Thrive School Solutions ltd

I’m Phil Rowson, I’m the founder of Thrive School Solutions, an education consultancy dedicated to helping schools build strong, sustainable systems for pastoral care, with a particular focus on behaviour and attendance.

With 24 years of experience across three outstanding schools—including three years as Headteacher—I bring both strategic insight and practical leadership experience to my consultancy work. Under my leadership, my last school was recognised as a national attendance hub and judged Outstanding in all areas by Ofsted in October 2024.

My mission through Thrive School Solutions is simple: to support schools in creating calm, consistent, and connected environments where students thrive and staff feel valued and supported.

Our consultants focus on behaviour, Attendance and leadership

At Thrive School Solutions, we work with schools to embed systems that improve behaviour and attendance through clear processes, high expectations, and strong relationships—all grounded in current research and proven practice.

Behaviour Management: A Consistent and Relational Approach

Our behaviour work is inspired by leading voices such as Paul Dix (When the Adults Change, Everything Changes) and Tom Bennett (DfE Behaviour Hubs), promoting:

  • Consistency in adult responses across the school

  • Routines that support self-regulation and emotional safety

  • Relational practice that builds trust while maintaining high standards

  • Trauma-informed strategies that recognise student context without lowering expectations

We help schools develop a shared culture where staff confidence grows, disruptions reduce, and students feel seen and supported.

Improving Attendance: Data-Driven and Student-Centred

School attendance is a complex issue that requires more than a register check. We use DfE guidance, EEF evidence, and insights from organisations like Attendance Works to support schools in:

  • Conducting meaningful data analysis to identify patterns and vulnerable groups

  • Implementing tiered support systems for early intervention

  • Building a culture of belonging where students want to attend

  • Developing family partnerships and restorative approaches to re-engage persistent absentees

We believe in moving away from blame and toward solutions that foster connection, accountability, and long-term change.