At Cherished we are dedicated to supporting children to feel safe, seen, soothed & secure through attachment-focused and trauma-responsive support. We offer 1:1 mentoring, school courses/workshops and after-school Blossom and Roar groups. In addition to direct support for children, we offer training and events for educational professionals, parents, and the community. These aim to promote trauma-informed approaches, empathy and understanding.

Our training courses include:

Trauma and Connection Training for Educators:
Understanding the impact of trauma on the brain, body, and behaviour.
Embracing a trauma-informed approach in the classroom.
Building meaningful connections with students.
Strategies for creating a compassionate and supportive learning environment.

What to Expect:
Expert-led training by award-winning trainer and speaker Hannah Simnett.
Interactive discussions and practical tools for educators.
Insights into fostering resilience and positive relationships in the classroom.

Outcome:
Equip yourself with the knowledge and strategies to nurture every learner’s potential.
Empower your teaching with kindness and connection at the core.
Transform your classroom into a space where students feel supported, understood, and connected.

Unmasking Shame – Healing Relationships Through Awareness and Action:
The nature and impact of shame in our homes, schools, and communities.
Recognising the subtle and overt ways shame affects relationships.
Strategies to confront and eliminate shame.
Fostering healthier, more authentic connections.

What to Expect:
In-depth exploration of how shame manifests and impacts growth.
Practical tools to break the cycle of shame.
A supportive environment for open discussion and reflection.

Outcome:
Empower yourself to build relationships rooted in trust and understanding.
Cultivate connections that allow for true growth and authenticity.
Break free from the influence of shame to nurture more positive interactions.

Behaviour is communication:
This workshop offers a transformative introduction to shifting your perspective on behaviour, empowering you to respond with empathy and understanding. Ideal for teachers, parents, and carers, this workshop will equip you with practical tools to create environments where children feel supported and understood. Join us and start viewing behaviour not as a problem to be managed, but as a meaningful expression that guides us to meet the deeper needs of every child.

Key Topics:
How unmet needs and childhood wounds shape behaviour.
Interpreting the underlying messages in children’s actions.
Core needs: safety, being seen, soothed, and secure.
Addressing challenging behaviours at home and in school with empathy.

What to Expect:
A deep dive into the connection between behaviour and unmet needs.
Practical tools to respond to children’s behaviours with understanding.
Insights into creating supportive environments for children.
A shift in perspective: viewing behaviour as meaningful communication.

Outcome:
Equip yourself to support and understand children more effectively.
Foster environments where children feel safe, seen, and secure.
Learn to approach behaviour as a guide to meeting deeper needs rather than a problem to be managed.


We also offer a range of training opportunities, conferences and workshops throughout the year. These can be viewed via our website: www.cherisheduk.org

How this Supports Schools

Cherished supports schools by providing trauma-informed, attachment-focused interventions that benefit both students and staff.

Our training for educators, such as the Trauma and Connection Training and the Behaviour is Communication workshop, equips teachers with practical strategies to create compassionate learning environments where behaviour is viewed as meaningful communication. Additionally, workshops like Unmasking Shame empower educators, parents, and the wider community to address the impact of shame and foster healthier relationships.

Our service transforms classrooms into spaces where every child feels understood and supported, promoting a more compassionate learning environment.

Link Schools

Kings Rise Academy - Lucy Cruse - Lucycruse@kingsrise.org
New Oscott Primary School - Vanessa Coleman - van.coleman@newoscott.bham.sch.uk
Hill West Primary School - Rebecca George - r.george@hillwest.bham.sch.uk
Two Gates Primary School - Nest Llewelyn-Cook - N.LLEWELYN-COOK@twogates.staffs.sch.uk
The Streetly Academy - Mark Drury - m.drury@thestreetlyacademy.co.uk

Get In Touch

Cornerstone VR is an award-winning, trauma-informed virtual reality programme used by professionals who work with vulnerable children and their families.

The programme is used across almost 50% of local authorities, as well as independent fostering and adoption agencies, children’s residential homes, schools, virtual schools, universities, NHS trusts, ambulance services, the police and other independent providers.

Through a series of short 360° VR immersive films, where the user can live the experience of an abused, neglected or exploited child, our programme is designed to enhance empathy and understanding of early-life trauma and its continued influence throughout childhood, adolescence and into adulthood. This empowers our users to consider potential emotions, trauma, and possible triggers, thereby improving the care, support, and guidance they can provide to individuals of all age groups.

How this Supports Schools

We partner with a wide range of education providers, including universities, schools and over 17 virtual schools, providing experiential learning and development for a wide range of professionals across the sector.

Cornerstone Virtual Reality is a key component in Virtual School training programmes, focusing on trauma and ACEs in schools within their region. It enhances staff reflection, promotes professional curiosity, and provides a deeper understanding of trauma's lasting impact on children and young people.

Cornerstone VR is being used by our partners in a variety of ways, across various training courses, including:

- Integration into Recovery through Relationship training for school staff.
- Trauma sessions delivered school-wide to facilitate discussions on behaviour policies and support the adoption of relational and trauma-informed approaches.
- Sessions for foster carers to improve their understanding of the children in their care.

Some use cases where the implementation of Cornerstone VR has been particularly successful include:

- One virtual school has developed their own training offer, titled 'The Impact of Trauma - Through the Eyes of a Child’. This is a full-day training where Cornerstone VR allows participants to experience a child's trauma and its impact as they transition through school. This training is now offered to all education staff from Early Years to post-16.

