Our approach
Behaviour tells us something. We take time to understand what.
At Hammond House, therapeutic practice shows up in everyday relationships: how adults listen, how they respond when a child is distressed, how routines are built, and how the team reflects on what may be driving behaviour.
Relationship first.
Change is difficult without trust. Staff focus on being predictable, respectful and consistent, so children can begin to experience adults as people who stay alongside them through both ordinary and difficult moments.
Each child is allocated two key workers as part of the home’s standard care model.
Understanding what sits behind behaviour.
A child’s behaviour may communicate distress, fear, uncertainty, frustration, a need for connection, or difficulty putting feelings into words. Staff are supported to understand the context as well as the behaviour, and to respond in ways that protect both safety and dignity.
Staff training includes PACE, an understanding of adverse childhood experiences, restorative practice and safeguarding.
Prevention before intervention.
The first task is to notice early signs, reduce unnecessary pressure, and use the strategies known to help that child regulate. Staff are trained in PRICE, an RRN-accredited approach, with annual refresher training. Physical intervention remains a last resort, proportionate to immediate risk, and is followed by review and learning.
Clinical direction and reflective practice.
A consultant psychologist directs therapeutic planning at Hammond House, in line with the home’s agreed model and each child’s individual plan.
Staff receive monthly clinical supervision from the consultant psychotherapist, alongside management supervision. This gives the team space to think about the emotional demands of the work and to learn from patterns rather than responding to each incident in isolation.
The child remains part of the plan.
Care should not be something done around a child without them. Staff seek children’s views in ways that match their age, understanding and communication style, and explain decisions when a child’s preferred option cannot be followed.
Progress is personal.
Progress may mean feeling safer, managing a difficult transition, attending education more consistently, building a positive relationship, trying something new, improving health routines, or taking more responsibility.
The Outcome Star is used to help children and adults review change together in a visual, structured way.
For our team