A consistent approach
Belonging fails when it depends on individuals
Good belonging practice is already happening in most schools. It just isn’t happening everywhere.
One student is greeted by name and noticed by the adults around them; another goes a whole day without a word from anyone. The difference is rarely a lack of care. It is a lack of consistency.
Together we’ll develop a standard to provide your staff with the same understanding, language and expectations, so students get the same experience wherever they are in school and whoever they are with.
Patchy
Belonging depends on who a student sees
Consistent
Every adult, every student, every day
Self-check
Where are you on the belonging journey?
Exploring
There is no clear plan yet, and belonging is often seen as "a pastoral thing" rather than a whole-school priority.
Building
Some good practice exists, but it is patchy and depends on individual staff rather than being consistent across the school.
Measuring
Shared strategies are in place, and leaders now need evidence of who belonging is working for and who is still on the edge.
Sustaining
Belonging is embedded in plans, routines and policies, but there is a risk of it slipping as staff and students change.
A starting point for every organisation
These bundles make a great starting point but your final development program will be tailored to the needs of your organisation.
For organisations at the start of their belonging journey. Build an honest picture of where you are and agree a clear plan to move forward.
Estimated cost, time and sessionsFor organisations where good practice exists but is patchy. Give every adult a shared language and practical strategies, so belonging becomes consistent across the organisation.
Estimated cost, time and sessionsFor organisations ready to use evidence. Find out who belonging is working for, target the students still on the edge and show the difference it makes.
Estimated cost, time and sessionsFor organisations where belonging is embedded. Keep it strong as staff and students change and show impact year on year.
Estimated cost, time and sessionsPrices exclude VAT. Times are approximate. Trust pricing is available on request.
What you get
Not a one-off training day
Sessions run in person or online, for one school, a group of schools or a whole Trust, and are shaped around your own students, staff and data rather than delivered the same way everywhere.
What staff learn
Every student is quietly asking six questions:
Our sessions help every adult make the answer yes: spotting students on the edge early, getting everyday interactions right, repairing relationships after things go wrong, paying attention beyond the classroom, and challenging practice that leaves students out. These are the same six questions Satchel Pulse Perceptions asks students, so you can see whether the answers change.
Our track record
15 years working alongside schools
Since starting as Show My Homework, Satchel has delivered more than 7,000 hours of training and onboarding across its products. That experience shapes how we approach belonging: practical, grounded in the realities of school life, and focused on what changes for students.
years supporting schools
hours of training and onboarding delivered
training satisfaction
Meet the team
Hannah Chapple
Head of Partner Experience
Jon Tiss
Co-founder
Nicola Jones-Ford
Education Director & Former SENCo
A delightful training session with Hannah. She was very well informed and answered all my questions confidently, with easy to apply solutions. She also pre-empted issues we may face going forward and was able to put my mind at ease should they arise. One of the best training sessions I have attended (and there have been many in the past year!). Hannah is a great asset to your team! Thank you.
Measuring belonging
Works best with Perceptions. Works with what you have.
To know whether your belonging work is landing, and for which students, you need evidence by student group, repeated over time. Satchel Pulse Perceptions gives you that from students, staff and families, every term, and the results feed straight into your sessions.
Already using another survey, or just starting with a simple one? We will work with the evidence you have.
FAQs
Your questions answered
Primary, secondary and all-through schools, and multi-academy Trusts working across several schools.
All staff, not just teachers, because support staff, office teams and site staff all shape how students feel about school.
Leaders often know exactly what needs to change, but staff have heard it before. An outside voice reinforces your message, backed by evidence and practical next steps, so it lands differently and every adult acts on it in the same way.
Every school hears the same core approach, delivered in the same way, while each one starts from its own stage and moves at its own pace. Ask each academy to take the self-check, then talk to us about Trust pricing and a plan across your schools.
Since November 2025, Ofsted has inspected inclusion as a separate graded area. Inspectors expect schools to hold high expectations for every student, including those with SEND and those who are disadvantaged, and to use data to identify and remove the barriers they face. Our support helps leaders show what they are doing to build belonging, which students it is reaching, and what difference it is making over time.
No. Belonging CPD works on its own, and we will use whatever evidence you already have, from a simple staff or student survey to another provider’s results. It works best with Satchel Pulse Perceptions, which measures the same six questions by student group every term, so you can see who the work is reaching.
Yes. The self-check shows you where you are, and we build the support around that.
