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Pupil Support and Interventions

Relational. Responsive. Rooted in care.

At The Orchard School, pupil support is not a department - it’s a whole-school approach. We understand that behaviour is communication, and that every young person needs to feel safe, understood and regulated before they can learn. That’s why we provide targeted, relational support through a dedicated Pupil Support Team, alongside interventions embedded in every classroom.

Our model is flexible, trauma-informed and shaped by the needs of each pupil - always aligned with their EHCP and delivered through The Orchard Way.

Our Pupil Support Team Includes:

  • Pupil Support Leader: Overseeing therapeutic support, intervention planning and team coordination
  • Community Support Partners: Delivering targeted regulation support, restorative conversations and key adult provision
  • Intervention Support Staff: Providing 1:1 or small group sessions linked to emotional literacy, anxiety, anger, identity and social skills
  • Therapeutic Leads / External Specialists: Supporting counselling, art therapy, speech & language or occupational therapy (where EHCP specifies)

How We Support Pupils:

  • Key Adult Relationships: Trusted adults provide co-regulation, emotional coaching and stability
  • Regulation & Wellbeing Spaces: Safe, calm environments available throughout the day to support self-regulation
  • Therapeutic Thinking Strategies: Used consistently by all staff to reduce anxiety and prevent escalation
  • 4Rs Model (Regulate – Relate – Reason – Repair): Guiding every response to behaviour and crisis
  • Intervention Timetables: Targeted blocks of support for social skills, emotional awareness, zones of regulation, or specific areas of need
  • Transitions & Reintegration Support: Carefully managed support for pupils moving between phases, classes or returning from time out of school

Why It Works:

  • Consistent, predictable support reduces anxiety and builds trust
  • Pupil-centred, EHCP-led provision ensures relevance and impact
  • Strong relationships drive co-regulation and emotional recovery
  • Families are part of the process - helping sustain progress beyond the school gate