Signposting @ School

STEER  has developed a platform of tools to enable teachers to give targeted, personalised messages and activities to your child at their school to support their development of healthy self-regulation.

STEER’s tools were developed through years of research, by expert psychologists & teachers and is now being used to support nearly 70,000 children in more than 200 leading schools across the UK and the world.

Watch our 2 minute move on how STEER helps schools signpost the school road to teach your child to steer.

“There is not a parent in the land who would not want their child to have that guidance at school”

Parent, UK school



  • STEER has had a fantastic impact across our school. It’s enabled us to identify  at a really  early stage those pupils who are at a hidden risk of developing social and emotional difficulties; we know how to help them and can track their progress over the coming terms. Working proactively and strategically has significantly reduced the number of pupils in need of critical pastoral support.

    Head of Welfare, UK school
  • What STEER does is provide measurement and evidence to back the knowledge we have and potentially identify children ahead of a crisis or who are struggling without us knowing. Also, for new children arriving in the school at the age of 13, whom staff don’t know so well, we are able to get a much fuller picture.

    Pastoral Leader, Wellington College
  • It is very striking how the system works to identify the right children.
    It enables us to work out, with even more certainty, which boys need help and where to focus in that boy’s life.

    Senior Master, Harrow
  • I vividly remember the STEER consultant calling us to say she was particularly worried about the results she saw for one pupil, and it was a teenager who had, unbeknown to her, had a serious meltdown only a few days before. That was a striking moment, realising that a simple but clever online test could be that powerful. It was astonishing and very compelling.

    Headmaster, London Day School
  • The impact has ranged from simply increasing awareness of the needs of specific individuals, leading to better decisions about what to spend time on in discussions, to report writing and new ways of deciding how to guide boys.

    House Parent, UK Boarding school
  • STEER identifies children’s social-emotional needs early, guiding supportive, in-school intervention by teachers. Teachers use small, subtle, low level strategies to help individual children develop more rounded, healthier patterns of thinking.

    Dr Frank O’Kelly, MBE MBBS, MRCGP, DA(UK), DCH, DRCOG - school doctor, GP with 30 years experience
  • There are numerous examples that I could offer where STEER has given me an insight into a pupil that I would otherwise not have. It’s the best tool at my disposal to help me in my job by far.

    Pastoral Lead, UK school
  • We received an email from a set of distraught parents yesterday as issues have been arising for her son. The boy was flagged as a priority following the assessment in January. Before we had STEER this would have made me quite anxious about what to do next. It’s so useful to have the assessment data/action planning to hand to get clarity on the issues and specifically how to help.

    House Parent with 17 years experience, UK school
  • One of the strengths of STEER has been to help us fine tune action plans for specific pupils, where, although the presenting issues are the same, the root causes are not.

    Pastoral Deputy, UK school
  • STEER has enabled us to develop highly detailed and well-focused targets for our pupils. Over time, I am confident that the system will allow us to redress the balance of our assessment systems: increasing the focus on children’s social and emotional development; highlighting individuals needing further support and allowing us to monitor the impact of interventions with the same degree of rigour currently applied to the analysis of pupils’ academic progress.

    Headteacher, Thomas’s Academy, London
  • Our daughter did STEER’s assessment last term and has recently been going through a difficult time. Her tutor had said that her STEER results flagged up issues and has since been gently challenging her on this in their pastoral tutor time together. With her permission I was able to talk to him about her feelings, which she had avoided doing. He read me the list of presenting signs of children who had problems disclosing their feelings in their school environment, and it matched exactly some of her behaviours at school and home. I found this so insightful and helpful and as well as reassuring. I feel that thanks to this “alert” we are able to better work with the school to help her and I am so impressed by the preemptive aspect of STEER. IT IS FANTASTIC!

    Parent & counsellor

STEER’s tools were developed by two academic doctors Dr Simon Walker, a cognitive scientist, and Dr Jo Walker, an educationalist

  • STEER’s tools were developed over 6 years of research, involving 15,000 trials with 6 pioneer primary and secondary schools.
  • STEER is not a clinical diagnositic tool but is designed to enable teachers to provide targeted, low-level, support earlier within the context of pastoral care at the school.
  • STEER improves the self-regulation of children from ages 8-18 through the use of targeted, in-school signposts for groups and individuals.
  • STEER is a professional tool designed for teachers who are specially trained to read and use the data.
  • STEER data is not normally seen by parents, who have not received appropriate training, except at the school’s discretion.
  • STEER does not label WHO a child is, but tells you WHERE the child is on their journey. Teachers will use the data to give the right pupil, the right support, at the right time.
  • STEER data is never used as part of a pupil selection process. It will not affect your child’s  potential to go to any school.
  • STEER’s tools meet widely accepted standards for a psychological tool’s reliability and validity.

Want your school to know about STEERING PARENTS?