	Focus	Individual	Institutional	Community
Bronze
	People	Relevant individuals to make up core group from: Senior Manager(s), Key Adult(s), Key Teacher(s... Relevant individuals to make up core group from: Senior Manager(s) Key Adult(s) Key Teacher(s) Trainee teachers NQTs	Senior Manager(s), Governors, Whole teaching staff, Support staff , ... Senior Manager(s) Governors Whole teaching staff Support staff	Parents, Foster parents, Children/Young People, Other Schools/Settings, Local Authority, Community f... Parents Foster parents Children/Young People Other Schools/Settings Local Authority Community figures/groups Other agencies / professionals National/International Organisations
	Process	Not started Knowledge & Skills: Core group staff/champions to have an enhanced understanding of AATI theory ... Knowledge & Skills Core group staff/champions to have an enhanced understanding of AATI theory and practice Core group staff/champions have enhanced understanding of: Emotion Coaching, Safeguarding, ACEs, Restorative Practices Core group staff/champions to have an understanding of Child Exploitation and contextual safeguarding Core staff/champions to have undertaken E Learning – Managing Sexualised Behaviour in Schools (primary and secondary schools) Application Core group staff/champions to observe a child/young person (CYP) who has been identified by the school as having attachment difficulties and/or experiences of trauma and relate observed behaviours to AATI theory consider purposes of the CYP’s behaviour consider skills the CYP might need to develop more functional behaviour Core group staff/champions to work collaboratively with CYP and carers/parents to plan, implement and review a strategy/intervention based on AATI theory to support the CYP who they have observed (e.g. emotion coaching) Core group staff/champions to complete an action plan for an intervention to support CYP developing skills Core group to begin to utilise Restorative Practices/conversations following dysregulation and access to safe space Self-Reflection Core group staff/champions to engage with EP/mentor/Coach for supervision and support Core group staff/champions to begin a reflective journal relating own upbringing/education/career trajectory and experiences to AATI theory	Not started Knowledge & Skills: All staff to have developing understanding and awareness of AATI theor... Knowledge & Skills All staff to have developing understanding and awareness of AATI theory and to begin to use AATI approaches within the classroom following training To spread awareness of AATI theory amongst whole school staff and to build in regular opportunities to reflect on application The whole school community have watched the Child Exploitation Awareness training Application A key/core group of staff/champions (which MUST contain a member of SLT) have been identified to lead & develop the school AATI strategy Core group staff/champions are supported to engage in further training Supervision from the EP/mentor/coach is facilitated for Core group staff/champions Adequate time and resources for core group staff/champions to complete AATI work is provided Core group of staff/champions reflect on how AATI theory relates to school policies and practices with regard to pupils, staff, parents and the wider community. This should include consideration of alternatives to seclusion and isolation as well as exclusion especially where child exploitation risk may be increased An audit of school policies, practices and staff competencies and skills is completed Core group staff/champions are able to reflect on how CE and contextual safeguarding relates to inclusive school policies and practices with regard to pupils, staff and parents A statement of commitment to become AATI in all areas and practices has been made and is included in the school development plan Target CYP and/or areas for development as focus of intervention/strategy have been identified Safe spaces have been identified where emotional regulation and problem-solving may be achieved AATI practice is built clearly into all staff induction processes Self-Reflection To contact school EP/mentor/coach to facilitate access to supervision for key members of staff School to engage in follow-up reflection sessions to support consolidation and application of training To reflect on and consider how school policies and procedures might be modified in the light of AATI theory For feedback to be gained from staff to inform the school AATI process going forward	Not started Knowledge & Skills: To have an awareness of what is being achieved and discussed regarding... Knowledge & Skills To have an awareness of what is being achieved and discussed regarding AATI theory and practice in the wider community Application To make links outside the school community with individuals, key professionals, services and groups who can help, benefit from or inform the school’s AATI strategy To