Heather Addison - Attendance, Behaviour & Discipline

Heather has a vast experience in working with vulnerable individuals; from looked after children in residential care to children with disabilities, working in challenging schools with significant behavioural issues and significant safeguarding incidents. Highly experienced and continuing to work directly with children and young people and their families, as an advocate, an ally and an authority figure.

Heather strongly believes that behaviour and safety are the elements that make teaching and learning effective and enjoyable; every member of staff wants to create the best environment possible for their children to ensure that they achieve an inspiring education.

Heathers expertise lies is in addressing any issues at a grass roots level right up to supporting senior management to create and implement effective whole school strategies and policies. Heather is experienced and confident in supporting schools in the following areas:

  • Implementing effective behaviour strategies - creating a culture where children show outstanding behaviour which stems from an increase in self-esteem, fundamental life skills and emotional resilience; effective behaviour strategies; policies and procedures and preventing exclusions.
  • Safeguarding – implementing robust policies and procedures that ensure safeguarding is always effective and proactive; training and professional development including how to effectively deal with safeguarding concerns and statutory level 2 training; the role of the Designated Senior Lead; advice and support for practitioners; staff supervisions and emotional wellbeing.
  • Attendance – supporting schools in improving their attendance; how to address persistent absentees and also rewards for good attendance; working with external agencies including Children Missing Education and Education Welfare; safeguarding and attendance.
  • Social and emotional wellbeing of pupils – bespoke and individually tailored interventions for children and young people; mental health support; therapeutic interventions; restorative justice, friendships and anti-bullying work; E-Safety and nurture groups and attachment.
  • Sex and relationships – policies and good practice; how to address difficult issues; support with faith schools; safeguarding issues and ensuring pupils receive accurate and comprehensive SRE education.
  • Safeguarding and the curriculum – SRE and PSHE policies; incorporating safeguarding into the curriculum; NSPCC P.A.N.T.S rule and encouraging active questioning.
  • Family engagement – working with families; encouraging positive engagement; building authentic relationships; Early Help offer; completing high quality CAFs and Family Support meetings; working with challenging parents and ensuring staff wellbeing.
  • Pupil Voice – vulnerable pupils; pupils with SEND; tools and resources;evidencing pupil voice and authentic relationships with pupils.
  • Tracking, data and evidence – tracking vulnerable pupils; attendance tracking; safeguarding and behaviour data; evidencing impact; getting ready for OSTED and what does Outstanding look like?