Services we offer

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Our Individual casework is based on a referral and consultation system.

  • Behaviour Assessments

  • CAMHS referrals                                                                                          

  • 1:1 Parent support/parent work shops

  • Follow up reviews when appropriate/requested

  • General classroom observations

  • General advice to teachers/SENCos

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Promoting Mental Health and Emotional Wellbeing Training & Courses: 


This practice-based training opportunity is ideal for anyone working with children and young people including: 

Teachers, Senior Leaders, Early Years Staff, Lunch Time Supervisors, Teaching Assistants and Trainee Teachers. 


This is a relational training, which is practical and reflective with trauma and attachment informed perspectives. It draws on Neuroscience to explores the effects of the adult-child relationship on children’s brain development, capacity for relationship and behaviour. The training aims to promote resilience in children and staff by focusing on emotional and relational experience. 


Participants will gain practical skills and an understanding of how to develop the following areas: 


  • Understanding child development and affective neuroscience 

  • Understanding behaviours as communication

  • Understanding the and the effects of Adverse Childhood Experiences (ACEs), trauma and attachment on children’s development. 

  • Developing skills for attunement and emotional regulation  

  • Resolving conflict through relational dialogue

  • Developing relational, reflexive and reflective communication

  • Supporting children’s mental health and emotional wellbeing 

  • Managing and supporting staff with their own emotional wellbeing



Training is offered on a bespoke and external course basis: 


  • Bespoke In-School Training - This involves Heartfelt Teaching providing a Behaviour and Wellbeing Consultant to help embed a whole school approach. This includes in-school training, reflective practice and review sessions for all staff members over a period of 1 to 3 terms. We offer a free consultation to help identify your specific training needs. We will then provide a proposal including suggested course content and a cost for delivering the training. CONTACT US TO BOOK


  • External Course for all staff members. A three-week course that allows school staff to experience a taster of the whole school approach above or develop their own skills on how to promote mental health and emotional wellbeing in their own practice. CONTACT US TO BOOK

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To promote Mental Health and Emotional Wellbeing 


‘Teachers are essential frontline workers who need more mental health support.’ 

The Duchess of Cambridge, 27th Feb 2019 

What is Reflective Practice?
This is a practice that is highly valued as it provides members of staff with an opportunity to share and explore issues relevant to their relationships with students, families, colleagues and management. It encourages self-reflection, consideration of others, empathy, responsibility within team building and respect for all in their environment. Everyone from Early Years Staff, Lunchtime Supervisors, Teaching Assistants, Trainee Teachers, Teachers and Senior Leaders are included.

What does a Wellbeing Practitioner do?
The role of the Wellbeing Practitioner is to support staff in naming any relational issues they may be grappling with. These topics of discussion may range from thoughts and feelings evoked about children, families, members of staff and organizational aspects. It is an opportunity to encourage thinking about and imagining into the experiences of the other. The Wellbeing Practitioner encourages empathy and understanding for another’s experience and perspective.  They will encourage the staff to find a productive and sensitive voice, to support an opportunity to be heard and to experience facilitation towards a productive end result.  When there is a sense of agency and empowerment there is less resentment towards authority.


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On Mental Health and Wellbeing 

The aims of a whole school wellbeing consultation are: 


  • To raise awareness of the impact of wellbeing on children’s social emotional development and their learning capacity.​

  • To gain the participatory voice of the entire school community around wellbeing needs.

  • To enquire about and identify the wellbeing needs of students, teachers and staff across the school.

  • To support the articulation of a philosophy and beliefs informing wellbeing across the school.

  • To support the development of a conceptual framework for an integrated approach to wellbeing across the school.


Phases of development


  1. Whole school consultation and dialogue.

  2. Developing roles and responsibilities within a wellbeing team.

  3. Articulating the philosophy, values, policies and aims.

  4. Developing and evolving the vision in practice.

  5. Ongoing monitoring and evaluation.

  6. Evidence informed and evidence-based practice.