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The school Therapeutic Team consists of 2 Speech and Language Therapists, 2 Sensory Integration Occupational Therapists and 2 Therapeutic Learning Support Assistants. We also work with NHS Occupational Therapists, Speech and Language Therapists and Physiotherapists.
The aim of the therapeutic team at The Chiltern School is to deliver, model and embed best therapeutic practice throughout the school curriculum in an integrated approach. This ensures that all pupils at the Chiltern School have access to the environment, adults and opportunities that they require to meet their full communication potential and engage fully in daily activities. This is what we call the universal therapeutic provision.
A small number of children will need additional targeted or specialist therapeutic support. This is provided by our NHS colleagues.
Communication Approach
Speech and language therapy at The Chiltern School follows the Communication at the Heart of the School (CATHS) model.
This model involves education staff and Speech and Language Therapists working within a shared communication and cognitive framework. The framework is developmental and looks at what the pupils want to communicate; the jobs they need their communication to do for them, how they meet those communication needs, and what we; communication partners, need to do to support their communication.
This model ensures that our pupil’s communication is being supported all day, every day by all the adults that they come across. Communication rich interactions and opportunities are woven into day to day life at the Chiltern School with an aim to not miss a single communication opportunity for our pupils.
Sensory Integration Approach
The sensory Integration OT approach at the school uses a framework of sensory styles. The framework uses 4 predominant sensory styles which describe the different ways sensory processing differences can present. This aims to support staff so they have a shared understanding of the pupils’ sensory needs and how this affects their ability to engage in daily activities. Staff are advised on how to adapt the learning activities and environment to meet those sensory needs, enabling pupils to participate and learn at their best.
How We Work
- Assess the pupils through observation, discussion and specific assessments.
- Write communication assessments and sensory passports with individual advice for each pupil.
- Model best therapeutic practices in the classroom.
- Support teachers to set up opportunities to develop skills.
- Advise teachers on how to embed therapeutic practice within all school activities.
- Deliver training to staff and families.
- Support the schools admission and inclusion process.
Kati Taunt, Clinical Social Worker, Trauma Therapist and ARC trainer
We work closely with Kati to ensure staff fully understand our Trauma Informed Approach.
She is used for consultancy and staff training to help inform thinking on how to address the needs of pupils with more complex needs and particularly those with emotional health difficulties.
Kati has over 25 years experience of working in Child Mental Health and specialist trauma services, training and consulting in trauma. Kati works with the school ensuring staff have a good understanding of our trauma informed approach.
