Our therapy service is inclusive and individualised, supporting all young people and designed to enhance their development across communication, sensory regulation, physical skill and emotional wellbeing.
Therapists do not work in isolation. They plan with education and care staff, share progress weekly, and adapt their work to the child’s day, whether that’s a sensory circuit before maths, or a music session after a difficult morning.
Plans are reviewed every six months as part of each child’s wider review. Where something isn’t working, we change it. Where something is, we extend it across the school.
We use both directly-employed therapists and a roster of visiting practitioners – theatre groups, musical workshops, cultural dancers – so the curriculum keeps reaching outwards.
DBAS, our in-house behaviour department, working alongside therapy, aims to improve quality of life. We observe and assess each child from the moment they arrive, using data to identify the most restrictive behaviours, those which restrict the child from communicating, learning and developing.
From there, we focus on a positive approach: teaching functional skills and coping strategies, designing personalised behaviour support guidelines, and where required, a long-term restriction reduction plan written for the safety and best interest of the child.
We work as part of the multi-disciplinary team, train staff in how to deliver the strategies, and stay involved through transition into adult placement so the work doesn’t stop at school gates.
