Welcome to the Assistant Psychologist (AP) induction and training section of our website.
As stated in the ‘Apply to be an AP’ page, AP training with EdPsychs has a number of parts (and please click here and read through the ‘Apply to be an AP page’ if you have not already done so).
The direct training structure for APs is presented below.
Pre-induction all APs must:
Once you have completed all of the above, you are ready to begin induction and training, and this is presented below.
APs will complete their initial induction training in a blended structure of face to face (in Harley Steet and in Islington) and online. The vast majority of our training is face to face, but we also have some shorter (remote) training sessions.
Training sessions are run by a team of experienced educational psychologists (EP), clinical psychologists (CP), coaching psychologists (CEP) and trainee counselling psychologists (TCP), doctoral course tutors and specialist SEN Future Schools consultants (SENFSC).
All AP and SAP training sessions are open to psychologists currently supporting schools with EdPsychs' contracts.
The AP induction programme is a professional training programme developed by a team of psychologists to allow APs to support psychologists effectively in a school with an EdPsychs' contract, rather than a programme of study. The aim of the induction is to give APs and SAPs the skills to support our wider team of psychologists, and to develop their own thinking and practice as future professionals.
Throughout their time with EdPsychs, APs must work in a way that protects the profession, the school, our client group, the company and the AP themselves.
This ongoing ethical, professional, compliance orientated 'safety first' approach runs through the entire functioning of a professional psychologist in independent practice and APs are also expected to maintain these standards of professional conduct (at BPS level) in their own work.
APs will also be trained in HCPC Practitioner psychologist standards partly as these are the standards that practitioner psychologists are working under, and partly as it is good practice for APs to be aware of and run these standards in their own work with the company.
The 2024-25 running order is presented below. Each day has breaks built in. It should be noted that EdPsychs run an interleaved problem-based teaching and learning approach where skills are taught, practiced, embedded and developed over time. Training is for something, rather than something to attend.
Much of the additional ongoing training and support an AP receives is built into their daily work, and the following training, thinking and reflection process is the starting point of the AP training and development process rather than the training process itself.
APs and SAPs will have an additional 20-75 days per year working alongside an experienced psychologist in their attached school, and additional supervision, training, mentoring and learning opportunities will occur there also (and these experiences will be different for each AP and SAP as individual psychologists and schools work differently).
The core AP and SAP training is outlined below.
Assistant Psychologists (APs) and Senior Assistant Psychologists (SAPs) training days will all follow the interactive, deep processing EdPsychs format of:
All online training is underpinned by the EdPsychs Remote working, GDPR and Health and Safety policies.
EdPsychs employed and consultant psychologists are welcome to attend any AP or SAP training. You will need to sign up for these in advance with Tereza Anteneova (Operational Director for Media, Training, Publishing and Software at EdPsychs Ltd).
Additional training sessions are usually added as the year progresses. Please keep looking on this page for updated schedules and potential date and time changes.
EdPsychs training is psychological training. You will look at how to support teachers, students and families in schools, taking a range of different approaches with sessions run by a range of psychologists to look at different thinking including:
In the first instance, we look at training that helps you support the psychologists. We then help you to understand and empower the client and take a meaningful and authentic (for the client) strengths-based approach to client support (rather than a process driven or a diagnostic one).
In the first year, you are often looking at supporting teachers and students in the classroom and building on strengths and then supporting areas of student need individually or in groups.
In the second year you are being trained as future psychologists (rather than as an educational, clinical or a counselling psychologist) so that you can apply these skills in whatever career path you choose.
In the third year, you are being trained on leadership skills; media work; presentation skills training and classroom pedagogy that can be applied at a whole school level. The third-year training structure is listed separately. Tereza runs part of this training based on her media work and on her coaching and media training work with EU parliaments. This training is also further individualized based on whether your main focus is on educational, clinical or counselling psychology.
