Trauma Informed Schools

Our Trauma Informed School’s Status


King Charles School is a Trauma Informed School (TIS). We have staff who have been awarded the, practitioner status, Diploma in Trauma and Mental Health-Informed Schools. All of our staff receive TIS training and support and we are passionate about supporting the well-being and mental health of our children enabling them to flourish and shine.

At King Charles C of E Primary School, we aim for every member of the school community to feel valued and respected, and for all persons to be treated fairly. We are a caring community, whose values are built on mutual trust and respect. We believe that self-esteem affects all thinking and behaviour and impacts on learning and performance. We aim to provide positive everyday experiences so that our children are more likely to reach their full potential.

The core beliefs of King Charles school are that:

  • Behaviour can change and that every child can be successful.
  • Emotionally available adults are key to supporting children’s understanding.
  • Praising and a system of rewards are more likely to change behaviour than blaming and punishing. Using a positive system of rewards will increase children’s self-esteem and thus help them to achieve more.
  • Celebrating success helps children to achieve more.
  • Being aware of each child’s needs and their individual circumstances helps us to act in the fairest way. We always consider the safety of other children and minimize disruption while helping children acquire self-discipline.
  • Reinforcing and modelling good choices and behaviour helps our children feel good about themselves.

What this will look like at King Charles’:

  • Relationships, connection and belonging are central to the school ethos
  • Creating an environment of psychological and physical safety is fundamental
  • One size does not fit all – children are viewed developmentally and individually
  • All behaviour is viewed as communication and with curiosity
  • A whole school ethos and approach that has a common language, consistency and understanding
  • Supporting children to develop the capacity for self-regulation with PACE and through individual interventions
  • Policies reflect the learning from neuroscience and attachment theory
  • A highly structured and predictable environment
  • Adaptive to the needs and requirements of the child
  • A ‘we learn from our mistakes’ culture

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