Support in Schools
Behaviour, Attitudes and Engagement
By applying a functional analysis of behaviour model, we are able to assess, plan and deliver a variety of interventions to provide the following planned areas and outcomes:- Personalised pupil engagement plans
- Staff training and CPD around patterns of behaviour and/or individual pupil focus
- Reduced number of suspensions and exclusions
- Increased engagement in learning
- Increased attendance
- Stepping back from the edge of PEX
- Assessment and support for funding SEN and SEN K referrals
- SEN needs analysis with intervention planning based on EHCP
- R4R profiling to support placement, provision planning and challenging transitions
- Family support processes (child-centred approach)
Attendance Support
We can provide assessment of attendance practices in order to:- Ensure that systems and processes are compliant with regulations
- Produce trends analysis with recommendations to improve attendance data
- Strengthen the link between attendance and safeguarding
- Provide training to staff to ensure attendance is a high priority through the pastoral stream
- Support and produce the necessary documentation for external review and challenge
Attainment and Quality of Education
With NPQSL and leadership experience, we are able to provide a fresh eyes analysis of current provision and offer practical strategic guidance and advice to find gains where they may be deemed a school priority.- SEF and SDP review
- Outcomes analysis for strategic gains
- Independent QA review processes
- Quality of education review
- Inclusive offer - review of practices in the teaching and learning cycle
- High Value Outcomes gains – ‘Stretch and Challenge’ model
- Staff training CPD – including staff and pupil workshops and working parties
- Pupil and parent voice - resetting aspirations and challenging legacies
- Where teaching is a barrier to learning – review and reset strategy
Outreach Model Including EOTAS Support
We can provide an outreach model based on principles of reintegration to school.These principles are as follows:- Rebuilding relationships and trust in education - mentoring and resilience building
- Learning to learn again – disengagement and barrier reduction
- Valuing education and future proofing - quick wins and reward conditioning (to include AQA unit awards)
- Baseline testing, assessment and filling learning gaps – when pupils feel safe and are ready
- Preparation for reintegration – knowledge, self-esteem and self-worth
- Preparation for adulthood – careers support, Gatsby benchmarks, next steps post 16 and reducing NEET risk
- Quality first teaching and the ‘Three Waves of Intervention’ model
Quality First Teaching Strategies
- Small Step Planning
- Plan for Error
- Assessment for Learning Strategies
- Manipulatives and Representations
- Metacognition and Modelling
- Explicit Teaching of Mathematical Vocabulary
- Examples and Non-Examples
- Ensure 100% Participation
- Purposeful Practice
- Pedagogical Content Knowledge
Range of Activities Through the Outreach Model
- Behavioural mentoring and support including CBT (we also have a Therapy Dog)
- Sensory, social and emotional awareness and support
- Confidence, respect and resilience building
- Learning to learn, and re-engagement in education
- Rediscovering education from the world around us, including: Maths, English, Sciences, Humanities, STEM, Arts, Food Studies
- Citizenship, PSHE and RSE
- Careers and the world of work – Gatsby Benchmarks
- Forest school activities
- Creative digital media skills
- Monthly learning journey planning available to the setting
- Daily session reports
- AQA unit awards through all key stages