020 8946 8330
020 8946 8330
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
Therapists work directly with the child throughout their school day.
In the classroom:
Out of the classroom:
Assessment and reporting
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.