Norfolk Steps

Norfolk Steps provides training and resources to schools and settings to support early intervention and prevention through a whole-school or setting approach, including managing behaviours that challenge or may risk harm. With a proven track record in promoting positive behaviour through evidence-based principles for over 15 years you can rely on Norfolk Steps to secure an effective approach to behaviour within your school. 

Step On is based on sound evidence-based principles which promote positive behaviour strategies such as consistency, de-escalation, behaviour analysis and differentiated planning. This programme also provides guidance and practical advice to develop an understanding of the safe and effective use of everyday non-restrictive physical interventions.

Step Up focuses on the safe and effective use of restrictive physical intervention within current legislative frameworks.

Our specialist Norfolk Steps team has extensive Inclusion and SEND experience and an established reputation for providing inspirational training and knowledgeable, supportive guidance. Norfolk Steps works closely with other services to champion inclusion.

Norfolk Steps and the Norfolk Steps Advisers have been accredited through the Institute of Conflict Management.

Our team members include:

Vicki Marley: Norfolk Steps Team Manager

Vicki has been part of the Norfolk Steps team since its development over 15 years ago. She also has over 15 years' experience working and leading in a residential specialist school for boys with social, emotional, and mental health needs, and is a trained Social Worker. She holds the Level 3 qualification in Delivering Physical Intervention Training.

Richard Allwright: Adviser and Trainer

Richard has over 15 years teaching and senior lead experience within a large complex needs school. He has worked both in Norfolk and nationally. He has a specialism in trauma informed approaches and a passion to help settings understand CYP's behaviour as communication. He holds the Level 3 qualification in Delivering Physical Intervention Training.

Lianne Bradford: Adviser and Trainer

Lianne has a substantial breadth of education and social care experience including managing a large children's home for CYP with SEMH needs and working for the previous 5 years as a Social Care Inspector. She has specialism in trauma informed approaches and practice. She holds the Level 3 qualification in Delivering Physical Intervention Training and a Diploma in Trauma Informed Practice.

The Steps Graduated Offer of support is a comprehensive and flexible programme, providing schools and settings with the guidance and tools to meet the needs of children and young people (CYP) to promote positive behaviours. The offer is based on three levels of support: universal, targeted, and enhanced. Each level corresponds to the degree of need and intervention required for CYP, from whole-school positive, preventative approaches that draw upon trauma aware approaches to evidence-informed tracking and planning for children and young people with behaviours that challenge and specialist support for children and young people with behaviours that may harm.

Universal

A range of high-quality CPD and resources, supporting the implementation of the Steps Graduated Offer of Support.

• One-minute guides: Signposting to nationally available, accredited CPD and resources that secure compliance with key guidance and legislation.
• Information on whole-school, evidence-based guidance and resources to promote positive behaviours within your school/setting.
• Bite-sized briefings: Providing timely and relevant information and tips on topics such as using Steps to Secure Successful Starts!
• Self-serve resources: Include practical and user-friendly tools that help schools to audit, plan, and deliver an effective provision of Steps, including the promoting positive behaviours toolkit, classroom checklist and learning walk guidance for securing consistency, as well as the Steps self-serve digital CPD modules.
• Our locally delivered in-person CPD: Contextualised and tailored training sessions for new Steps Lead Professionals who are establishing Steps practice within their school/setting (Step On and Step Up) and established Steps Lead Professionals who are embedding effective practice and refreshing their CPD (Next Steps), delivered by our Steps Advisers.

Step On will provide schools/settings with Steps Lead Professional/s that can:

• Develop an extensive understanding of the Step On digital content, including the evidence base behind it to lead provision within your school/setting.
• Embed the Steps principles within school policies and practice, securing a whole-school approach aligned to school culture, vision and values.
• Lead in-person Steps CPD for whole-staff inset, induction etc. to support staff with their learning, as most relevant to the school/setting context, increasing staff knowledge, confidence and skills.
• Develop effective, needs-led positive behaviour plans that are accessible for all staff.
• Guide school/setting staff who require additional support in effectively responding to CYP behaviour.
• Lead risk assessed training in non-restrictive physical intervention.
• Use provided resources to facilitate family learning and support with their child's behaviour to secure consistent strategies for maximum impact.
• Increase inclusive practice so all children and young people can flourish.