- Another virtual school uses Cornerstone VR in their Developmental Trauma Training. Following this training, a school in the region adapted and enhanced their therapeutic curriculum, established two trauma-informed nurture provisions offered as an intervention for their most vulnerable pupils, and implemented 'zones of regulation' in all classrooms. Their trauma-informed approach across the school led to achieving Silver in the Trauma and Attachment Award.

Cornerstone VR offers fully immersive environments that replicate real-world scenarios and offer learners opportunities to experience situations in ways that traditional training methods cannot match. Our feedback shows that 96% of users have a deeper understanding of the child's perspective and would consider alternative ways to approach situations in their work following the use of our programme.

Our experiences cover key and emerging topics affecting children, young people and those supporting them, including; Abuse, Neglect & Trauma; Child Criminal Exploitation; Child Sexual Exploitation; Fetal Alcohol Spectrum Disorder Awareness; Social Media & Digital Platforms; and Knife Crime & Serious Youth Violence.

Link Schools

Greenwich Virtual School
Joe Norton-Jones - Joe.Norton-Jones@royalgreenwich.gov.uk

Buckinghamshire Virtual School
Vicky Carrick-Lynch - vicky.carrick-lynch@buckinghamshire.gov.uk

Stockton Virtual School
Andrew Ruffell - Andrew.Ruffell@stockton.gov.uk

Gateshead Virtual School
Jade Taplin - JadeTaplin@Gateshead.Gov.UK

Peterborough Virtual School
Zoe Lattimer - Zoe.Lattimer@peterborough.gov.uk

Get In Touch

HEALTH MENTORING

Health Mentors support vulnerable children to improve their wellbeing, mindset and school performance outcomes.
This programme includes the Evolve Development Tracker that is used to identify pupils in greatest need of additional support and track the impact of interventions.

ENHANCE

Enhance is a powerful development programme that improves brain health to enhance cognitive skills, emotional wellbeing, and academic progress.
The software is used by NASA Astronauts, the US Military and high-profile organisations such as the Mayo Clinic and Nord Anglia Education.

How this Supports Schools

Students:

• Increased achievement levels and academic progress
• Better social, emotional, and mental health outcomes
• Independent evidence has shown how this intervention closes the wellbeing gap and mentees catch up with school peers after three terms of support.
• Improved support for additional learning needs

Teachers:

• Improved teaching, learning and assessment performance
• Stronger mindset and more resilient to workplace challenges
• Greater levels of presenteeism and connection to the vocation

Senior Leaders:

• Valuable preparation for management and leadership roles
• Extended mental acuity and cognitive capabilities
• Important wellbeing support for greater emotional resilience

Link Schools

West Midlands:

Birmingham Virtual School
Lisa Smith
Lisa.smith@birmingham.gov.uk

Dudley Virtual School
Emma Thomas
Emma.thomas@dudley.gov.uk

London:

Lilian Baylis Technology School
Karen Chamberlain
school@lilianbaylis.com

Ripple Primary School
Roger Mitchell
RMitchell@ripple.bardaglea.org.uk

International:
Nord Anglia International School Dubai
Matthew Farthing
communications@nasdubai.ae

New Academy School (Dubai)
Nazia Daha
nas.pre@newacademyschool.com

Get In Touch

Flourish (formally known as AC Education) is a national training provider offering a wide selection of online courses and interactive programmes. Our courses are developed by experts who truly understand the education sector, with their expertise spanning child psychology, SEND and social work. Based upon relational approaches, we are passionate about enabling educators to support vulnerable children and young people in an educational setting, so that you can make a lasting impact on your students.

How this Supports Schools

Our online course bundle includes topics such as Dyslexia, Dyspraxia And Dyscalculia, Managing Challenging Behaviour, Supporting Pupils With Mental Health Difficulties and Emotionally Based School Avoidance. Some of our most popular programmes include Attachment and Trauma Training and Excluded to Included Training.

Link Schools

Middlesbrough Virtual School – Victoria Banks (Virtual School Headteacher) Victoria_Banks@middlesbrough.gov.uk

Dudley Virtual School – Emma Thomas (Virtual School Headteacher) Emma.Thomas@dudley.gov.uk

Warwickshire Virtual School – Deena Moorey (Virtual School Headteacher) deenamoorey@warwickshire.gov.uk

Hammersmith and Fulham Virtual School – Amelia Steele (Virtual School Headteacher) Amelia.Steele@lbhf.gov.uk

Royal National Children’s Springboard Foundation – Leah Morgan (Deputy Director of Programmes) ljm@royalspringboard.org.uk

Get In Touch

Details of services provided
Imagine Inclusion Ltd tailored support, consultation, training, clinical supervision and services around the individual needs children, young people, family, school, care setting, school, Local Authority.
Our services promote inclusion, to foster wellbeing and to strengthen young-people, families and teams including supporting individuals at risk of exclusion, school refusal, loss, separation and change.
Services we offer:
• System planning and mapping of systems and frameworks in place for Virtual Schools, Multi Academy Trusts.
• Consultation and collaboration.
• Training, workshops, and consultation.
• Clinical supervision
• Development of AATI Pathways
• The development of a range of packages to support trauma informed practice for individual Children and schools.
• Support individual Children e.g. risk of exclusion, school refusal, struggling with transition. Advice and guidance for Practitioners e.g. on implementing and reviewing strategies, offering supervision
• Liaison with Virtual School Co-ordinators to identify Children requiring additional support.
• Liaison with key Professionals working with the Child, this could include attendance at meetings as required e.g., Personal Education Planning meetings.
• Complete an assessment of the Child’s educational and social and emotional needs where these are impacting on attainment and progress.
• Complete assessments, advice, and guidance to support the implementation of plans for the Children to promote understanding and practice in Education Settings for Children who have lived experience of Trauma, Abuse, Violence and Loss.
• Advice and guidance for Carers with a focus on improving engagement in education of the Children they are caring for.
• Mental Health Charter Mark
• Strengthening TEAM Workshops
• Wellbeing at a variety of levels with a variety of workshops including the use of Arts and Creativity.
• Facilitation.
• Person Centred Planning.
• Development programmes for schools and setitngs.

