Using Specialist Support Spaces Effectively
Specialist Support Spaces give young people safety, understanding, and belonging, helping them attend and re-engage. However, their impact is greatest when their influence extends school-wide and support is offered proactively, before difficulties escalate.
Salford Council WARMTH Audit Tool
The Salford WARMTH Audit Tool is adapted from an audit tool created by Wirral EPS, which is based around the 8 principle model for whole school approaches for Mental Health, and adapted from Manchester City Council’s ‘Anxiety Based School Avoidance Guidance’ (2020). Salford EPS has updated this to incorporate WARMTH into the tool.
What happens when you use a behaviour chart on adults? A reflection on behaviour charts
A training activity using reward charts highlighted their drawbacks: anxiety, suppression of needs, and reduced learning. The exercise sparked reflection on moving away from behaviourist systems towards affirming, relational practices.
An alternative to having a behaviour policy
When we talk about having a relational approach that does not use rewards and punishments, it can be hard to think of an alternative, so we wrote a Relational Policy that outlines what this means that anyone is welcome to use, adapt and implement at their school.
The impact of putting the young person in the lead
With collaborative, child-led planning, environmental adjustments, and unconditional support, an autistic student rebuilt trust, returned to full-time school, and thrived academically. Her mum now uses this lived experience to create more inclusive practice.
‘Therapeutic Thinking’ – A parent perspective of its impact
After trauma and unmet needs in mainstream school, Jack thrived in a setting that used ‘Therapeutic Thinking’. Relational, flexible support rebuilt trust, reduced anxiety, and led to him thriving at school.
The importance of reducing pressure and meeting people where they are – a parent perspective
After burnout and difficulties attending school, a flexible, child-led appproach enabled gradual reintegration. With trusting relationships, autonomy, and proactive staff, the focus shifted to wellbeing, rebuilding trust, and re-engaging positively with education.
What does research show a tiered system should look like?
Professor Caroline Bond outlines a tiered Barriers to Education framework, combining research and lived experience. It promotes universal relational practices, targeted tailored support, and intensive individualised interventions to improve belonging, wellbeing, and attendance.
Relational Inclusion at the Ambition Community Trust
Ambition Community Trust’s Relational Inclusion replaces sanctions with understanding, co-regulation, and repair. Using tools, staff training, and early support, schools reduced exclusions and suspensions, maintained strong attendance, and improved relationships across the Trust.
The impact of flexibility in therapeutic support – Assistant EP at Salford Council
X, experiencing attendance difficulties, anxiety, and depression, engaged in home-based nurture-informed sessions. Building trust, and exploring anxiety, X progressed significantly, now attending CAMHS and envisioning a supportive future career.