Steve Baker

Steve Baker, BA PGCE
Senior Trainer

Steve is a trainer, coach, mentor and writer in the field of behaviour and attendance. After seventeen years in the classroom Steve’s career has taken him via Wakefield LA and the National Strategies to his current position as a senior Pivotal trainer.

Since he left teaching, Steve has given hands on support and advice to countless teaching staff, has run courses for staff at all levels in primary and secondary schools, has spoken at conferences and has even chaired one or two. Ten years as a head of year in a secondary school have provided Steve with a strong motivation to make schools a better place for pupil and staff.

In his LA days Steve supported pilot secondary schools in embedding Social and Emotional Aspects of Learning and he carried out ground breaking collaborative work with the Education Welfare Service; supporting schools to reduce their levels of persistent absence.

Steve has written for various paper and online publications produced by Optimus, Forum Business media and others and he has recently begun to write courses for Pivotal Education.

Steve spends his spare time converting outbuildings on his farm in Wales and is currently writing a comic novel.

Listen to Steve in action here:

Key Areas:

  • Behaviour Management
  • Strategic Behaviour Leadership
  • Attendance
  • Anti-Bullying
  • Social and Emotional Skills
  • Transition
  • Middle Leadership Training
  • Support Staff Training

Very lively and passionate presenter with clear experience of behaviour management in challenging schools. 

Caroline Lane

On the first day after Steve’s training I saw an impact in the Academy. I attended (as unobtrusively as possible) a restorative conversation between a teacher and a student, with the intention of feeding back to the teacher afterwards. What I witnessed was an utter transformation. The restorative ‘script’ was used faultlessly, not the exact words but the tone and approach. The teacher and the student have never had a positive relationship but by the end of the conversation they were smiling at each other and exchanging sincere pleasantries. It was probably the healthiest post-incident conversation between a teacher and a student I have seen since I was appointed. After the student went on his way, having understood what he had done wrong and what damage his behaviour had caused, but also immeasurably strengthening his relationship with the teacher in the process, the only — and most apt — feedback I could think of giving the teacher was a cuddle.

Craig Griffiths
Oasis Arena Academy