Backed by
Evidence, Designed
for Lasting Impact
Supporting Educational Establishments with What Truly Works
We prioritise leveraging our school leadership experience to offer scalable solutions that address persistent challenges such as high suspension rates, persistent absenteeism, disengagement, and behaviour linked to trauma or unmet needs. Our ultimate goal is for our initiatives to deliver long-term sustainability that supports the academic and personal development of pupils.
Secondary
Initiatives
The Re-Education Programme Model
Reintegrate & Thrive: A Cost–Effective Proven Behaviour Support Strategy
The Re-Education Programme is a collaborative intervention model designed to work in close partnership with school leaders. It is informed by research which highlights that “having a strong re-education programme enables schools to understand the expectations set out for having 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).
Delivered through a hybrid approach, the programme combines direct on-site support with school-led sessions using structured, tailored resources. A trauma-based mentoring approach complements the model. This mentoring enables us to work strategically with school staff to ensure pupils are reintegrated successfully and thriving, whilst building confidence, resilience, and a sense of belonging.
The programme is designed for pupils who:
- Have been repeatedly suspended
- Have been involved in one or more serious incidents
- Attend off-site provision or respite placements
- Are at risk of permanent exclusion
With over 35 adaptable projects, the programme offers a comprehensive, ready-to-implement toolkit aligned with a school’s MIS behaviour categories. This enables leaders to deliver targeted, flexible interventions tailored to their unique context and priorities.
True Stories Initiative
Using Drama to Address Traumatic Events in Pupils’ Lives in a Safe and Nurturing Environment
True Stories is our flagship drama-based initiative that uses real-life narratives to help young people explore and process complex experiences in a safe and nurturing environment. At the heart of the programme are stories surrounding underage and unhealthy relationships, which sensitively explore issues such as misogyny and violence affecting girls. The workshops help pupils develop awareness of healthy relationships, respect, consent, and gender equality, while building confidence, empowerment, and the skills to challenge harmful behaviours.
Other key themes include:
- Drug-affected families
- Peer pressure and risk-taking
- Bereavement and trauma
- Gang violence
- Online safety and healthy use of digital media
Delivered by specialist drama practitioners, these interactive workshops allow students to engage creatively with difficult topics, express emotions, and reflect on their own experiences. They can be delivered over 6–12 weeks for small targeted groups or larger year cohorts, or as one-day workshops to tackle context-specific themes intensively, tailored for mixed or gender-specific groups.
The full programme generally culminates in a True Stories showcase performance, giving pupils the opportunity to share their learning and creative interpretations. This is followed by a celebration ceremony recognising the growth, achievements, and resilience of all participants.
Unlocking Your Potential Initiative
High-Impact Support for Year 10 & 11 Pupils to Boost Progress Where It Matters Most.
This 6–12 week initiative is delivered in collaboration with school leaders to provide targeted, evidence-informed support for your Golden 20 priority pupils in Year 10 and Year 11 who are underachieving and at risk of not securing strong academic outcomes by the end of Year 11. Built on a positive reinforcement model, the programme removes barriers to success through tailored, high-impact interventions that deliver measurable outcomes for those who need it most.
Key components include:
- Motivational assemblies designed to inspire pupils, raise aspirations, and build momentum for GCSE success at the end of Year 11.
- Weekly small-group workshops including key areas such as self-regulation, managing stress, positive relationships, attendance, and effective learning behaviours
- A bespoke rewards system to encourage positive behaviour and academic focus
- Rigorous tracking of attendance, behaviour, and academic performance to evidence impact
Pupils are selected by school leaders of the KS4 team based on who would benefit most from the programme. It is particularly suited to those who are disengaged with school, have poor attendance, or are underperforming in English and Maths, including pupils from disadvantaged backgrounds or those with additional needs.
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True Stories Initiative
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Unlocking Your Potential Initiative
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Impact Reports
The Urswick School
Discover the impact of our Unlocking Your Potential Intervention delivered to the Golden 20 Year 10 pupils at The Urswick School. This programme supported pupils in exploring key topics such as attendance and punctuality, self-regulation, positive learning habits, building positive relationships, a sense of belonging, and addressing harmful gender attitudes, using drama-based tasks and real-life scenarios to bring content to life. Read the full impact report and see how it achieved a 74.6% reduction in behavioural incidents and improved attendance across the cohort, helping pupils build the resilience and confidence needed to achieve strong outcomes in Year 11.
