This model has been developed to work collaboratively with school leaders in delivering a re-education approach that supports pupils identified as higher-level concerns. These are typically pupils who fall into one or more of the following categories:

• Have experienced repeated suspensions from school
• Have been involved in one or more serious behavioural incidents
• Are currently attending an off-site provision or respite placement
• Are at risk of permanent exclusion

With a wide-ranging suite of over 35 adaptable re–education projects, the model offers schools a powerful, ready-to-implement toolkit aligned with your MIS behaviour categories, which enables school leaders to provide targeted support that can be tailored to your context and priorities.

Evidence to support the initiative

“Having a strong re-education programme enables schools to understand the expectations set out for to have a clear strategy for reintegrating a pupil who returns to school following a suspension and for managing their future behaviour.”

Ofsted, School Inspection Handbook (2024)

Impact of the Re-Education Programme Model

This model provides a clear strategy for pupils to reflect on an incident that has led to their internal exclusion or supsension, in addition to providing them with the “toolkit” they require to avoid repeating the behaviours that led to the sanctions(s) they received. 

Our flagship initiative True Stories is a pioneering drama-based initiative. The key themes are centred around real-life traumatic events adolescents and teenagers experience in their everyday lives, including drug-addicted parents, underage relationships, domestic violence, family bereavement, and gang violence.

We have drama practitioners who specialise in facilitating our  workshops centred around the key themes during curriculum time or as an afterschool activity over a 6–12-week period for targeted intervention groups, a larger selection of pupils from a year group/cohort or a whole class depending on an institution’s preference.

We can facilitate a free one-day taster session which will afford all institutions the opportunity to fully understand the personal and academic benefits the full initiative has on participating pupils.

Evidence to support the initiative

Research from ACEs demonstrates that being exposed to four or more significant adverse experiences tends to affect children’s and teenagers’ behaviour as well as their physical and mental health, both immediately and throughout their lives.

Rhodes, Long, Moore, et al (EEF, 2019)

The research indicates that interventions need to be tailored to the needs of the participants and that “effective interventions can close achievement gaps and improve student success.”

Burns, Riley-Tillman, Rathvon (2017)

Impact of the True Stories Initiative

We make it a priority to request data on attendance, behaviour and academic progress at the start of the programme. This has supported us over a 6–12-week programme to successfully deliver the intervention over numerous schools and alternative provisions.

The most notable programme we delivered was supporting the raising of academic aspirations of pupils at the drama specialist school Bridge Academy as part of their 2-year GCSE course.

“Proven benefits to pupils’ education confidence, and aspirations

True Sories has consistently shown educational, social, and psychological benefits for participants due to its relevance to the lived experiences of today’s youth.

PGS worked with students completing a two year GCSE Drama course, using their True Stories workshops to build a strong ensemble through script work and team-building. The material deeply resonated, driving student engagement, boosting confidence, and raising both aspirations and academic outcomes.” 

Natasha Coccia Clark, Associate Senior Leader / Subject Leader of Drama, Bridge Academy

Unlocking Your Potential is a bespoke 6–12 week initiative designed in collaboration with school leaders/KS4 lead to facilitate a programme that has a targeted focus on the golden 20 pupils in Years 10 and 11. The following categories can be used as a guide to support school leaders in selecting the pupils they believe would benefit most from participating in the initiative  

 TARGETED MOTIVATIONAL ASSEMBLIES FOR KS4 STUDENTS 

As part of the Unlocking Your Potential initiative, targeted motivational assemblies are delivered by an experienced Key Stage 4 lead. These assemblies are designed to support your ‘Golden 20’ pupils by providing a clear overview of the academic and pastoral support available to help them realise their full potential.

With a focus on building momentum and raising aspirations ahead of final GCSE exams, the assemblies explore key themes such as:

• Positive behaviour and growth mindset
• Resilience and self-belief
• Goal-setting and academic focus

Where appropriate, these assemblies can also be delivered to the full year group if school leaders feel that a wider cohort would benefit from the messages shared with the targeted intervention group.

Evidence to support the initiative

The use of the DTT (Diagnosis, Therapy, Testing) model to identify the appropriate intervention to support pupils across a school enables us to select the most appropriate/impactful academic interventions that will contribute to progress over time for pupils.

It is important to create a balance between pupils having extrinsic motivation through gaining rewards and the intrinsic motivation that is crucial to improving resilience and achieving goals.

Rhodes, Long, Moore, et al (EEF, 2019)

Impact of Unlocking Your Potential Initiative 

The Unlocking Your Potential initiative has been successfully implemented in several schools, delivering a meaningful impact on academic outcomes through targeted interventions with selected ‘Golden 20’ pupils.

The programme is further enhanced by a bespoke Year 11 rewards system, which recognises and celebrates both academic achievement and personal development, motivating pupils to show resilience,  remain focused and engaged at such a critical juncture of their education

This bespoke initiative is designed to enable your pupils to receive personalised support that will provide them with the platform to achieve academic success. We understand the importance of considering contextual factors and therefore structure the programme to the needs and requirements of the institution we are working with.

The programme that our practitioners deliver takes place over 6-12 weeks and can cover a multitude of real-life issues that may be affecting a pupil’s attendance, behaviour and academic progress including:

• Self-Awareness
• Social Emotional Literacy
• Adolescence and Growth
• Anger Management
• Future Aspirations

We also use one or more of the key indicators such as attendance, behaviour and academic performance data to track and monitor pupil progress and ensure we achieve the targeted outcomes.

Evidence to support the initiative

The average impact of behaviour interventions is four additional months’ progress over the course of a year. Evidence suggests that, on average, behaviour interventions can produce moderate improvements in academic performance along with a decrease in problematic behaviours.

Rhodes, Long, Moore, et al (EEF, 2019)

Impact of PGS-Educators Intervention Programme

The PGS- Educators Intervention Programme enables schools to have a clear provision in place that can provide the platform to support their pupils to make moderate improvements in academic performance and display positive behaviours.