How this Supports Schools

This supports schools as they have and do develop practice, processes and knowledge that means they understand children at a deeper level, hence increase in inclusion.

Link Schools

1. Sarah Rivers (Headteacher Staffordshire Virtual School)

2. Lorraine Thompson (Walsall Virtual School)
sarah.rivers@staffordshire.gov.uk

3. Manor Hall Academy Trust.
Richard Redgate (CEO )
ceo@manorhall.academy

4. Arthur Terry Learning Partnership
(Lisa Nelson. Vulnerable Strategy Lead)
Lisa.Nelson@atlp.org.uk


5. Two Gates Primary School (Nest LlewelynCook (Headteacher)
n.llewelyncook@twogates.staffs.sch.uk

Get In Touch

Transform your school to be attachment aware and trauma informed: Comprehensive strategic support for schools and teachers through the Relational Approach
Is your school functioning through the behavioural approach reacting to SEMH needs throughout the day?
Is there a struggle with staff confidence, rising suspensions, and attendance issues?
Do you wish for a peaceful and thriving school community, where teachers are happy, students are engaged, and safety is paramount?
If the answer is yes, our services are tailored to address your specific challenges.

Whether it is, starting with high quality teaching, addressing individual pupil needs or the whole school approach, this programme is designed to improve relationships in the school community and overall pupil outcomes.
Reduce disruptions, disturbances and workload to create a safe, peaceful relational school environment
Enhance staff morale and retention – focus on support of high quality teaching supporting SEMH needs in the classroom
Improve attendance and reduce suspensions and permanent exclusions
Develop a relational approach whole school policy to establish a proactive approach to helping teachers to teach while meeting the needs of the pupils to prevent disrupting other pupil’s learning and impacting on the safety of others and themselves
Engage parents in their child’s education and take an active part in supporting the school in a joined up relational approach
Develop a nurture room / provision and form a support team around pupils to improve SEMH needs and pupil outcomes

How this Supports Schools

We strategically supporting staff in whole school communities in addressing individual pupils’ behaviour and SEMH needs by building the relational approach.

An audit of whole school systems for social, emotional wellbeing and mental health
Assessment through a universal offer for SEMH through High Quality Teaching (HQT) in the classroom – adapted for ECTs through the ECF.
Relational Behaviour Policy writing
Essential Document Toolkits (Relational Support Plans, Pupil Relational Contracts, Risk Assessments)
Whole school training on the Relational Approach including workshops for parents
Training available on Attachment, Trauma and Neuroscience, Beyond the Behaviour (Improving emotional regulation) and Restorative Practice.
Pupil support through observations, interventions, strategies and resources
Class support with the same effective approaches
Assessments and reports for EHCP evidence (using the Boxall Profile)
Development and training of staff in enhanced provisions connected to schools or independent.

Link Schools

Ms Z Harrison (Head teacher)
Aldbrough Primary School
Headlands Road, Aldbrough HU11 4RR
01964 527422
aldbrough.primary@eastriding.gov.uk

Mrs M. Lawrence (Exec. Head)
Kellington Primary School
Roall Lane, Nr Goole, Kellington, E Yorkshire, DN14 0NY
01977 661127
admin@kp.starmat.uk

Mrs K. Foxton (Head teacher)
Pocklington Community Junior School
65 Kirkland Street, Pocklington
York YO42 2BX
01759 302224
admin@pocklingtonjuniors.co.uk

Mrs C.Broadhead (Head teacher)
Quay Academy
Oxford Street, Bridlington
East Riding of Yorkshire
YO16 4LB
01262 673219
office@quayacademy.co.uk

Mrs M. Lawrence (Exec. Head)
South Milford Primary School
Sand Lane
South Milford
Leeds
LS25 5AU
01977 682 359
admin@sm.starmat.uk

Mrs K. Middleton (Head teacher)
Two Bridges School
Two Bridges School
The Pagoda Centre,
Off St John’s Road,
Tunbridge Wells.
TN4 9TX
01892 519841
KateMiddleton@twobridgesschool.com

Get In Touch

KCA provides learning and development focused on a core and foundational knowledge base of attachment, trauma and resilience to help promote connected relationships. Working in partnership, we start with an in-depth look at the development needs of an organisation and the way in which training will contribute to practice outcomes. We believe that a ‘whole systems’ approach is fundamental to creating sustained, systemic change and therefore seek to impact on organisational: · culture, through developing shared understanding and knowledge; · practice, through supporting the application of knowledge to practice; · structures, through supporting leaders to consider mechanisms to support

sustainability, such as Champions models and policy development; and · review systems, through ensuring the impact of our input is evaluated. Our co-creation approach ensures that we work with our commissioners to develop learning inputs that meet the needs of their learners and promote social enquiry, experiential learning and skill development through connected learning. We achieve this by creating blended learning journeys that use face to face training, webinars, online web-tutorials, e-learning, online mentoring and associated resources to support learning, facilitate discussion and encourage practice sharing.

