the Brain

We spoke about useful free downloadable resources for children and parents to use from "RISE- children's society". Please click on the link below:

RISE | The Children's Society

We will be confirming a date/time and topic for our next coffee morning very soon.

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Coffee morning "Animals of Regulation" resource

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Coffee morning (6/5/25) Self-care wheel resource

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Coffee morning (6/5/25) "Iceberg" resourse

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Coffee morning (6/5/25) "Fight, Flight, Freeze response"

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Coffee morning (6/5/25) "TIPP" resource

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Coffee morning (6/5/25) "Circle of control" resource

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16/12/2025 Parent Coffee morning- upcoming!

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16/12/2025 Parent Coffee morning- upcoming!

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SilverCloud- supporting an anxious child

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SilverCloud- supporting an anxious child

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Supporting an Anxious Child leaflet for parents & carers

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We were delighted to welcome Racheal from the Leeds Parent Carer Forum, a voluntary organisation led by parents and carers. The Forum works in partnership with the Local Authority, Education, Health, and Social Care services to improve the quality of life for children and young people with additional needs and their families across Leeds.

During the coffee morning, Racheal shared a little about what work the Forum do and spent some time listening to parents’ experiences—whether that’s acknowledging challenges or celebrating what’s going well. Racheal shared the Leeds Parent Carer Forum facebook page where different support services are available for parents to attend including afternoon tea's. Their next one will be on 29/01/2026 at 12.30pm at Tingley Garden centre- this is free to attend but they ask parents register.

We were also joined by SENDIASS. They offer a free, impartial, and confidential service that supports parents, carers, and young people (up to age 25) who have special educational needs or disabilities (SEND). Their team provides information, advice, and guidance on a wide range of matters, including understanding the law, navigating services, and making informed decisions about education, health, and social care. SENDIASS also are offering a parent coffee morning at the Vinery Centre(MENCAP).

Please see below links to their websites with further information;

www.leedsparentcaerfoum.co.uk

Please see inside the schools foyer available leaflets about these services.