What is the Pathfinder?

We are a collaborative programme supporting children and families facing adversity.

We take a relationship-first approach to support, so that it is trusted and sustained (we don’t close cases). From this position of trust we can call in an ecosystem of specialist advisors, counsellors and supporters as needed.

Our approach is trauma-informed, relational, adaptive and strengths-based.

We work through schools so we can make the most of the potential there for long-term relationships. We develop and support school-based staff.

Our keystone values are nurture, social justice and shared authority. This means we support the leadership of the families we work with.

We are ambitious for change in the way systems work. We show it is possible to do things differently.

Why we exist

The Pathfinder was founded by frontline workers in special schools for children with social, emotional and mental health issues (SEMH).

Many of the children and their families were facing serious interconnected social problems as well as SEND. They were amazingly resilient and resourceful but often needed (and were entitled to) help to navigate these issues.

Unfortunately, too often the services that are meant to support people facing challenges are disconnected, siloed and short-term.

As a result, problems are not prevented or resolved but escalate. This leads to children’s potential and the wellbeing of families being damaged. It is also costly in terms of the need for expensive crisis interventions.

The Pathfinder envisages a different way of doing things based on the principle that sustained trusting relationships are the foundation of any work to identify and address challenges and difficulties. We also believe a holistic and flexible approach is needed, which can engage with the full complexity of people’s lives.

This analysis is shared by many in the system – including professionals and people on the receiving end of services. The challenge is to make this improved way of working the norm.

The Pathfinder has found a way to do this based on making the most of the potential for long term relationships inherent in the years children are in school.