We support education settings that are seeking effective, evidence-based solutions to complex behaviour that impacts learning, safety, staff confidence, and inclusion.

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We work with:

• Primary schools

• Secondary schools

• Special schools and SEN provisions

• Further education colleges

• Alternative provisions

• Multi-academy trusts and local authority education teams

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This service is particularly suited to schools and colleges where:

• Behaviour is frequently disrupting learning or requiring high staff input

• Existing strategies or behaviour policies have had limited impact

• Staff confidence is reducing and incidents are increasing

• There is a risk of exclusion, reduced timetable, or placement breakdown

• Leaders require robust evidence to demonstrate reasonable adjustments and graduated response

• EHCP outcomes are not being met despite significant effort

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Our approach is designed to support schools to move from reactive behaviour management to planned, proactive, skill-building support.

Split Payment Options Available*

We support schools to move beyond surface-level behaviour descriptions and identify the underlying function of behaviour within the learning environment.

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Our Functional Behaviour Assessments (FBAs) examine how:

• Curriculum demands

• Transitions and structure

• Sensory and environmental factors

• Communication expectations

• Adult responses

may be influencing behaviour.

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We gather information through:

• Structured staff interviews

• Pupil observations across lessons and unstructured times

• Review of incident logs and behaviour records

• Questionnaires completed by staff and, where appropriate, families

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To ensure accuracy, FBAs are typically conducted across five non-consecutive days within a month, capturing a realistic picture of behaviour across contexts rather than a single snapshot.

Our work aligns with:

• SEND Code of Practice

• Equality Act 2010

• Ofsted expectations around inclusion and safeguarding

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We do not recommend practices that rely on escalation, punishment, or restrictive responses.

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We use ethical assessment methods, including Practical Functional Assessments and/or Time-Lag Sequential Analysis (TLSA), allowing us to identify behaviour patterns using existing school data.

 

This means:

• No artificial triggering of behaviour (TLSA Only)

• No disruption to learning beyond what already occurs

• Clear, defensible rationale for decisions made

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Following assessment, we co-produce a Positive Behaviour Support Plan with senior leaders, SENCOs, and key staff.

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Each plan:

• Is clearly linked to the FBA findings

• Aligns with school behaviour policies and routines

• Identifies proactive, preventative strategies

• Includes clear guidance for staff responses

• Focuses on teaching alternative skills, not just reducing behaviour

To ensure impact, we provide structured follow-up support.

PBSPs are reviewed every 10 working days following implementation, allowing us to:

• Monitor effectiveness

• Support staff consistency

• Make data-led adjustments

• Address emerging risks early

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We also offer:

• Targeted staff training

• Coaching for class teachers, SENCOs and pastoral leads

• Support for evidence gathering for EHCPs, annual reviews and tribunals

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What Happens Next?

Contact us using the form at the bottom of this page for a free introductory chat, either by phone or video. We’ll listen to your goals, explain our process, and help you choose the most suitable support—whether that’s assessment, curriculum delivery, supervision, or EHCP contributions.