establish links with schools and settings who have already started their AATI journey [eg. attend network meetings] To link with key professionals and services who can support the schools’ own journey To provide evidence of pupil voice, parents and carers views [eg. in the development plan] Core group staff/champions to have an understanding of Child Exploitation [eg. engaging with the Safer Schools Alliance], contextual safeguarding and best practice around child exploitation and how this relates to the wider community To contribute to the disruption of child exploitation through the sharing of information Self-Reflection To attend conferences and regional events to learn about the work of others in the field Managers/Core group staff/champions to access supervision/sharing of good practice with schools further down AATI journey
	Outcomes	Knowledge and Skills: To have established a core group of key staff/champions to lead the AATI... Knowledge and Skills To have established a core group of key staff/champions to lead the AATI strategy Core group staff/champions have enhanced skills and knowledge to understand AATI theory to improve practice and outcomes for CYP who experience attachment difficulties and/or experiences of trauma Core group staff/champions to have a broad understanding of Child Exploitation and know what signs to look for and know what to do if Child Exploitation is suspected Core group staff/champions to understand Restorative Practice and its benefits within an educational environment Core group staff/champions to have an awareness of the continuum of sexualised behaviour and understand how to respond appropriately Application Core group to have started to become familiar with formulation as a process to understand CYP’s behaviour and to identify unmet needs and missing skills Core group to have completed an intervention to support the CYP who is the focus of their observations and formulation successfully with impact having been monitored The target CYP to feel safer in school and to have better access and success in their education There are examples where staff have worked restoratively with children with a reduction in the frequency and/or intensity of incidents having been noted Core staff are confident in dealing with child exploitation and complete a Risk Factor Matrix when concerns exist Staff know what to do when a child displays sexualised behaviour Self reflection Core group to have greater self-knowledge and understanding of their own strengths and weaknesses with regard to AATI theory Core group staff/champions to understand and apply AATI theory and to reflect on how this relates to self	Skills and knowledge: All school staff to have a developing understanding of and awareness of the CY... Skills and knowledge All school staff to have a developing understanding of and awareness of the CYPs difficulties and needs with regard to AATI theory and to begin to apply this ethos within practice Key staff have additional understanding, skills and expertise in supporting CYP with attachment difficulties and/or experiences of trauma Staff have an understanding of child exploitation and contextual safeguarding Application The school’s strengths, weaknesses and areas for development have been identified Key staff have clear understanding of their role and are supported in delivering this e.g. time for CPD and supervision, resources etc Some school policies (eg. behaviour & exclusion) and/or practices are under review & examples from established AATI settings have been considered by key staff CYP are understood and are better able to access and succeed in their education CYP are able to access safe spaces at times of dysregulation with improvements in emotional regulation being noted over time New members of staff are able to understand and promote the use of AATI approaches Self reflection Staff wellbeing is prompted through the establishment of supervision and support systems for those who work closely with vulnerable young people Staff knowledge is enhanced through ongoing reflection opportunities Staff feel included in future planning which in turn enhances engagement	Knowledge and Skills: Gain and consolidate further knowledge, support and information to aid the sch... Knowledge and Skills Gain and consolidate further knowledge, support and information to aid the school’s AATI journey Gain greater understanding, knowledge and skills with regard to AATI theory and practice Application Gain further support and expertise from key professionals and services to improve the services delivered to CYP who have attachment difficulties and/or experiences of trauma To benefit from the experience of other settings who have already started or are starting the AATI journey To contribute to the disruption of child exploitation Self reflection Engagement in peer support systems to facilitate group problem solving and sharing of good practice to further aid journey.
