Solihull Approach
Accredited
Schools
Solihull Approach accredited schools work to improve emotional health for children, their families and the whole school community
Our accredited schools embed the Solihull Approach across their offer to support staff, pupils and their whole community through increased knowledge of early brain development and childhood emotional health. Training for staff equips them with an understanding of the evidence–based approach designed to read behaviours, understand childhood development and nurture relationships for emotional wellbeing.
” Emotional wellbeing enables children to thrive throughout their education and their lives.
Beyond training and support for staff, Solihull Approach accredited schools embed the principles across their work, developing their teaching curriculums, enhancing their pastoral support inside and outside the classroom, and working with parents to extend the benefits of emotional health education.Â
Three tiers of accreditation recognise a school’s commitment to emotional health across a range of assessment criteria developed by the Solihull Approach. Application and awarding, including framed certification, is free for schools.
Awards criteria
At a glance
Bronze
At least 50% of staff have completed the Solihull Approach 2-Day Foundation training to include staff from all departments.
One member of staff to have completed at least one of the Advanced training.
Trained staff use the Solihull Approach model in their practice and attend at least one ‘Work discussion sessions’ per year.
The school actively shares online courses offered (inourplace.co.uk) with parents and the professional community through school channels at least once per term. This includes, where relevant, promotion of pre-paid multi-user-licence information and local area access code.
The school delivers Solihull Approach workshops, and parents may access the ‘Understanding your child’ face-to-face course.
Silver
At least 60% of staff have completed the Solihull Approach 2-Day Foundation training or Whole School Training.
20% of staff have completed at least one of the Advanced training.
Trained staff use the Solihull Approach model in their practice and attend at least two ‘Work discussion sessions’ per year.
The school actively shares online courses offered (inourplace.co.uk) with parents and the professional community through school channels at least once per term. This includes, where relevant, promotion of pre-paid multi-user licence information and local area access code.
The school delivers Solihull Approach workshops, and parents may access the ‘Understanding your child’ face-to-face course.
Gold
At least 80% of staff have completed the Solihull Approach 2-Day Foundation training to include staff from all departments.
30% of staff have completed at least one of the Advanced training.
Trained staff use the Solihull Approach model in their practice and attend at least three ‘Work discussion sessions’ per year.
The school actively shares online courses offered (inourplace.co.uk) with parents and the professional community through school channels at least once per term. This includes, where relevant, promotion of pre-paid multi-user licence information and local area access code.
The school delivers Solihull Approach workshops, and parents may access the ‘Understanding your child’ face-to-face course.
In detail
Gold Accreditation Criteria and Requirements
Gold-accredited schools celebrate embedding the Solihull Approach across its whole community and within day-to-day school business. The impacts are felt across the culture of the school and are evident in the behaviour of pupils, staff, and parents, as well as the emotional wellbeing and prospects of the children.Â
The Solihull Approach recognises gold-standard schools as those that have embedded the principles and framework across all areas of school life developed over a period of at least 3 years. Gold schools ensure staff have access to Solihull Approach Training, and, for mainstream settings, they would ensure that 80% or more of the school staff (across all areas) have participated in the core 2-Day Foundation training or have been involved in Whole School Training. For specialist schools, this may be lower as a percentage, providing evidence that the other criteria are met, given the higher staff requirements.
Leadership Commitment and Support
Furthermore, the schools' leadership teams embrace the Solihull Approach framework and support the ongoing offer to train staff and offer reflective supervision. Typically, Solihull Approach champions in the school will ensure regular reconnect sessions and CPD with staff also engaging in advanced training (around 30% of staff would be trained in advanced or specialist training). This ensures that the principles of the Solihull Approach are lived throughout the school's day-to-day engagements.
Implementation Across School Practices
Gold-accredited schools evidence the use of the Solihull Approach model embedded in their practice, which may include recognition of school values, reflective sessions throughout the year, inclusion in staff inductions, refresher offers, inclusion in pupil behaviour support plans and reflective supervision for coaching and staff development.