Days in blue (below) are for your own personal development and are not logged against school hours.
| Date | First Year APs | Senior APs | Additional reading and application of training ac activities (to be discussed at supervision, mentoring and wellbeing sessions). |
|---|---|---|---|
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Friday 30th August |
Welcome to EdPsychs! Introductions, coaching activities, meeting EPs and TCPs. Exploration of core values, purpose of guiding values in psychological practice and your personal goals. The company values are integrity, freedom and contribution to society. How does this influence the way that EdPsychs chooses which schools to work with; our behaviour and practice in schools and the way we expect all of our employees and consultants to practice? How does this impact on our recruitment, employee expectations and the types of psychologists that emerge from EdPsychs? How does it impact on our work with clients and schools? What does the ‘under our care model’ actually mean? JH (EP), KM (EP), AH (TCP). Harley Street, 9am – 5pm. |
Complete values cards and coaching activities with psychologists and mentors. This will include definitions, personal values and the use of ranking activities to make qualitative approaches into quantitative analyses. Consider how ranking activities can be generalised into work with non-verbal students, students presenting with selective mutism and with students who currently find metacognition challenging. Consider the differences between personal and professional values. Why are these different? Keep a log of examples of when your behaviours and choices matched and did not match your values. Discuss this and reflect on with peers and mentors. >[?Have a look through company trackers and ask questions like ‘how does this apply to the under our care model?’Would you like to discuss any of this in supervision, mentoring or wellbeing groups? |
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Mon 2nd Sept |
Watching planning meetings and evidence-based consultations. Working in teams to analyse and complete safeguarding forms and vignettes, Looking at referral forms and core expectations. JH (EP), CA (EP) and AH (TCP). Harley Street, 9am – 5pm. |
N/A |
What does a strengths-based referral and planning meeting look like? Why do we use these? What is the impact on the student, school and family? Why does a psychologist build case analysis into referral forms? |
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Tuesday 3rd September |
Using screeners (ASD, ADHD, developmental and metacognition); AP level assessments and observation structures. JH (EP), CA (EP) and AH (CP).Harley Street, 9am – 5pm. |
Clinical case analysis. Using clinical intervention structures in schools; baselining, running, evaluating and refining under clinical supervision. CL (CP). Harley Street, 9am – 5pm. |
Screeners for primary and secondary ages will be examined, as will links to upcoming training. |
|
Wednesday 4th September |
Completing a detailed analysis of the new HCPC guidelines for psychologists. We will work in teams, explored vignettes and have practical examples of how HCPC guidelines are applied. This will be linked back to values and value-based behaviours as psychologists. JH (EP) and AH (TCP). Harley Street, 9am – 5pm. |
EP case analysis. Educational psychology case analysis. Using EP intervention structures in schools; baselining, running, evaluating and refining under educational supervision. GM (EP) and AH (CP). Harley Street, 9am – 5pm. |
https://www.hcpc-uk.org/standards/standards-of-conduct-performance-and-ethics/ Looking at the case analysis EP report (Seniors) … what staff training, psych-education meetings and generalisation meetings flowed from it? Have you seen the AP supervision record that came from it linking presentation and outcomes to evolutionary psychology? What does this mean for learning and connection in the classroom? |
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Thursday 5th September |
Recognising and supporting ASD in the classroom and during interventions. CL (CP) and AH (TCP). Harley Street, 9am to 5pm. |
N/A |
How can clients benefit from ASD friendly classrooms? How can we take 1-1 and small group work back into the classroom? What appropriate adjustments can teachers make? Seniors can link this to John’s work setting up alternative provisions. Think about the story arc of Senior AP coaching training and think about how psychologists use coaching skills in their day-to-day work of:
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Friday 6th September |
Recognising and supporting ADHD in the classroom and during interventions. CL (CP) and AH (CP). Harley Street, 9am to 5pm. |
EP case analysis. Educational psychology case analysis. Using EP intervention structures in schools; baselining, running, evaluating and refining under educational supervision. AR (EP) and AH (TCP). Harley Street, 9am – 5pm. |
How can clients benefit from ADHD friendly classrooms? How can we take 1-1 and small group work back into the classroom? What appropriate adjustments can teachers make? How do different EPs approach cases? How can EP reports be used in generalisation and psycho-education meetings in schools? |
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Friday 6th September |
Staff meal: Oxford Street, 5.30-8pm. All APs are invited. |
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Saturday 7th September |
Looking into the Code of Practice, graduated response and promoting the Plan Do Review Process in Schools. How EPs and APs implement recommendations and the code of practice in the classroom. SH and SC (SEN Consultants). Harley Street 9am-5pm. |
