Choice stays with schools.
Schools should be able to work with the specialist who understands their context—not simply the names on a list.
Start a conversationOur position on September 2026
Why we chose
not to go on
framework.
Key Stage RecruitmentIndependent by choice.
01 / Why we are staying independent
A framework can narrow the list. It cannot know your school.
From September 2026, many academy trusts are moving towards approved supplier frameworks. We have made a deliberate choice not to join one. We believe the strongest recruitment decisions come from trust, honest conversations and a deep understanding of the school in front of us.
Relationships lead.
Our work is personal, local and built over time. We are protecting that approach rather than designing around a procurement model.
The right fit wins.
Every placement starts with the person and the school. Quality, care and compatibility remain the measures that matter.
We continue to support schools and trusts wherever their procurement route allows.
02 / Two ways we help
People and practice,
working together.
Start with the need in front of you. We support schools with trusted education staffing, specialist behaviour work, or a thoughtful mix of both.
Key Stage Recruitment
Find the people who fit.
Specialist education recruitment across Cheshire, Merseyside and Greater Manchester, built on honest relationships and local knowledge.
- Teachers and teaching assistants
- SEND and specialist education staff
- Short-term, long-term and permanent roles
- Local knowledge with a personal approach
Regulate to Educate
Build the practice that lasts.
Regulation-first consultancy and training that helps staff see the need beneath behaviour—and respond with confidence and compassion.
- Behaviour consultancy
- Whole-school behaviour reviews
- Training days, INSET and twilight sessions
- Leadership coaching and policy reviews
03 / A framework for change
The R.E.G.U.L.A.T.E.
Methodâ„¢
Eight practical steps that move a school from reacting to behaviour towards understanding it—so regulation comes first and learning can follow.
- 01R
Recognise
- 02E
Explore
- 03G
Gather evidence
- 04U
Understand the need
- 05L
Lower stress
- 06A
Adapt the environment
- 07T
Teach regulation
- 08E
Evaluate progress
04 / What guides the work
Connection before correction.
Grounded in neuroscience
Understand what is happening in the brain and body when a child cannot cope.
Held by compassion
Look beyond labels, get curious and protect the relationship around the child.
Built for real schools
Use clear strategies that fit busy classrooms, stretched teams and real budgets.
05 / Meet Nina Thorne
The teacher who
kept asking why.
Across more than two decades in education and as the founder of a successful recruitment business, Nina has seen school life from every angle.
Regulate to Educate brings those worlds together: deep classroom experience, an understanding of the pressures schools face, and a belief that the children who challenge us most are often carrying the most.
06 / Start where the need is
Tell us about the
school on your mind.
Whether you need a brilliant person, support around one child, or a whole-school culture shift, the first conversation is simple and human.