How this Supports Schools

Benefits to schools 1. Generating reflective practice and reflective discussion 2. Providing KCA Tools to support reflective practice and reflective discussion 3. Recognising the importance of adult as well as child wellbeing Evidence from external research of impact of KCA training 1. Increased staff wellbeing 2. Increased staff confidence 3. Increased prosocial behaviour 4. Increased student wellbeing 5. Decreased use of sanctions 6. Decreased use of exclusion 7. Improved attainment

Link Schools

Jane Featherstone, Head of the Virtual School – Gloucestershire. Jane.featherstone@gloucestershire.gov.uk Leanne Forde-Nassey, Headteacher – Key Education Centre. L.Forde-Nassey@thekey.hants.sch.uk Emma Gundry, Director of Alternative Provision, The Altus School. emma.gundry@altusschool.org.uk

Ali Rumsby, Deputy Headteacher – Ash Grange Primary School. ali.rumsby@ash-grange.surrey.sch.uk Andrew Pankhurst, Assistant Headteacher – Lakelands Academy. AParkhurst@lakelandsacademy.org.uk

Get In Touch

Becoming an Attachment & Trauma Responsive School/Setting (whole school)

How this Supports Schools

Understand attachment theory, how does attachment become secure/insecure.
Types of trauma and childhood brain development. The supporting neuroscience. Personalised strategies and whole-school approaches to help.

Link Schools

Woodside Primary School, Oswestry
Contact:
Claire Bennett, Headteacher
Woodside Primary School
Gittin Street
Oswestry
SY11 1DT
01691 652446

admin@woodsideschool.co.uk

Get In Touch

SUMMIT PSYCHOLOGY SERVICES is a socially driven, trauma-focused service dedicated to supporting children, young people, their caregivers, and the professionals who champion their wellbeing. We are deeply committed to nurturing the environments that help every child grow, develop, and thrive.

ARC CONNECTION – Summit is an original member of the Attachment Research Community (ARC), and Dr. Dawn Bradley is an original ARC advisory Educational Psychologist (EP). Summit developed the Staffordshire Trauma Informed and Attachment Aware Self-Evaluation Framework for schools and is deeply connected to, and remains commited to raising awareness of the complex, multi-layered impact of adversity and trauma in all that we do.

HIGHLY EXPERIENCED TEAM – Our multi-disciplinary team comprises HCPC-registered practitioner psychologists and accredited trauma-focused therapists, bringing extensive skills, knowledge, and applied practice experience. We take a holistic view of the needs of children and young people, focusing on trauma wounds, attachment injuries, and the essential human need for authentic relationships and connection.

INNOVATIVE TRAINING METHODS – Summit offers insightful and contemporary training that is both comprehensive and engaging, using a variety of delivery styles, practical elements, and tailored content to resonate with educational professionals. We like to be creative and offer quality-assured, certified training and continuing professional development (CPD) experiences specifically designed for schools, children’s services, and supporting professionals. This includes but is not limited to:

NurturED TRAUMA TRAINING – A comprehensive and modular CPD series designed to equip educational professionals with the knowledge and skills to recognise, respond to, and support students affected by maltreatment, trauma, and adversity. The NurturED series, based on the 4 R's of trauma, has been researched, developed, and designed by Summit for professionals working with children and young people who have experienced relational and developmental trauma, adversity, relational poverty, and loss. This training is especially valuable for schools following a Trauma-Infused, Attachment-Aware (TIAA) pathway, including members of the Attachment Research Community (ARC) seeking to align their practices with evidence-based, trauma-sensitive approaches.

THE SCENE AND THE UNSCENE – In collaboration with Geese Theatre, this unique CPD day is a unique fusion of theatre and theory, offering deep insights into the lived experiences of children and young people. This experience is valuable for those working with school aged children and young people who have a social worker. For post-16 students transitioning out of care we offer a further CPD day for understanding the pressures and losses of 'leaving care'.

BESPOKE CPD EVENTS – We love to collaborate and can tailor training sessions to meet the specific needs of your educational community. Our sessions can be delivered in person at ‘The Sanctuary’ in Newcastle-Under-Lyme, at partner venues, or at your location.

IN SUMMARY - At Summit, we are deeply committed to supporting a wide range of professionals and organisations eager to explore and implement systemic change for the benefit of vulnerable children and young people. Our focus on organisational and systemic change is designed to support educational and residential settings where relational care is central to all interactions, ensuring that children and young people feel safe, stable, and have every opportunity to experience adversarial growth and healing.

How this Supports Schools

At Summit Psychology Services, we are deeply committed to partnering with schools to create environments where children and young people feel safe, supported, and valued. Our holistic approach is rooted in the understanding that every child deserves a nurturing environment to grow, learn, and flourish, especially those who have experienced trauma, adversity, and relational challenges.

SUPPORTING TRAUMA-INFORMED AND ATTACHMENT-AWARE PRACTICES
Summit Psychology Services has a strong foundation in supporting schools that are members of the Attachment Research Community (ARC). We recognise the importance of using the ARC framework and are fully equipped to assist schools in aligning their practices with trauma-informed and attachment-aware approaches. Our work includes guiding schools in developing and implementing strategies that build secure, trusting relationships and create nurturing environments that are conducive to learning and emotional growth.

