Case Studies
We are extremely proud to share some case studies and impact statements from schools we have worked with.
When we work with a school, we ask for statements and/or case studies to be completed so we can track the impact on students, staff, and the school as a whole.
As our cohort of pupils with increasingly complex SEND has grown, the support provided by the Fortis Trust Outreach Service has been instrumental in strengthening our inclusive practice and developing sustainable provision across the school.
Click to read more.
Inclusion Manager | Greenvale Primary School
This support has been really positive and supportive. Everything they have shown… and modelled has allowed [our staff member] to support [the student] far better. [Our staff member is] looking forward to continuing the work [they are] doing and learning alongside [the student]. Thank you!
Click to read more.
Wayfield Primary School
Testimonials
As part of their feedback, some schools have been kind enough to provide feedback and testimonials for our service.
Hive staff are much more engaged, organised and confident in using resources and setting up the provision. Fortis Trust have been amazing in helping us set up the Hive for all our children’s needs, for giving us advice and helping with resources. We are really grateful for their support – thank you!
SENCO/SEND Manager | All Saints Church of England School
Members of staff are friendly and professional. They turn up on time and are reliable. Their support and advice is relevant and greatly appreciated. Their support has had an impact on the child as well as the class as a whole and has been very useful for me as the teacher.
Teacher | Hilltop Primary School & Nursery
The support and advice given by Lauren and Tippy have helped us to make the Hive a safe and nurturing place for the children to learn. The strategies have supported their emotional development and allowed them to access their learning positively. The advice we received helped us adapt the EYFS curriculum to meet their needs better. They have all made amazing progress.
Miers Court Primary School
Statistics and Feedback
We are proud to share our Impact Summaries and Statistics for Terms 1 – 6 (2025-2026).
These figures and write-ups have been taken from our training records and Training Evaluation Forms.
During 2025–26, the Fortis Outreach Service delivered 55 high-quality training sessions to 688 education professionals, supporting teachers, teaching assistants, SENDCOs and leaders across Medway schools. Evaluation data demonstrates substantial increases in participant confidence, consistently positive feedback regarding training quality, and strong evidence of intended changes to classroom practice. Staff reported leaving sessions with practical strategies, resources and greater confidence to support pupils with SEND and SEMH needs, resulting in strengthened inclusive practice and increased capacity within schools to meet a diverse range of learner needs.
The training programme has successfully increased staff knowledge, confidence and practical skills, enabling schools to make sustainable improvements to SEND and inclusion provision.
Training Offer Overview
|
Measure |
Total |
|
Training sessions delivered |
57 |
|
Total attendees |
688 |
|
Schools/settings supported |
30+ |
|
Face-to-face sessions |
57 |
|
Sessions cancelled |
0 |
|
Senior Leaders trained |
68 |
|
Middle Leaders trained |
11 |
|
Teachers trained |
305 |
|
Teaching Assistants trained |
237 |
Impact on Staff Confidence
Analysis of evaluation responses showed a consistent increase in staff confidence following training.
A notable pattern was that staff who initially rated themselves at 1–2/5 frequently reported confidence levels of 4–5/5 following training.
| Course | Confidence Before | Confidence After | Increase |
|
Adaptation
|
3–4/5 | 4–5/5 | Significant |
|
Positive Behaviour & De-escalation
|
3–4/5 | 4–5/5 | Significant |
|
Zones of Regulation
|
1–3/5 | 4–5/5 | High |
|
ADHD
|
2–4/5 | 4–5/5 | High |
|
Dyslexia
|
2–4/5 | 4–5/5 | Significant |
| PINS Workshop | 1–4/5 | 4–5/5 | Very High |
Quality of Training
- Trainers delivered content clearly and effectively.
- Training met intended objectives and outcomes.
- Training was relevant to participants’ professional roles.
- Training provided useful resources and practical strategies.
The overwhelming majority of evaluation responses answered positively across all quality measures.
Levels of Impact
Staff Level Impact
- Increased knowledge of SEND, SEMH and communication needs.
- Improved confidence in supporting pupils with additional needs.
- Greater awareness of evidence-informed approaches.
- Increased staff capacity to implement targeted interventions.
Classroom Impact
- More inclusive and adaptive teaching approaches.
- Increased use of visual supports and regulation strategies.
- Improved identification and early intervention for SEND.
- Greater consistency of practice across classrooms.
Whole School Impact
- Strengthened SEND provision.
- Development of inclusive practices.
- Increased leadership understanding of SEND.
- Enhanced capacity to meet needs within mainstream settings.
Feedback on Our Support (in numbers)
As part of the feedback given by schools, they also provide us with scores in several areas. We are extremely proud of the figures below and will use these figures to further improve our service.
- Support Meet Expectations (Agreed) 92.9%
- Improved Staff Confidence & Understanding (Agreed) 75%
- Positively Impacted Pupils (Agreed) 85.7%
- Improvement to Staff Practice (Agree) 60.7%
School Support Feedback
We are proud to share some of the feedback from a range of schools (Primary, Infant, Junior and Secondary) that received SEND and behaviour outreach support during the 2025–2026 academic year.
