Therapy Information

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The Integrated Therapy Service at Cleaswell Hill School was established in January 2021 and brings together Speech and Language Therapists (SaLTs), Occupational Therapists (OTs), Therapy Assistants and a Mental Health Lead Practitioner. All staff are employed directly by the school, and therapy representation on the School Leadership Team ensures a fully integrated, whole-school approach.

NHS therapists continue to have a caseload of children in school. Cleaswell Hill and NHS therapists work collaboratively and cohesively to optimise therapeutic support for pupils.  

The therapy and educational teams work in partnership to weave therapeutic strategies into the curriculum, ensuring pupils can access learning, regulate effectively, and develop independence throughout the school day. This interdisciplinary approach strengthens the quality of education, supports wellbeing, and helps pupils apply their skills across different contexts.

Strong partnerships with parents/carers and external professionals are central to our practice.

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  • Safeguarding

    • Therapists contribute to creating safe learning environments that promote emotional and sensory regulation

    • Clinical expertise helps staff identify early signs of distress

    • Collaborative working with CYPS, NHS therapists and social care ensure a coordinated approach

    • Safeguarding is a multi-agency responsibility. Therapists may contribute to multi-agency safeguarding discussions

  • Inclusion

    • Therapists work with the class teams to identify barriers to learning and provide strategies, approaches and interventions to support each child’s individual needs

    • Integrated therapy creates enabling learning environments where pupils can participate, communicate, develop independence, resilience and achieve holistically

    • The interdisciplinary approach ensures pupils are supported by a skilled staff team.  Therapists play a key role in staff training and development

    • Therapeutic input is tailored to the needs of the pupil and implemented in the most appropriate method for their pathway through school

    • Family-centred practice ensures home priorities shape support

  • Curriculum and Teaching

    • Therapists provide training and support to embed therapeutic strategies throughout teaching and routines

    • Integration of therapeutic approaches supports engagement and participation, which enables academic achievement

    • The therapy team models strategies and provides advice for communication, sensory regulation, physical development and functional skills.

  • Achievement

    • OTs support achievement by removing physical, sensory, and cognitive barriers that prevent pupils from participation in learning.  Interventions and guidance focus on physical development, independence in activities of daily living and personal care, sensory and emotional regulation and classroom tool use

    • SaLTs support educational achievement by supporting social communication and addressing communication barriers that hinder a pupil’s ability to access the curriculum, participate in class and succeed in literacy

    • Mental Health Lead Practitioner promotes resilience and readiness to learn

    • Therapeutic interventions strengthen preparation for adulthood. 

  • Attendance and Behaviour

    • Personalised strategies help pupils with anxiety, physical, sensory or communication needs to access school

    • Sensory and emotional regulation strategies support positive, safe behaviour

    • Communication systems reduce frustration and misunderstanding

    • Predictable, calm environments support engagement

    • Therapists work with parents and staff teams to understand individual pupil needs and provide personalised support to enable access to school and learning.

  • Personal Development and Wellbeing

    • Therapists focus on social communication, confidence and emotional literacy

    • There is a focus on engagement in purposeful activities and developing hobbies/interests to improve quality of life and skill development

    • Wellbeing interventions support regulation, behaviours for learning and resilience

    • Family collaboration ensures consistency across contexts.

  • Leadership and Governance

    • Therapy representation on the School Leadership Team embeds practice strategically

    • Therapists contribute to development planning and evidence-based practice

    • High-quality staff training focused on therapeutic approaches builds capacity and enhances a culture of continuous improvement and professional curiosity

    • Partnerships with external agencies ensure coordinated support.
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The integrated and interdisciplinary approach at Cleaswell Hill brings together the expertise of teachers, therapists, assistants and families to identify pupil needs, formulate personalised provision and optimise outcomes.