Community Engagement and Family Involvement
The schools clearly embrace the Solihull Approach across their whole community, ensuring families are also aware of what the approach means in the school and are encouraged to engage in school-organised sessions and the online learning and resources offered on www.inourplace.co.uk.Â
Silver Accreditation Criteria and Guidelines
Silver-accredited schools demonstrate a commitment to embedding the Solihull Approach across their whole community and within day-to-day school business. The impacts are felt across the culture of the school and evident in the behaviour of pupils, staff and parents, as well as the emotional wellbeing and prospects of the children.
The Solihull Approach recognises silver standard schools as those that have embedded the principles and framework across all areas of school life developed over more than one year. Silver schools ensure staff have access to Solihull Approach Training and, for mainstream schools, they would ensure that 60% or more of the school staff (across all areas) have participated in the core 2-Day Foundation training or have been involved in Whole School Training. For specialist schools, this may be lower as a percentage, providing evidence that the other criteria are met, given the higher staff requirements.Â
 Leadership Support and Framework Integration
Furthermore, the schools' leadership teams embrace the Solihull Approach framework and support the ongoing offer to train staff and offer reflective supervision. Typically, staff will also engage in advanced training (around 20% of staff would be trained in advanced or specialist training).Â
 Implementation Strategies and Practices
Silver-accredited schools are working to embed the principles of the Solihull Approach throughout the school's day-to-day engagements. They use the Solihull Approach model to shape behaviour support plans, values frameworks, or even curriculum sessions. They also commit to supporting reflective sessions throughout the year, staff coaching, and further developing a culture that champions containment and understands reciprocity. Â
 Community Engagement and Family Participation
The schools clearly embrace the Solihull Approach across their community, ensuring families are also aware of what the approach means in the school and are encouraged to engage in school-organised sessions and the online learning and resources offered on www.inourplace.co.uk.Â
Bronze Accreditation Criteria and Implementation Plans
Bronze-accredited schools demonstrate a commitment to embedding the Solihull Approach across their whole community and within day-to-day school business. The schools are working to enhance the wellbeing of their Whole School community and seek to embed the Solihull Approach as part of their mission and values to prioritise emotional health.Â
The Solihull Approach recognises bronze standard schools as those who have embraced the training and model with clear plans to embed the principles and framework across all areas of school life. Bronze schools ensure staff have access to Solihull Approach Training and, for mainstream schools, they would ensure that at least 50% of school staff (across all areas) have participated in the core 2-Day Foundation training or have been involved in Whole School Training. For specialist schools, this may be lower as a percentage, providing evidence that the other criteria are met, given the higher staff requirements.Â
 Leadership Commitment and Framework Integration
Furthermore, the schools' leadership teams embrace the Solihull Approach framework and support the ongoing offer to train staff and use learning to shape school practice. Typically, staff will also engage in or be prepared to follow advanced training.Â
 Implementation Strategies and Educational Practices
Bronze-accredited schools are working to embed the principles of the Solihull Approach throughout the school's day-to-day engagements. They use the Solihull Approach model to shape behaviour support plans, values frameworks, or even curriculum sessions. They also commit to supporting reflective sessions throughout the year, staff coaching, and further developing a culture that champions containment and understands reciprocity. Â
 Community Engagement and Family Participation
The schools clearly embrace the Solihull Approach across their community, ensuring families are also aware of what the approach means in the school and are encouraged to engage in learning, either through school-organised sessions or signposting the online learning and resources offered on www.inourplace.co.uk.Â
School testimonies
Mount St. Michael's and Slemish College
Two schools from Northern Ireland talk about their experiences of implementing the Solihull Approach within their teachings.
Accredited schools - tiers
Gold
Silver
Bronze
Three tiers of accreditation to recognise a school’s commitment to emotional health support across their provision.