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Where Well-being Raises Attainment.

 A proactive, story-based coaching partnership for schools who believe that every child — especially those who don't fit the mould — deserves a genuine chance to thrive. 

"They are not the problem. The fit is." Wellbeing is not a distraction from attainment. It

Why we started

Built for children who don't fit the mould.

 For too long, schools have been built around one kind of learner — one pace, one style, one measure of success. For children with spiky, uneven learning profiles, that one-size-fits-all approach doesn't just fail them. It tells them, day after day, that they are the problem. We must change that narrative. 

You already know something isn't working for some of your children.

Not because they're difficult. Not because they're not trying. But because the system was never built for the way their brain works. 

There's a child in your school right now
who has been told, without words,
that they are the problem.


The bright one who can't sit still. The creative thinker who struggles to read. The empathetic soul overwhelmed by the noise of an ordinary classroom. 

The child who is exceptional in some areas — and finds others almost impossible.

Unlike physical health, which we invest in proactively, mental health and accessible learning have long been treated as things we respond to only when they break down. 


We believe in a different way. The skills that protect children — resilience, self-belief, emotional regulation, the ability to understand and advocate for themselves — are called 'soft skills' and treated as extras. 

We believe they are the most important skills a child will ever learn and  we want to share this approach, tools and strategies with children and their teachers  before the breaking point.

Our Approach

Stories do what worksheets never could.

Every piece of our work is built on the Wise for My Size methodology  It uses specially written stories to plant new ideas, build new ways of thinking and develop emotional resilience. Without a single lecture. Without a worksheet. Without a nagging word.

Why the brain responds to story differently

When we receive facts or instructions, one part of the brain activates. When we hear a story, the whole brain lights up — thinking, emotion, problem-solving and empathy firing together. A well-chosen story quietly shifts the way a child sees themselves. Not because they were told to change. Because they discovered something new about who they already are.

This isn't soft. This is neuroscience. And it's the reason our approach creates change that sticks — in children who've heard every instruction, every pep talk, every worksheet — and remained unconvinced. 

The Square Peg Approach

Helping every child to thrive 



Our Method

The Square P.E.G.S Approach

The Square P.E.G.S Approach is designed to nurture children’s natural abilities by shaping learning environments around them, rather than expecting them to fit into them. We unlock their potential and celebrate their growth at every stage.

The Square P.E.G.S Approach stands for Pause. Explore. Grow. Shine. This framework creates a safe space for children to steady themselves, discover who they are, and thrive.  

 Pause
By prioritising connection and co-regulation, we meet the child exactly where they are, both emotionally and energetically, creating safety as the foundation for learning.

Explore
We build self-awareness by encouraging children to recognise their feelings, needs, and starting point. Supporting them in advocating for themselves and identifying what helps them feel ready and supported.

Grow
We focus on the next doable step. Using a strengths-based, solution-focused approach, children develop skills, strategies, and beliefs about how they learn best, without tipping into overwhelm.

Shine
We celebrate progress - especially the small steps.

Their personal success is recognised, self-confidence is reinforced, and children begin to see themselves as capable learners. 

How we can support you

There is no right starting point.
Only the right fit for you.

Some schools come to us knowing exactly what they need. Others are still working that out. Both are completely fine. 

For schools saying: "Our staff need practical tools — for their classroom

  Our CPD Menu is the best place to start. 

Browse our CPD Menu

For schools Saying: "We want a catalyst day that puts wellbeing and attainment Front and Centre

The Square P.E.G.S Well-being  and Strategy day is perfect for you.

Book a Well-being Day

For schools saying: "We want to give our children a full, immersive day"

 Our Wise Day for Square Pegs is the perfect fit a day dedicated to the children understanding themselves and building confidence

Explore Wise Day for Square Pegs

For schools saying: "We have children right now who need consistent, expert support.

If you have Pupil Equity Funding or Raising Attainment budget to invest then our Square Peg Day – weekly in-school Coaching support is the perfect choice.  