N/A |
How can EP reports and evidence-based consultations be applied in the classroom? Is the CoP enough? What about strengths-based approaches? Are these different? |
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Monday 9th September |
We will work together as a full AP team to look at safeguarding, mentoring and supervision structures in the company. APs will learn about their mentors for the year, and model and practice initial mentoring and supervision sessions. JH (EP) and AH (TCP), Harley Street, 9am-5pm. |
Discuss mentoring with AP mentors across the company. What coaching, mentoring and psycho-education structures will the mentors use? Can you use these structures with clients in your schools? |
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Monday 23rd September |
All six wellbeing groups will run separately (in one-hour sessions) across the day. This space will run once a month for all, and they will allow you to reflect on your wellbeing and explore ways to nurture it with the support of your colleagues. Sessions will be run by AH (TCP) online. Questions to think about include:
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Look into concepts of wellbeing in different countries). Can you link this to the wellbeing sections of your supervision and mentoring forms? How do different psychologists and AP mentors and your colleagues see wellbeing? Are there any parts that and you implement into your practice and your life now and in the future? |
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Friday 27th September |
Anxiety: looking at 4 different levels of anxiety assessment; IFFs; Case analysis and recommendations for schools. AH (TCP). Harley Street, 9am-5pm. |
Senior APs will be introduced into the next strand of coaching training to further support clients and schools. This work will be completed with KM (EP and CP) online. |
How can we make classrooms and life as safe as possible? What internal and external factors do we need to consider? What counselling and coaching questions are helpful to use with clients, and why? What is it like for a child with anxiety? What has a better outcome for individual children … our anxiety interventions or our flow, wellbeing, authenticity and fulfilment interventions (see training days below)? How has the coaching training been applied in mentoring and direct intervention work? |
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Saturday 12th October |
Supporting schools to support students: the graduated response and the central concepts of authenticity, voice of the child and making the best use of education in society and beyond. SC and SH (SEN consultants); Harley Street, 9am to 5pm. |
Do schools need EHCPS and why? How to get the best out of education generally. What does education actually mean? Are there any links between EHCPs and education (psychologically) and to evolutionary psychology? And what it means to be a human and part of a social species? |
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Thursday 17th October |
Doctoral Training and the Educational Psychology application process: This links to TEP day training in the winter. GM (EP). Online. |
What does it mean to be a psychologist? Some of you want to be educational, clinical and counselling psychologists. What do EP courses look for and why? |
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Friday 18th October |
N/A |
Senior AP Training: Coaching in Schools Part 1: SAPs will learn how psychologists are currently using coaching frameworks within schools. We will consider how coaching differs from other forms of structured conversations (e.g. mentoring) and identify ways in which APs can utilise coaching questions with teachers, staff, parents, students and within mentoring sessions with other APs. KM (EP) Remote Session 1pm – 4pm |
SAPs will complete reflective activities in part 1 of the Coaching in Schools Training Pack. Additional background reading will be forwarded in advance of the session. This will include an article by Christian van Nieuwerburgh discussing Global Framework for Coaching. Have you observed examples of the ‘four’ portals of coaching being used in the schools you work with? |
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Friday 1st November |
Attachment 1: Background Theory, vignettes, videos and analysis. LW (EP) online 9am-5pm. This session is only for first year APs running nurture groups in their schools. |
N/A |
What are the key aspects of attachment? Are there any overlaps or confusion around attachment and ASD? How will this affect the way nurture groups are run in your schools? And how we actually set up the groups? |
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Saturday 2nd November |
Applying for the clinical psychology doctorate: the application process; clinical skills; life as a clinical psychologist and a Q and A. CL (CP) 9am – 5pm, Online. |
What are the key skills, experience and characteristics needed to be a skilled clinical psychologist? Are any of the skills you learned today transferable into your schoolwork? |
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Tuesday 5th November |
N/A |
Senior AP Coaching Sessions 5th to 9th November Senior APs will participate in individual coaching sessions with KM. These individual coaching sessions will provide an opportunity for SAPs to take the role of coachee an extended coaching session with a chartered coaching psychologist. SAPs will experience a range of coaching frameworks, including solution focused frameworks that they can apply in their own practice with teachers, APs and students. KM (EP and Coaching Psychologist) will lead these sessions. |
