STEPS Training

• Clear communication and messaging about the approach.
• Supportive LA towards approach.
• Word of mouth from school to school – sharing of good practice.
• High quality training, not diluted as it filters down.
• Needs really effective admin support to manage bookings, lapsed training, licensing adherence, database management and co-ordination to support schools following training etc.
• Celebration of successes.
• Cost: £53,950 + £129,900 = £183,850 [inc. Early Years modules at £5,000]

The project is on-going.

To aid the embedding of the training, the Opportunity Area has offered further funding for refresher training. By working closely with the local authority, we have been able to create a network of Steps tutors and practitioners across the county. The approach in now firmly embedded in many schools’ policies and practice.

Planned Steps conference for summer 2022.

Training is now available across the county (not OA funded) which offers clear economies of scale, allowing many more schools/settings the chance to benefit from this approach.

We expect a continued reduction in exclusions of all types which, in turn, will help improve staff and pupil wellbeing and confidence. It will also improve later life chances for learners which would otherwise have been negatively impacted by multiple fixed-term or permanent exclusions.

We have received the following testimonials from some participated schools:

Primary School, Wisbech

‘Step On training has made staff more knowledgeable about the communication behind children’s behaviour which has changed the way that staff respond to children. This has strengthened relationships and reduced conflict. We have been able to support a child who was at risk of exclusion to stay in school through using the Steps approach.’

Primary School, East Cambridgeshire

‘Training in Steps has supported staff to have a deeper understanding of therapeutic approaches to managing behaviour and within a whole school approach. The tools within Steps such as anxiety mapping has supported staff to meet the needs of children more effectively.’

Secondary School, Cambridgeshire

‘We have rewritten our behaviour policy to reflect the therapeutic approach to behaviour, and the understanding of behaviour underpins the school’s commitment to authentic care. Below are our fixed-term exclusion figures since implementing the Steps approach:

• 2017/2018: 85
• 2018/2019: 27
• 2019/2020: 15

We continue to develop our behaviour policy and approach to understanding behaviour, with the majority of the work now being able to focus on preventative and early intervention, rather than fire-fighting.’

Special School, Cambridgeshire

‘The introduction of Steps at our school has had a significant impact upon the number of incidents of physical intervention at school. Prior to introducing Steps the average number of restraints per week was 8 and now it has reduced to 0.3. Along with the Steps approach we have introduced some more therapeutic approaches to behaviour like using PACE language and restorative approaches to behaviour. We have two trained ELSA practitioners who support students in classes and individually with students. All of these combined efforts has meant a more pupil centred approach at our school.’

Special School, Cambridgeshire

‘Steps has really transformed our school. We are looking at difficult and dangerous behaviour through more empathetic eyes and incidents of these behaviours have reduced as a result. Staff are able to use the Steps tools to analyse patterns and causes of behaviours and our reactions are more consistent, fairer and reduce rather than create flash-points.

I would recommend Steps to any school – we are a Special school, but Steps would work equally as well in a mainstream Primary or Secondary setting, AP or PRU.’