Therapy

The school commissions Speech and Language Therapists from two providers: Bromley Healthcare and Words First.

Our Speech and Language Therapy Team consists of three therapists, who are in school for either two or three days every week.

Developing our students’ speech, language and communication skills is everybody’s responsibility at Glebe School. Teachers and support staff receive regular training from the Speech and Language Team at least once per academic year, to ensure understanding of Speech, Language and Communication Needs as well as its impact on our students’ learning and everyday life. Speech and Language Therapists observe students in their classroom environment at the beginning of each academic year. They provide feedback to SLT and teaching staff as well as discuss relevant strategies and resources to ensure students’ speech, language and communication needs are being met in each lesson across the curriculum.
 

Referrals

Members of staff or parents can raise concerns regarding any student at any time. Speech and Language team will then discuss these concerns with the relevant tutor and/or Head of Year and parents. If necessary, the therapist may meet with the student individually as well as observe them in their classroom environment. The therapist then will make a decision regarding further assessment and possible need for targeted and/or specialist intervention.

Speech and Language Therapist will not see students without parental consent.

Targets

Speech and Language Therapists set Communication and Interaction targets for students on their caseload. They review these targets at the end of each term.

Reports

Due to the new SEND reforms, our Speech and Language Therapists provide reports at key stage transition points and/or when the needs of a student change. The transition years are Y9, Y11 and Y13.

Glebe School offers a child centered approach to support our young people with speech, language and communication needs. Our Speech and Language Therapists work together with all Glebe School staff to ensure that these needs are met across the curriculum and at all levels. We have adapted a 3-tier model of Speech and Language provision to provide this support. 

Universal – Tier 1

A foundation of inclusive high-quality teaching first practices that support the speech, language and communication skills of all students across the curriculum:

• Creating communication-supportive environment
• Adapting adult language to support the communication skills of all students
• Using multisensory teaching strategies
• Differentiating curriculum and breaking instructions down into smaller steps
• Explicitly teaching vocabulary
• Encouraging all students to monitor their own understanding and ask for help
• Planning opportunities to develop and use communication skills
• Supporting students’ emotional wellbeing and self-advocacy
• Support for developing friendships and skills in social interaction

Targeted – Tier 2

Small group, targeted interventions planned by Speech and Language Therapists and run by Speech and Language Therapy trained Teaching Assistants.

• Therapists group students according to their Speech and Language needs and plan intervention programmes
• SALT Teaching Assistants work with small groups of students on a weekly basis
• Therapists review the impact of the intervention on students’ progress and discuss further steps with SALT TA’s twice a term

Specialist – Tier 3

Speech and language therapists work directly or indirectly with students who are on their caseload and have Speech and Language Therapy input quantified on their EHC Plans.

Specialist Speech and Language interventions are delivered in a small group or on a 1:1 basis.

Occupational therapy (OT) is a healthcare profession that helps individuals develop, recover, or maintain the skills needed for daily living and working. For children, OT focuses on improving physical, sensory, and cognitive abilities to enhance their independence and participation in everyday activities. Occupational therapists work with children to develop fine motor skills, such as handwriting, using cutlery, and tying shoelaces. They also help children improve coordination and balance, manage sensory processing issues, and access the curriculum more effectively. They collaborate with parents, teachers, and other professionals to create strategies and adaptations that support the child's development and success at home, school, and in the community.

The school commissions one Occupational Therapist from one provider, Evolve Children's Therapy Services, and they are in school for 3 days every week.

Teachers and support staff receive training from our Occupational Therapist at least one per academic year to ensure understanding of Sensory and Physical Needs as well as its impact on our students’ learning and everyday life. The Occupational Therapist observes students in their classroom environment at the beginning of each academic year. They provide feedback to SLT and teaching staff as well as discusses relevant strategies and resources to ensure students’ needs are being met in each lesson across the curriculum. 

Referrals

Members of staff or parents can raise concerns regarding any student at any time. Occupational Therapist will then discuss these concerns with the relevant tutor and/or Head of Year and parents. If necessary, the therapist may meet with the student individually as well as observe them in their classroom environment. The therapist then will make a decision regarding further assessment and possible need for targeted and/or specialist intervention.

The Occupational Therapist will not see students without parental consent.

Reports

Occupational Therapist provides reports at the end of each academic year or at the end of the targeted intervention.

Glebe School offers a child centered approach to support our young people. Our Occupational Therapist works together with all Glebe School staff to ensure that their needs are met across the curriculum and at all levels. We have adapted a 3-tier model of Occupational Therapy provision to provide this support.

Universal – Tier 1

Support within the classroom, working with staff to enable implementation of strategies throughout the curriculum.

Targeted – Tier 2

Small group, targeted interventions:

• functional skills (eg. using cutlery, tying shoelaces)
• motor coordination and spatial awareness
• fine and gross motor skills
• sensory needs
• touch typing
• sensory circuits

Specialist - Tier 3

Students with more complex needs who require 1:1 input as indicated on their EHCP

We have 1 part-time counsellor commissioned by the school from a private provider who currently works with our students 3 days a week.

The counsellor provides 1:1 therapy sessions to students with a wide range of social, emotional and mental health needs, complex family circumstances, bereavement, low self-esteem or other issues affecting young people wellbeing. Students can access counselling on a regular as well as when needed basis.

Counselling sessions are confidential by nature with the exception of information relating to safeguarding concerns; however, some support strategies can be shared without breaking confidentiality.