Tia Peacham

I am a safeguarding-led, trauma-informed practitioner with extensive experience supporting children and young people with complex emotional, behavioural, and attendance needs. I work in a calm, structured, relational way, creating predictable environments where pupils feel safe, understood, and able to engage in learning.

I have supported students with anxiety, low mood, school avoidance, unmet SEN, and wider SEMH needs through one-to-one work, small-group interventions, and personalised support plans. My approach balances empathy with clear boundaries, helping pupils develop emotional regulation, coping strategies, and confidence.

As a Designated Deputy Safeguarding Lead, I managed concerns from first disclosure through to multi-agency involvement. I worked closely with social care, early help, health professionals, police, and specialist services, ensuring accurate recording, timely escalation, and information-sharing in line with statutory guidance. This has given me a strong understanding of thresholds, risk indicators, contextual safeguarding, and professional curiosity.

I have significant experience improving attendance by identifying patterns, exploring barriers with families, and implementing early interventions. I communicate expectations clearly while working collaboratively with parents and carers, including those who may be anxious, overwhelmed, or disengaged. I understand the close link between wellbeing, safeguarding, and attendance, and I work consistently across all three.

My background in alternative provision strengthened my ability to support vulnerable learners, manage challenging behaviour, and build trust with families. I am confident conducting home visits, coordinating multi-agency information, and advocating for young people in meetings. I handle sensitive information responsibly and work confidently with systems such as CPOMS.

I bring strong organisational skills, clear written and verbal communication, and the ability to manage competing priorities in fast-paced environments. I produce concise, evidence-based reports, chronologies, and case notes, and I analyse patterns to inform intervention planning. I remain calm under pressure, adapt to changing needs, and work effectively both independently and as part of a wider team.

I hold a Level 3 qualification relevant to working with children and young people, alongside extensive safeguarding, trauma-informed practice, and multi-agency training. My experience and values align strongly with the Trust’s commitment to inclusion, safeguarding, and high-quality support for vulnerable learners.