As a school we believe in developing the whole child and we recognise that for many of our pupils this requires specific interventions that enable pupils individual support. We have a number of specific therapeutic interventions available to pupils on a referral basis and identified need.
Drawing and Talking Therapy
Led by Steph Marett Drawing and talking is a safe method of working with children to help with underlying emotional difficulties that may be affecting their learning and behaviour.
The core of the method is encouraging the children to draw with a person they feel comfortable with regularly at the same time each week and this person asking some non- intrusive questions about the child’s drawings. Over time a symbolic resolution is found to old conflicts, old trauma is healed and the child becomes more able to control their behaviour and better able to access the curriculum.
LEGO System Therapy takes advantage of the inherently rewarding nature of LEGO activities for many children, with ASC. The approach uses a number of important elements of play therapy and is specifically aimed to develop pupils…
- Verbal and non-verbal communication
- Task focus
- Sharing and turn taking
- Collaborative problem solving
Musical Interaction Sessions
Led by Peter Blake Musical Interaction is an interactive approach primarily for developing social and communication skills for children with special educational needs. These sessions aim to develop pupils…
- Greetings and farewells
- Impulse Control
- Eye contact
- Turn taking
- Social anxiety
- Behavioural challenges
- Group play
- Joint attention
- Following directions
- Sustained attention to an activity
- Identification of emotions
PE Lead/Rebound Therapy/Swim Coach
Suzie Winchester & Justin Sainsbury
Suzie Winchester leads Rebound therapy which is used to facilitate movement and promote the following; balance, increase or decrease in muscle tone, relaxation, sensory integration, fitness and exercise tolerance and to improve communication skills. It is also fun, gives confidence in movement and a feeling of well being.
Justin Sainsbury is our qualified swim coach who works closely with pupils and teachers to develop their water skills as well as providing therapeutic sessions to more complexed learners.
Nurture Support / Learning Mentor
Steph is a qualified Learning Mentor who supports identified pupils who require extra support to boost their confidence and self-esteem within the school environment through individual and small group sessions exploring identified personal interest and activities to promote positive social interaction. Steph is undertaking Emotional Literacy Support Assistant training to widen our provision that we can offer the children.
Family Liaison Officer
Kaarina Dougherty is our Family Liaison Officer
My role is to offer practical help and support to parents/carers in relation to supporting your children both at home and in school. Sometimes the stress of everyday life can be overwhelming for all of us and having someone to chat things through with can really help; I am here to be a listening ear. I have access to a number of agencies who may be able to provide assistance too.
I work to encourage parental involvement within school, signpost to other services and support children in school.
I am available for informal chats at the start and end of the day by the door, or I am happy to arrange an appointment with you. My working hours are:
- Mon – Thurs 8.30am – 4.30pm
- Fri 8.30am – 4pm
I can also be contacted on 01903 242835 x141 and email@example.com
Finally, as a mum myself, I never forget how precious your children are and it is my aim to build strong relationships with you and help ensure that your children are happy and thrive. I am here to help in any way possible.
I look forward to chatting with you.
Harley Beale leads Jump Ahead therapy which is used to facilitate fine and gross motor skills which will enable children with their self-care, handwriting skills and visual concentration. Sessions are delivered mainly one to one based on the assessment of each child’s individual needs with activities set towards their targets.