Therapy Provision​

 

Therapy Informs and directs everything we do.

 

The therapy provision at Chelsea Hall School goes far beyond the therapy requirements set out in the student’s EHCP, (the Education Health Care Plan put in place by the local authority). Within our comprehensive provision each student receives therapy assessment and input throughout the day taking into consideration a broad range of needs.

 

Qualified therapists can be involved in all aspects of the student’s day; in the classroom, the lunchroom the playground, local shops and businesses and public transport empowering the child with the skills necessary to be part of school, family life, and the community. There is a strong emphasis on inclusion throughout the school and this underpins each child’s therapy provision and plan. Ongoing communication with families is an important imperative part of the school therapy services to discuss and review each students progress. 

 

An excellent team of therapists support the school in a uniquely integrated and blended provision addressing the developmental levels of abilities, the cognitive functions, the specific barriers to learning and the social challenges of each child.  

 

The effectiveness of the intervention, support and therapeutic provision for each child is continually monitored and analysed by the teaching and therapy team who meet throughout each week

 

There is a constant interactive process of

 

• assessment,

• planning

• implementation

• evaluation

 

Therapists work directly with the child throughout their school day.

 

In the classroom:

• • 1:1 with the child 1:1 as part of the lesson

  • Small group intervention, which can include groups supporting social skills, language skills, sensory regulation, motor coordination skills.

  • Co-teaching lessons with teaching staff, modelling and coaching teaching assistants

  • Whole class support

Out of the classroom:

• • 1:1 or small group support during play times

  • 1:1 or small group support during meal times

  • 1:1 or small group support during community outings

  • 1:1 out of the classroom, e.g. specialist speech sound intervention, sensory, motor or emotional regulation

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Assessment and reporting

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• All new and transitioning students are comprehensively assessed during the first term (September-December) of the school year using a range of both standardized and observational assessment tools as appropriate for the individual child. Speech and Language Therapy and Occupational Therapy assessments make up the core resource from which the IEPs (Individual Education Plans) are constructed and inform the academic plans as well as the social and behavioural modifications and interventions.

• The draft IEPs are given to parents in Autumn 2 Half Term. This document includes modifications, interventions, and goals in all relevant areas of the curricula and therapy needs. Parents’s consideration and input are requested.

• Each IEP is continually reviewed by all members of the teaching and therapy teams. As targets are achieved, these are replaced with more challenging goals.

• The end of year school report provides a comprehensive comparison of the child’s progress throughout the academic year. Throughout the year we hold the formal Annual Reviews with all teachers, therapists, parents and representatives of the local education authority, when necessary and appropriate, to amend the EHCP (Education Health Care Plan).

 

Therapists work in close liaison with external agencies and individuals such as the Child and Adolescent Mental Health Service (CAMHS), CENMAC, external therapists, and educational psychologists to support each child’s needs.

 

Every disability is different; even children with identical diagnoses can present a unique range of differing complex needs in neurological, developmental and emotional makeup. We feel an individual and child centred approach, building a teaching and therapy plan based on the broad profile of the student, best serves the complex child.

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