Strategies and Interventions
“An intervention is not a correction; it’s an invitation to grow.”
Our Vision & Intent
At Tiffield Academy, interventions are an extension of our belief that every young person can grow, thrive, and develop in all aspects of their life. Guided by our core values — be kind, be curious, be ambitious — we design interventions that nurture the whole child and strengthen the partnerships between staff, learners, and families.
Our vision is to deliver interventions that are proactive, personalised, and rooted in genuine understanding. We see interventions not as separate programmes, but as purposeful opportunities woven into daily life, enabling every learner to build confidence, develop their sense of self, and experience success. By working together positively and consistently, we ensure that interventions become a powerful tool for unlocking potential.
Our Mentor team
Our Mentors deliver targeted, high‑impact interventions that are carefully tailored to each learner’s individual needs, strengths, and areas for development. They work closely with learners adapting their approach to ensure every session is meaningful, personalised, and aligned with the learner’s goals. This individualised focus helps learners build confidence, develop key skills, and make sustained progress in the areas that matter most to them.
Emma Stanyon
“In my role, I support strong communication between home and school, working closely with families to address concerns, remove barriers, and improve attendance, wellbeing, and engagement. I focus on early support, guidance, and building positive, trusting relationships with parents and carers. I also deliver Rebound Therapy, providing structured, therapeutic trampoline‑based sessions that help learners develop balance, coordination, confidence, and emotional regulation.”
Amy Hickinbottom
“As the Learning Mentor for Behaviour & Engagement, I review behaviour reports across all classes to spot patterns and concerns, then use this information to plan and deliver targeted interventions that support learners’ behaviour, engagement, and overall progress.”
Hanane Lahmidi
“I give our youngest learners the strongest possible start by creating a warm, nurturing environment where they feel safe, confident, and ready to explore. I build early foundations in communication, regulation, and interdependence, adapting my support to each child. Across EYFS and KS1, I model positive behaviour, scaffold learning through play and meaningful interactions, and provide targeted interventions that help every child progress and thrive.”
Maddy Nixon & Shanice Bodily
“We deliver SEMH interventions for our learners, focusing on areas such as social skills, emotional regulation, communication, anxiety, feelings, friendships, and the My Inner Chimp approach. Alongside this, we are delivering trauma‑informed interventions to further support learners with more complex needs”
Molly Strudwick-Faragher
“I support learners by leading purposeful, engaging playtimes that help them build social confidence, emotional regulation, and positive relationships. I actively guide play, model inclusive interactions, and step in with targeted interventions when needed, ensuring every child feels seen, supported, and able to thrive in a joyful, structured play environment.”
Molly Rogers
“I offer learners hands‑on guidance through Forest School in the woodland, helping them build confidence, curiosity, and resilience through meaningful outdoor experiences. I create a safe, nurturing space where they can explore, take supported risks, work together, and reflect on their own growth as they connect with the natural world.”