Step Up will provide schools/settings with a Steps Lead Professional/s that:

• Have a clear understanding of the legal guidance and framework underpinning the safe use of RPI, so where it is necessary this can be approached with confidence.
• Use the training resources to ensure that any RPI training is planned (wherever possible), monitored and reviewed to safeguard CYP and staff.
• Provide risk assessed restrictive physical intervention (RPI) in your schools delivered by expert, qualified trainers.
• Work towards reducing the need for restrictive physical intervention.
•  Enable all staff to use restorative approaches to repair, restore and improve relationships where restrictive physical intervention has been needed.
• Know how to support staff, fostering wellbeing and resilience, where restrictive physical intervention has been necessary.

Next Steps will refresh the Steps Lead Professional/s, securing certification and building on effective practice to:

• Audit and review effectiveness of current Steps provision throughout the school setting, identifying areas for improvement and providing expert and peer support to meet bespoke needs.
• Provide updated resources, reflecting latest evidence and research to facilitate training for new staff and refresher training for existing staff, ensuring knowledge, skills and confidence.
• Ensure consistent whole-school practice is well embedded throughout the school/setting.
• Ensure that all physical intervention skills are practiced and re-assessed to the highest level.

Find out more, access the universal offer and book your places by following the links, or email queries to sendandinclusiontraining@norfolk.gov.uk

Targeted

The targeted support will provide an opportunity to discuss individual and cohort Steps needs in your setting with a Steps Adviser to secure effective approaches at transition, ensuring needs-led provision is being identified and effectively embedded.

To request targeted support with provision, email inclusionandsend@norfolk.gov.uk.

Enhanced

The enhanced support will provide schools and settings with more in-depth and tailored assistance for children and young people with behaviours that challenge or may risk harm. This includes:

• Step Up:  This can be provided through the Norfolk Steps team where the school/setting does not have their own Step Lead Professional.
• Step Down:  Help and guidance for schools to reduce intensive support, including restrictive physical intervention around specific CYP who have previously required this.
• Support surgeries:Providing needs led advice and guidance when you need it the most.
• Supporting children and young people who present with behaviours that challenge to identify needs and plan provision at pivotal times including reintegration meetings, managed moves and risk of permanent exclusion.

Our work with schools and settings / services to support CYP who display behaviours that challenge or harm links to all the strands within Flourish.

F - Family and Friends 

As a service we have developed training and resources which can be used by families to support their CYP.  This can be accessed as an eLearning video through Just One Norfolk and has also been cascaded as training to all School and Community Teams.

L - Learning 

As a service we provide staff in schools and other settings with training and advice to support CYP who may otherwise find their behaviour a barrier to academic and social learning. 

O - Opportunity 

Through our training, support, and advice to staff, we endeavour to ensure that they consider the individual needs of CYP and how their opportunities are widened through the ability to access learning. 

R - Resilience 

We understand that many CYP who display behaviours that challenge, or harm have been adversely affected by trauma. Through training we ensure that all staff consider the lived experiences of CYP and how these experiences may impact on behaviour.  Staff are encouraged to help all CYP to develop resilience through building and maintaining positive relationships within their setting and beyond.

I - Individual 

Through our work with schools and other settings / services we ensure that staff consider the importance of CYP being respected as individuals. 

S - Safe and Secure 

We help schools and other settings / services to make CYP feel as safe as possible, particularly when they are displaying behaviours which may harm.  We provide advice, support, and training to help staff manage the risk from behaviours. 

H - Healthy 

We absolutely promote the need for CYP to feel happy and healthy so that theycan develop the skills needed to regulate their own behaviour.We provide training and advice to staff to ensure that CYP are given the best support to develop and maintain healthy and supportive relationships.