Danby Wood School Case Study - Moving the School Forward Through Relationships, Student Voice and Enrichment

Neil @ Future Action
May 4
5 min read

It was a real pleasure to be on the road last recently, meeting inspiring schools and colleagues, delivering training, capturing case studies, and co-creating strategic visions across Birmingham, Chesterfield and Blackpool.

A very warm welcome to all colleagues who have recently joined us, and a big thank you to those who continue to be part of the journey.

The Global RISE Up community exists to bring together educators and leaders who are passionate about transforming children’s mental wellbeing and life chances through relationships, movement, and self-care toolkits.

Our aim is simple: to create a space where you feel safe, supported and inspired, where ideas can be shared, practice can evolve, and we can learn from each other as we develop approaches that truly meet the needs of our young people.

We’re delighted to have you with us.

This is what it looks like in practice.

This week, we’re excited to share Danby Wood’s RISE Up journey, a powerful example of what’s possible when relationships, student voice and wellbeing are placed at the heart of a school.

Danby Wood School, part of the Unity Education Trust (UET), is an alternative provision setting supporting young people with a range of social, emotional and mental health needs, many of whom have experienced disrupted education or been permanently excluded from mainstream settings.

Over the past academic year, Future Action has partnered with the school as part of the Norfolk RISE Up programme. Across several visits, there is clear evidence that Danby Wood is on a strong and accelerating trajectory of improvement.

Under the leadership of Headteacher Jenna Keyes, Assistant Headteacher Thomas Woodrow has driven the development of the RISE Up approach, supported by Assistant Headteacher Sophie Copeman.

Together, the team have been building a school where young people feel:

Safe
Valued
Heard
Capable of success

There is a clear, consistent direction in how this vision is being brought to life day to day.

Intent

“If we get the relationships right, everything else becomes possible.”

Thomas Woodrow, Assistant Headteacher

At the heart of Danby Wood’s approach is a clear and consistent belief: relationships come first.

From this foundation, the school has prioritised three key areas:

1. Relationships First

Creating a culture where students feel safe, understood and respected, with emotionally available adults at the centre of daily practice.

2. Student Voice

Ensuring young people have a genuine voice in shaping their school experience,

fostering ownership, trust and a sense of belonging.

3. Enrichment with Purpose

Providing meaningful opportunities that develop confidence, identity and real-life skills, particularly for students who may not have experienced success in traditional academic settings.

The overarching aim is to re-engage students with education, rebuild self-belief, and create the conditions for long-term success.

Implementation

Over the past six months, this vision has been translated into practice through consistent, deliberate and aligned action, led by Assistant Headteacher Thomas Woodrow.

Relational Practice at the Core

Staff consistently prioritise connection before correction, creating a culture of calm, predictable and supportive interactions.

There is a strong presence of emotionally available adults, with increasing consistency in how staff respond to behaviour and support regulation.

At the same time, the school is carefully balancing nurture and structure, maintaining clear expectations alongside strong relationships.

Relationships are not an add-on; they are the foundation of the school’s approach.

Embedding Student Voice

Student voice is being embedded through structured opportunities for feedback, with a clear commitment from staff to listen and act.

As a result, there is a growing sense of ownership among students, contributing to improved engagement and a stronger sense of belonging within the school community.

Enrichment That Builds Confidence and Identity

The school has developed a purposeful and inclusive enrichment offer, including:

Football
Mindful colouring
Allotment work
Hairdressing and barbering
Boxing
Duke of Edinburgh

These opportunities are intentionally designed to help students:

Experience success
Discover personal strengths
Build confidence and self-worth

Structuring the Week for Success

A key strategic shift has been the intentional restructuring of the school week:

Monday mornings begin with enrichment, supporting a positive and regulated start
Friday afternoons conclude with enrichment and a whole-school assembly, focused on recognising success and “catching the glimmers”

This approach is helping to:

Improve start-of-week engagement
Establish a calm and positive tone
End the week with a sense of achievement and belonging

Developing Leadership and Responsibility

A standout success has been 8 students achieving their Level 1 Sports Leaders Award.

For many, this represents a significant shift in:

Confidence
Responsibility
Self-belief
Narrative around their education journey

This is a clear example of how the school is creating opportunities for students to lead, contribute and succeed.

Impact

The changes at Danby Wood are both measurable in the data and visible in the day-to-day experience of the school.

Wellbeing and Provision

Teacher-rated wellbeing (WEMWBS) has improved by +66.7%, alongside a significant increase in whole-school provision.

The School Wellbeing Scorecard has risen by 36%, reflecting a substantial shift in both the quality and consistency of wellbeing support across the school.

Pre Intervention School Wellbeing Scorecard:

Post intervention School Wellbeing Scorecard:

These are meaningful, whole-school improvements, indicating that students are experiencing a safer, more supportive environment, and that staff are better equipped to meet their needs.

Attendance

Monday attendance has shown a gradual upward trend from Spring 1 to Spring 2.

While this represents a +0.5% increase, within an alternative provision context this is a positive and important step forward.

Encouragingly, this improvement aligns closely with changes to the structure of the week, particularly the introduction of enrichment at the start of Monday, helping students to settle, engage, and re-enter school more positively.

Behaviour

While formal behaviour data is still being finalised, staff report a clear and significant shift in day-to-day behaviour.

Incidents such as staff assaults and building damage, which were present previously, have significantly reduced, with staff describing them as no longer part of everyday school life.

This represents a major cultural shift, particularly within an alternative provision setting.

What This Looks Like Day to Day

Across the school, there is:

More positive interactions between staff and students
Greater engagement in lessons and enrichment activities
A calmer, more predictable environment
Students beginning to take pride in their learning and achievements

There is also a growing sense that students want to be in school, which marks a significant shift in engagement and belonging.

Jenna Keyes, headteacher, said: “The staff have been amazing at creating a positive, supportive environment where students can really grow and flourish. The focus on relationships and movement has made a noticeable difference to students’ confidence and engagement.”

Moving Forward

“This is just the start.” Thomas Woodrow

The school is continuing to build on this momentum, with a focus on:

Embedding relational practice across all areas
Expanding enrichment and vocational pathways
Growing student leadership opportunities
Continuing to listen and respond to student voice

Final Reflection

What stands out most about Danby Wood is the feel of the place.

There’s a sense of calm, consistency and genuine care.

In a short space of time, the school has created an environment where students feel safe enough to engage and supported enough to grow.

Early improvements in attendance and behaviour suggest that this approach is not just changing how students feel, but how they show up in school each day.

And that’s where real, sustainable change begins.

A huge thank you to Thomas, Jenna, Sophie and the whole team at Danby Wood, and to all the schools involved in the Norfolk RISE Up programme.

Could this be the start of something for your school?

If reading this has sparked something, a recognition, a question, or simply a sense that your students deserve more of this, here are three simple ways to take the next step.

Step 1: Join our Waiting List HERE

Explore partnerships, training, consultancy, speaking opportunities, or request your copy of Time to RISE Up.