View Ofsted Grade Descriptor Silver
	People	Core Group Core Group	SLT, Core Group and whole school staff (including office workers, lunchtime staff etc) SLT, Core Group and whole school staff (including office workers, lunchtime staff etc)	Wider community engagement Wider community engagement
	Process	Not started Knowledge & Skills: To provide and engage in further and more specialised, in-depth AATI trainin... Knowledge & Skills To provide and engage in further and more specialised, in-depth AATI training for Core group staff/Champions To enable and encourage key staff to engage in further training and development Selective staff would have attended level 2 Restorative Practice Training delivered by the YOS Application Core staff/champions routinely provide input to critique, review and revise strategies and interventions demonstrating their deeper understanding of the issues and challenges faced by CYP An increasing number of staff engage in restorative conversations with young people – prioritising the reparation of relationships Core group to model strategies to facilitate the inclusion and success of CYP who have attachment difficulties and/or have experienced trauma Core group to provide support/supervision/coaching for whole staff in areas of AATI School has an identified CE Advocate Staff are confident in addressing low level HSB (add new term once tool identified) Self-Reflection To continue to work with the EP/Mentor/coach for strategic planning and supervision Core staff present the findings of interventions/strategies/research projects to SLT and school team Staff to identify further personal CPD needs and complete further training Core staff team to consolidate learning and experiences by continuance of reflective journaling relating to their own upbringing/education/career trajectory and experiences to AATI theory and continuing to track development of this over time. To proactively take steps to improve own well-being and self-care to build resilience and self-efficacy Staff who are dealing with low level HSB and child exploitation have access to and use appropriate supervision and support	Not started Knowledge & Skills: All staff to engage in appropriate ongoing CPD and reflection sessions i.e. ... Knowledge & Skills All staff to engage in appropriate ongoing CPD and reflection sessions i.e. emotion coaching and restorative practices training to be shared with the wider staff team To provide further whole school training in relation to trauma informed approaches e.g. emotion coaching, restorative practices etc To provide reflective opportunities to consolidate learning and support application All staff to attend the level 2 child exploitation training (or alternative when available) All staff to undertake E Learning – Managing Sexualised Behaviour in Schools (primary and secondary schools) Application An increasing number of school staff demonstrate and evidence AATI practice (eg.. through language used and content of incident logs, learning/behaviour plans and parent meetings alongside contribution in pupil centred meetings) All staff are able to explain the purpose of safe spaces within school All staff are able to observe children/young people (CYP) and apply an AATI lens All staff demonstrate the ability to select and devise AATI strategies and interventions to support CYP after considering what the behaviour is communicating (formulation) To revise school policies and procedures following reflection with the whole staff as to the application of AATI theory Whole school adopts AATi, practices and policies (eg. reflect these practices in policies and such as behaviour policy) Policies and procedures take account of restorative practice and offer alternatives to the use of isolation/seclusion/time out and exclusion. The use of safe spaces have become embedded in school practice and are used appropriately by staff and pupils School is working towards becoming a Restorative school e.g. developing knowledge and engaging in restorative conferencing To ensure that input as to AATI strategies and approaches are built into the induction process To demonstrate strategies and policies to facilitate staff wellbeing, development and support Whole school staff to understand that it is their responsibility to exercise self-care To facilitate presentations from key staff regarding interventions and strategies used with identified CYP Time to be dedicated to the sharing of good practice within school To identify more CYP and/or areas for development within the school to be a focus for an intervention/strategy Processes include regular review and revision of CYPs needs and the use of evidence-based strategies to support them appropriately To identify more key staff to lead and/or participate in the school’s AATI strategy To continue to demonstrate proactive support and facilitation of the key staff who work with the most challenging pupils To continue to celebrate the successes of the CYP and the key staff who work with them To provide adequate time and resources to key staff to complete AATI work Psychoeducation to be built into the school curriculum to ensure pupils can develop their emotional awareness Schools ensure appropriate support is available to staff who are undertaking child exploitation / HSB work with children Policies and procedures around sexualised behaviour that is informed by NSPCC guidance are developed Self-Reflection To continue to facilitate supervision/coaching for key staff from the EP/Mentors/SLT/coach and to extend this supervision/coaching to more staff as they become involved in the school’s AATI strategy For school to use staff meetings to share self-care strategies and reflective journals To regularly re-visit and proactively review progress made and identify further issues regarding school policies, practices and staff competencies and skills Managers to continue to access supervision from EP/Mentors/Coaches Wider staff team to extend understanding and application of AATI theory and to reflect further on how this relates to self and others Wider staff team to demonstrate reflective practice in use of strategies and interventions to support CYP who have attachment difficulties and/or have experienced trauma All staff demonstrate self-care strategies to promote resilience and confidence in self in order to be able to contain and co-regulate others (eg. Louise Bomber exercises combined with reflective journal)	Not started Knowledge & Skills: To engage in