At Tudor House we have a focus on the social/emotional well-being of all our boys. Our highly qualified School Counsellor - Anne Stanley - is here to support boys, parents and staff. Her focus is child-centred and sensible. To this end, we have implemented the You Can Do It! programme.

1. The School Counsellor

2. By caring we believe that it does make a difference. Our Vision Statement

3. The School Counsellor

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5. The School Counsellor

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7. Welfare at Tudor House

8. The School Counsellor

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11. Communication

12. Attachment Theory Attachment parenting is essentially about creating a real relationship with your child that is based on empathic responsiveness and loving connectedness. I believe parents need to be well supported by a network of family, friends and professionals involved in childcare. It really is such a difficult job being a parent and no one is given any prior training! So we are here to assist you in your family journey.

13. To help a child reach their full potential the following need to be accepted and acted upon.

14. The most important gift a parent can give a child is unconditional love ...no strings attached. I quote...... I learnt that lesson the hard way. I remember my daughter Katie coming home from school. She came running in yelling, “Dad, I got 95 per cent in maths!” I had two questions for that little girl: “What happened to the five per cent?” and “Where were you in the class order?” I’m not proud of that conversation. Parsons, R. Author of ‘The Sixty Minute Father’

15. Philosophical principles behind effective behaviour support processes (Handout: Modified from the ‘Understanding Behaviour in Context Document’ Characteristics of effective school wide behaviour support programs • A collaboratively developed, accepted, consistently applied approach • A positive statement of purpose rationalising practice • A behaviour code or statement of expectations for all students and staff • Procedures for teaching behaviour expectations to students • A continuum of procedures for promoting and acknowledging appropriate behaviours • A continuum of procedures for managing and modifying inappropriate behaviours • Procedures for monitoring, recording and evaluating the success of behaviour support processes

16. Characteristics of effective school wide behaviour support programmes A collaboratively developed, accepted, consistently applied approach • A positive statement of purpose rationalising practice • A behaviour code or statement of expectations for all students and staff • Procedures for teaching behaviour expectations to students • A continuum of procedures for promoting and acknowledging appropriate behaviours • A continuum of procedures for managing and modifying inappropriate behaviours • Procedures for monitoring, recording and evaluating the success of behaviour support processes