Explore in-school support

For schools saying: "We want this to become part of who we are

If this approach matches your values and ethos and you want this to become part of your attainment strategy then the Wise for My Size Coach Certification is the next step – Fund a place for one of your own staff at our next Coach Training. 

Train with Us

CPD Menu

£325 per workshop | 90 Minutes | Up to 25 participants | In-Person and Online

We offer a range of bite-sized, high-value, standalone sessions that give staff something real to take away and use immediately. Whether its tools for the classroom or restoration and well-being tools for themselves – each workshop

Staff Development

Raising Attainment Through a Wellbeing Lens

From Behaviour to Belonging: A Values Based Approach to Behaviour That Challenges

From Behaviour to Belonging: A Values Based Approach to Behaviour That Challenges

  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

From Behaviour to Belonging: A Values Based Approach to Behaviour That Challenges

From Behaviour to Belonging: A Values Based Approach to Behaviour That Challenges

From Behaviour to Belonging: A Values Based Approach to Behaviour That Challenges

  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

From Fixed to Growth: Developing a Solution Focused Thinking Mindset

From Behaviour to Belonging: A Values Based Approach to Behaviour That Challenges

Seeing the Whole Child: A Strengths Based Approach to Supporting Neurodiversity

 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

Seeing the Whole Child: A Strengths Based Approach to Supporting Neurodiversity

Seeing the Whole Child: A Strengths Based Approach to Supporting Neurodiversity

Seeing the Whole Child: A Strengths Based Approach to Supporting Neurodiversity

  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

The Power of Stories to Unlock Kindness and Empathy

Seeing the Whole Child: A Strengths Based Approach to Supporting Neurodiversity

The Four Types of Worry: Supporting Children Through Uncertainty

 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

The Four Types of Worry: Supporting Children Through Uncertainty

Seeing the Whole Child: A Strengths Based Approach to Supporting Neurodiversity

The Four Types of Worry: Supporting Children Through Uncertainty

  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

Staff Personal Well Being: Sustaining the People Who Care

A CPD Pathway for Teachers, Leaders and Frontline Professionals Because the people who care for chil

  Our whole‑school wellbeing strategy recognises that staff wellbeing is a professional priority and a shared leadership responsibility. We are committed to creating a culture where wellbeing is proactively protected, not reactively 

addressed, and where sustainable professional practice is modelled at every level of the school. Aligned to the GTCS Professional Standards, this approach supports staff to develop self‑awareness, reflective practice and sustainable working habits, enabling them to continue to care for children with clarity, compassion and consistency. Through targeted professional learning, we support staff to recognise early signs of burnout, manage workload and energy, set healthy boundaries and reconnect with their professional purpose. This strategy strengthens resilience, reduces risk of burnout and underpins effective teaching, leadership and improvement — recognising that when staff feel safe, supported and valued, the whole school community flourishes.

 This CPD pathway recognises that teacher wellbeing is not a personal luxury or add‑on — it is a professional responsibility and a leadership priority. Designed for teachers, school leaders and frontline teams working in high‑demand caring roles, these sessions offer practical, compassionate, and evidence‑informed approaches to sustaining energy, preventing burnout and reconnecting with purpose.

Aligned with the GTCS Professional Standards (Professional Values and Personal Commitment; Leadership and Management), this CPD supports staff in practising with integrity, self-awareness and sustainability — modelling the same care, balance and emotional literacy we seek to develop in children.

