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Supporting children and their families to live resilient and stable lives

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The Anchor Approach - Information for Schools

The Anchor Approach provides education settings with information, advice and support to strengthen whole-school wellbeing and resilience.

It also equips schools to work with those who care for and work with children out of school to promote a holistic approach to resilience and wellbeing, reducing challenging behaviour and increasing concentration for raised attainment.

The project also offers a bespoke approach to building the capacity of schools to meet emotional needs for improved behaviour and increased concentration, based on the context of each school.  


Training   Tools   Resources and links

Emotional Wellbeing Coordinators

In 2016 Haringey Council established the role of Emotional Wellbeing Coordinator (PDF, 195KB) in schools. The Green Paper, December 2017 recommends this role is established in every school.

Coordinators receive regular updates about local and national initiatives electronically, via the Emotional Wellbeing Forum and through training, events and conferences.

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Case specific support

The project is committed to on-going development of the work, including case specific involvement. For schools working with the project, we are able to offer support with pupils whose behaviour is of concern. For more information contact

Building resilience at home and in clubs the Anchor Approach works with schools to support parents to use a wellbeing and resilience approach at home and to encourage children and young people to access clubs and activities outside school for greater resilience and increased attainment.                      

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What has been achieved

51 schools have sent one or more staff member to at least one training session in the 20 months since the Anchor Approach was established (January 2018). Following training, one school reported:

A further eight schools have received school-based training which has supported whole-school development and a number are about to start.

'We are definitely better 'practitioners' since attending the course. We are managing specific behaviours with empathy and understanding.’

- Deputy Head, Bounds Green Primary School

'We are now giving children the skills to survive and recover for the future. We’ve never done recovery in the past. I always felt we were just applying a sticking plaster - we’ve been containing children and trying not to exclude but we weren’t able to help them. Then they were getting excluded when they went to secondary school.’

- Deputy, Risley Avenue 

'The project provides a toolkit that makes this work doable.’

- Deputy, Risley Avenue Primary School

'Children who had previously taken 40 minutes to self-regulate now take 5 minutes and children who used to run away from difficult situations are now finding trusted adults to talk through their emotions and agree on strategies to self-regulate.’

- Assistant Head, Lordship Lane Primary

'Teachers and adults are now more confident and able to use strategies to manage situations that would previously have meant high levels of anxiety for all concerned and a feeling of helplessness’

- Assistant Head, Lordship Lane Primary

'I now have tools I didn’t have before and feel equipped to deal with situations I would have struggled with before’

- Mentor, Risley Avenue Primary

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Page Last Updated:

22 May 2020

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