The Wellbeing Department offers a full range of assessment and treatment options. Our objective is to develop an all-embracing collaborative understanding of the individual or family group and offer personalised treatment packages in line with the identified needs. Our approach is both therapeutic and systemic, we consider the whole individual in the context of their own life and those who are a part of it. It is from in-depth assessment that we can determine which level of intervention is required, this being either at a Universal, Enhanced or Specialist Level.
Our Assessment Offer
Occupational – Physical and Sensory Assessment
An Occupational Therapist works with the identified individual(s) to develop a thorough understanding of their practical, sensory and emotional needs with the aim of providing a comprehensive report on how their condition might be affecting their ability to access their education or otherwise live their life to its full potential. The assessment can indicate a need for direct therapy – Specialist Level of Intervention or provide a full list of recommendations on how to develop the strength of the individual in the form of a Therapy Plan, helping others to work with complex issues such as sensory integration difficulties in a governed and supported way – Enhanced Level of Intervention.
This assessment is for children and younger people who have more practical barriers to accessing their education or living independently due to their condition ascertaining which level of intervention is required.
Psychological or psychiatric assessments can often identify the need for an occupational therapy assessment when a particular factor is impacting on the individual, such as sensory or mobility issues.
Speech, Language and Communication Assessment
Our Speech and Language Therapist works with all of the learners in the school to develop a comprehensive understanding of their speech, language and communication needs. On entry to the school, assessment and observation is carried out along with joint wellbeing meetings with staff and parents. This helps establish each learners individual strengths and needs.
Following this assessment procedure SCERTs targets are set for the academic year based on the assessment, information gathering and EHCP outcomes. The targets are worked on in class on a daily basis, and monitored and updated regularly by the SaLT and staff team. The communication targets are integrated into the curriculum which provides the learner with further opportunities for practicing communication skills in every lesson. Training, modeling, and support is provided to the staff team and family in order to support the learner to achieve their targets, both at home and at school
Where significant sensory issues have been identified, an Occupational Therapist is able to provide a comprehensive assessment of these issues and offer a detailed understanding of how they might impact on the individual at home and school. This will also elicit specific intervention and adjustments that can help the individual to reach more of their potential in all aspects of their lives.
Our Treatment Offer
Speech and Language Therapy
Speech and language therapy aims to work with children and younger people to increase their comprehension, interaction and communication through the supporting of speech, language and communication skills when it is impacted by their condition (e.g. Autism). This can have the benefit of reducing distress and increasing quality of life. This offer can be delivered through direct therapy – Specialist Level of Intervention, a block of five sessions post assessment, or as part of an integrated model through a Therapy Plan – Enhanced Level of Intervention.
Music therapy aims to work with children and younger people to increase their concentration, interaction and communication through the use of music. The Music Therapist tunes into each movement, reaction and expression of the individuals they work with. This can benefit the individual by helping them build connections with others and can help them gain confidence and self-esteem.
Sessions are based on the individuals’ needs and take place in class, small groups or 1-1.
When a child or younger person presents with complex difficulties, it can be very challenging for parents to cope. These sessions are aimed at engaging parents in a constructive dialogue about their child’s behaviour or recent diagnosis and its impact and look at how the whole family system can be adjusted to facilitate a reduction in distress. The focus is on the child but also on the parents’ wellbeing with guidance on how to work with the presenting difficulties but also on their own challenges they may face as a result. This work is carried out over four sessions on school site.