Supporting Children That are in Care, Previously in Care & Children with a Social Worker
A trauma-informed, relational approach built around connection, belonging, and emotional safety.
For the young person, their carers and the school staff supporting them.
Our Approach
Our sessions are designed for children who need consistent, relational support in school, especially those in care, previously in care, or with social worker involvement. Our focus is emotional wellbeing, connection, and belonging. We provide a trauma-informed presence that complements existing pastoral systems.
Trauma-Informed Mentoring
Our mentors work through a trauma-informed lens, recognising that behaviours of concern often stem from past experiences, unmet needs or feelings of unsafety. We create safe, predictable and respectful environments where children feel understood, supported and able to build trust over time.
Relational Support
Our sessions prioritise emotional regulation and social-emotional learning. Building consistent, nurturing relationships, engaging children in activities that promote self-awareness, empathy, and positive coping strategies.
Tailored Sessions for Connection
Sessions are flexible and child-led, adapting to the child's emotional state and needs on any given day. This might involve mindful activities, creative expression, or simply sharing conversation, always with the goal of strengthening connection and belonging.
Complementing School Systems
We work in close partnership with school staff, including pastoral leads and designated teachers. Our mentors act as an additional layer of consistent support, sharing insights (with appropriate confidentiality) that help the school build a more holistic picture of the child's wellbeing and support needs, contributing to PEPs and any other professional meetings.
Our Shared Vision
Aligned with Virtual Schools , we aim to ensure that every child experiences compassionate and inclusive education that nurtures their potential.
Seen & Safe
Every child feels seen, safe, and supported in their school environment.
Positive Relationships
Building nurturing relationships with trusted adults who understand their needs
Emotional Understanding
Developing strong emotional understanding and self-regulation skills
Inclusive Education
Experiencing compassionate education that keeps them connected and engaged
Belief in Potential
Encouraged to believe in their own potential and future possibilities
Virtual School Pupils
Children in Care (CiC)
Previously Children in Care (PCiC)
Children with a Social Worker (CWSW)
Kinship Care
What We Provide
Weekly In-School Coaching
One session per week, over a term, ( as minimum), recommended, providing consistent, reliable support
Close Collaboration
Working alongside DSLs, Designated Teachers, SENCOs, and carers
Termly Impact Summaries
Aligned with PEP goals and PP+ criteria for clear accountability
Trauma-Informed Presence
A consistent, understanding presence that complements pastoral systems
Outcomes for Schools & Virtual School
Measurable Impact
- Improved engagement, regulation, well-being and attendance.
- Clear regular reports aligned with ePEP and PP+ impact measures
- Stronger home-school-care communication
Strategic Contribution
- Supporting Warwickshire's mission of nurturing, inclusive education for all children in care and those with social workers.
Core Aims
Aligned with Warwickshire Virtual School Priorities
- Build Positive Relationships - Grounded in trauma and attachment awareness4every session centres on connection and co-regulation
- Promote SEMH Development - Emotional literacy, reflection, and resilience underpin all sessions and group work
- Promote Inclusive Practice - Offering a safe, relational alternative to isolation, suspension, or removal from learning spaces
- Hold High Aspirations - Helping students rediscover hope, identity, and possibility, supporting re-engagement and confidence
Funding & Financial Commitment
PP+ Funding Alignment
Sessions supported through Pupil Premium Plus funding where they align with PEP targets—such as improving emotional regulation, attendance, or engagement
Termly Agreement
Funding usually agreed during PEP review and confirmed with the Virtual School
Individual Basis
1:1 support discussed individually, ensuring alignment with available funding and specific needs
Impact Reporting
Termly impact summary provided for ePEP upload and review
Investment Structure
Individual Basis
1:1 support is discussed on an individual basis, ensuring it aligns with available funding and the specific needs of each child.
Flexible Commitment
Termly commitment preferred with minimum half-term booking for consistency. Additional add on sessions available on request.
Bespoke Options
Custom packages or small-group work can be arranged by agreement to meet specific needs
This flexible, transparent structure supports schools to plan PP+ use effectively, ensuring interventions are relational, evidence-based, and directly contribute to each young person's progress and wellbeing.
" Trauma compromises our ability to to engage with others by replacing patterns of connections with patterns of protection "
- Carly Uttridge, Therapeutic Coach
