Our Training Brings Together
Supervision
Supporting Safe, Structured Reflection Around Complex Learners And Situations.
Reflective Practice
Creating Space For Staff To Think, Question And Strengthen Practice.
Staff Wellbeing
Communication & Relationships
Developing Brain
Understanding How Young People Develop, Regulate And Respond To Stress.
Executive Functioning
Building Practical Strategies Across Key Skills.
- Metacognition
- Working Memory
- Task Initiation
- Time Management
- Self-control
- Planning
- Organisation
Trauma-informed Practice (Aces)
Family Partnership
Person-centred practice
Our approach helps staff move from:
“What is wrong with this young person?”
to:
“What is this young person communicating, and what do we need to understand?”
Training supports staff to:
Build stronger relationships with learners
Recognise executive functioning barriers
Strengthen emotional safety and belonging
Use coaching conversations with learners and families
Understand behaviour as communication
Reduce escalation and demand
Use coaching conversations with learners and families
Reflect on their own responses and families professional wellbeing
What we offer
Practical, research-informed support that builds knowledge, strengthens practice and creates inclusive environments where every learner can access and belong.
Whole-school training
Practical sessions for teaching staff, support staff, pastoral teams and leaders.
Groundbreaking training in executive functioning skills.
Building improved understanding to support adaptive teaching.
Engaging directly with universal design to improve ACCESS and ADAPTATIONS.
Improving universal design and provision.
Person-centred mindset and upskilling
Developing staff confidence in relational practice.
Connecting with learner centred needs.
Enabling ACCESS and BELONGING.
Building learner voice and improving participation.
Strengthening inclusive, relational cultures.
Reflective practice sessions
Structured space for staff to explore complex situations.
Building insight, understanding and professional curiosity.
Strengthening practice through reflection and collaboration.
Turning learning into meaningful action.
Staff wellbeing and emotional load
Supporting staff wellbeing and emotional load.
Self care to be the best version of self and improve personal agency.
Understanding impact when supporting distress, dysregulated and complex learners.
Reducing vicarious trauma and promoting resilience.
Assistive Technology & meaningful adaptations
Developing staff confidence in assistive technologies.
Supporting literacy and language access.
Reducing cognitive load, anxiety and barriers.
Improving motivation and learner independence.
Needs-led adaptations aligned with JCQ (Joint Council for Qualifications) guidance and awarding body requirements where appropriate.
Supervision for education staff
Safe, purposeful supervision tailored to education settings.
Supporting staff decision-making, confidence and professional judgement.
A space to reflect, problem-solve and strengthen responses.
Building resilience and sustaining higher quality practice.
Whole-school training
Practical sessions for teaching staff, support staff, pastoral teams and leaders.
Groundbreaking training in executive functioning skills.
Building improved understanding to support adaptive teaching.
Engaging directly with universal design to improve ACCESS and ADAPTATIONS.
Improving universal design and provision.
Person-centred mindset and upskilling
Developing staff confidence in relational practice.
Connecting with learner centred needs.
Enabling ACCESS and BELONGING.
Building learner voice and improving participation.
Strengthening inclusive, relational cultures.
Reflective practice sessions
Structured space for staff to explore complex situations.
Building insight, understanding and professional curiosity.
Strengthening practice through reflection and collaboration.
Turning learning into meaningful action.
Staff wellbeing and emotional load
Supporting staff wellbeing and emotional load.
Self care to be the best version of self and improve personal agency.
Understanding impact when supporting distress, dysregulated and complex learners.
Reducing vicarious trauma and promoting resilience
Assistive Technology & meaningful adaptations
Developing staff confidence in assistive technologies.
Supporting literacy and language access.
Reducing cognitive load, anxiety and barriers.
Improving motivation and learner independence.
Needs-led adaptations aligned with JCQ (Joint Council for Qualifications) guidance and awarding body requirements where appropriate.
Supervision for education staff
Safe, purposeful supervision tailored to education settings.
Supporting staff decision-making, confidence and professional judgement.
A space to reflect, problem-solve and strengthen responses.
Building resilience and sustaining higher quality practice.
Stronger understanding. Stronger relationships. Better access and outcomes for every learner.
RADYR PRIMARY SCHOOL
Person-Centred Coaching & Executive Functioning Training
%
of staff reported that their knowledge greatly improved
CARDIFF
Proud to work with schools across Cardiff
Case Study: Radyr Primary School
Strengthening adaptive teaching through understanding, reflection and practical application.
THE CHALLENGE
Radyr Primary wanted to strengthen staff understanding around executive functioning and deepen practice in ways that would improve learner access, participation and adaptive teaching across the school.
OUR APPROACH
Family Pathway delivered interactive, practical and reflective training designed to connect understanding with classroom application through:
- Understanding executive functioning and barriers to learning
- Connecting neuroscience and classroom practice
- Reflective discussions and collaborative activities
- Practical strategies to strengthen adaptive teaching
- Developing understanding of how relationships, environments and support influence access and participation
THE IMPACT
- 96% of staff reported that the training greatly improved their existing knowledge.
- Staff consistently highlighted the activities, practical examples and immediate application as key strengths.
- This development is now included in the school improvement plan and performance management.
- Staff identified the training as a pivotal link to fully understanding and planning for adaptive teaching.
ALNCO FEEDBACK
“The feedback is superb and it doesn’t surprise me in the slightest. The staff were extremely complimentary about the training and I know they would like to continue learning about executive functioning and would love to plan our next steps.
This development is now included in our school improvement plan and performance management as staff at Radyr expressed that this training was a pivotal link to fully understanding and planning for Adaptive Teaching.”
WHAT STAFF SAID
“I loved the activities, which made the learning engaging and personal, so it will have a greater impact on my practice.”
“Excellent session to start exploring Executive Functioning Skills. Lots of classroom applications and sharing of theory to support practical application.”
“The delivery was excellent. Superb resources which made staff fully interact with the knowledge learned.”
FROM UNDERSTANDING BARRIERS
TO IMPROVING ADAPTIVE TEACHING
TO STRENGTHENING ACCESS FOR ALL LEARNERS
MAC MEDIA ACADEMY (Cardiff)
%
of staff reported improved knowledge, with 50% reporting greatly improved.
CARDIFF, WALES
CASE STUDY: MAC MEDIA ACADEMY (CARDIFF)
THE CHALLENGE
MAC Media Academy wanted to strengthen workforce knowledge and confidence in supporting diverse learners across Level 1–3 pathways.
Many learners were experiencing barriers linked to:
Executive functioning differences
Literacy and language demands
Anxiety and emotional wellbeing
Engagement and participation
Accessing learning environments and qualification pathways
The focus was not simply on delivering qualifications, but on strengthening understanding and reducing barriers so that learners could meaningfully access learning.
OUR APPROACH
Family Pathway delivered workforce development and specialist coaching focused on building:
THE IMPACT
78% of staff reported improved knowledge, with 50% identifying that the programme greatly improved their understanding and confidence in practice.
Staff repeatedly identified practical activities, discussion and real-world application as key strengths across the programme.
For learners referred directly into Family Pathway support:
WHAT STAFF SAID
“Great, really helpful in practice not just in theory.”
“I feel more confident on how to approach the enabling formula and it will be very useful this year in class.”
“High-quality research. Purposeful, pedagogical approaches.”
UNDERSTANDING EXECUTIVE FUNCTIONING
REDUCING BARRIERS THROUGH ADAPTIVE TEACHING
IMPROVING ACCESS AND PARTICIPATION
STRENGTHENING OUTCOMES
Our Training Brings Together
Staff learning through discussion, reflection and practical application.