Packages for schools and colleges
Sessions:
Adele works across all settings; Early Years, Primary, Secondary, Further Education, AP, PRUs and Special Schools. She has experience both teaching pupils and supporting staff across all settings. Both the settings and packages are adapted accordingly in consultation with the school, college or organisation and specific participants chosen, e.g. all staff, support staff, senior leaders, trainees.
These sessions can be booked as:
- individual workshops
- as part of a package where there is an option (see below),
- as add ons
For more information about each session, see the end of this document.
- Behaviour & Wellbeing
- Safety First (Learning Second)
- Building (and re-building) Relationships
- Why can’t they just behave? – Trauma & Behaviour
- Explicitly teaching Behaviour and self-regulation (in line with curriculum)
- Don’t take it personally – Neuroscience and pupils
- Inclusivity, belonging and bias
- International Approaches to Behaviour, Wellbeing & Inclusion
Individual prices
VIRTUAL
Keynote or workshop: £1200 plus VAT
Half day: £1500 plus VAT
Full day: £2000 plus VAT
IN PERSON
(Adele is based in St Leonards on Sea, if travel is over 4 hours by train, then this will be classed as a full day)
Keynote or workshop: £1500 plus VAT and expenses
Half: £2000 plus vat and expenses
Full day: £2500 plus vat and expenses
“Adele’s energetic and engaging delivery, coupled with her in depth knowledge of supporting students and staff in multiple settings, created a safe, thought provoking and proactive environment where staff were able to work together to find solutions that will work for them and our school.”
Packages:
The best way to get consistent, positive behaviour in your school or college…
…is to have consistent support and training for your staff!
As such, we highly recommend that you book in a package – one-off trainings do not make lasting behaviour change.
In discussion with Adele and the Team we will create a package that best provides you the support that will shift behaviour in the right way for your setting, for your pupils and staff, in your community – in line with your budget.
Please fill our the enquiry form here
Add ons
- These add ons can be booked with the package if not already included.
- Costs alter depending on which package you are purchasing.
- Please contact Claire Rackham for details and prices with an idea of which add ons you are interested in.
Schoolwide Behaviour strategy support:
- School Behaviour Audit – assessment – in person
- Behaviour Consultation – facilitation – in person
- Behaviour Working party – creation and ongoing support (in conjunction with Behaviour Consultation) virtual/in person
- Behaviour Policy writing support – virtual/in person
- On the completion of a package, Adele can provide a short report on:
- The behaviour situation at the start
- The actions put into place
- The impact of those actions
- Next steps
Parents/Carer sessions
Virtual or in person sessions supporting parents/carers to understand the behaviour approaches of the school, learn how they can support that vision and support any issues arising with the overall approach or specific pupils.
ECT and Trainee specific training and/or mentoring
- Sessions available on the session topics above, adapted for trainees and early career teachers, in line with the Teaching Standards and qualification requirements
- Ongoing mentoring available for ECTs and trainees Will include observations, feedback, coaching – virtual/in person
Bulk Book Order Discounts
“Miss, I don’t give a sh*t” Engaging with Challenging Behaviour in Schools
Fill in your information here to order, which will be passed to Nina Abdali at the publishers, Sage.
Online “Miss, I don’t give a sh*t” Programme – Coming Soon…
Session Details:
Behaviour & Wellbeing
The second most cited reason that staff leave schools is due to behaviour – so supporting staff’s wellbeing whilst managing distressing behaviour is key. In this session staff will discover approaches and tools that effectively help them to deal with behaviour in the moment, as well as prepare, prevent and care for themselves and the team in a sustainable way.
Safety First (Learning Second)
Safety is experienced differently for each of us. Whilst some pupils can enter a room regulated, pen out, blazer on, ready to learn – others will be triggered by certain environments and/or people…unfortunately most of the time they can’t articulate that though – what we see is ‘the behaviour’ the backchatting, defiance, aggression and being told where to go…this is session is fundamental for anyone working with pupils with SEMH (Social, Emotional Mental Health issues) or Behaviour needs.
Building (and re-building) Relationships
These sessions focus on schoolwide and classroom strategies that ensure consistency, coherence – and the ability for staff to actually have time to do them, so that behaviour has a common vision across your school and pupils with behavioural needs are supported effectively through positive relationships.
Why can’t they just behave? – Trauma & Behaviour
Our pupils with SEMH and behaviour issues have unmet needs that they communicate through behaviour. The challenging aspect for staff who work with them, is that this can often be aggressive, violent, extreme, volatile, and unexpected. Learn why it happens and the best way to support it so that all can re-focus on learning.
Explicitly teaching Behaviour and self-regulation (in line with curriculum)
Sometimes we get annoyed (angry). We’ve told Sadia and Tom to share hockey stick…but they’re hitting one another with it instead…sometimes we do need to explicitly teach behaviour effectively and the tools that pupils can use to regulate themselves. Adele’s sessions support staff to do this within the curriculum – because what does an abstract noun like ‘share’ really mean anyway without teaching it?
Don’t take it personally – Neuroscience and pupils
The grunts, the stares, the rolled eyes – talking to a brick wall…all can be a common feeling when communicating with pupils when behaviour is getting in the way… and if we’re not careful, we start blaming ourselves. Using neuroscience discoveries of the brain with child and adolescent neurological development we can better create environments and learning spaces that support the young people rather than get them fighting against us.
Inclusivity, belonging and bias
Who gets the most behaviour points? Who gets the most rewards? What are our schools’ systemic biases and how does that affect behaviour outcomes? These sessions ask challenging questions and provide approaches to improving equality in your school so that all of your pupils are have an equal opportunity to education – even if it looks different.
International Approaches to Behaviour, Wellbeing & Inclusion
Adele has led research, interviews, taught and led training in schools in Finland, Dominican Republic and Costa Rica with a particular focus on learning about best practice with Behaviour, Wellbeing & Inclusion. In this session she shares her findings on some completely different ways to approach behaviour, and holds space for participants to take this inspiration as practical, next steps to improving practice in your own particular setting (wherever you are in the world).