This series is particularly well‑suited to schools where leaders are seeking to:

  • Support      staff wellbeing proactively
  • Reduce      burnout, absence and turnover
  • Strengthen      compassionate leadership and relational culture
  • Meet      leadership responsibilities for staff care, professional learning and      improvement



These CPD workshops directly supports:

GTCS – Professional Values and Personal Commitment

  • Commitment      to professional self‑care and wellbeing
  • Reflective      practice and self‑awareness
  • Sustaining      motivation, resilience and ethical practice

GTCS – Leadership and Management (Middle & Senior Leaders)

  • Responsibility      for staff wellbeing and professional culture
  • Creating      conditions for sustainable practice and improvement
  • Leading      with emotional intelligence, compassion and clarity
  • Supporting      others to manage workload, boundaries and professional identity

Staff Personal Well Being

Preventing Burnout in Professionals Who Support Children

You Can’t Pour from an Empty Cup: Energy Management for Caring Professionals

You Can’t Pour from an Empty Cup: Energy Management for Caring Professionals

  For the helpers, healers and educators running on empty.

This compassionate and practical session supports staff to recognise burnout not as a personal failure, but as a predictable response to sustained emotional labour. Participants explore early warning signs, understand how burnout develops, and learn how to put protective strategies in place beforecrisis point.

Rather than encouraging staff to simply “cope”, this CPD legitimises the need for rest, boundaries and recovery within caring professions, supporting safer, more sustainable practice.

Participants leave with:

  • Early      recognition of burnout warning signs
  • Practical      protective strategies for high‑demand roles
  • Tools for      embedding recovery and restoration into professional life

You Can’t Pour from an Empty Cup: Energy Management for Caring Professionals

You Can’t Pour from an Empty Cup: Energy Management for Caring Professionals

You Can’t Pour from an Empty Cup: Energy Management for Caring Professionals

 This session reframes self‑care as energy management, offering realistic strategies that work within the realities of a demanding professional role.

Staff are supported to identify energy sources, recognise leaks, and develop sustainable practices that protect wellbeing without guilt. The focus is on what genuinely restores capacity — not what adds another task to the list.

Participants leave with:

  • Clarity      around what recharges vs depletes their energy
  • Practical      self‑care strategies that fit real working lives
  • A      personalised energy management plan to use immediately

Managing Overwhelm: Batching, Boundaries and Working Smarter

Managing Overwhelm: Batching, Boundaries and Working Smarter

Managing Overwhelm: Batching, Boundaries and Working Smarter

 Designed for busy professionals juggling competing demands, this highly practical session focuses on working more sustainably, not harder.

Staff learn how to allocate energy intentionally, batch tasks efficiently and set clear boundaries that protect wellbeing while maintaining professional standards. This session is particularly valuable for leaders, class teachers and promoted staff managing cognitive overload.

Participants leave with:

  • Effective      batching and task‑management strategies
  • Confidence      to set boundaries without guilt
  • A      personal action plan for working smarter and more sustainably

Once Upon a Teacher: Rediscovering Your Why

Managing Overwhelm: Batching, Boundaries and Working Smarter

Managing Overwhelm: Batching, Boundaries and Working Smarter

A story based journey into the narrative you’ve been telling yourself about your teaching — and the one you want to write next.

This deeply reflective and distinctive CPD session supports staff in exploring the internal narratives that drive over-giving, guilt, and burnout — particularly the “high sacrifice” identity so common in education.

Through storytelling, metaphor and guided reflection, participants meet their inner critic, understand the roles they’ve been playing, and consciously choose a more balanced, sustainable professional identity. This is not selfish — it is ethical, professional and necessary.

Participants leave with:

• Insight into the beliefs and narratives driving behaviour and burnout

• Awareness of the “characters” shaping their professional story

• A renewed sense of purpose and a practical commitment to self



The Square P.E.G.S Wellbeing and Strategy Day

  £1,250 | Full day | Morning Assembly and Class Sessions | Afternoon parent workshop or further pupil session | Twilight Staff CPD and Strategy Session | Impact evaluation and next steps report included. 


For schools  Saying: "We want a catalyst day that puts wellbeing and attainment front and Centre of our Schools thinking and strategy"


A full day that brings staff, leaders and families together around a shared vision. Powerful, practical and strategically designed — this day moves wellbeing from conversation to commitment, giving your school the clarity, tools and momentum to make lasting change. 


