Counsellor

Pupils from Year 5 to 11

A short term (12-24 week) intervention for pupils who are going through a particular life event or a difficult time at home or at school who would benefit from a primarily talking therapy. After 18-24 weeks key parties (counsellor, pupil, parents/carers, teachers) will agree on the need for SSC/key adult support in school or referral for outside agency intervention.

To have the opportunity to discuss feelings, worries or anxieties, in a safe and confidential environment.

To support pupils through difficult times at home or school.

To increase wellbeing in order to be able to demonstrate improved engagement in school/learning environment.

Speech and Language

Therapist and assistant

All pupils (not Year R)

To complete SALT assessment if teacher/parents request or feel there is a Speech and Language need.

Assessment may lead to:

• 1:1 programme for specific SALT need
• Small groups focussing on language & communication/peer work/social skills
• Resources i.e. symbols, visual prompts etc.
• Whole class intervention to support the C&I targets on EHCP’s.

Difficulty forming and speaking particular sounds or words or understanding and following instructions or communicating with peers.

Drama Therapy from Rowan Tree  Therapists

Pupils from Year 1 to Year 9

A short term (12-24 week) intervention for pupils who are going through a particular life event or a difficult time at home or at school. Pupils will engage in drama/role play and other pupil or therapist-led games and activities.

After 18-24 weeks the Therapists will offer suggestions for further pupil interventions/support.

To build confidence, self-awareness and enhance self-esteem

To offer different perspectives of a situation/incident

To reduce feelings of isolation

To externalise inner conflicts or dilemmas

To gain insight into the behaviour

To explore relationships and personal stories

To work with, explore and support attachments 

Explore trauma in a safe way suitable for the pupil

Complementary Therapist

All pupils (not Year R)   

 Massage can be used to support pupils who may not be able or choose to verbalise or identify their issues, or to help those pupils who struggle to be calm and quiet. This therapy specifically focusses on wellbeing.

12 weeks  

Pupils can also be referred for this therapy for specific physical needs, as advised by the Paediatrician/Occupational Therapist.

To increase feelings of wellbeing through the enjoyment of massage and 1:1 time.

To recognise a feeling of calm in themselves.

To recognise ways to help themselves feel calm and ways that this can be implemented when not in a therapy room.

To treat specific muscular and motor issues that have been identified.

Drawing and Talking therapist

All pupils (not Year R)

To give opportunities for pupils who may need time to talk or who are having difficulty with specific events at home/school.

Can also help to lessen individual anxieties by offering pupils specified times and trusted adults to share any worries with.

To give pupils the opportunity to express thoughts and feelings in a safe space with a trusted adult.

 Sensory and Wellbeing programmes

Sensory coordinator

All pupils 

To support pupil’s sensory and wellbeing needs working on a 1:1 or a small group basis.

To help the pupils with their sensory needs to aid concentration in class.

Bereavement Support

Holding on and Letting Go,

Slideaway workers

All pupils

Any pupil who has suffered a bereavement.

Intervention is referred by the school but takes place through an external agency.

Usually takes place a minimum of six months after a bereavement but resources can be signposted prior to this.

Wellbeing Group

Student Support Team

Managing My Mood

Pupils from Year 3 to Year 11 in groups of 4-8 pupils.

Discussing and identifying emotions and links to behaviour. Opportunities to build strategies to change the behaviours that they struggle with.

Identifying different emotions and linking these to the way their body responds, the way they feel and behaviours that are shown. Giving tools to help pupils regulate their own emotions and behaviours.

To understand and name some different emotions.

To identify situations or scenarios that make them feel different or difficult emotions.

To build strategies to cope with a range of emotions. That can sometimes feel overwhelming