The Family Team

Meet the Team

  • A woman with shoulder-length brown hair and blue eyes taking a selfie. She is wearing a pink satin blouse with a bow at the collar, sitting in an indoor office setting with a plain wall and a door with a badge holder in the background.

    Alison Jones

    FAMILY TEAM MANAGER & FAMILY SUPPORT

  • Default profile avatar icon with a white silhouette of a person on a light blue background.

    Scott Harding

    BEHAVIOUR LEAD/LEARNING MENTOR

  • A smiling woman with blonde hair and glasses resting on her head, wearing a black floral top and a lanyard. She is standing in front of a bulletin board with various colorful informative posters and notices.

    Julie Parsons

    LEARNING MENTOR

  • A young woman with long dark hair and glasses smiling, wearing a red cardigan with gold buttons and a blue lanyard that says 'STAFF'.

    Grace Boyer

    LEARNING MENTOR

What do we offer?

Boomerang (group work)

Boomerang is a group intervention to support children to recognise and manage emotions. This is delivered over six sessions. Each session starts with a fun activity followed by interactive activities where the children explore emotions, how to label them, recognise their warning signs and how to manage them effectively.

A starburst graphic with a central circle displaying the word "RISE" and radiating points listing various mental health and social services for youth, including crisis and home treatment, neurodevelopmental service, core specialist mental health, eating disorders, youth justice services, looked after children services, targeted emotional and mental health support, primary mental health services, mental health in schools teams, and dimensions.

Friendship Skills

Friendship Skills are delivered as a group intervention over 6 sessions. During this time, the children will learn: what friendship is; what makes a good friend; how to make new friends; what to do when friendship goes wrong; when to say sorry; and how to ask for help.

Healing Classrooms

Healing Classrooms is a bespoke intervention to support newly arrived children with English as their second language. This also gives the children a sense of belonging and connection.

Drawing and Talking

Drawing and Talking is delivered over 10-12 sessions. This intervention enables symbolic and safe expression of deep worries and concerns. By completing these sessions, it is hoped that the child will express themselves in a visual form. Drawing allows them to do this pictorially rather than using their voice. Very often, children don’t know themselves at a conscious level, the unconscious, deeper mind always knows, it is all stored away. Drawing enables the safe expression of deep worries and feelings.

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Attachment, Grief and Loss

Attachment, Grief and Loss are support through 1-2-1 or group intervention that is tailored to the child’s needs. A text called The Invisible String is used along with the planned activity guide; this allows children to feel they are still connected when away from loved ones and heal the wounds of trauma. Pupils also learn about healthy relationships, and we aim to comfort people of all ages who have lost a loved one.

Young Carers After-school Club

Young Carers is an after-school club for registered young carers. They are given time to take part in activities of their choice such as cooking, sport, and arts and craft. It is a safe space in a relaxed environment, where the children feel like they can be part of a wider family.

Protective Behaviours (1-2-1 sessions)

Protective Behaviours intervention is delivered over five sessions on a one-to-one basis. This intervention supports children to understand their rights as a child, recognise both safe and unsafe situations, and establish who their safe people are, and how to keep themselves safe.

Time to Talk

Time to Talk sessions are initiated by the child/children. It is a safe time for children to share anything with a trusted adult. This can be positive, happy events or worries/concerns.

Breakfast Club

Breakfast Club is an intervention to support attendance, punctuality, behaviour, and social and emotional skills. This allows children a softer start to the school day, enabling them to be ready for the school day.