Our Approach

A Structured, Trauma-Informed Approach to SEMH Education

At ED:SUCCESS, our approach is built on a clear and evidence-informed belief:

Young people thrive when they feel safe, understood, and consistently supported within clear and predictable boundaries.

Many of the pupils we work with have experienced disrupted education, unmet SEND needs, repeated exclusion or school failure. We recognise that for these learners, progress does not come from punishment, pressure or reduced expectations. It comes from structure, strong relationships, and purposeful support delivered with consistency.

Our practice is guided by the ED:SUCCESS framework, which underpins every decision, interaction and learning experience across the school.

Empathy with Clear Boundaries

We take time to understand each pupil’s background, needs and experiences. Behaviour is viewed in context, not in isolation.

At the same time, we maintain clear expectations and firm boundaries. Pupils are supported, not excused. Emotions are recognised as valid, while behaviour is addressed through teaching, reflection and accountability.

This balance supports pupils to develop responsibility, self-awareness and emotional regulation.

Dignity, Respect and High Expectations

Every pupil at ED:SUCCESS is treated with dignity, fairness and belief.

We avoid labels, blame and shame. Instead, we focus on strengths, potential and next steps. Our environments are calm, respectful and structured, enabling pupils to feel safe to engage, take learning risks and rebuild confidence.

High expectations are maintained for behaviour, engagement and effort, supported by appropriate adjustments rather than lowered standards.

Safety as the Foundation for Learning

Learning can only take place when pupils feel physically and psychologically safe.

We establish predictable routines, consistent adult responses and emotionally secure environments. Staff are trained in safeguarding, de-escalation, trauma-informed practice and positive handling, ensuring safety is prioritised at all times.

Safeguarding considerations underpin all aspects of daily practice.

Understanding Behaviour as Communication

We recognise that behaviour is a form of communication.

Rather than reacting solely to surface behaviours, we seek to understand triggers, patterns and underlying needs. This enables staff to respond calmly and proportionately, reduce escalation and teach pupils more effective ways to communicate, regulate and cope.

Behaviour support is proactive, reflective and focused on long-term development.

Consistency That Builds Trust

Consistency is essential for pupils who have experienced instability or fractured relationships with education.

Our routines, expectations and responses are predictable and reliable, helping pupils to develop trust in adults and confidence in their environment. This consistency creates the stability necessary for engagement, regulation and sustained progress.

Clear and Honest Communication

We communicate openly and professionally with pupils, families, schools and external professionals.

Expectations are clear, feedback is timely, and concerns are shared honestly and constructively. This transparency supports strong partnerships and ensures that everyone involved works together in the pupil’s best interests.

Enrichment with Purpose

Education at ED:SUCCESS extends beyond academic learning.

Our enrichment programme is designed to build confidence, life skills and aspiration, linking learning to real-world experiences and future pathways. Enrichment is purposeful, meaningful and aligned to each pupil’s needs, interests and goals.

Self-Regulation Before Education

We place a strong emphasis on teaching self-regulation skills.

Pupils are supported to recognise emotions, manage stress and respond constructively to challenge. Regulation is prioritised before academic demand, enabling pupils to engage more successfully and independently over time.

This approach supports sustainable engagement rather than short-term compliance.

Success - Focused on Personal Progress

Success at ED:SUCCESS is measured through progress, not comparison.

We track academic, emotional and social development, recognising that progress may look different for each pupil. Small steps are valued and celebrated, building momentum, confidence and belief in what is possible.

A Joined-Up, Individualised Approach

Our approach is personalised for each pupil and informed by EHCP outcomes where applicable, professional advice and ongoing assessment.

We work collaboratively with families, schools and external agencies to ensure consistency, continuity and clarity of next steps.

Moving Forward with Purpose

At ED:SUCCESS, we do not offer quick fixes.

We offer structure, understanding and purposeful education, enabling young people to re-engage, rebuild trust and move forward with confidence.