WHERE YOU MIGHT BE RIGHT NOW

  This CPD session challenges the false divide between wellbeing and attainment, clearly demonstrating that wellbeing is not a distraction from learning but the foundation.

Designed to support language and maths confidence, particularly for children with spiky or uneven learning profiles, this session introduces The  Square P.E.G.S Framework.  An approach that removes common barriers to learning and helps children feel safe, confident, and ready to engage.

Teachers explore how giving children permission to pause, connect and feel understood leads to improved focus, resilience and progress over time. The session provides clear structures that help schools embed wellbeing at the heart of strategy, planning and classroom practice.

This CPD supports inclusive practice that enables children to become confident, resilient learners who are ready to grow and succeed.

The Square P.E.G.S Framework

• Pause      - Children are supported to settle, regulate and feel safe, enabling      readiness to learn and engage.
• Explore      - Children’s thoughts, feelings and interests are explored with curiosity,      strengthening relationships, voice and motivation.
• Grow      - Learners are encouraged to try new strategies at their own pace,      building skills, confidence and resilience.
• Shine      - Progress and effort are recognised and celebrated, helping children see      themselves as capable, creative and successful.

Teachers Leave With:

• A      clear understanding of the evidence base linking wellbeing and attainment
• A      simple, practical framework for embedding wellbeing into learning and      teaching
• Strategies      to remove barriers for spiky profile learners
• First      steps for building a proactive, whole‑school approach
• Increased      confidence in supporting language and maths learning through wellbeing

  This thought‑provoking and practical CPD session offers an alternative way of understanding and responding to behaviour that challenges — shifting from control and consequence towards curiosity, connection and values‑based understanding.

Designed for teachers who find themselves asking “Why do they keep doing that?”, this training explores how behaviour choices are shaped by unmet needs, emotional regulation and a child’s developing sense of self. Rather than reacting with frustration, staff are supported to become curious — allowing them to unpick what behaviour may be communicating and how to support pupils to make different, more helpful choices.

Through a values‑based lens, teachers explore how children can be guided to understand the impact of their behaviour, strengthen self‑regulation and develop agency — supporting both positive relationships and effective classroom management.

Our Approach

This session reframes behaviour by:

• Moving      from “What’s wrong with them?” to “What are they telling us?”
• Replacing      reaction with curiosity
• Supporting      children to connect behaviour choices to values, needs and outcomes
• Creating      consistency without shame, threat or power struggles

Teachers are supported to create classroom environments where behaviour is understood, boundaries are held compassionately, and children are empowered to make choices that support themselves and others.

Teachers Leave With

• A      new framework for understanding behaviour as communication
• Increased      confidence to respond with curiosity rather than frustration
• Practical      strategies for values‑based behaviour conversations
• Tools      to support children to make different, more supportive choices
• Greater      consistency, calm and confidence in classroom management

 This practical and engaging CPD session offers a fresh, nuanced approach to developing what is commonly known as a Growth Mindset. Moving beyond surface‑level slogans, teachers explore why thinking patterns become habitual, why change can feel difficult, and how mindset is shaped through experience, language and relationships.

Using stories, games and hands-on activities, participants learn how to support children in developing a solution-focused thinking mindset. One that nurtures confidence, curiosity and persistence regardless of the challenge. 

The session is grounded in four key pillars of mental health: self-esteem, self-confidence, self-compassion, and self‑efficacy.

Through this lens, teachers explore how the questions they ask, the language they use and the curiosity they model can create a genuine ‘can‑do’ attitude, helping children approach learning with resilience, flexibility and belief in themselves.

Our Approach

This session recognises that:

• Everyone      relies on habits and familiar thinking patterns
• Fixed      thinking often develops as a form of self‑protection
• Mindset      change happens through relationships, experiences and language, not      pressure

Teachers are supported to build environments where effort is valued, mistakes are normalised, and curiosity replaces judgement — for children and adults.

Teachers Leave With

• A      clear understanding of the nuances between fixed and growth thinking
• Practical      strategies to develop a solution‑focused mindset through stories      and activities
• Language      and questioning techniques that build confidence and self‑belief
• Tools      to support children to persist, adapt and try again
• Increased      confidence in nurturing self‑esteem, self‑compassion and self‑efficacy

  This practical CPD session supports teachers in better understanding and responding to the individual sensory, emotional, and regulatory needs of neurodiverse learners.

Using a strengths‑based, neuro‑affirming approach grounded in occupational therapy and coaching, the session introduces the concept of the child’s individual profile. Helping staff recognise how energy, regulation and sensory preferences impact behaviour, relationships and learning.

Through story, reflection, and practical examples, teachers will gain tools to move away from a deficit model and towards an approach in which children feel understood, supported, and able to thrive.

This session supports inclusive practice that enables children to feel safe, nurtured, respected and included, while improving engagement and access to learning.

Teachers Leave With:

• A clearer      understanding of sensory preferences, energy and regulation
• A strengths‑based      framework for supporting neurodiverse learners
• Practical      strategies to adapt the environment, expectations and communication
• Increased      confidence in supporting children with spiky learning profiles
• Tools that      can be used immediately to support inclusion and wellbeing

 This engaging CPD session supports teachers in using storytelling as a practical way to develop kindness, empathy, and emotional understanding in the classroom.

Based on neuroscience, child development and classroom practice, the session explores why stories are uniquely powerful in helping children make sense of their own feelings and those of others. Teachers are guided through a familiar story through a lens of empathy and curiosity, showing how narrative activates thinking, emotional connection, and self-belief at the same time.

Through reflection and practical examples, teachers gain confidence to move beyond story as entertainment and instead use it intentionally as a tool for discussion, perspective‑taking and emotional literacy. This approach supports children of all ages and abilities to feel understood, connected and ready to learn.

This session supports inclusive practice that enables children to build empathy, emotional intelligence and a strong sense of belonging, while strengthening relationships and wellbeing in the classroom.

Teachers Leave With:

• A clear understanding of why the      brain responds differently to stories than to direct instruction
• Practical, tried‑and‑tested      storytelling techniques that can be used immediately
• A simple framework for using      stories to develop kindness and empathy
• Increased confidence in using      storybooks to explore feelings, perspectives and social understanding
• Immediately usable ideas to embed      empathy‑building moments into everyday classroom practice

  Worry is a normal part of being human, but for many children, it can become overwhelming and impact wellbeing, behaviour and learning. This practical CPD session helps teachers understand the different ways worry shows up and how to respond in a calm, affirming and proactive way.

Teachers explore how worry feels in the body, including common fight, flight and freeze responses, and gain a simple understanding of what is happening physiologically when children experience anxiety. Rather than trying to remove or dismiss worry, this session focuses on normalising it, helping children understand why it has appeared and what it may be trying to protect them from.

Through the Four Types of Worry framework, staff learn how to spot different worry patterns, confidently talk about worry with children, and support them in taking action, building reassurance, and flourishing.

Our Approach

This session does not encourage children to ignore, suppress or “get rid of” worry. Instead, teachers are supported to help children:

• Understand   that worry is normal
• Feel      more comfortable noticing it
• Explore      why it has shown up
• Learn      supportive ways to respond and take action

This approach builds emotional safety, self‑awareness and resilience over time.

Teachers Leave With

A    clear framework for understanding the four types of worry

• Increased      confidence in talking about worry with children
• Knowledge      of how worry shows up in the body and nervous system
• Practical      strategies to support children in an affirming, proactive way
• Tools      to help children feel more comfortable with uncertainty, take action and      flourish