Improving Educational Outcomes for children and young people who are vulnerable, in need or in care.

Evidence suggests that experiencing adversity or trauma has a lasting impact on children and young peoples educational outcomes, beyond the point of being in need. Educational attainments of  Children in Care and Vulnerable Pupils in need of help and protection is nearly half that of their peers and they often experience compounding disadvantage – with high numbers of Children in Need assessed as having Special Educational Needs (SEN) and many experiencing Social, Behavioural, Emotional and Wellbeing Needs (SBEW Needs).

Experiencing trauma can have a profound impact on a child's sense of safety and belonging, their ability to navigate and sustain healthy relationships and their capacity for emotional awareness and emotional regulation. Behaviour is the language of trauma, children will show us before they tell us that they are in distress. In an attempt to survive, manage and make sense of their experiences these pupils may demonstrate a profound distrust in adults as well as highly activated stress responses resulting in risky and 'challenging' behaviours displayed at school. 

Pupils who are communicating distress and demonstrating high levels of significant and substantive need may present with a range of behaviours that have impact on their safety and wellbeing and the safety and wellbeing of the wider school community - navigating this unfamiliar ground can feel very overwhelming for schools.

 With over 20 years of experience supporting pupils across KS1-KS4 with significant and substantive SBEW needs and their schools as well as 12 years leading a primary EOTAS provision, I am passionate about supporting improved outcomes for our most vulnerable pupils by offering a range of services to schools and statutory services that reflect the best interests of the child ensuring improved outcomes within education.