Sometimes a school knows exactly what it needs. More often, it starts with a pressure point, a sense that something is not working as well as it should, or a concern that an important area has become too fragile, too stretched or too hard to move forward confidently.

We start by listening, understanding context and getting clear about what is really needed. That may mean helping define the problem more clearly, identifying where pressure is really coming from, or seeing that the right answer is narrower and more practical than first assumed.

Good support should feel calm, joined-up and workable. It should reduce friction rather than create more of it.