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THERAPY PROVISION AT THE CHELSEA GROUP OF CHILDREN

Therapy Informs and directs everything we do.

 

The therapy provision at CGC 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 including emotional and social challenges.

 

Qualified therapists are 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. Successful relationships with families, both at the planning and implementation level are encouraged through an open door policy of frequent formal and informal meetings, telephone conversations, and by email.

 

A student’s therapy needs inform and determine the ever-changing individualised provision for that child at The Chelsea Group of Children.  An excellent team of therapists and teachers deliver 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, e.g. social skills and emotional literacy, language, attention, sensory regulation, handwriting and fine motor development, gross motor development, emotional regulation.
    • 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

 

Assessment and reporting

 

  • 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 November. 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.
  • In May and June the end of year school report provides a comprehensive comparison of the child’s progress throughout the academic year. During this time 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) and set new goals in the document.

 

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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