Therapeutic Thinking
At Hatton Park Primary School, we use Therapeutic Thinking to support the emotional development, wellbeing, and behaviour of all our pupils. This consistent, reflective approach helps us understand the reasons behind behaviour and respond in ways that promote long-term change, pro-social choices, and emotional safety.
Our approach is part of the Cambridgeshire Therapeutic Thinking methodology, which provides a shared framework across schools in the county. It places emphasis on relationships, emotional regulation, and preventative strategies - not simply reacting to behaviour, but understanding and addressing its causes.
What Is Therapeutic Thinking?
Therapeutic Thinking is a structured approach to behaviour that draws on psychology, neuroscience, and emotional intelligence. It helps school communities:
Understand behaviour as a form of communication.
Promote socially appropriate, pro-social behaviours.
Support children in learning how to manage and regulate their emotions.
Create safe, consistent environments where all children can thrive.
Therapeutic Thinking does not mean lowering expectations. In fact, it relies on high expectations, delivered with empathy, consistency, and support.
Our Approach
Our focus is on proactive, holistic behaviour management, and we aim to:
Promote pro-social behaviour and emotional regulation.
Understand behaviour as a form of communication.
Support pupils through high-quality relationships and consistency.
Reduce the need for punitive responses by prioritising prevention and reflection.
Use behaviour planning tools to help children feel safe, understood and ready to learn.
Build a calm, predictable environment where all children can thrive.
By embedding these principles across the school, we ensure that behaviour is not ‘managed’ in isolation, but addressed as part of the wider emotional and developmental journey of each child.
The Cambridgeshire Therapeutic Thinking Methodology
Hatton Park is part of a wider movement across Cambridgeshire that uses the Therapeutic Thinking framework developed in partnership with Therapeutic Thinking UK. This methodology provides a toolkit and shared language for schools to:
Plan preventative and protective strategies.
Use positive relational approaches and clear boundaries.
Reduce the need for reactive consequences through consistent support and communication.
Design behaviour plans that meet individual needs while maintaining whole-school consistency.
How We Use Therapeutic Thinking at Hatton Park
At Hatton Park, Therapeutic Thinking is embedded in our behaviour policy, daily routines, and staff training. We are committed to fostering an environment where all children feel seen, supported, and safe. In practice, this includes:
Use of Risk Reduction Plans and Individual Support Plans for children who need them.
Prioritising emotional regulation and co-regulation strategies to support children when they are dysregulated.
Teaching children how to reflect, repair and restore after incidents, with adult support.
Creating calm, consistent classroom environments with clear boundaries and routines.
Training and Support for Our Staff
All staff at Hatton Park receive training in Therapeutic Thinking to ensure a shared, consistent approach across the school. This work is led by our two in-house accredited Therapeutic Thinking Tutors:
Mr Duane Brooks (Assistant Headteacher)
Mrs Helen Bett (SENDCo)
Mr Brooks and Mrs Bett deliver training, coach staff, and support individual pupil planning. Their role ensures that Therapeutic Thinking remains a live, reflective process, not a one-off training session, but a sustained commitment to the emotional wellbeing of our school community.