IMPLEMENTING THE TIAA FRAMEWORKS
Summit supports schools in implementing the Trauma-Infused, Attachment-Aware (TIAA) frameworks, which provide a comprehensive approach to creating trauma-sensitive and attachment-aware environments. These frameworks address every aspect of school life, from the individual knowledge and skills of staff to school-wide policies and the involvement of the wider community. By working closely with schools, we help ensure that these practices are embedded in daily routines, leading to consistent and supportive environments for all students.

ALEX TIMPSON ARC AWARD SUCCESS
Our commitment to nurturing excellence in schools has led to significant achievements, including supporting one of our partner schools in attaining the much-desired Alex Timpson Award. This recognition is a testament to the effectiveness of our collaboration with schools in creating environments where vulnerable children and young people can truly thrive.

TAILORED TRAINING AND PROFESSIONAL DEVELOPMENT
Summit offers a range of bespoke CPD events and training programs tailored to meet the specific needs of each educational community. Whether through our NurturED Trauma Training, which equips educators with the skills to recognise and respond to trauma, or through The Scene and the Unscene, a unique fusion of theatre and theory that provides deep insights into the lived experiences of students, our training is designed to resonate with and empower educational professionals to make a lasting impact on their students' lives. Our approach is comprehensive, addressing the individual competencies of staff and extending to school-wide practices and policies that impact the broader community.

SUPPORTING SYSTEMIC AND ORGANISATIONAL CHANGE
We understand that lasting change requires a systemic approach. That’s why Summit focuses on supporting schools in implementing organisational changes that promote relational care at every level. Our work helps schools create stable, nurturing environments where every interaction is informed by an understanding of trauma and its impacts, thereby supporting the emotional and academic growth of all students.

FLEXIBLE DELIVERY OPTIONS
We recognise the diverse needs of schools and offer flexible delivery options for our training and CPD events. Whether in person at ‘The Sanctuary’ in Newcastle-Under-Lyme, at partner venues, at your school, or virtually, we are committed to making our support accessible and convenient for your educational community.

CONTINUED SUPPORT AND COLLABORATION
Our relationship with schools does not end with the delivery of training or CPD events. We believe in ongoing collaboration and are here to provide continued support as schools navigate their journey towards becoming trauma-informed and attachment-aware environments. Whether through follow-up sessions, additional resources, or ongoing consultation, we are dedicated to working alongside schools as they enhance the wellbeing of every child and young person in their care.

Link Schools

Deena Moorey: Head Teacher of the Virtual School for Looked After and Previously Looked After Children
Warwickshire Virtual School, Warwickshire County Council
Email: deenamoorey@warwickshire.gov.uk

Sarah Rivers: Head Teacher of the Virtual School for Looked After and Previously Looked After Children
Staffordshire County Council
Email: sarah.rivers@staffordshire.gov.uk

Lisa Wood: Relational and Restorative Practice Co-ordinator
Staffordshire County Council, SP1,Tipping Street
Email: lisa.wood1@staffordshire.gov.uk

Jen Banks
Fostering Deputy District Lead, Stafford and South Staffs
Staffordshire County Council
Email: jen.banks@staffordshire.gov.uk

Barr Beacon SCITT
Walsall
Mr M. Eszrenyi: SCITT Director, Specialist Leader of Education
Email: meszrenyi@matrixacademytrust.co.uk

Sherbrook Primary School, Cannock, Staffordshire
(Awarded the Alex Timpson ARC Award)
Carol Shaw: Headteacher
Email: Carol.shaw@sherbrook.staffs.sch.uk
Tania Brown: SLT
Email: Tania.Brown@sherbrook.staffs.sch.uk

Christchurch First School
Stone, Staffordshire
Amy Graham: Headteacher
headteacher@christchurch-stone.staffs.sch.uk

The Kings Church of England Academy
Kidsgrove, Staffordshire
Andrea Perry: Assistant Principal, DSL and SENDCo
Email: aperry@thekingscofeacademy.org

Get In Touch

Attachment and Trauma Informed Practice for Schools.
This training session is for all staff in a school community, whether they be teachers, learning support assistants, school meals supervisors, or taxi drivers. The training provides an overview of the impact of trauma and the key principles and strategies that work to support young people who may have experienced trauma.

Telford & Wrekin Virtual School also offer bespoke training which is tailored to schools training needs: Courses we have delivered so far include:

‘Supporting Learners with ADHD’, ‘Understanding Foetal Alcohol Spectrum Disorder (FASD)’, ‘Emotionally Based School Avoidance’, ‘Attunement and Co-Regulation’, ‘Developing Wellbeing and Support Plans’ and ‘Using a Circle of Adults Process to Support Learners’.

How this Supports Schools

Our core training ‘Attachment and Trauma Informed Practice for Schools’ enables delegates to:

• Understand the key tenets of relational and attachment and trauma informed practice
• Explore the importance of strong relationships for young people who may have experienced trauma and how to strengthen these
• Understand the impact of trauma and how this may affect presenting behaviours.
• Understand behaviour as a communication of need.
• Demonstrate how to produce bespoke plans that support young people at each stage of emotional regulation.
• Explore strategies to help young people regulate.
• Understand what is meant by a restorative approach and how this can be used to support young people.