further training around AATI theory, To continue to increase aw... Knowledge & Skills To engage in further training around AATI theory To continue to increase awareness of what is being achieved and discussed regarding AATI theory and practice in the wider community Application To provide evidence of partnership working with parents/carers and to provide training/resources for parents/carers To contribute to activities and discussions regarding AATI practice and knowledge within in the wider community e.g. through attendance at networking events To collaborate with Gold and Silver schools and/or support Bronze settings and schools who have just started their AATI journey To work creatively with key professionals and services to deliver more flexible, appropriate and successful interventions to support CYP with attachment difficulties and/or experiences of trauma To offer support and cooperation with others within the wider community regarding AATI practice and knowledge The school is part of the community guardians programme The school uses external support to ensure it is operating in a restorative manner Self-Reflection To share personal experiences and examples of good practice with colleagues between school(s) and within local networks Schools collaborate to ensure appropriate support is available to staff working with child exploitation and HSB
	Outcomes	Knowledge and skills: Core group to have good understanding and awareness of the CYPs difficulties a... Knowledge and skills Core group to have good understanding and awareness of the CYPs difficulties and needs with regard to AATI theory Core group staff to have enhanced knowledge and experience in the application of trauma informed approaches and strategies e.g. emotion coaching and restorative practice. This knowledge is beginning to be shared with the wider staff team. Key staff have additional understanding, skills and expertise in supporting CYP with attachment difficulties and/or experiences of trauma Key staff have additional understanding, skills and expertise in supporting CYP with attachment difficulties and/or experiences of trauma with the sharing of good practice enhancing the skills and knowledge of the whole staff team Application Core Group demonstrate enhanced skills and application of knowledge to improve practice with regard to AATI theory Core Group have a familiarity with formulation as a process to understand CYP’s behaviour and to identify the skills they require to change their behaviour and have their needs met Core Group plan, implement and revise interventions appropriately and efficiently to support CYP who are the focus of observations and formulations that bring about positive changes Core group to provide support and guidance relating to the planning and implementation of AATI strategies Core Group to use appropriate and consistent language and terminology with reference to AATI theory and practice There is evidence of a developing bank of skills, strategies, outcomes, resources and good practice shared throughout the whole school community Where children are at risk of or experiencing child exploitation they receive the correct support Staff are well equipped and supported to deal with low level HSB Self reflection Core staff members’ own well-being and self-care measures build resilience and self-efficacy Core staff members’ have greater self-knowledge and understanding of their own strengths and weaknesses with regard to AATI theory Core staff/champions plus selected staff have received further training and are engaged on the personal development pathway	Knowledge and skills: All school staff to have a good understanding of AATI theory, All school staff... Knowledge and skills All school staff to have a good understanding of AATI theory All school staff to have a developing understanding of the application of trauma informed approaches e.g. emotion coaching and restorative Application School policies and/or practices modified in line with AATI theory and feature alternative options to seclusion, isolation and exclusion whilst explaining the use of safe spaces and restorative approaches Staff wellbeing processes have begun to be embedded with positive impact being seen Key staff have a clear understanding of their role in relation to the development of AATI practices and are supported in delivering this An increasing number of CYP are understood and are better able to access and succeed in their education CYP demonstrate more effective well-being and self-care measures that build resilience and self-efficacy Whole staff to have a familiarity with formulation as a process to understand CYP’s behaviour and to identify the skills they require to change their behaviour and have their needs met whole staff use appropriate and consistent language and terminology with reference to AATI theory and practice More target CYP feel safer in school and at home and have better access and success in their education Self reflection The school’s strengths, weaknesses and areas for development have been regularly reviewed to inform ongoing practice Staff wellbeing continues to be promoted through the establishment of supervision and support systems for those who work closely with vulnerable young people Staff knowledge is enhanced through ongoing reflection opportunities and sharing of good practice	Knowledge and skills: Further knowledge, support and information to aid the school’s AATI journey,... Knowledge and skills Further knowledge, support and information to aid the school’s AATI journey Good understanding, knowledge and skills with regard to AATI theory and practice Application Further support and expertise from key professionals and services to improve the services delivered to CYP who have attachment difficulties and/or experiences of trauma More individuals within the school community and beyond are able to benefit from the school’s AATI strategy Others working within the field of AATI practice receive support and encouragement Self reflection Schools support each other and learn from best practice through developing relationships with colleagues
View Ofsted Grade Descriptor Gold
	People	Further development of skills of Core Staff team and expansion of core staff group , ... Further development of skills of Core Staff team and expansion of core staff group	Further embedding of practice with wider staff team Further embedding of practice with wider staff team	Wider community engagement including sharing of practice and coaching of other settings , ... Wider community engagement including sharing of practice and coaching of other settings
