SEND / SEMH Interventions for Primary Schools (In-school)
In-school SEND & SEMH support that tackles behaviour regulation and builds school capacity—without adding to your staff burden.
- Delivered in your school (no transport, no centre placement)
- Designed for SEND/SEMH needs (incl. autism/ADHD)
- Clear plan + measurable outcomes (Assess → Plan → Deliver → Review)
- Low burden on staff (we deliver; you get reporting)
- Evidence-informed approach with regular impact tracking
Is this right for you?
Who This Is For
Headteachers, SENCOs, inclusion leads at primary schools where:
- Pupils are struggling with regulation, behaviour incidents, or attendance
- You have limited capacity to run consistent interventions
- You need in-school support that doesn't stretch your team further
Sound familiar?
The Problems We Help You Solve
- Frequent dysregulation and escalations
- Low-level disruption draining staff time and energy
- Reduced attendance / "can't face school" patterns
- Strained relationships with peers and adults
- Staff stretched thin: interventions start but aren't sustained
The offer
What We Deliver
In-school, tailored interventions for behaviour regulation and SEMH needs.
- Delivered in your school during the timetable that works for you
- 1:1 and small group options (typical ratio 1:6, flexible to your needs)
- Programme length: 6–12 weeks (tailored to the pupil and outcomes)
- Focus areas: regulation, behaviour, attendance, engagement, relationships, confidence
What we deliver in your school
A hands-on intervention offer for primary settings designed for SEND, SEMH and neurodiverse learners. Delivery can be 1:1 or small group, and is always built around clear outcomes.
Behaviour & regulation support
Targeted work on emotional regulation, routines, and practical coping tools that transfer back into class.
Communication & interaction
Support for social communication, peer interaction, and classroom communication especially for autistic pupils and those with SLCN needs.
Confidence & engagement
Rebuild trust in adults, reduce avoidance, and increase engagement through consistent relationships and clear expectations.
EBSA-informed support
Flexible, staged support for pupils struggling to attend with a focus on engagement first and steady reintegration.
Therapies & interventions
Options including Art, Play and Sport Therapy delivered by qualified staff, aligned to school priorities and pupil needs.
Staff coaching & practical strategies
We do not just work with pupils. We coach staff so strategies remain in place after the intervention ends.
Our approach
How It Works: Our 4-Step Model
Assess
- Baseline assessment + pupil profile
- Identify triggers, strengths, and what matters to the pupil
- Agree priorities with you
Plan
- Set SMART outcomes aligned to school priorities and EHCP outcomes (where relevant)
- Agree timetable, group size, and delivery approach
- Share the plan with staff and family
Deliver
- Structured sessions in school, consistent approach
- Practical strategies staff can use immediately
- Regular check-ins and adjustments
Review
- Weekly/fortnightly summaries
- Formal review meetings at agreed intervals
- Decide next steps: continue, adjust, or transition
EHCP Support
How It Works: Assess Plan Deliver Review
A simple, consistent process that turns EHCP outcomes into practical in-school support, with evidence you can use in reviews and meetings.
- Review EHCP outcomes and current provision
- Baseline measures linked to the outcomes (simple, trackable)
- Identify barriers to learning (triggers, routines, environment, relationships)
- Translate EHCP outcomes into SMART, school-friendly targets
- Agree the intervention plan: frequency, format, timetable and responsibilities
- Set what progress looks like in the classroom and around school
- Structured sessions delivered consistently in school
- Practical strategies staff can use immediately
- Adjustments made based on whats working (not guesswork)
- Weekly/fortnightly summaries
- Review points at agreed intervals
- Clear next steps: continue, step down, or change approach
Accountability
Evidence & Impact: What We Measure
We track outcomes in a way that’s useful for school leaders and clear in meetings. No jargon, no guesswork — just practical measures that show whether support is working.
Frequency & severity of incidents
Are incidents reducing? Are they less intense? We track both so you can see the trend clearly.
Time to return to learning
After dysregulation, how quickly does the pupil re-engage? This is one of the strongest indicators of progress.
Attendance & punctuality
Is the pupil coming in more often? Arriving on time? We track attendance patterns alongside behaviour data.
Engagement in lessons
Using a simple rubric, we measure how actively the pupil participates and engages with learning each session.
Self-regulation skills
A pupil-friendly scale that tracks whether the child is developing practical tools to manage their own emotions and responses.
Staff & parent feedback
Short, structured scales that capture how staff and families see progress — because the people closest to the child notice change first.
Reporting
Weekly or fortnightly summaries, plus review notes you can use directly in EHCP reviews, multi-agency meetings, and conversations with families.
- Weekly/fortnightly written summaries
- Review notes ready for EHCP annual reviews
- Data you can use in meetings with confidence
Pricing
Pricing varies by need and intensity. We'll recommend the right level after a short call.
Book a free 20-min callWorking together
How We Work With Your Staff
- We agree the plan and outcomes upfront—no surprises
- We deliver sessions and keep records; minimal disruption to timetable
- Staff get practical strategies they can use immediately (not just theory)
- Safeguarding-aligned, professional boundaries, clear communication
- You stay in control; we support
Got questions?
Frequently Asked Questions
Ready to Explore In-School Support?
Book a free 20-min call to discuss your pupils' needs and how we can help.
Or call us on 0114 551 8181