The feedback is extremely positive, with respondents consistently highlighting:
- High-quality professional support
- Practical and implementable strategies
- Improved staff knowledge and confidence
- Positive impact on pupils’ behaviour, emotional regulation and engagement
- Strong relationships with outreach staff
- Responsive communication and follow-up
The vast majority of schools stated that support met or exceeded expectations and many described the service as “invaluable”, “essential”, and a “critical friend” to their school.
Impact on Pupils
Almost every respondent reported a positive impact on pupils.
Most common areas of improvement
|
Area Improved |
Frequency |
|
Emotional Regulation |
Very High |
|
Behaviour in Class |
Very High |
|
Engagement in Learning |
Very High |
|
Confidence / Self-Esteem |
Moderate |
|
Social Skills |
Moderate |
|
Attendance |
Moderate |
Examples of reported Impact
- Increased attendance for pupils with complex needs
- Improved classroom engagement
- Better emotional regulation
- Improved behaviour management
- Increased willingness to communicate
- Improved motivation through “working for” boards
- More successful implementation of SEND provisions
Several schools reported that outreach support contributed to improved outcomes for pupils with extremely complex needs where progress had previously been difficult to achieve.
Impact on Staff
This is one of the strongest themes across the survey.
Schools repeatedly reported:
- Greater confidence
- Better understanding of SEND
- Improved behaviour management
- More consistent practice
- Clearer classroom strategies
- Improved provision planning
Comments frequently referred to staff being:
- “Upskilled”
- More confident practitioners
- Better able to understand behaviour as communication
- Better equipped to meet needs independently
Several SENCOs stated that staff were transferring learning gained from outreach support to other pupils and wider school practice.
The survey demonstrates a highly successful outreach service that is valued across schools for its expertise, responsiveness and practical approach. Feedback indicates that the service delivers impact not only for individual pupils but also for staff capability and wider SEND provision development. The main future priorities emerging from the data are:
- Increased modelling/coaching in classrooms.
- Faster and more consistent written feedback.
- Expansion of service capacity to meet growing demand.
- Continued focus on practical, pupil-centred strategies.
As our cohort of pupils with increasingly complex SEND has grown, the support provided by the Fortis Trust Outreach Service has been instrumental in strengthening our inclusive practice and developing sustainable provision across the school.
Tippy worked alongside staff to design and establish an individualised workstation for a Year 1 pupil working developmentally at approximately a 12-month level. Her expertise ensured that the provision was tailored to the pupil’s communication, sensory and learning needs, enabling staff to deliver a more structured and consistent approach. The workstation has significantly increased the pupil’s engagement, tolerance of adult-directed activities and opportunities to develop early learning skills within an environment that is both purposeful and appropriate.
Vicky and an Outreach colleague provided invaluable outreach support for two pupils presenting with significant social, emotional and mental health (SEMH) needs. One pupil was at serious risk of permanent exclusion due to persistent dysregulation and unsafe behaviours. Through collaborative problem-solving, observation, modelling of strategies and practical advice, they supported staff to implement targeted interventions that reduced incidents, improved regulation and enabled the pupil to remain successfully included within school. They also supported a pupil experiencing emotionally based school avoidance (EBSA), helping us to develop individualised evidence-informed strategies that have strengthened relationships, reduced anxiety and improved engagement with education.
In preparation for the launch of our new SEND Hub in September, Lauren and Vicky have provided exceptional strategic and practical support. They have worked collaboratively with leaders to shape the vision for the provision, advising on classroom layout, environmental adaptations, timetabling, resources and curriculum planning. Their expertise has helped us create a nurturing, communication-friendly environment that reflects best practice and is designed to meet the needs of pupils with complex SEND from the outset. This support has also increased staff confidence and ensured that the Hub is underpinned by clear systems and high expectations.
The outreach support has extended beyond individual pupils and has had a lasting impact on whole-school practice. Staff have developed greater confidence in meeting complex needs, our provision has become increasingly responsive and inclusive, and we are better equipped to meet the needs of our most vulnerable learners. The collaborative, solution-focused approach adopted by the Fortis Trust Outreach team has been invaluable in building capacity within our school and ensuring that children with SEND receive the high-quality provision they deserve.
Inclusion Manager | Greenvale Primary School
The support from Lauren & Vicki has made a significant difference to [our staff member]. It has helped him understand [the student] better, given him the structure and confidence to support [the student], and he has felt very supported. It has started to show improved outcomes for [the student] and will support him as he moves into Year 6 with a better plan, structure and understanding to help [the student] reach goals and targets to be more successful in school.
… [our staff member] is now feeling far more confident in delivering support and interventions to [the student], and it has helped further secure their relationship.
… [our staff member] now has a much better understanding of how to deliver Bucket, sensory activities, turn-taking and communication-based activities, and feels more confident in delivering these.
[Our staff member’s] confidence is growing, and he is very willing and open to learning new strategies. As his training progresses, he will become more confident in embedding strategies far more independently.
This support has been really positive and supportive. Everything they have shown… and modelled has allowed [our staff member] to support [the student] far better. [Our staff member is] looking forward to continuing the work [they are] doing and learning alongside [the student]. Thank you!
Wayfield Primary School