What we do
About
Our Team
Our team includes experienced and highly skilled Clinical Psychologists who specialise in child development, and a Speech and Language Therapist who specialises in neurodivergence in children, and supports children’s communication. Our Education team is made up of Special Educational Needs teaching staff, who are experienced and expert educators, with experience working with children with social, educational, and mental health needs. We work together to provide a specialised environment.
Typical daily timetable
| Time | Session | Purpose / aims |
| 9.30 – 9.45 | Arrival and regulation: Greeting from staff and key trusted adult, sensory check in. | Creates immediate safety, meets sensory needs and sets the emotional tone for learning. |
| 9:45 – 10:15 | Morning meeting Maximum group of four children, morning meeting, feelings check, discussion of the day (now and next set up) | Builds secure relationships and equips pupils with language for emotions. Provides predictability of the day which enhances security and reduces anxiety. |
| 10:15 – 11.15 | Individual Learning and Accreditation – 1-to-1 or small-group English, Maths, ICT, AQA units | Academic progress at each learner’s pace, backed by clinical oversight. |
| 11.15 – 11.30 | Movement and Snack Break – outdoor play, sensory circuit | Regulates body and brain, preventing overload. |
| 11:30 – 12:15 | Forest School / Outdoor Project – science, horticulture, bushcraft | Nature based experiences that boost resilience, curiosity, and wellbeing in an outdoor setting. |
| 12:15 – 1:00 | Lunch and play | |
| 1:00 – 2:00 | Therapeutic Sessions – music therapy, mindfulness, SALT groups, emotional literacy, and emotional well-being sessions | Targeted interventions led by clinicians |
| 2:00 – 2:30 | End of day transition – Quiet time, regulation based activity, reflection on the day, highlighting successes | Calming activities to aid the end of the day transitions back home, and to reflect on success to build self-esteem |
| 2:30 | Handover / home time | Handover from key worker to parent / carer |
Preadmission process
We believe that children flourish in an environment where they feel relationally safe, and understood. Our comprehensive pre-admission assessment helps us to fully understand the needs of our children, so we can create bespoke plans for their time with us.
Key aspects of the pre-admission process include
- School liaison to understand the needs of the child from the perspective of their current learning environment.
- Key involvement of family members, parents, and carers, as experts of their children, so we can learn from them about what their child needs.
- Cognitive testing to ensure each child’s needs are fully understood, and that the curriculum is adapted to their strengths, and vulnerabilities are identified and worked with, no matter what the child’s starting point. We routinely offer a Wechsler Individual Achievement Test (WIAT), which is a standardised psychological tool which helps to assess academic skills, including reading, writing, and language, to determine your child’s strengths and areas which require further support.
- Visits to our provision, and an allocated key worker who will begin relationship building from the start of the pre-admission process, and video walk-throughs provided, so that every child knows what to expect from the environment.