Featured Blog
Inclusive Mainstream Fund: A Guide for Schools and SEND Leaders
Learn what the Inclusive Mainstream Fund (IMF) means for schools and post-16 settings, how funding can be used, and how leaders can build evidence-informed inclusion strategies aligned with SEND reform.
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9th October 2026 | Blogs
How Thrive Schools are improving behaviour through earlier recognition and consistent support
Schools are increasingly asking how they can reduce repeated behaviour incidents without placing additional pressure on staff. This blog explores how...
7th October 2026 | Blogs
Victoria's Story: Leading positive change through a Thrive apprenticeship
Discover how a Thrive apprenticeship helped Victoria Thompson build expertise, lead positive change and create a lasting impact for children and...
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7th October 2026 | Blogs
Beyond Managing Behaviour: 5 Ways to Bridge the Gap Between Leadership and Classroom Experience
Why can behaviour data show improvement while classroom staff still feel exhausted? This article explores the perception gap that can emerge between...
28th September 2026 | Blogs
Consistency Without Sameness: What Does a Whole-School Approach to Behaviour Really Look Like?
How do you create consistency without losing sight of individual need? This blog explores how shared understanding, clear expectations and a common...
25th September 2026 | Blogs
Recognising Need Early: I've Noticed Something. What Happens Next?
You've noticed something, but what happens next? As expectations around early identification continue to grow, early years practitioners are...
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21st September 2026 | Blogs | News
Why shared understanding matters across your whole school or setting
Discover why shared understanding is key to building more consistent practice across schools and settings, and how whole-staff development can help...
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15th September 2026 | Blogs | In the news
When Staff Feel Confident Managing Behaviour, Why Is So Much Time Still Being Lost?
Teachers feel confident managing behaviour, but repeated incidents still take time. Explore the confidence versus capacity challenge in schools.
11th September 2026 | Blogs
Grief is now part of RSHE. What does that mean for schools?
Grief and bereavement are now included in statutory RSHE guidance. Explore what’s changed and how schools can support children experiencing loss.
1st September 2026 | Blogs
Emotionally Based School Avoidance and School Anxiety: Key Signs Every Educator Should Know
As pupils return to school this September, many educators are seeing the impact anxiety can have on attendance, engagement and wellbeing. In this...
27th August 2026 | Blogs
How becoming a Thrive Early Years Setting aligns with the EYFS: A Practical Guide for Early Years Settings
Explore how the Thrive Approach aligns with the Early Years Foundation Stage (EYFS) framework. This practical guide explains how Thrive supports the...
25th August 2026 | Blogs
Five signs your early years setting is moving from reactive SEND support to proactive inclusion
Many early years settings are working hard to support children with emerging and additional needs, but how do you know if inclusion is truly embedded...
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20th August 2026 | Blogs
Why inclusion starts with understanding need: using school data to inform inclusion planning
Many schools already have the evidence they need to strengthen inclusion. Learn how attendance, behaviour, SEND and pupil voice data can help identify...