Link Schools

St George’s CofE Primary School – Sally Sixsmith admin@stgeorgesschool.org.uk
Newdale Primary School – Rachel Poole
newdale.primary@taw.org.uk
Queensway Specialist School – Sam Wilde
queensway.south@lct.education
Hadley Learning Community Secondary School
Magda Farley
hlcadmin@lct.education
Lawley Primary School
Carol McQuiggan
a2061@telford.gov.uk
Hollinswood Primary School
Kath Osbourne
A2200@taw.org.uk

Get In Touch

We're an award-winning charity providing creative youth services for those in the shadows of society. Our vision is social justice for young people through arts, culture and creativity. We support the most under-represented young people in society through creative experiences that make lasting personal and social change.

We also provide training for professionals and young people themselves on how best to support children and young people in the shadows, including trauma-informed practice, creative youth voice, the psychology of motivation, understanding lived experiences, and specific training around UASC and Separated Children to name a few.

How this Supports Schools

We work directly with thousands of schools across the East Midlands and wider. They can directly refer children and young people through our services, but schools could also commission our training should they need to bolster their provision for their children and young people.

Get In Touch

Therapeutic Thinking Ltd has grown to become a trusted partner of a large number of local authorities and multi-academic trusts. Therapeutic Thinking Ltd works collaboratively to develop locally owned training resources and assists with the delivery of training through a cascade model. Therapeutic Thinking Ltd, aims to embed expertise in understanding, analysing and planning to promote valued behaviours based on an understanding of children’s therapeutic needs. Within the established relationships of Therapeutic Thinking Ltd we offer further consultancy, advice and guidance
Therapeutic Thinking is a philosophy focused on how all children and young people are supported, based on analysis of their SEND, Trauma, Ace’s, attachment, emotional wellbeing and mental health. We provide a trauma-informed approach to behaviour for all educational settings and wider stakeholders, grounded in evidence-based research.

Therapeutic Thinking is a philosophy focused on how all children and young people are supported, based on analysis of their SEND, Trauma, Ace’s, attachment, emotional wellbeing and mental health. We provide a trauma-informed approach to behaviour for all educational settings and wider stakeholders, grounded in evidence-based research.

Training aims
• To support settings with developing a therapeutic approach to behaviour.
• To promote the inseparable link between teaching, learning and behaviour.
• To improve staff confidence and safety
• To support the inclusion of those with detrimental behaviours
• To reduce and eliminate suspensions and exclusions
• To establish a consistent system of analysis and planning which enables behaviour progression
• To support Senior Leadership Teams in the development of quality policy and planning.

How this Supports Schools

Outcomes
• Raise awareness of attachment, adverse childhood experiences, trauma, mental health and SEND and the impact on need
• Provide the resources to understand why children may exhibit difficult or dangerous behaviours resulting in better planning and improved outcomes.
• Ensure all children and young people, regardless of need, receive their entitlement to full-time education, balanced curriculum, and extra-curricular
activities.
• Enable schools and other settings to create an inclusive ethos and an accessible learning environment in which children and young people can thrive.
• Reduce and eliminate exclusions by considering more inclusive alternatives
• Ensure that resources are deployed equitably and transparently

Therapeutic Thinking tutor training
The Therapeutic Thinking 3-day tutor course is aimed at Headteachers and their selected staff who have decided to introduce a therapeutic approach as a basis for policy and practice within their schools or services.
The course will give people the initial knowledge to introduce Therapeutic Thinking into policy, planning, training and practice. We will explore the challenges faced by children in terms of mental health and wellbeing needs, as well as the impact of attachment, ACEs and trauma. It will explore how we can improve policy supported by a graduated planning response based on consistent analysis tools.

The course will introduce the core Therapeutic Thinking product, to in-house tutor level, and signpost the wide range of additional professional development and other consultancy services we offer, to support long term implementation of the approach.

Services to Local Authorities, MAT’s or individual settings

• Developing locally owned training and resources
• Assisting with the delivery of training through a cascade model
• Consultancy around strategic policy and planning
• Exclusion reduction advice and guidance
• Reviewing and mapping of provision
• Supporting strategic service improvement
• Networking organisations to resolve barriers to effective operations and functions

Link Schools

Miriam Leigh Head of Children Thriving in Education, Dorset Council miriam.leigh@dorsetcouncil.gov.uk

Mary Abeyasekera Executive Director of SENDV – Meridian Trust MAbeyasekera@meridiantrust.co.uk

Dr Katy Bass Senior Educational Psychologist – Wokingham Borough Council Katy.Bass@wokingham.gov.uk

Katie Morlidge Head of School Effectiveness – West Northamptonshire Council Katie.Morlidge@westnorthants.gov.uk

Alex Davies County SEND District Manager – Cambridge County Council AlexH.Davies@cambridgeshire.gov.uk

Paul Wagstaff Director of Education – Luton Borough Council Paul.Wagstaff@luton.gov.uk

Alice Boon Senior School Standards Officer – Brighter Futures for Children Alice.Boon@brighterfuturesforchildren.org

Simon Lynch Therapeutic Thinking Lead and Outreach Manager – Ealing Council LynchSi@ealing.gov.uk

Kate Southgate Learning and Behaviour Advisory Team (LBAT) Manager – West Sussex County Council kate.southgate@westsussex.gov.uk

Get In Touch

Thrive has been working in partnership with educators and organisations to help children and young people feel safe, supported and ready to learn since 1994. We provide top-quality training and access to an award-winning pupil wellbeing platform, Thrive-Online. Both our training courses and Thrive-Online are underpinned by robust evidence and research and equip adults to help young people overcome barriers to learning and fulfil their potential.

