Solution-focussed and collaborative, an approach designed to promote change

Whether you are seeking to implement a strategy to:

  • support the social and emotional wellbeing of your school;
  • want to improve SEND services across your school:
  • are considering how to use teaching assistants more effectively;
  • want to reduce challenging behaviour;
  • promote relationships and effective interactions between pupils and staff; or
  • if you have other school improvement projects in mind then we can work with you to achieve your outcomes.

Look below at examples of our work.


We are currently supporting a group of primary and secondary schools who are seeking to embed a culture of positive emotional wellbeing across their settings: a culture where pupils, staff and parents/carers feel like they belong; are happy; and feel valued.

We have worked with this group to:

  • help them define the outcomes they want to achieve;
  • define the strategy and approach for reaching these goals;
  • and will support them with the roll out and implementation phase.

It has been an exciting and innovative piece of work, bringing together a number of school communities.

Progress so far:

Focus groups with two groups of pupils have now taken place. We looked at what it means to be happy; what a ‘happy’ school might look like and wrote a Happiness Charter. Click here  and here to see their work!

A focus group with staff from across a number of schools has also taken place  – this proved to be very interesting, with much talk of staff training and development.

The Happy Schools Steering Group has drafted a proposal to take this forwards into next academic year.

We will update this section with more details as the project continues.

This is a collaborative learning approach used to support teachers who are seeking to improve their classroom practice. It can be particularly effective for staff looking to:

  • reflect on and develop their skills around behaviour management;
  • promote pupil engagement and;
  • improve interactions and learning in the classroom.

We have used this approach with numerous staff, with some schools adopting it across their their whole school as a way of supporting staff development.

“Although a little unsure at first because I didn’t know what to expect, I actually found it a really useful way for me to think about how I manage the behaviour of some children in my class. I found the feedback really supportive and it gave me some great ideas which I’ve already started using: would definitely do this more.” Jane, year 6 class teacher.

Click here to download our Coaching in Schools flyer

Looked after children are at greater risk of experiencing poor mental, educational and social outcomes. However, the development of positive relationships can provide a protective factor against these issues. Our approach, which is informed by the principles underpinning video interaction guidance (VIG), supports the development of positive interactions, social and emotional wellbeing and learning. 

To find out more, get in touch with us: phone, email, or complete the contact form below.

We look forward to hearing from you.

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