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.
Our Practical
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 mentoring by our practitioners with school-led sessions using our structured, tailored resources. This supports the reintegration process for pupils who have been suspended or placed in internal exclusion for a fixed period. The dual approach ensures consistent, targeted support for pupils with high-level concerns, including those 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 that reflect 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 explores real-life traumatic events affecting young people in their everyday lives.
The key themes include:
- Drug-affected families
- Peer pressure and risk-taking
- Bereavement and trauma
- Underage and unhealthy relationships
- Gang Violence
Delivered by specialist drama practitioners, these interactive workshops allow students to process complex emotions in a safe and nurturing creative space. They can be run during curriculum time or as an after-school programme over 6–12 weeks, either for small targeted groups or larger year cohorts.
The workshops generally culminate in a True Stories showcase performance, where pupils have the opportunity to share their learning and experiences through creative expression. This is followed by a celebration ceremony to recognise and celebrate the achievements and growth of all participants at the conclusion of the programme.
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 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:
Motivational assemblies tailored to the KS4 journey
Small group sessions focused on engagement, growth mindset, and pupil ownership
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 based on who would benefit most. The initiative is ideal for those with low engagement, poor attendance, or underperformance in English and Maths, particularly from groups such as PPG, FSM, SEND, LAC, and ethnic minorities.
PGS-Educators Intervention Programme
Empowering pupils to re-engage, achieve, and thrive in education and beyond.
This bespoke initiative offers personalised, trauma-informed support to pupils, laying a strong foundation for academic success. The programme is tailored to each school’s specific needs. The programme is designed for both primary and secondary settings, with materials and delivery adapted by Key Stage to ensure age- appropriate relevance and impact.
Delivered over 6–12 weeks by specialist practitioners, it provides holistic support for pupils facing diverse needs and circumstances, including those with SEND and/or SEMH needs. It addresses key issues affecting attendance, behaviour, and academic progress through focused modules such as:
- Attendance and success
- Future aspirations
- Self-awareness
- Sensory regulation (SEND-specific module)
- Social emotional literacy
Our Impact
Speaks for Itself
Re-Education Programme:
decrease in repeated suspension occurrences over the last two academic years.
PGS Educators Intervention Programme:
reduction in the number of removals from
lessons over the last two academic years.
reduction in the amount of sanction entries over the last two academic years.
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.”
Daniel
Thompson
Subject Leader of Drama, Brampton Academy
“The True Stories workshops were a powerful and engaging experience for our students. The facilitators created a warm and purposeful environment, encouraging participation from all, including those who are harder to engage in Drama.
Their approach helped even disengaged Year 10 students immerse themselves and genuinely enjoy the workshops. The relatable themes, characters, and language in the scripts captured the students’ attention.
These workshops left a lasting impression by using drama to explore real-life issues in a way that felt relevant and meaningful, delivering creative and impactful experiences that resonated deeply with our pupils.”
Daniel
Thompson
Subject Leader of Drama, Brampton Academy
“The True Stories workshops were a powerful and engaging experience for our students. The facilitators created a warm and purposeful environment, encouraging participation from all, including those who are harder to engage in Drama.
Their approach helped even disengaged Year 10 students immerse themselves and genuinely enjoy the workshops. The relatable themes, characters, and language in the scripts captured the students’ attention.
These workshops left a lasting impression by using drama to explore real-life issues in a way that felt relevant and meaningful, delivering creative and impactful experiences that resonated deeply with our pupils.”
