In addition to working directly with schools, Paul has advised the Department for Education on the teachers standards, given evidence to the Education Select Committee and done extensive work with the Ministry of Justice on behaviour and restraint in youth custody. He has published five books on behaviour and assessment, in addition to over 250 articles on behaviour. Paul won a national training award in 2009 for his work in helping a school transform from failing to good in just nine months. He also chairs the board of directors of a multi-academy trust which comprises 11 special schools a role he undertakes voluntarily and leads the #BanTheBooths campaign (www.banthebooths.co.uk). Even with boring old punishment, the natural creativity of schools cannot be suppressed. The names for isolation rooms bear this out beautifully. We casually refer to it as isolation, seclusion (like a secluded beach resort!), the hole, the growth mindset room, respite, the grade room, challenge!, the time-out room and, unbelievably, the inclusion room. I can think of nothing less inclusive than a cell. Heaping punishment on damaged children is not right.” Tony’s last role was as Headteacher of a PRU in the South-West of England. This was an extremely exciting opportunity to design a new school steeped in relational and Trauma Informed practice, from the furniture to the policies and practices. OFSTED described it as a “safe haven for its pupils”. John is an experienced teacher and Headteacher who has worked across a number of schools in his career which has led him to have huge drive, great experience and an enormous passion for education. He is passionate about the importance of building positive relationships to drive outstanding behaviour in adults and children. John is also a strong advocate for trauma-informed, relational and restorative practice and believes that mainstream education should be a place for all children. His work has proved that a well-established positive ethos and culture in which all children and staff are valued is vital in creating the right climate for children to feel safe and secure and ultimately successful in everything they do. John strongly believes that happy children learn. Consistently noticing a child will build their self esteem and raise their aspirations. Positive Noticing matters.

Dog owners know that puppy trainers always repeat the age old mantra –‘ it’s not the dog that’s the problem, usually, it’s the owner.’ Tara has 20 years of teaching experience working with a wide range of students from inner-city to international private schools. During that time she has led thriving departments as a Head of Department and Head of Faculty. Whilst teaching Tara created programmes to improve boy’s achievement and support successful transitions from primary to secondary school. She has led on Behaviour teams and Teaching and Learning teams. As well as mainstream achievements Tara has worked closely with Pupil Referral Units to develop student-centred Behaviour Management Strategies.He has been delivering behaviour training for schools, F.E. Colleges and other organisations since 2003, most recently spending five years as a senior trainer with Pivotal Education.

After leaving school at 16 and trying lots of jobs he was terrible at, Tony trained as a Teacher in Liverpool. He then started as a classroom teacher, initially in Geography and later Psychology. He has worked as an Advisory Teacher for Tower Hamlets Behaviour Support Team, been a SENCo in two mainstream secondary schools and Pastoral Deputy Head, DSL and Inclusion lead.Getting the culture right is pivotal. With the right culture the strategies that are used become less important. The culture is set by the way that the adults behave.”