Welcome to Maps
MAPs helps schools move from reactive behaviour systems to proactive, preventative practice — enabling young people to navigate school successfully, together.
MAPs is a structured inclusion programme delivered across Sheffield secondary schools, providing targeted interventions that enhance behaviour, wellbeing and engagement for students who need it most.
Partnered With
53.3811° N, 1.4701° W
By working together, we design and share forward-thinking approaches that celebrate diversity, strengthen relationships, and create spaces where all students can flourish — socially, emotionally and academically.
What is Maps?
Every school has students who need a little more. Not more discipline — more understanding. More space to reflect, rebuild confidence, and reconnect with learning.
Maps — Managed Approach to Positive Support — provides exactly that. Through structured, evidence-informed group programmes and one-to-one mentoring, our specialist Inclusion Leaders work alongside schools to support the young people who are finding the journey hardest.
We don't just address behaviour. We address what sits behind it.
Why Maps Exists
Every young person deserves the chance to succeed
Schools are facing increasingly complex challenges. While most pupils thrive within everyday school routines, a significant minority need something more — not more sanctions, but more structured, targeted support that helps them understand themselves, manage their emotions, and make better choices.
Research consistently shows that when pupils feel known, valued and understood within their school community, they are far more likely to engage positively with learning and relationships. The Education Endowment Foundation highlights that effective behaviour and inclusion strategies combine strong universal systems with targeted support for those who need it most.
Maps provides that targeted layer.
Our Approach
More than behaviour management
MAPs programmes don't treat behaviour as the problem to be fixed. They treat behaviour as a signal — and work to understand what sits behind it.
Through guided activities, structured reflection and trusted relationships, students explore themes including identity, relationships, decision-making and responsibility.
They develop the self-awareness, empathy and emotional regulation skills that allow them to engage more positively with school and with the people around them.
Our underlying belief is simple: if a young person's wellbeing is not stable, sustained progress in behaviour or learning is unlikely to follow. Wellbeing comes first. Everything else builds from there.
This approach is grounded in Recommendation 5 of the EEF's Improving Behaviour in Schools guidance, and has been recognised as a Teach Secondary Awards 2025 Finalist.
Strengthening the Education Ecosystem
"The positive relationships built with the pupils has had a big impact. The atmosphere in the sessions is very calm and purposeful — I enjoy checking in and seeing the students thriving."
Alison Wragg, Head of Year 7, Notre Dame High School
Working With