In preparation for the coaching sessions Senior APs will be asked to identify an area of professional development that they would like to develop over the course of the year. Coaching sessions will focus on the application of knowledge and skills acquired during the AP training programme. |
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Friday 8th November |
Doctoral Training 2 and the Educational Psychology training process: This links to TEP day training in the winter. GM (EP). Online. |
Do you know what you need to be an impactful, life changing psychologist? What social skills, rapport building and resilience skills will you need? How can you look after your own health and wellbeing as a psychologist? |
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Friday 15th November |
Flow 1: Exploring the concept of flow in your life journey. How do we bring it into education and the classroom? JH (EP), NM (EP) and AH (TCP). Harley Street, 9am – 5pm. |
Senior AP Training: Coaching in Schools Part 2: SAPs will consider how they can use coaching to support the professional development of others. This will include the use of coaching approaches during mentoring sessions. We will look at the ways in which teachers and support staff use coaching questions to scaffold learning for students. We will also consider the stages of change model and consider ways in which EPs might use this framework when working with students. KM (EP) Remote Session 1pm – 4pm |
We need to do more to help children and students enjoy and feel motivated and valued in educations. This cycle of 5 days is to help our clients and teachers get more out of education and their sessions with psychologists and APs. How are you applying this training to have a bigger impact in your casework and in your schools? SAPs will complete reflective activities in part 1 of the Coaching in Schools Training Pack. Additional background reading will be forwarded in advance of the session. |
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Saturday 16th November |
Applying for the counselling psychology doctorate: the application process; counselling skills; role plays and group tasks; life as a counselling psychologist and a Q and A. AB (TCP) and AH (TCP). 9am – 5pm, Online. |
What are the key skills, experience and characteristics needed to be a skilled counselling psychologist? Are any of the skills you learned today transferable into your schoolwork? |
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Friday 29th November |
Analysing psychological data and reports to better support teachers, SENCos and schools to implement consultations and psychological reports better in the classroom. JG (EP) Harley Street, 9am-5pm. |
Case analysis day with AR (EP). Seniors will further develop the skills to help psychologists develop stronger working hypotheses so their work with psychologists is better stull. This can also cascade into mentoring work with first years so that the whole psychological model provides better support to teachers and families. AR (EP), Harley Street, 9am-5pm. |
How can APs help teachers and families better understand and implement psychological reports. How can APs better help SENCOs check that psychological advice and reports are understood? What more can APs do to help clients understand and embed recommendations in the classroom? |
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Saturday 30th November |
Attachment 2: Running he school based nurture groups: activities, mentoring, group composition and dynamics. LW (EP) online 9am-5pm. This session is only for first year APs running nurture groups in their schools. |
N/A |
What are the key aspects of attachment? How will this affect the way nurture groups are run in your schools? And how do we actually set up and run the groups? Why do we have peer mentors that are not in the nurture groups? |
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Friday 6th December |
Flow 2: using counselling and coaching psychology questions to help clients not be a ‘stranger to themselves’. Helping clients develop their own meaningful journeys and access and use education better. JH (EP), NM (EP) and AH (TCP). Harley Street, 9am – 5pm. |
Senior AP Training: Coaching in Schools Part 3: SAPs will consider how they can use coaching to support EPs in working more strategically in schools. This will include the use of coaching approaches to support the implementation of new ideas and practices. We will look at the EEF Implementation Guidance and consider how this framework relates to the Assess, Plan, Do and Review cycle that informs the way in which schools support students with additional needs. KM (EP) Remote Session 1pm – 4pm |
What does it mean to be a ‘stranger to yourself’? What does this mean in relation to motivation in education and behaviour? Can we link this back to value-based behaviours? How can we improve outcomes for students in schools? Does any of this link to Emotion Based School Avoidance, demotivation and attendance issues in schools? How can we support students and schools better knowing this? SAPs will complete reflective activities in part 1 of the Coaching in Schools Training Pack. Additional background reading will be forwarded in advance of the session. |
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Friday 13th December |
