WHOLE-SCHOOL RELATIONAL PRACTICE
Attendance. Inclusion. Safeguarding. Staff wellbeing. They are not separate problems.
When relationships break down, children disengage, behaviour escalates and staff spend more time managing problems after they arise.
One Safe Adult equips the whole staff team with practical relational knowledge and strategies strengthening the everyday practice beneath attendance, SEND and inclusion, safeguarding, and staff wellbeing.
This is not a one-off training session. It is a 12-month whole-school professional learning programme designed to build shared language, greater consistency and lasting practice.
Every child deserves one safe adult.
Not by chance. By design.
FOUR PRESSURES. ONE SHARED FOUNDATION.
The issues schools are being asked to solve are connected.
Policies and systems matter. But they work through the quality, consistency and safety of the relationships children and staff experience every day.
01
Attendance
Make connection, trust and productive relationships part of the response to absence not an afterthought.
One Safe Adult builds the relational practice beneath all four. It supports these priorities; it does not replace statutory safeguarding, SEND or attendance responsibilities.
02
SEND & Inclusion
Strengthen the universal offer with inclusive-by-design practice and earlier relational support.
03
Safeguarding & Ofsted
Help pupils experience adults as safe and approachable, and know who they can turn to for support.
04
Staff wellbeing & retention
Build greater consistency so staff feel equipped to respond, repair and spend less time firefighting.
Schools have support systems. The pressure sits in what happens before children reach them.
THE CHALLENGE
Attendance teams, pastoral staff, SENCOs and DSLs cannot resolve every difficulty once it has become an absence, escalation, referral or safeguarding concern.
One Safe Adult strengthens the everyday practice surrounding those systems: how staff notice changes, respond to behaviour, maintain connection, repair relationships and remain approachable when a child is struggling.
Earlier connection. More consistent responses. Fewer problems left for specialist teams to carry alone.
WHOLE-SCHOOL PROFESSIONAL ONLINE LEARNING
Becoming One Safe Adult
A practical whole-school professional learning programme that helps school staff strengthen the knowledge, confidence and everyday practice needed to build safer, more consistent relationships with children.
WHOLE-SCHOOL ACCESS
From £695
School Licence £695 — up to 50 seats
Extended School Licence £995 — 50+ seats
12 months' access. No VAT currently charged.
THE DIRECTION OF NATIONAL POLICY
Relationships are not the soft alternative. They are part of the expectation.
SEND
“Every child has a right to an education that is academically challenging, rich in opportunity, and built on strong relationships.”
Department for Education, SEND Reform consultation, April 2026
ATTENDANCE
“Good attendance starts with close and productive relationships with parents and pupils.”
Department for Education, Working Together to Improve School Attendance, July 2026
SAFEGUARDING
“Pupils are kept safe and feel safe. Their voices are heard…”
The toolkit also expects that “pupils and parents know who to go to for support”.
Ofsted, education inspection toolkits evidence base, June 2026
The One Safe Adult approach
Relationships are experienced, not announced.
Children come to understand adults through patterns of everyday interaction: how mistakes are handled, boundaries are held, conflict is repaired and whether an adult remains available when things are difficult.
Children believe the pattern, not the promise.
Being available is different from being approachable.
Allocation is organisational. Safety is relational.
NOT ONE-OFF TRAINING
Designed to be embedded, not delivered and forgotten.
Becoming One Safe Adult gives schools 12 months’ access so staff can learn flexibly, revisit the content and use a shared language over time.
✓ Practical strategies staff can use straight away
✓ A shared framework for teaching and support staff
✓ Resources to support leadership and implementation
✓ Time to revisit, reinforce and sustain practice
EVERYONE'S PRACTICE
Relational practice cannot sit with one team.
DSLs, SENCOs, pastoral staff and attendance officers play vital specialist roles. But they cannot carry the everyday relational work of a whole school alone.
One Safe Adult equips the wider staff team to notice, respond, build trust and repair relationships, so responsibility is shared and specialist colleagues are not left managing every concern, absence or escalation.
More confident adults. Greater consistency. Less reliance on reactive referral.
What school staff told us.
Feedback from teaching and support staff who took part in the Becoming One Safe Adult pilot.
“Everyone working with children needs to do this course. I learnt strategies that I can use tomorrow.”
Year 5 classroom teacher
“Once I focused on relationships, behaviour, attendance and engagement improved. I spend less time firefighting now and more time teaching.”
Secondary school maths teacher
“I thought teaching me to ‘build relationships’ would be a bit fluffy and about excusing behaviour, but actually I feel more empowered now. My biggest take away is that a relational approach is about building consequences that make sense and improving consistency.”
Secondary school assistant headteacher
BUILT FROM PRACTICE
Grounded in experience with children and young people, schools and children’s services.
One Safe Adult was founded by Jodie Peters after 20 years working across education, residential care and as a manager in children’s services.
The approach is also informed by study in psychology, mental health and wellbeing in education, and behaviour and culture leadership.
ONE CLEAR ARCHITECTURE
From belief to everyday practice.
01 - ORGANISATION
One Safe Adult
The overarching approach.
02 - Practice architecture
One Safe Adult Practice Framework
The shared practice architecture underpinning the approach.
03 - Flagship programme
Becoming One Safe Adult
Practical whole-school professional learning for teaching and support staff.
INCLUSION FUNDING
Plan professional learning as part of your inclusion strategy.
The government’s Inclusive Mainstream Fund provides over £500 million per year for three years, including £400 million per year for schools.
DfE guidance includes specified training costs and evidence-based professional development focused on improving classroom teaching among examples of how schools may use their allocation.
Funding is not automatic. Schools and trusts should check their allocation, grant conditions and whether this programme fits their evidence-led inclusion strategy before purchasing
FOR TEACHERS
You came to teach.
Relationship-centred practice should not become another job added around the edges of an already demanding role.
The aim is not more work around the lesson. It is better conditions for the lesson.