We take a holistic approach to working with children,young people, families and staff in schools. We aim to work with the child and the ‘team around the child’ – be they parents, carers, extended family members, teachers, teaching assistants, etc.
We look at a child’s attachment style, try to understand their inner world and help them make sense of it. Whilst doing this, we offer advice, emotional support and strategies to those around the child so that everyone can support the child – and benefit themselves.
We aim to work with clusters of local schools, so that each learns from each other – what works or doesn’t, how to engage families, understanding behavioural plans. Schools can benefit by sharing pastoral care and the costs of the service.
Each school will have:
- 1:1 support for pupils provided by trainee or qualified therapists
- Lunchtime drop in for pupils
- Support for parents and carers (1:1 support and a weekly drop in)
- Support for staff (a weekly drop in and on-going support)
- Training for school staff (listening skills, attachment in the classroom)
- Paws B Mindfulness for 7-11 year olds
- Babywatching Groups
- Sociograms – measuring the emotional wellbeing of all children in your school
Working with Staff
We also work closely with teaching staff. Liaising with them about the progress of the children and young people in the one to one service as well as offering some psycho-education helping teachers understand that behaviour is communication. Offering strategies to support the child/young person in the classroom.
Impact on learning
We have been collect attainment and progress data for all children and young people accessing the 1:1 service for several years now. The data collected and mapped shows that for children and young people who are making little or no progress prior to starting therapy and particularly those attaining below average for their age the therapeutic progress can accelerate progress and narrow the attainment gap.
Working with Parents
Our service really aims to work closely with the parents of the children in the one to one service. This year is the first time that we compared the impact of therapy on children for those who parents engaged and for those who didn’t.
Using Strength and Difficulty Questionnaires to measure impact our analysis indicated a significant impact. With teachers and parents reporting an 83% reduction in their child’s overall stress compared to 49% for children whose parents didn’t actively engage with the process.
Staff Wellbeing Hubs
Our Staff Wellbeing Hubs were created due to the huge levels of stress and anxiety being reported by teaching staff across a number of our schools. A monthly space for staff to attend where they can both practise and reflect on their own self-care. The sessions include mindfulness, creative activities with essential oils, healthy snacks and drinks being provided with a view to creating a relaxing space. There is one rule ‘no talking about work’.