Intersectionality and autism. TN (EP) will take you through autism, and research focused on the intersection of autism with socially constructed aspects of identity including race, gender, and class. This will consider the experiences of autistic children and students from different backgrounds. TN (EP), Harley Street, 9am-5pm. |
How do masking autistic people (often undiagnosed) and those from different cultures experience autism? How can we do more to support people with these experiences and presentations in the classroom and in our direct work as psychologists? How can we promote neuro-affirming approaches in our practice and in schools? How can we also promote strengths-based approaches in our reports, consultation records and direct work to create better outcomes for people with autism? |
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Saturday 14th December |
TEP day 1: This is where former EdPsychs APs who are now training to be an educational psychologist take APs through their experiences of being a TEP, the skills they used from being an AP (and the ones they wished that they had better developed as an AP) and what the interview process is like. For ethical reasons, TEPs are not allowed to discuss their own interview questions, so APs need to bring questions to be discussed in group tasks and in their own Q and A sessions. Harley Street, 9am – 5pm. |
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16th and 20th December |
N/A |
Individual Senior AP Coaching Sessions 16th to 20th December. Senior APs will participate in individual coaching sessions with KM. KM (EP and Coaching Psychologist) will lead these sessions. |
In preparation for the coaching sessions Senior APs will be asked to reflect on their application of knowledge and skills during work with teachers, APs they mentor and students. |
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Friday 17th January |
Using emotion coaching in schools with students, parents and teachers. AR (EP). Harley Street, 9am -5pm. |
Mediation in schools 1: GM (EP), 9-5pm online. |
How did you find being trained to be an emotion coach? What is the impact of using emotion coaching with schools and families? How can psychologists and APs use mediation skills in schools with students, teachers and parents so that we can build strong working relationships? Can we apply this to our direct casework? |
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Wednesday 12th February |
N/A |
Senior AP Training: Putting Evidence to Work. SAPs will use the tools and frameworks for evidence-informed decision making provided in the EEF Implementation Guidance. We will reflect on how helpful these are in supporting decision making in school (e.g. assessing needs and approaches prior to implementation) and consider the factors that enable or create barriers to change in organisations. Each SAP will focus on one piece of project work that they are supporting either their EP or another member of school staff to implement. KM (EP) Remote Session 1pm – 4pm |
What are some of the implications of not spending sufficient time at the ‘explore’ stage of the implementation framework? Why is it important to consider the behaviours that drive organisational change as well as the systems and steps that guide the implementation process. |
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Friday 7th March |
N/A |
Case Analysis Day with CA (EP). Seniors will further develop the skills to help psychologists develop stronger working hypotheses so their work with psychologists is better stull. This can also cascade into mentoring work with first years so that the whole psychological model provides better support to teachers and families. CA (EP), Harley Street, 9am-5pm. |
Seniors will look at how EP case, organisational and whole school systems analysis combines, and they can bring their existing caseload, discuss and return to their schools with additional recommendations for SENCos to consider. This can also lead into a consideration with whole schoolwork such as the wellbeing charter mark and whole school wellbeing groups. |
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Saturday 8th March |
Flow 3: JH (EP), NM (EP) and AH (TCP). Harley Street, 9am – 5pm. |
N/A |
What has been the impact so far of bringing Flow into AP interventions? Have APs used counselling questioning in their work and what has been the impact for schools and clients? |
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10th to 14th March |
N/A |
Senior APs will participate in individual coaching sessions with KM. KM (EP and Coaching Psychologist) will lead these sessions. |
In preparation for the coaching sessions Senior APs will be asked to reflect on their application of knowledge and skills during work with teachers, APs they mentor and students. |
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Friday 21st March |
Using Personal Construct Psychology (PCP) to better explore the voice of the child in your school-based work. AR (EP). Harley Street, 9am -5pm. |
Mediation in schools 2: GM (EP), 9-5pm online. |
How can you apply PCP in your school-based work? How is this different to the approaches you have been using until now? What do you expect the impact on your work with students to be? Has this had an impact on how you use emotion coaching in schools? How did psychologists and APs use mediation skills in schools with students, teachers and parents? What was the impact of this work? This session will add additional skills that can also be applied in school and discussed at supervision and mentoring. |
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Friday 28th March |
N/A |
Clinical Case analysis day 1 with CL (CP). Online 9-5pm. |
Looking at your cases with a clinical component – what skills and interventions can you apply under psychological supervision? |
