Steps to Success

Our aim

Our aim is to support schools to reduce the risk of exclusion in a variety of ways to enable them to more effectively support their pupils that display behaviour that challenges, with a view to delivering an inclusive approach to learning. Our work focuses on maintaining children and young people’s positive engagement with school.

The Intervention Team is made up of experienced, specialist teachers and highly skilled learning support professionals. We offer support to schools in all aspects of behaviour for learning and in developing their understanding of SEMH (social, emotional and mental health) and the possible impact on behaviour.

We aim to support teachers to understand the behaviour, clarify their concerns and plan for change. Our work is informed by developmental trauma, nurture and attachment aware approaches.

We offer a range of interventions to support individual learners, whole classes, teachers, support staff and whole school staff.

Our team is specialised in a range of different areas such as:

  • Attachment separation and loss.
  • Mental Health first aid.
  • Sensory processing.
  • Behaviour modification programs.
  • EYFS interventions.
  • Personalised intervention programs.

We offer:

  • Whole school or small team training sessions for classroom behaviour management and Mental Health.
  • School based support to staff on a range of behavioural and social and emotional support.
  • Guidance for parents with home routines.
  • Classroom behaviour resources.
  • One to one interventions.

Further information or support contact:

“Whitehouse Pupil Referral Unit is a calm and friendly environment where pupils are happy and feel safe.”

Ofsted

“Staff know the pupils well, and pupils respond positively to these strong relationships.”

Ofsted

“Parents comment that their children’s behaviour improves significantly after joining the school.”

Ofsted

“Pupils listen carefully to their teachers and to each other, creating a calm and focused learning environment.”

Ofsted

“By the time a pupil leaves the school, they are well prepared for either mainstream school or specialist provision.”

Ofsted

“Teachers have high aspirations for their pupils, and pupils work hard to achieve them.”

Ofsted

“Leaders, staff, and governors are ambitious for pupils to achieve their full potential.”

Ofsted

“Teachers skilfully support pupils’ specific special educational needs and disabilities (SEND).”

Ofsted

“Pupils learn to read with confidence and can explain past events and infer what might happen next in a story.”

Ofsted

“Pupils enjoy a wide range of activities that broaden their learning, including drama, cheerleading, and school trips.”

Ofsted

“The school has systems in place to track individual pupils’ progress, ensuring they are continually challenged.”

Ofsted

“Classrooms and corridors are calm, with pupils showing respect to their peers, teachers, and visitors.”

Ofsted

“Teachers help pupils anticipate when they might become angry, improving their ability to manage their emotions.”

Ofsted

“Staff feel valued and proud to work at the school, receiving strong support from senior leaders.”

Ofsted

“The governing body and the wider academy trust are ambitious for the school, ensuring both staff and pupils are well-supported.”

Ofsted