Interventions
Therapy and Interventions at Bower Grove School
At Bower Grove School we offer a range of interventions, therapies and resources to support the different needs of all pupils.
Working with specialist school staff and external therapists we have the provision to specifically target a variety of individual pupil needs.
Counselling
Therapy and Therapist |
Target group and aim of intervention |
Example of targets for the intervention |
---|---|---|
Counsellor |
Pupils from Year 5 to 11 A short term (12-24 week) intervention for pupils who are going through a particular life event or a difficult time at home or at school who would benefit from a primarily talking therapy. After 18-24 weeks key parties (counsellor, pupil, parents/carers, teachers) will agree on the need for SSC/key adult support in school or referral for outside agency intervention. |
To have the opportunity to discuss feelings, worries or anxieties, in a safe and confidential environment. To support pupils through difficult times at home or school. To increase wellbeing in order to be able to demonstrate improved engagement in school/learning environment. |
Speech and Language Therapy
Therapy and Therapist |
Target group and aim of intervention |
Example of targets for the intervention |
---|---|---|
Speech and Language Therapist and assistant |
All pupils (not Year R) To complete SALT assessment if teacher/parents request or feel there is a Speech and Language need. Assessment may lead to:
|
Difficulty forming and speaking particular sounds or words or understanding and following instructions or communicating with peers. |
Drama Therapy
Therapy and Therapist |
Target group and aim of intervention |
Example of targets for the intervention |
---|---|---|
Drama Therapy from Rowan Tree Therapists |
Pupils from Year 1 to Year 9 A short term (12-24 week) intervention for pupils who are going through a particular life event or a difficult time at home or at school. Pupils will engage in drama/role play and other pupil or therapist-led games and activities. After 18-24 weeks the Therapists will offer suggestions for further pupil interventions/support. |
To build confidence, self-awareness and enhance self-esteem To offer different perspectives of a situation/incident To reduce feelings of isolation To externalise inner conflicts or dilemmas To gain insight into the behaviour To explore relationships and personal stories To work with, explore and support attachments Explore trauma in a safe way suitable for the pupil |
Complementary Therapy
Therapy and Therapist |
Target group and aim of intervention |
Example of targets for the intervention |
---|---|---|
Complementary Therapist
|
All pupils (not Year R) Massage can be used to support pupils who may not be able or choose to verbalise or identify their issues, or to help those pupils who struggle to be calm and quiet. This therapy specifically focusses on wellbeing. 12 weeks Pupils can also be referred for this therapy for specific physical needs, as advised by the Paediatrician/Occupational Therapist. |
To increase feelings of wellbeing through the enjoyment of massage and 1:1 time. To recognise a feeling of calm in themselves. To recognise ways to help themselves feel calm and ways that this can be implemented when not in a therapy room. To treat specific muscular and motor issues that have been identified. |
Drawing and Talking Therapy
Therapy and Therapist |
Target group and aim of intervention |
Example of targets for the intervention |
---|---|---|
Drawing and Talking therapist
|
All pupils (not Year R) To give opportunities for pupils who may need time to talk or who are having difficulty with specific events at home/school. Can also help to lessen individual anxieties by offering pupils specified times and trusted adults to share any worries with.
|
To give pupils the opportunity to express thoughts and feelings in a safe space with a trusted adult. |
Sensory and Wellbeing Programmes
Our sensory and wellbeing coordinator works to design and embed sensory strategies to support pupils across the school. This includes support for those who show behaviours associated with anxiety.
The Sensory Room is a designated space to support the sensory needs of pupils. Pupils can be seen on a one-to-one basis or small groups and follow a targeted programme.
See below for sensory tasks for the week that can be completed at home.
Therapy and Therapist |
Target group and aim of intervention |
Example of targets for the intervention |
---|---|---|
Sensory and Wellbeing programmes Sensory coordinator
|
All pupils To support pupil’s sensory and wellbeing needs working on a 1:1 or a small group basis. |
To help the pupils with their sensory needs to aid concentration in class. |
Bereavement Support
Therapy and Therapist |
Target group and aim of intervention |
Example of targets for the intervention |
---|---|---|
Bereavement Support Holding on and Letting Go, Slideaway workers |
All pupils Any pupil who has suffered a bereavement. Intervention is referred by the school but takes place through an external agency. Usually takes place a minimum of six months after a bereavement but resources can be signposted prior to this. |
Wellbeing, Student Support, Managing My Mood
Therapy and Therapist |
Target group and aim of intervention |
Example of targets for the intervention |
---|---|---|
Wellbeing Group Student Support Team Managing My Mood
|
Pupils from Year 3 to Year 11 in groups of 4-8 pupils. Discussing and identifying emotions and links to behaviour. Opportunities to build strategies to change the behaviours that they struggle with. Identifying different emotions and linking these to the way their body responds, the way they feel and behaviours that are shown. Giving tools to help pupils regulate their own emotions and behaviours. |
To understand and name some different emotions. To identify situations or scenarios that make them feel different or difficult emotions. To build strategies to cope with a range of emotions. That can sometimes feel overwhelming |