ONE SAFE ADULT
A school can be full of caring adults and still have children who do not know who they would turn to.
One Safe Adult helps schools strengthen the knowledge, confidence and everyday relational practice of the adults children encounter every day.
Through practical whole-school professional learning, we help staff become more intentional, consistent and approachable in the relationships they build with children.
Every child deserves one safe adult.
Not by chance. By design.
THE PROBLEM WE ARE SOLVING
Who would this child actually choose?
Schools can put excellent support in place. But a child may know who they have been told to speak to without feeling able to approach that person when something is wrong.
Having support is not the same as experiencing support.
The One Safe Adult approach
Relationships are experienced, not announced.
Children come to understand adults through patterns of everyday interaction: how mistakes are handled, boundaries are held, conflict is repaired and whether an adult remains available when things are difficult.
Children believe the pattern, not the promise.
Being available is different from being approachable.
Allocation is organisational. Safety is relational.
ONE CLEAR ARCHITECTURE
From belief to everyday practice.
01 - ORGANISATION
One Safe Adult
The overarching approach.
02 -Â Practice architecture
One Safe Adult Practice Framework
The shared practice architecture underpinning the approach.
03 -Â Flagship programme
Becoming One Safe Adult
Practical whole-school professional learning for teaching and support staff.
WHOLE-SCHOOL PROFESSIONAL ONLINE LEARNING
Becoming One Safe Adult
A practical whole-school professional learning programme that helps school staff strengthen the knowledge, confidence and everyday practice needed to build safer, more consistent relationships with children.
WHOLE-SCHOOL ACCESS
From £695
School Licence £695 — up to 50 seats
Extended School Licence £995 — 50+ seats
12 months' access. No VAT currently charged.
FOR TEACHERS
You came to teach.
Relationship-centred practice should not become another job added around the edges of an already demanding role.
The aim is not more work around the lesson. It is better conditions for the lesson.