WHAT WE DO And HOW WE DO IT
Our teachers and therapists 'work as one'. We are specialists in education and therapy for pupils who have suffered adverse childhood experiences. These are known as Adverse Childhood Experiences (ACEs) are traumatic events that can have negative, lasting effects on physical and emotional health and well-being.ACEs, and include trauma and Children experience toxic stress as a result of strong, frequent, and/or repeated suffering without adequate support from an adult.toxic stress. We work with pupils aged 5–16 who have a range of social, emotional, mental health and learning needs.
- Pupils' safety always comes first.
- Our teachers and therapists 'work as one' to provide an innovative therapeutic curriculum.
- Our 'always positive' and 'structured but flexible' approaches improve pupils' behaviour and attitudes.
- We are committed, including as Stonewall Champions, to equality.
- Our leadership team - made up of exceptional teachers and therapists - is held to account by our expert governors.
KEEPING OUR PUPILS SAFE
Pupils' safety always comes first, and is everybody's responsibility. Joanne Evans is the most senior point of contact across our schools. She oversees all aspects of safeguarding, child protection and health & safety.
We follow the guidance in these three statutory documents:
OUR LATEST INSPECTION
- To say that staff know the pupils well, have high aspirations for them and are highly committed, is to understate the quality of the schools' work.
- The curriculum is well-thought-through and central to the success of teaching and learning over time.
- Pupils thrive in response to what is on offer, often achieving skills and qualifications that had not been thought possible.
- A calm and purposeful environment is evident on each site.
- Pupils trust and respect staff, and talk openly about their worries and successes.
OUR THERAPEUTIC APPROACH
Our seamless approach to therapy means that therapists and teachers 'work as one' to support pupils' social, emotional, behavioural and educational development
We are proud to provide the following range of therapies...
Ben Blance is a music therapist and lead therapist at our Kennington site. Ben uses music and song writing to help pupils share their feelings and experiences. Aims of therapy might include relieving stress, problem solving, understanding emotions, increasing levels of self-confidence and improving relationships. In music therapy pupils can play a range of instruments, make recordings and share music by their favourite artists.
Louisa Webster is a drama therapist and is the lead therapist at our Vauxhall site. Dramatherapy uses creativity and the imagination to support feelings. It can help pupils to understand different emotions and to build confidence. In these sessions pupils can share their thoughts and experiences in an safe way using role-play, storytelling, sand-play, lots of different objects, art materials, poetry and creative writing.
Play therapy uses different ways of playing to help pupils develop confidence in talking to others. Play therapy sessions may include using sand, arts and crafts and a range of toys. Play therapy is a place where you can think about how you are feeling and share different experiences in a safe way.
- Integrative Therapy
Sarah Steadman is the lead therapist at our Walworth site and is a dramatherapist. Sarah may use different creative activities to help pupils share their feelings.
Integrative therapy is child-led and pupils can choose different ways to share their thoughts and feelings that may include drama, music, art or play. Sarah works with pupils in the classroom as well as offering therapy sessions in the therapy room.
DANCE MOVEMENT THERAPY
Anna Wood is our dance movement therapist. Anna utilises a creative approach when working with pupils, which incorporates the use of the body and physical movement as a way of communicating and expressing the self. Dance movement therapists work both with and without words, as they work towards emotional integration.
We now have five therapy dogs, Paddy (pictured), Dougie, Cedric, Toffee and Mabel. Mabel is a young puppy and is the newest addition to our therapy team. Our therapy dogs spend time with our pupils. Pupils can read to the dogs, cuddle them, tell them how they are feeling and take turns in looking after them. Paddy especially likes to listen to pupils read to him!
SPEECH & LANGUAGE THERAPY
Bethan is our speech and language therapist. Bethan offers assessments with pupils to help us understand whether there are additional speech and language needs that we can better support in school. If additional needs have been identified a pupil may then be offered group therapy, 1:1 speech and language therapy and indirect therapeutic support, both in the classroom or in the therapy room.
Lenez Osman is our occupational therapist. Occupational therapy can help pupils with various needs including the need to move around or difficulty sitting still. This, in turn, can help to build their confidence, self-esteem and improve access to learning. Lenez will create plans to support the development of key skills needed for pupils to learn and complete everyday tasks. Lenez will work with pupils both in the classroom and in a specially set up therapy space in order to help with any difficulties that the pupil may be experiencing.
Becky Jackman is our educational psychologist. She works with both therapists and teachers in order to assess our pupils’ needs and to develop strategies to help them. Becky will also meet with families to discuss what they see at home and to offer additional support where needed.
Anna Wood offers family support as an attachment specialist. Anna works with both pupils and families to help them receive additional support that may be needed or wanted. Anna uses Attachment-informed therapy which focuses on the relationships between people and the ways that we cope with different feelings. This includes offering a parent group, 1:1 meetings, phone conversations and creating plans to best support the whole family.
Our schools provide an ambitious curriculum, designed to give our pupils the knowledge and 'cultural capital' they need to succeed in modern London.
As well as getting the therapy they need, pupils study a range of national curriculum subjects. The curriculum is rich in opportunities to develop pupils socially, morally, culturally and emotionally.