Jo Rowe, Penny Sturt

Using Supervision in Schools


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As a universal service, education is expected to safeguard and meet the needs of all children, some of whom may have complex issues, and to provide emotional support for children and their families. There are increasing pressures and changes facing schools and teachers across the UK, however unlike other similar stressful professions there is currently a lack of a structured framework to support school staff to deal with the rigours of their role. Supervision is a method of supporting staff with their safeguarding role and with the emotional demands of their work. This guide is designed to act as a consultative document in instigating supervision in schools using their feedback about what worked. It will also help relevant schools to comply with the statutory requirements of supervision in The Early Years Framework.

The integrated model of supervision is an effective model which can be used in a variety of school settings from Reception to Year 13. The first four chapters of the book unpick the core components of the model and the second part of the book addresses the issues arising in schools specifically, describing the supervision pilot the authors carried out across five schools with great success.

The illustrated book will be an invaluable guide to all schools, governing bodies, those trained in supervision, local authorities, national educational advisers and school academy trusts.

I have felt the benefit of my own supervision to be very valuable and would like to offer my thanks for this. It takes an informed leap of faith, followed by sustained commitment in order for schools to recognise the benefits longer term. Having done this as a school, I am very willing to advocate the benefits to others.’
(Designated Safeguarding Lead who took part in the pilot)



The illustrated book will be an invaluable guide to all schools, governing bodies, those trained in supervision, local authorities, national educational advisers and school academy trusts.


ISBN: 9781911028918
Publication: 25 June 2018
Chapter 1: Why supervise and what does effective supervision look like?

Chapter 2: Integrated model of supervision – a 16-piece jigsaw

Chapter 3: The supervision cycle

Chapter 4: Putting it all together – the 16 piece integrated model of supervision

Chapter 5: Supervision in practice – the role of the Designated Safeguarding Lead

Chapter 6: Putting supervision into practice in schools

Chapter 7: Establishing a culture of supervision



Jo Rowe is an educational psychologist working for a local authority. Jo currently provides group supervision in a range of settings, and participates in group supervision with her team members in the Educational Psychology Service. Jo has 20 years’ experience as an educational psychologist, with familiarity of working in a range of school settings and supporting children and young people with additional needs and school staff in these settings. Jo is keen to apply her knowledge and experience of group supervision to the wider school community. She recently extended this interest by researching the impact of supervision for school staff with a safeguarding role.

Penny Sturt is an independent trainer, consultant and registered social worker. Following her advanced social work training, which developed her interest in supervision, Penny has been delivering supervision training as an associate with In-Trac Training and Consultancy Ltd. Penny ran the pilot for schools having followed up requests for supervision training in schools. Penny has a long-standing interest in safeguarding and supervision across multi-agency settings. She has run training courses and consulted with health, social care and educational settings around supervision.


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