For Schools

From targeted pupil casework and specialist consultations to staff training, SENCO support, and strategic capacity building across your setting.

In-Person Visits & Local Practice (South Oxfordshire): On-site support across your educational environment, working collaboratively alongside your team to explore and address your specific priorities.

Remote Consultations (Nationwide): Flexible, timely consultation and strategic advisory sessions for staff and SENCOs anywhere in the UK.

A red apple placed on top of a stack of closed books on a wooden table, with colourful children's crayons and alphabet blocks nearby in a classroom setting.

  • Flexible, focused consultation sessions (in-person or remote) to address individual pupil needs, provide staff support, or explore wider whole-school priorities. Each session can include a concise written summary report to establish robust documentation, evidence targeted intervention within a graduated response, and inform high-level decision-making.

  • In-depth assessment and actionable advice across a broad range of learning, developmental, neurodevelopmental, and social-emotional profiles. This provides clarity for complex SEND casework, helps untangle multifaceted barriers to learning, and delivers practical strategies for the classroom.

  • Customised workshops and training sessions designed specifically around your team's priorities or parent groups:

    • Supporting Diverse Needs: e.g. Autism, ADHD, Selective Mutism, tics/Tourette's, Pathological Demand Avoidance.

    • Emotional Health & Wellbeing: Attachment theory, building pupil resilience, emotional self-regulation, and understanding the impact of adverse childhood experiences (ACEs)/trauma and relational stress.

    • Literacy, Dyslexia & Academic Strategies: Evidence-based approaches for dyslexia and literacy difficulties, Precision Teaching, Paired Reading, and working memory adaptations.

    • Emotional Regulation & Relational Practice: Supporting emotional literacy, co-regulation strategies, Functional Behaviour Analysis, therapeutic thinking, and environmental adaptations to support distressed behaviour.

  • Evidence-based therapeutic approaches applied through direct sessions with young people or collaborative consultation with school staff:

    • Solution-Focused Coaching: Short-term, goal-oriented conversations that build on existing strengths and map practical steps forward.

    • CBT-Informed Support: Exploring how thought patterns and core beliefs influence emotional states and everyday behaviour.

    • Personal Construct Psychology (PCP): Uncovering how young people perceive their world so interventions align with their values and perspective.

    • Motivational Interviewing: Person-centred discussions that help pupils explore and strengthen their readiness for positive change.

    • Targeted Group Interventions: Structured programmes focusing on social interaction, study habits, exam anxiety, self-worth, or peer mentoring.

    • Classroom & Staff Initiatives: Conducting Functional Behaviour Analysis, guiding TAs towards fostering pupil independence, and evaluating whole-school behaviour guidelines.

    • Systemic Innovations: Enhancing communication-rich environments, supporting smooth primary-to-secondary transitions, and embedding inclusive practice.

  • Structured, confidential spaces for school staff managing complex, high-demand environments:

    • Individual & Group Supervision: Protected reflective time for SENCOs, educators, and pastoral leads to unpack challenging cases and co-create solutions.

    • Staff Support & Consultation: Team-focused sessions aimed at building collective resilience, enhancing professional skills, and preventing burnout.

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