The Lion’s Den at Brunel School

Rationale

The Reset, Regulate, Recover Room exists to protect learning, dignity and relationships. It is a planned, purposeful provision designed to support pupils who need a quieter, lower-stimulation environment to continue engaging with learning.

The room is not a ‘consequence/sanction and not a withdrawal from education. It is a temporary, structured space where pupils can regulate, reflect and continue their academic work with support from a trusted adult. The intention is always reintegration. The provision supports inclusion by removing barriers to learning while maintaining high expectations.

The room reflects our commitment to trauma-informed practice and relational approaches. We recognise that some pupils may become overwhelmed by noise, peer dynamics or cognitive load. Providing a calm, supported space enables them to remain successful learners without escalating dysregulation or disrupting the wider group.

Purpose

The Reset, Regulate, Recover Room is designed to:

• Maintain access to learning when a pupil cannot currently manage the main classroom environment
• Provide a calm, predictable space to reduce cognitive and sensory overload
• Support self-regulation through co-regulation with a key adult
• Prevent escalation and preserve relationships
• Enable a supported return to the main class as soon as the pupil is ready

It is not:

• A space for work avoidance
• A consequence or isolation room
• A long-term alternative to class
• A place for pupils who are already significantly dysregulated or unsafe

Expectations

Learning continues

Pupils attend with their learning pack. Learning travels with the child. The expectation is that pupils continue the same curriculum content as their peers, adapted only where necessary to ensure access.

The environment is calmer, but academic expectations remain high. The difference is the level of adult support and reduced sensory demand.

Adult support

Provision is supported by Jazz or Bradley, who can assist with academic tasks and regulation strategies. If more than one pupil is present, a teaching assistant will remain in the room to ensure appropriate supervision and support.

Adults in the space will:

• Maintain calm, consistent and relational communication
• Support pupils to organise and complete learning tasks
• Offer co-regulation strategies where needed
• Monitor readiness to return to class
• Liaise with the class teacher regarding progress and reintegration

Entry criteria

The Reset, Regulate, Recover Room is appropriate when:

• A pupil is beginning to feel overwhelmed but remains safe and able to engage
• A pupil requires reduced stimulation to sustain learning
• A planned strategy is in place as part of a support plan

It is not appropriate for pupils who are acutely dysregulated, distressed or presenting unsafe behaviours. In such cases, regulation support should occur in line with the school’s behaviour and safety procedures before any consideration of accessing this room.

Time and review

Time in the room should be proportionate and purposeful. It is not an all-day placement unless agreed as part of a short-term intervention plan.

The goal is always recovery and return. Adults will support the pupil to identify when they feel ready to rejoin the main group. Reintegration should be calm, planned and framed positively.

Returning to class is supported and structured. This may include:

• A brief check-in with the class teacher
• A clear explanation of where learning has reached
• Support to re-enter the social dynamic of the classroom

The message to pupils is clear: you belong in your class, and this space helps you get back there successfully.

Pupil understanding

Pupils should understand:

• The room is a tool to help them succeed
• It is not a reward and not a sanction
• Learning continues
• The aim is always to return

Impact and monitoring

Use of the room should be monitored to ensure it supports regulation and academic engagement rather than inadvertently reinforcing avoidance. Patterns of repeated use should trigger a review of provision, environmental adjustments and individual support strategies. This can occur via the Pupil Placement Meeting. RRR Logs should be kept by the leads to share weekly with the Pupil Placement Triage Team.

Leadership oversight ensures the room remains an inclusive intervention, not a parallel system.

Culture and ethos

The Reset, Regulate, Recover Room reflects high expectations with high support. It protects the learning of the group while preserving the dignity and belonging of the individual. It embodies our commitment to inclusive practice: removing barriers without lowering standards.