Consultation & Coaching


Katie uses the Consultation framework (Wagner, 2000) to observe, assess, analyse and jointly problem-solve, regarding a broad spectrum of issues, with pupils, parents & key school staff members. 

A school-based consultation will typically involve an observation of the pupil in their school setting, followed by a discussion with parents and key school staff.  Katie may also work individually with the pupil, using play based and/or other creative approaches to elicit their views depending on his/her age.


Bespoke training packages, tailored to the needs of the particular school, child and/or families and communities are available upon request. 

Professional Supervision & Systems Work with Schools

We are able to provide individuals and/or groups of professionals with a protected and reflective space to engage in collaborative problem-solving approaches, using a variety of methods, for example, appreciative enquiry, strengths, weaknesses, opportunities and threats (SWOT) analysis and solution circles. 

Person Centred Planning

Person Centred Planning (PCP) is a creative way of enabling individuals and organisations to reflect upon what is important to them and help clarify future aspirations. It refers to a collection of tools and approaches that are used to plan with a person or organisation – not for them. Empowerment of the service user(s) is central to the development of a person-centred approach. At HCP we endorse self-determination and efficacy throughout the planning process.  We believe this framework to be invaluable, since the opportunity to express choice and control is shown to increase quality of life (Wehmeyer & Schwartz, 1998). 

Examples of PCP tools include:

Planning Alternative Tomorrows with Hope (PATH)

PATH can be applied to a range of contexts and helps individuals/groups reflect upon current goals and dreams; what makes them unique; what their strengths are; and what aspirations they have for the future. It is particularly useful when people have become ‘stuck’ or require an alternative perspective on what they would like to achieve (Pearpoint, O’Brien & Forest, 1991). PATH tools are facilitated by a ‘process facilitator’ and a ‘graphic facilitator’, involving the creation of a graphic recording on a large surface area; this multi-coloured visual representation has been used to great success for children with complex SEN.


MAP is a style of planning that is similar to PATH, albeit with the emphasis on an empathetic and sensitive exploration of the service user’s background. Acknowledging and accepting the individual’s past helps to shape his or her preferred future by employing rich and vivid descriptions (O’Brien & Forest, 1989). Completion of a MAP can be particularly helpful to promote inclusion and to support children and young people at risk of permanent exclusion, or those entering a new school environment.