	Process	Not started Knowledge & Skills: To continue further AATI training and study as appropriate, For core staff t... Knowledge & Skills To continue further AATI training and study as appropriate For core staff to support and challenge colleagues to use and gain further expertise and skills regarding AATI theory and practice For core staff to disseminate knowledge and skills to colleagues within and beyond own setting To prioritise further and more specialised AATI training for key staff CE advocate supports the training and development of partnership staff demonstrating best practice CE advocates are part of a training and development group Application Core staff to demonstrate expertise in the application of AATI theory and capacity to reflect on how this relates to self and others through showcasing practise with other practitioners/settings Core staff to continue to support colleagues to select and devise strategies and interventions to support CYP who have attachment difficulties and/or experiences of trauma and to demonstrate clear correlations between outcomes and experiences when using specific strategies to inform subsequent interventions Core staff to continue to provide support and expertise to other staff in the school who are working with CYP who have attachment difficulties and/or have experienced trauma To support colleagues in: observing children/young person (CYP) who has been identified by the school as having attachment difficulties and/or experiences of trauma participating in the completion of a profile of the same CYP relating observed behaviours to AATI theory considering the purposes of the CYP’s behaviour considering the skills the CYP might need to develop more functional behaviour and how to support to develop these skills participating in the completion of an action plan based on AATI theory to support the YP with outcomes and suggestions for modifications where appropriate and necessary To continue to write-up and present own work as case studies, action research on the ARC website and/or at conferences and/or in publications Identified HSB lead supports the work of the HSB steering group Self-Reflection Core staff to support other colleagues to reflect on their practice following incidents involving CYP Core staff to support other lead colleagues within own setting and beyond to engage with a reflective journal relating own upbringing/education/career trajectory and experiences to AATI theory Core staff to be encouraged to gain or commence further qualifications and /or personal development goals based on work completed so far Core staff to publish and present their research /projects/interventions etc. To post research projects/interventions on ARC website	Not started Knowledge & Skills: To demonstrate that understanding and application of AATI theory has b... Knowledge & Skills To demonstrate that understanding and application of AATI theory has been consolidated and embedded in school policies and practices with regard to pupils, staff, parents and the wider community All staff to have a high level of knowledge and experience in the application of emotion coaching and restorative approaches Application Trauma informed approaches have been embedded into practice including the use of emotion coaching, restorative conversations and safe spaces. For the wider staff team to routinely critique, review and revise strategies and practices to maintain and develop a deeper understanding of the issues and challenges faced by the CYP and how these are being addressed in a more attuned manner by the key staff To demonstrate effective strategies and policies that facilitate the inclusion and success of CYP who have attachment difficulties and/or have experienced trauma To extend and further develop strategies to facilitate staff wellbeing, development and support School to demonstrate positive impact of these approaches on staff, pupils, parents and wider community To continue to facilitate and learn from presentations from key staff regarding interventions and strategies used with identified CYP To identify more key staff to lead and/or participate in the school’s AATI strategy To prioritise proactive support and facilitation of the key staff who work with the most challenging pupils To prioritise celebration of successes of the CYP and the key staff who work with them To prioritise further training and development for key staff including continuing coaching/mentoring/supervision support To prioritise time and resources for key staff to complete AATI work Schools have a clear mechanism for capturing and being informed by the voice of children There is a clear and effective plan for providing psychoeducation to enhance emotional literacy to YP as part of the curriculum Staff team to share and celebrate personal experiences and examples of good practice Staff team to continue to demonstrate reflective practice in use of strategies and interventions to support CYP who have attachment difficulties and/or have experienced trauma Staff team to demonstrate and promote self-care strategies for personal wellbeing and resilience and for that of colleagues Policies and procedures linked to child exploitation have been informed by the voice of children School is identified as a child exploitation or HSB or Restorative champion school Self-Reflection To regularly review and reflect on the staff induction process to ensure that it is clear, current, consistent and robust To demonstrate regular review and revision of policies and practices in line with AATI theory and current developments To continue to review and develop whole school strategy The processes consistently demonstrate regular review and revision of each CYPs needs and the use of evidence-based strategies and AATI theory to support them appropriately To prioritise the re-visiting and proactive review of progress made and identify more issues than those recognised from the original audit of school policies, practices and staff competencies and skills.	