Sacred Heart Catholic School
Discover the impact of our Re-Education Programme delivered as a strategic partnership with Sacred Heart Catholic School. This programme supported pupils in engaging with structured reflection, targeted re-education and supported reintegration, addressing key challenges including behaviour management, emotional literacy, cultivating a sense of belonging, and harmful gender attitudes. Read the full impact report and see how it achieved a 31% reduction in suspensions and a 25% reduction in behavioural incidents across the whole school.
Our Impact
Speaks for Itself
Re-Education Programme:
Repeated suspensions have dropped by over 30% in schools delivering using the re-education programme model
A decrease of 25% in sanction entries occurred among pupils who took part in the programme during the last academic year.
In Their
Own Words
Richard
Lansiquot
Headteacher – Sacred Heart Catholic Secondary School
“The Re-Education Model has become an instrumental part of our behaviour strategy at Sacred Heart School, particularly for supporting pupils upon their return from suspension or following a fixed-period placement in our internal exclusion room.
The programme offers a range of targeted projects covering a wide variety of relevant topics, including persistent disruptive behaviour, malicious content, and bringing the school into disrepute. These are real issues that resonate both within our school and more broadly across the education sector. We utilise a hybrid delivery model that suits access to well-structured projects while also benefiting from the expertise of PGS practitioners. Each session is delivered with rigour and sensitivity, ensuring the needs of our pupils are carefully met.
Since implementing the PGS Re-Education Programme, we have seen a marked improvement in pupil behaviour. More significantly, we have observed a reduction in the recurrence of the behaviours that initially led to suspensions or internal exclusions.
This is clear evidence that the programme is not only complementing our existing systems but also strengthening our ability to demonstrate a coherent strategy for reintegration and restorative practices when engaging with external stakeholders, including Ofsted.
Additionally, the programme has proven to be a more cost-effective and outcomes-driven alternative to placing pupils in external provision or PRUs. It is equipping our pupils with the understanding and tools necessary to reflect, take responsibility, and succeed within our school environment.
We are grateful for the partnership with PGS and the positive outcomes we are now seeing as a result.”
Lily
Hale
Head of Year 11 – Charter School East Dulwich
“PGS Educators delivered a highly engaging one-day workshop for a group of our Year 11 students, focused on relationships, belonging and accountability, with a clear emphasis on preparation for GCSEs and life beyond school.
The facilitator was highly motivational and relatable, enabling students to engage openly and reflect meaningfully on their choices, responsibilities and future goals. At a crucial point in their education, students responded extremely positively to the clear and purposeful messaging.
The workshop was impactful, well-structured and highly relevant, and we would strongly recommend PGS Educators to schools seeking to raise aspirations at key transition points.”
Dele Rotimi
Headteacher, The Urswick School
“We commissioned the Unlocking Your Potential Initiative through PGS-Educators with a clear and deliberate purpose: to provide a highly impactful, targeted intervention for a group of 20 Year 10 boys at a pivotal stage of their education. Our aim was to consolidate the inclusive strategies already in place, ensuring our selected pupils could build on these foundations to go on to achieve the strong academic outcomes they are capable of at the end of Year 11.
The programme has delivered exactly what we set out to achieve. A strength of the partnership with PGS-Educators has been the willingness to adapt delivery to meet the specific needs of our learners, remaining consistently receptive to feedback and applying a clear monitoring and evaluation process throughout. This ensured the intervention remained relevant, responsive and aligned to our context at every stage.
The relational quality of the delivery has been central to its success. Combining lived experience with a genuine ability to connect with young people, the programme created a safe and purposeful environment in which pupils who do not always engage readily were willing to reflect, contribute and take ownership of their choices. Since implementation, we have seen a marked reduction in behaviour incidents, increased classroom engagement, an increase in overall attendance and a calmer learning environment, with staff reporting improved relationships with those who participated.
What has been equally significant is how effectively the programme has complemented our wider raising achievement strategy. Pupils are now better equipped to demonstrate positive learning behaviours, sustain focus and respond constructively to feedback, qualities directly transferable to their academic performance. The intervention has reinforced key reflective concepts and expanded our capacity to support our most vulnerable learners, strengthening rather than duplicating what we already have in place.
I would recommend this programme unreservedly to any school looking to put in place a bespoke targeted intervention for Year 10 and Year 11 pupils who have the potential to achieve but require structured support to translate that potential into outcomes. For any school looking to bridge the gap for their KS4 pupils most at risk of underachievement, providing them with an additional impetus and belief to pursue the strong academic outcomes they are capable of, this is exactly the kind of proactive, evidence-informed partnership that makes the difference.”