Short courses
• Taking as little as 3 hours to complete, our short courses cover topics including staff wellbeing, positive behaviour management, pupil wellbeing and managing difficult conversations.

Training for senior leaders
• Thrive is a provider of Senior Mental Health Lead training, fully funded and quality assured by the Department for Education.
• Leading Emotionally Healthy Schools training explores how to strategically embed a whole school approach to mental health and wellbeing.

Thrive Licensed Practitioner training
• To date, over 15,000 professionals have completed our flagship training and gained Thrive Licensed Practitioner status. Empowered to supercharge their mental health and wellbeing provision, they’ve reported improvements in attendance, behaviour and attainment, as well as skyrocketing their own personal and professional development.

Free webinars and guest speaker keynotes
• Thrive in Action webinars are free 45-minute sessions that hone in on hot topics, provide actionable tips, and explore the latest research findings and industry data.
• Join Thrive in conversation and collaboration with experts in education, mental health and wellbeing at a Guest Speaker Keynote webinar. Expect frank conversations and lightbulb moments about the topics most important to you.

How this Supports Schools

Thrive offers a trauma-informed, whole school approach to improving the mental health and wellbeing of children and young people. Our training courses and Thrive-Online help schools to understand the needs of pupils, provide targeted support, and measure (then report on) impact.

Below are seven reasons to embrace Thrive:
1. Thrive in an effective tool used to identify and address social and emotional development needs and support mental health.
2. Thrive is a powerful and proactive approach which helps to prevent mental health problems from developing.
3. Thrive results in lower rates of referrals to external agencies and cost savings in terms of interventions and staff time.
4. All children and young people from 0-25 can benefit from Thrive – it can be used in any and all schools, setting and other organisations.
5. As well as benefitting children and young people, Thrive enhances staff wellbeing and aids job satisfaction and retention.
6. Thrive improves attendance, attainment and behaviour and decreases exclusions and behavioural incidents.
7. Thrive allows schools and multi-site organisations to benchmark and measure progress and impact using Thrive-Online.

Link Schools

Hotspur Primary School: Leanne Pearson - Leanne.Pearson@hotspur.newcastle.sch.uk

Hunters Hall in Dagenham: Nicola Gough - nGough65.301@bdcs.org.uk

Tuition Extra: Amanda Thompson - amanda@tuition-extra.co.uk

Hampshire County Council: Katie Walker - katie.walker@hants.gov.uk

Adele Brown: Gateshead Virtual School - adelelowe1984@gmail.com

Get In Touch

Being able to offer the relevant, necessary and supportive environment to your setting is an ongoing process. Being trauma-informed is not a box to tick, it’s a way of serving your community with the consideration, opportunity and support to thrive.

We understand how overwhelming it can be to work with children, young people and their families, especially knowing the extent of vulnerability they have already encountered. With our training, you can walk away with actionable systems, practices and policies that can be implemented as soon as possible.

All of the TICS team are fully DBS checked and come from a wide range of professional backgrounds, academic endeavours and various lived experiences. All of the team have their own supervision and are professionally qualified in their respective areas of expertise. They have been hand selected to work with TICS because of their high standards of practice alongside an unwavering passion and desire to improve outcomes and living experiences.

Trauma 101 (Introduction to the impact of Trauma and adversity, basic neuroscience, understanding attachment)
Trauma Informed Record Keeping
Trauma Informed Research
Language and Communication Difficulties and Differences for C&YP with SEMH
Restorative Practice
Emotion Coaching
Reflective Supervision
Understanding Behaviour is Communication
Zones of Proximity
Preventing & Reducing Secondary trauma and compassion fatigue
Self care & well-being for school staff
Safeguarding
Safeguarding children in virtual reality environments
Helping children cope with loss
Communicating with children with disabilities
Working with refugees and asylum seekers (trauma informed approach and advocacy)
Understanding social, emotional and mental health needs (SEMH)
Trauma Informed Forest Schools
Nurture in schools
Emotional literacy and self regulation
Managing The Stress of Inspection
Child Protection - Supporting Children at risk of abuse and neglect
Engaging in Reflective Practice
LGBTQ+ - Navigating sexual orientation and gender identity in your school

How this Supports Schools

We work closely with education settings providing training, consultancy and supervision to support system change that is trauma informed, attachment aware and centralises relationships. Our Director Dr Lisa Cherry has been delivering training to settings for 14 years and TICS was set up to manage the demand in the Summer of 2022.