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Friday 4th April |
N/A |
Senior AP Training: Putting Evidence to Work Part 2. SAPs will use the tools and frameworks for evidence-informed decision making provided in the EEF Implementation Guidance. Each SAP will focus on one piece of project work that they are supporting either their EP or another member of school staff to implement. KM (EP) Remote Session 1pm – 4pm |
Why is it important to consider the process of ‘de-implementation’ alongside the ‘implementation’ process? How can you support your school EP to ‘engage’ and ‘unite’ staff when implementing new practices and ideas? |
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Friday 9th May |
N/A |
Case Analysis Day with DM (EP). Harley Street, 9am-5pm. |
Seniors will look at how clinical and EP case analysis combines, and they can bring their existing caseload, discuss and return to their schools with additional recommendations for SENCos to consider. |
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Saturday 10th May |
Flow 4: JH (EP), NM (EP) and AH (TCP). Harley Street, 9am – 5pm. |
N/A |
How have APs and psychologists brought flow, authenticity, counselling questions etc. into classrooms and their wider work? Has there been any impact on school attendance, EMSA and student enjoyment of learning? |
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Friday 16th May |
Solution Focused Brief Therapy training: how to use this approach and building it into our work in schools, and future work on EP case analysis. AR (EP), Harley Street, 9am – 5pm. |
Case study day with GM (EP). Harley Street, 9am -5pm. |
What is the impact using SFBT with clients and teachers? Has it helped clients improve their own thinking, problem solving and metacognition? How do we know? Have Seniors developed and learned about any stronger EP strategies to being into the classroom? |
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Monday 19th May |
N/A |
Senior AP Coaching Sessions 19th to 23rd May. Senior APs will participate in individual coaching sessions with KM. KM (EP and Coaching Psychologist) will lead these sessions. |
In preparation for the coaching sessions Senior APs will be asked to reflect on their application of knowledge and skills during work with teachers, APs they mentor and students. |
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Friday 6th June |
N/A |
Clinical Case analysis day 2 with CL (CP). Online 9-5pm. |
Looking at your cases with a clinical component – what skills and interventions can you apply under psychological supervision? |
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Friday 13th June |
N/A |
Senior AP Training: Putting Evidence to Work Part 3. SAPs will use the tools and frameworks for evidence-informed decision making provided in the EEF Implementation Guidance. Each SAP will focus on one piece of project work that they are supporting either their EP or another member of school staff to implement. KM (EP) Remote Session 1pm – 4pm |
What factors need to be considered when schools are considering how they will sustain new practices? |
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Saturday 14th June |
Flow 5 : JH (EP), NM (EP) and AH (TCP). Harley Street, 9am – 5pm. |
N/A |
What has been the impact of bringing flow activities, counselling and coaching questions and authenticity work into your direct work with students and on classroom practice and pedagogy? How has it impacted on you as a person and as a potential psychologist? |
Clinical Group Supervision Days
The aim of these days is to bring your school-based work to clinical group supervision, and to look at whether we need to add, adapt or change our psychological approach and interventions. These sessions also let you see how clinical psychologists approach their casework, and lets you hear about the work that other APs are doing in their schools. You can then suggest similar approaches to your SENCos and link psychologists. It also brings a broader perspective to our overall work so that we are practicing as applied, holistic, impactful, client centred and evidence-based psychologists. You need to complete a clinical supervision record for each session to show your personal thinking and development curve.
All sessions are completed online during your school day.
| Thursday 21st Nov |
Group A: 9am – 10.30am |
Group 1: 11am – 12.30pm |
Group 2: 1.30pm-3pm |
| Friday 22nd Nov |
Group B: 9am – 10.30am |
Group 3: 11am – 12.30pm |
Group 4: 1.30pm-3pm |
| Thursday 27th Feb |
Group A: 9am – 10.30am |
Group 1: 11am – 12.30pm |
Group 2: 1.30pm-3pm |
| Friday 28th Feb |
Group B: 9am – 10.30am |
Group 3: 11am – 12.30pm |
Group 4: 1.30pm-3pm |
| Thursday 1st May |
Group A: 9am – 10.30am |
Group 1: 11am – 12.30pm |
Group 2: 1.30pm-3pm |
| Friday 22nd May |
Group B: 9am – 10.30am |
Group 3: 11am – 12.30pm |
Group 4: 1.30pm-3pm |
Wellbeing Groups
The aim of these sessions is to look at your own wellbeing as an AP, and to bring wellbeing activities into your own work with clients and schools. Sessions run by AH (TCP) online in one-hour sessions in your school day.
AH (TCP) has split all APs into groups, and these groups will meet for one hour a month each online. APs will discuss their own wellbeing, work together to develop collective wellbeing and consider what wellbeing activities can be brough into their own work within schools to support overall school wellbeing. AH (CTP) will provide times and dates of sessions to APs across the year so it integrates with her own placement days and responsibilities.