Not started Knowledge & Skills: To contribute to activities and discussions regarding AATI practice and know... Knowledge & Skills To contribute to activities and discussions regarding AATI practice and knowledge within in the wider community online and at local and national events and conferences To attend relevant steering group meetings relating to the development of trauma informed practice in schools. Application To contribute to local conferences/ events /publications and groups to learn about the work of others in the field and to share good practice and knowledge. School to promote partnership work with parents and carers To continue to collaborate and/or support other settings and schools who have already started their AATI journey or are about to commence their journey To continue to work creatively with key professionals and services to deliver more flexible, appropriate and successful interventions to support CYP with attachment difficulties and/or experiences of trauma To lead networking events to facilitate other schools and individuals working collaboratively together Champion schools support other schools in relation to CE, HSB and restorative practice Champion schools raise the profile of the understanding of child exploitation within their communities Self-Reflection To continue to learn from others To continue to support others through outreach and training To continue to collaborate with others Champion schools act as peer support to developing schools
	Outcomes	Knowledge and skills: Core staff use specialist skills and knowledge consistent with AATI theory and... Knowledge and skills Core staff use specialist skills and knowledge consistent with AATI theory and practice with expertise and confidence Core staff demonstrate outstanding understanding and awareness of the CYPs difficulties and needs Core staff are confident in the sharing of knowledge and experience with colleagues within and beyond own setting Application Core staff use formulation routinely and with confidence as a process to understand CYP’s behaviour and to identify the skills they require to change their behaviour and have their needs met Key staff have a clear understanding of their role Interventions used with CYP who have attachment difficulties and/or experience trauma are planned, completed, and revised routinely and appropriately Models have been established for core staff to support and mentor/supervise staff within and beyond their own settings in applying strategies and practices to maintain their own wellbeing and resilience Effective practice is shared within and beyond the school to inspire others CE advocates, develop, and disseminate training and communications around child exploitation to develop wider staff Restorative leads develop, and disseminate training and communications around restorative practice to develop wider staff HSB Leads develop, and disseminate training and communications around sexualised behaviour to develop wider staff Self reflection Strategies used by core staff to maintain their own well-being and self-care are effective in building personal resilience and self-efficacy Core staff continue to reflect on and develop practice ensuring the increase in positive outcomes at the individual and whole school level Core staff members’ are able to support others to enhance self-knowledge and understanding of their own strengths and weaknesses with regard to AATI theory Additional champions have received further training and are engaged on personal development pathways under the supervision on the initial core staff	Knowledge and skills: All school staff have enhanced understanding of AATI theory and approach... Knowledge and skills All school staff have enhanced understanding of AATI theory and approaches Theory and practice is well consolidated and embedded within the culture and ethos of the school Application All staff routinely contribute to the process of formulation with confidence to understand CYP’s behaviour and to identify the skills they require to change their behaviour and have their needs met Trauma informed strategies are used effectively and consistently at a whole school level Key staff are recognised and supported in using their additional understanding, skills and expertise in supporting CYP with attachment difficulties and/or experiences of trauma The school policies and/or practices are in line with AATI theory and are informed by the outcomes of strategies and interventions used in school and current research and theory Interventions used to support CYP who are the focus of observations and formulations bring about positive changes CYP are well understood, valued and included and are better able to access and succeed in their education The target CYP feel safer and included in school and have a greater sense of belonging with better access and success in their education School is recognised as a champion school and helps with the ongoing development of future champions and research evidence base Strategies used by CYP to maintain their own well-being and self-care are effective in building personal resilience and self-efficacy Self reflection There is an ongoing process to identify the school’s strengths, weaknesses and areas for further development Staff wellbeing continues to be promoted through the establishment of supervision and support systems Staff knowledge is enhanced through ongoing reflection opportunities and sharing of good practice	Knowledge and skills: The setting has great knowledge, support and information to inform and develop... Knowledge and skills The setting has great knowledge, support and information to inform and develop the school’s AATI journey. It becomes an AATI hub. The setting can inform further development of the pathway through invitation to steering group meeting Application Staff routinely share and present/publish examples of their good practice/effective interventions within the school and beyond The support and expertise of key professionals and services make valuable contributions to improve the services delivered to CYP who have attachment difficulties and/or experiences of trauma There is great understanding, knowledge and skills with regard to AATI theory and practice The majority of the individuals within the school community and beyond are able to benefit from the school’s AATI strategy The setting makes a valuable contribution to the ongoing research around AATI theory and practice. The school demonstrates expertise in dealing with child exploitation or HSB or restorative practice and are a role model to developing schools Self reflection Others working within the field of AATI practice receive support and encouragement from the school with increased collaboration further enhancing practice

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