Schools

Family Group (Anna Freud Model)

Six parent/carer–child pairs meet in a safe, containing space to build stronger communication, recognise strengths, and deepen a sense of belonging. Aimed at children who may be disruptive, inattentive, anxious, hyperactive, with erratic attendance or at risk of exclusion.

Delivered with a member of school staff. ~1.5 hours per week (1 hour with families, 30 minutes prep/debrief).

More info: short overview video.

Watch Me Play! (Tavistock Model)

Supports a parent/carer–child pair (ages 0–8) to observe play, follow the child’s lead, and reflect—strengthening bonds and understanding.

Useful where settling, play, or social interaction is challenging, or where adults need confidence support. It can also help indicate whether a child might be neurodivergent.

More info: watchmeplay.info.

Time to Talk

A dedicated lunchtime hour where pupils can knock, talk, and be heard. When I’m with another child, a secure drop-box and appointment cards let pupils request a slot.

This provides reassurance and helps leadership prioritise those most in need.

Staff Supervision

A reflective, safely-facilitated space to think about the impact of working with distressed or dysregulated pupils. Brings fresh perspectives for collaborative problem-solving and reflective practice.

Available as a group of six or individually, 1 hour weekly.

Class Projects

6–12 week intervention for classes with difficult dynamics, challenging behaviour, or slower-than-expected progress. Starts with a half-day observation, followed by a weekly 1-hour meeting with the class team to reflect, support and strategise.

Topics are tailored—for example: engagement-first teaching for your cohort, building positive peer relationships, or developing a trauma- and attachment-aware classroom.

Each week we review what worked, what didn’t, and set priorities. This often highlights pupils who may benefit from more direct or 1:1 support.

Observations

A focused 1-hour observation during lessons most likely to elicit the concerning behaviours (e.g. disruption, distress, or lack of engagement). Findings are written up and fed back to parents/carers and key staff in a 1-hour meeting, covering:

• Key observations
• What these tell us about the child
• Implications for learning
• How to support the child in school
• Additional recommendations (e.g. formal assessments)

Can be used as evidence for EHCPs, High Needs Funding, or ADHD/Autism pathways. (Note: Rosie does not diagnose ADHD/Autism.)

Whole-School Approach to Mental Health

In partnership with your SENCo/Pastoral Lead, we can design a bespoke approach that:

• Embeds a holistic approach to wellbeing, with everyday strategies for anxiety and stress.
• Prioritises pupils most in need so no one slips through the net.
• Optimises existing resources and identifies any new ones needed.
• Measures outcomes (e.g. pupil wellbeing surveys, and ways to track 1:1/small-group support).
• Considers staff wellbeing and working environment.

Staff Training

Tailored sessions for your context. Popular topics include:

• Supporting children at risk of EBSA
• Attachment in the Classroom
• Trauma-Aware Classrooms
• Communication with Families
• The Balancing Act: teaching and behaviour—simultaneously and effectively