Our School Story:
Epsom Primary School

Epsom Primary School is a vibrant two-form primary school located in Epsom, Surrey, providing education for children aged 2 and above, including specialist provision through an Autism Spectrum Disorder (ASD) centre. The school serves a wonderfully diverse student body, fostering an inclusive and supportive community where every child is valued. Situated in an area surrounded by affluent neighbourhoods, the school welcomes many families from nearby social housing who may face economic challenges. Despite these challenges, the school and its community demonstrate remarkable resilience and solidarity, and Epsom Primary plays a vital role in meeting both the educational and emotional needs of its pupils.

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The 2023/2024 academic year presented some challenges around behaviour management, with staff navigating different approaches and seeking consistency across the school. At times, the school environment felt unsettled, and there were occasions where staff and pupils faced difficulties in managing behaviour. Recognising these challenges, the Senior Leadership Team (SLT) consistently supported staff, although this sometimes reduced opportunities for teachers and support staff to lead behaviour management independently.

Communication with parents regarding behaviour incidents also had room for improvement, as some families expressed concerns about consistency in addressing behaviours.

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In September 2023, the school welcomed a new Headteacher and Leadership Team, sparking a positive shift towards a relational and restorative approach to behaviour management. Inspired by the principles outlined in ‘When The Adults Change, Everything Changes,’ the school embarked on a journey to create a consistent, supportive, and nurturing environment that prioritises the wellbeing and mental health of both pupils and staff. The new approach aimed to reduce physical behaviour incidents, minimise suspensions, and strengthen positive relationships between staff, pupils, and families.

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A new behaviour policy was introduced in September 2023, with a strong focus on implementation and embedding relational practice. While the journey is ongoing, there has already been noticeable progress in promoting a calm and respectful atmosphere. Some staff have quickly embraced the new approach, building positive and trusting relationships with pupils, and taking proactive steps to support their emotional regulation. For a small number of staff, adapting to the change has been more challenging, and some still perceive behaviour management as the primary responsibility of the SLT. However, the school continues to provide regular professional development and guidance to ensure the approach is consistently applied and understood across the school.

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The school is particularly proud of its efforts to support children with the most complex behavioural needs, with around 15-20 pupils presenting with significant challenges related to dysregulation or trauma. Structured processes for support and regular review have been put in place, allowing these pupils to thrive in a nurturing and understanding environment. Additionally, a recent parent survey highlighted some areas for improvement, particularly around the perception of how the school addresses bullying and applies consequences. In response, the school has increased its focus on clear communication with parents and transparent, consistent behaviour management strategies, resulting in growing confidence from families.

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The establishment of The Orchard, a dedicated nurture provision introduced in September, has significantly contributed to supporting pupils with regulation and wellbeing needs. Initially, there were challenges around the appropriate use of this space, with some staff bringing children to The Orchard expecting others to take over responsibility. However, through ongoing professional development and clear guidance, The Orchard is now functioning as intended — a space for children to regulate with their Teaching Assistants or engage in group support sessions, fostering self-regulation and positive social interaction.

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Another key focus has been on fostering a shared understanding of the ‘why’ behind the new approach. By providing clear and consistent communication to staff and parents, the school has worked hard to build a collective understanding of the importance of relational practice. Regular, bite-sized Continuing Professional Development (CPD) sessions have been instrumental in embedding this approach, allowing strategies to take root without overwhelming staff. While some staff initially expressed concerns that the approach placed too much responsibility on them without clear consequences for pupils, ongoing dialogue and training have helped to shift perspectives, ensuring that the approach is viewed as supportive rather than punitive.

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Epsom Primary has also made significant strides in strengthening relationships with families, recognising the crucial role of home-school partnerships in promoting positive outcomes for pupils. Improved communication and collaborative working have resulted in higher levels of parental engagement, with families feeling more connected and supported. This, in turn, has positively impacted pupil attendance and overall wellbeing. A working party, made up of parents and school leaders, has successfully co-created a home-school agreement based on the three core school rules: ‘Ready, Respectful, Safe,’ further reinforcing shared expectations and values.

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Physical changes to the school environment have also contributed to creating a calmer and more structured learning atmosphere. Updates to classroom layouts, wall displays, and shared spaces have been designed with pupil wellbeing in mind, ensuring that every child feels comfortable, safe, and ready to learn. The Tree House provision continues to stand as a testament to Epsom Primary’s commitment to inclusion, providing a nurturing space for children with SEN to develop their confidence, engage in learning, and build meaningful connections with their peers.

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While the school’s journey towards fully embedding relational practice continues, there is a clear and positive momentum building. Staff are increasingly using consistent language, micro-scripts, and restorative approaches, creating an environment where children feel supported and motivated to make positive choices. New staff members have joined the school with enthusiasm for the approach, showing a willingness to learn and reflect on their practice. Additionally, the behaviour policy is now widely understood and consistently referenced by staff, pupils, and parents, reinforcing a shared understanding of expectations and consequences.

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Epsom Primary School is making remarkable progress towards creating a positive, inclusive, and nurturing learning environment. The commitment from staff, pupils, and families to work together is driving positive change, and the school remains dedicated to embedding relational and restorative practice across all aspects of school life. We are proud to be supporting Epsom Primary in this inspiring journey and look forward to seeing continued growth and success in the months and years to come.