Val Burrell Walker MBE

Strategic lead for safeguarding, behaviour and inclusion processes

 

My job as a strategic lead for safeguarding and behaviour is intense. I navigate complex cases, write policies that could fill a small library, and have some very serious conversations meetings about very serious topics.

But the real test of my skills? Dinner with my family.

My home life is a masterclass in applying my professional skills to the wonderfully chaotic world of domesticity. The other day, my grandchildren were squabbling over who got the last biscuit. I could feel the tension rising. Did I intervene? No. I simply asked them, “What are your feelings about the biscuit conflict?” and facilitated a “restorative conversation” that led to them sharing it. My husband just stared at me, dumbfounded.

Then there’s the bedtime routine. I’m not just reading a story; I’m conducting a risk assessment on the wobbly bunk bed and ensuring all feelings of “sadness” and “frustration” from the day have been verbally processed. My grandchildren think I’m a slightly eccentric, policy-obsessed grandma. I just think I’m doing my job.

After 20 plus years of this work, the line between my professional and personal life has been completely blurred. I find myself offering “differentiated support” to my poor husband when they can’t find their keys and providing “positive reinforcement” when my adult children ask for the sensibly adult. My safeguarding hat is just permanently on.

So, the next time you see me, don’t ask how my day was. Ask me if I’ve managed to get my family to complete their emotional wellbeing check-ins. The answer is probably yes.

My most impactful work however is always done in partnership, collaborating with schools, local authorities, and fellow professionals to navigate the complexities of child welfare and school dynamics.

The true test of my skills lies not in a single directive, but in the collaborative, solution-focused work we do every day to create a robust and supportive environment for children and young people.

Safeguarding children is the non-negotiable cornerstone of every policy and meeting. My work involves collaborating with school leaders and other professionals to not only write policies but to embed a culture of vigilance and proactive support. This isn’t a solitary endeavour; it’s a shared process of continuous improvement.

I work with professionals to conduct joint risk assessments, develop robust safeguarding protocols. A significant part of my role is attending multi-agency meetings, working with social workers, health professionals, police and school staff to share information and create holistic, child-centred plans. The goal is always to build a complete picture of a child’s world and to ensure they are protected and supported by a network of trusted adults. This collaborative, solution-focused approach allows us to address vulnerabilities head-on and make a tangible difference in a child’s life.

Managing behaviour is fundamentally about creating a safe and predictable environment where all pupils can learn and thrive. My approach is to work collaboratively with school leadership teams to design and implement bespoke behaviour frameworks. This isn’t a one-size-fits-all solution; it’s a shared process of analysis, adaptation, and training.

The core principle remains the same, whether I’m in a school or my living room: behaviour is communication. A child who is lashing out isn’t just being “naughty;” they’re often trying to tell you something. They might be tired, overwhelmed, or struggling with big feelings they don’t have the words for. My role, at work and at home, is to help them find those words and a healthier way to express what’s going on inside. It’s a continuous process of modelling, coaching, and gentle redirection, all while trying not to make my family feel like they’re in a permanent staff training session.

The inclusion agenda is the foundation of everything I do. It’s not just about creating a space for every child, but about ensuring every child feels they belong. In a school setting, this looks like tailored support plans, accessible resources, and celebrating diversity in all its forms. It’s the belief that every pupil, regardless of their background, ability, or needs, has a right to thrive.

As part of the Croydon Education Partnership, our Inclusion working group is leading on the project, Including Croydon, a professional learning and research programme that empowers teachers to develop practical, inclusive approaches in their own schools. Working in line with the London Inclusion Charter, the project will bring together educators from across the borough to design and test real-world solutions that make education more equitable for all learners. Through collaboration, research, and shared learning, Including Croydon will help build a lasting network of education professionals driving positive, inclusive change in classrooms and communities across Croydon. We are also supporting Waiting Well, a pioneering evaluation of the Croydon Mental Health Partnership Project. This youth-led initiative works with local organisations to provide rapid, personalised support for young people facing long waits for mental health services. The project aims to understand how this early, community-based help can keep young people engaged, resilient, and hopeful while reducing pressure on schools and mental health services. By learning directly from lived experience, Waiting Well will help shape better, more inclusive mental health support for the future.

 

 

These aren’t just inclusive projects or policies I write or am involved with, they are values I live by. My work has taught me that true inclusion starts with empathy and a willingness to see the world from another’s perspective. It means celebrating the unique quirks and strengths of each person in my family, from my husband’s quirky obsession with obscure documentaries, news and sports to my grandchildren’s wild and wonderful imaginations. When a child feels they’re the “odd one out,” my immediate goal is to make them feel seen and heard.

I find myself constantly trying to inspire this same ethos in my family. When someone is struggling, the conversation isn’t about “what’s wrong with them?” but “what do they need to feel supported and included? ” We talk about kindness, understanding, and the importance of lifting each other up. This commitment to inclusion has become the lens through which I see the world, both professionally and personally. It’s a constant reminder that the most important policies we can create aren’t written on paper, they’re modelled in our everyday actions and interactions with those we love.