Earlier this week, I had the pleasure of visiting Streatham Wells Primary School to launch our pilot PGS-Educators Primary Intervention Programme.
that the foundation of the school is built on strong relationships between pupils and staff. Headteacher Sarah Wordlaw and her team were welcoming and supportive, helping us set the tone for an excellent start to the programme.
The pupils’ engagement in the first session of our Attendance & Success module was heart-warming. The programme focuses on why consistent attendance matters, how it builds foundations for learning, and how it supports transition into secondary school. One pupil summed it up beautifully:
“I really liked the session and am looking forward to next week!”
That simple feedback speaks volumes. It highlights the power of early intervention and the importance of connecting with pupils from communities similar to those I grew up in.
This comes at a time when the government has named the first 21 of 90 behaviour and attendance hubs. The connection between these two issues is clear: when attendance drops, learning gaps widen, behaviour deteriorates, and outcomes suffer. The latest DfE statistics (2024/25) show persistent absence nationally at 18.7%, with the most vulnerable groups disproportionately affected:
- 33% of pupils eligible for Free School Meals (FSM)
- 36.9% of pupils with an EHCP
- 29.9% of pupils receiving SEN support
Alongside this, suspensions rose by 21% and permanent exclusions by 16% in 2023/24. Too many pupils are being suspended or permanently excluded without full exploration of preventative measures or reintegration strategies that could help them succeed.
I know the impact of exclusion first-hand. As a pupil, I was permanently excluded from school in Year 11. Years later, I found myself on the other side of the table as a behaviour lead, tasked with enforcing policy. These experiences left me feeling conflicted at times. On the one hand, there was a duty to uphold standards and follow policy; on the other, I could relate to the behaviours exhibited by pupils and understood the context behind their decisions. Those moments, although challenging, taught me the importance of personalised support, reintegration, and considering the wider factors influencing pupil behaviour.
That dual perspective has shaped my belief that while suspensions are sometimes necessary, they should never diminish a child’s future opportunities. Every pupil should be afforded the chance to learn in a supportive environment, receive guidance, and have a clear plan for reintegration.
At PGS-Educators, we believe success comes from connection first. Our programmes start with relationships, rooted in lived experience and are designed to bridge the gap between behaviour and academic success, which will naturally complement the intended objectives of the hubs. We focus on developing character and strengthening the cultural capital of young people, irrespective of their socio-economic background. We deliver a range of bespoke programmes tailored to each school’s context, including the two initiatives outlined below:
PGS-Educators Intervention Programme – A 6–12 week intervention designed to support pupils facing barriers to learning through early and targeted interventions. Delivered in small-group workshops, the programme helps pupils build positive routines and skills that underpin both attendance and engagement.
Key focus areas include:
- Attendance & Success
- Future Aspirations
- Self-Awareness
- Sensory Regulation (SEND-specific module)
- Social Emotional Literacy
Re-Education Programme Model – Sits at the heart of reintegration following suspension or internal exclusion. With over 35 projects linked directly to school MIS systems, pupils engage in practical scenarios, research-based tasks, and reflective exercises tailored to their behaviours.
Recently, we worked with a group of South London pupils excluded for sharing harmful content in a WhatsApp group. Through one of our projects, they explored the real-world impact of their actions, leading to noticeable reflections and critical thinking about their use of social media. By embedding reintegration in reflection and responsibility, schools can reduce repeat incidents and help pupils avoid the spiral towards permanent exclusion.
Our mission is simple: to work alongside schools and trusts to ensure pupils not only remain in education but thrive within it. Grounded in lived experience and a trauma-informed, relational approach, we prioritise early intervention and structured re-education as vital to bridging the gap between behaviour and academic progress. Exclusion, when it does happen, must never be the final chapter for any young person.
If you would like to know more about our initiatives, I am keen to collaborate with school and trust leaders on how we can further support through our programmes. Building strong partnerships is fundamental to creating the frameworks that transform life chances for every pupil.
It would be great to continue the conversation. Please feel free to contact us using the link on our website.