Link Schools

West Coventry Academy, Ana Neofitou, info@westcoventryacademy.org

Coleshill School, Ian Smith-Childs, smith-childs.i@thecoleshillschool.org

Woodlands School, Iain Paterson, head7047@we-learn.com

Melbourne Junior School, Jane Whirledge, janeh33@melbourne-jun.derbyshire.sch.uk

Brier Dudley School,
contact@brier.dudley.sch.uk

St. Thomas More Academy,
admin@st-thomasmore.gloucs.sch.uk

Bracknell Forest Learning Alliance, Ravinder Ghei, rghei@uplandsprimary.org

Leicester City Primary PRU, Nicola Anderson, nanderson@pru.leicester.sch.uk

Rise Carr College, Sally Hudson, SHudson@risecarrcollege.org.uk

Beeston Primary School, Lianne Jackson, JacksonL@beestonprimary.org

Hendal Primary School, Kelly Ashton,
headteacher@hendal.wakefield.sch.uk

Wingate Primary, Marie Binks, m.binks100@durhamlearning.net

Get In Touch

TISUK provides training for education settings including early years, primary and secondary schools, special schools, alternative provisions, colleges and post 16 providers and Universities so they become trauma informed and mentally healthy places for all. We deliver a multi-layered package of training to settings that equips schools to create a universal, whole setting approach that equips all staff to understand the neuroscience and psychology of psychological trauma and how it manifests in behaviour, learning, relationships and mental health problems and provides them with the skills to create a psychologically safe environment and to have ways to respond to emotional need in children and young people. Our training equips individuals to provide targeted intervention to support individual children and groups to heal and recover from trauma and painful life events and to live life well, making the most of their educational opportunities.
We provide:
• 2 day Senior Leadership training: to support leadership to implement trauma informed and mentally healthy policy practice sand have an understanding of the key elements of relational practice and mentally healthy culture

• Whole staff training: to equip all staff with the knowledge, skills and understanding to contribute to a mentally healthy and psychologically safe environment

• Diploma in Trauma and Mental Health Informed Schools and Communities: for practitioners seeking to work with individual children, groups and classes to equip them with the key skills and interventions to support children to heal and recover from trauma and champion trauma informed approaches within the setting for staff, parents and children.

• Senior Mental Health Lead training (funded by the DFE) supporting schools to develop a whole school approach to mental health and wellbeing

• Trauma Informed Practice for Early years Practitioners with a range of options including SLT training, whole staff training and trauma champion training.

• Advanced certificate for practitioners in parent-child therapy

We also provide a range of over 30 cpd webinars for all staff, that can be purchased to tailor training to meeting the specific needs of school contexts.

How this Supports Schools

Our training supports schools to embed policy and practice to become trauma informed and trauma responsive to benefit all members of the school community; children and young people, their families and the staff. Through creating trauma informed environments with a focus on psychological safety, prioritising relational practice and responding to emotional needs with compassion and empathy, the school becomes a powerful social buffer against the impact of trauma and painful life experiences as a universal offer to all members of the school community. Our diploma develops key staff to have the knowledge, confidence and key conversational skills to deliver interventions that support children and young people to heal brains, minds and bodies and make sense of their experiences. Our approach removes the barriers to learning for children and young people and supports schools to address the major challenges facing education improving attendance, engagement and reducing behaviours that challenge and interrupt learning. A mentally healthy culture creates psychological safety for all children and the adults within the school improving staff well being, reducing staff absence and increasing staff retention.

Link Schools

Callywith College, Bodmin (post 16)
Contact: Jen Temple, Assistant Headteacher jennyb@callywith.ac.uk

Watercliffe Meadow Primary School, Sheffield
Contact: Emma Wayper, Assistant Headteacher ewayper@watercliffe.sheffield.sch.uk

Pathways Education, Independent Special, Farnham
Contact: Holly Page Office@pathways-ed.org

Ysgol Y Deri, Special Penarth, Wales
Contact Josie McAllister, Executive deputy Headteacher JMcAllister@yyd.org.uk

Knowle West Nursery School, Bristol
Rachel Stoyell, Inclusion Lead
rachel.stoyell@bristol-schools.uk

Cwm Clydach Primary Tonypandy, Wales
Contact: Linsey Owens, Headteacher
linsey.owens@cwmclydachprimary.rctcbc.cymru

Get In Touch

The University of Chester offers a range of accredited and non-accredited CPD programmes to support schools and other settings to create a universal, whole setting approach through developing staff knowledge and understanding of attachment and the impact trauma can have. This is done through exploring the neuroscience of attachment and trauma and how unmet needs can manifest in behaviour, learning, relationships and mental health problems. Our courses aim to enable colleagues to develop the skills and empower them to create a psychologically safe environment underpinning the development of attachment-aware and trauma-informed practice. Our courses include whole school CPD sessions to raise awareness and understanding of attachment and trauma, a 20-credit postgraduate practitioner enquiry course and a full postgraduate certificate in attachment, trauma and mental health. We have also recently launched several 10-credit courses all aimed at supporting vulnerable children in schools and settings.
We also work with Local Authorities and Virtual Schools to develop bespoke courses and support packages to fit individual area needs.

How this Supports Schools

We work with Virtual Schools across the UK providing a range of bespoke courses offering both online and face-to-face training for staff in all phases of education as well as Local Authority Teams. We work to increase staff awareness of attachment, trauma and relational approaches and enable them to develop strategies to better address children and young people’s needs to improve their wellbeing, academic attainment and attendance.

Link Schools

Cheshire West Virtual School- Jennifer James (Education Adviser for Children in Care with SEND in Y6, secondary and post-16 education) jennifer.james@cheshirewest.gov.uk

Warrington Virtual School- Simon Lennox (Virtual School Headteacher) simon.lennox@warrington.gov.uk

Staffordshire Virtual School- Tara Jellis (Virtual School Coordinator)
tara.jellis@staffordshire.gov.uk

Trafford Virtual School- Lynsey Burridge (Virtual School Head)
lynsey.burridge@trafford.gov.uk

Royal National Children’s Springboard Foundation- Leah Morgan (Deputy Director of Programmes) ljm@royalspringboard.org.uk

Get In Touch