The perfect catalyst for schools who are ready to do things differently.

Schools staff and parents benefit from:

✓ A shared language and vision for wellbeing across your whole community

✓ Practical tools for staff, families and leaders to use immediately

✓ A written follow-up report with recommendations for next steps

✓ The evidence and momentum to embed wellbeing in your organisation's strategy


For schools booking a Strategic Day, parent workshops are included within the offering. Alternatively, schools may choose to swap a staff CPD session for a parent session, targeting a specific priority such as anxiety, behaviour, confidence or emotional regulation.

Ideal for school who wish to support a whole‑school, whole‑community approach to wellbeing and improvement.

A Wise Day for Square P.E.G.S

  From 550 - £850 | Full day | Morning Assembly | Class Sessions or bespoke small group or 1:1 sessions | Throughout the day Choose your Well-being theme| One or Two Wise for My Size Coaches working with your pupils all day | Wise for My Size Methodology throughout. Twilight CPD session for parents or staff


For schools  saying: "We want to give our children a full, immersive day dedicated to understanding themselves and building confidence in who they are"

A full day of story-based coaching, activities and self-discovery — designed specifically for children who have spent too long feeling like they don't quite fit. In one powerful day, children explore who they are, discover their own strengths and leave with real tools to navigate the world with more confidence, more self-compassion and a whole new story about themselves. Commissioners choose their focus from our menu.

Schools  leave with:

✓ A new and positive understanding of how their brain is wired

✓ Practical tools for managing anxiety, worry and big emotions

✓ A stronger sense of self-belief and personal strengths

✓ A toolkit of strategies to use long after the day ends


Square PEG Weekly In-School Support

 £250 Day Rate | 9.30am to 2.30pm | Termly Blocks | Bespoke Coaching support for Identified Children | Pupil Attainment |  Evaluation 


For schools and organisations asking: "We have children right now who need consistent, expert support — and we have Pupil Equity Fund or Raising Attainment budget to invest in them"

Weekly 9.30am–2.30pm coaching for identified children, delivered in termly blocks with review points. A mix of fixed small groups and 1:1 slots — structured enough to show measurable impact, flexible enough to meet each child where they are. Every child tracked, every session purposeful, every term evidenced and reported.

Schools  leave with:

✓ Consistent, expert coaching for identified children every week

✓ A termly impact report aligned with CfE Benchmarks and GIRFEC indicators

✓ The evidence base needed for PEF and Raising Attainment reporting

✓ Children who understand themselves, believe in themselves and show up differently

PEF funded | Raising Attainment |GIRFEC | Termly blocks | Impact evidence 


The Coach in the Classroom

  Foundation Wise for My Size Coach Certification — Fund a Place for One of Your Own Staff

£2,895 | 6-month Program | Online and Live Lessons | Flexible Study Schedule | CPD -accredited Programme | Transferable Skills directly into your School or Organsiation | Intakes January and August 

For schools  saying: "We want this to become part of who we are — not something that stops when the visits do"

The most powerful investment a school can make in its children's long-term wellbeing. When one of your own staff becomes a certified Wise for My Size coach, the methodology doesn't visit your school — it lives there. Every week, in every interaction, with every child who needs it. Your certified coach will be trained and personally mentored by Lorna and Jac across six months — leaving with the tools, confidence and accredited qualification to deliver 1:1 coaching, group coaching, whole-class sessions and parent workshops independently. The impact becomes self-sustaining. The investment pays for itself many times over.

Schools  leave with:

✓ A fully certified, CPD-accredited Wise for My Size coach on your staff

✓ The methodology permanently embedded in your school community

✓ Ongoing mentoring and support from Lorna and Jac after certification

✓ Long-term, self-sustaining impact that grows year on year 


To make an Enquiry

To discuss your school's needs or book a workshop or School day please get in touch 

I want support for my School

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