Therapy Information

Integrated Therapy Team

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 with Deputy Designated Safeguarding Lead responsibility. All staff are employed directly by the school, and therapy representation on the Leadership Team ensures a fully integrated, whole‑school approach.

NHS therapists continue to provide therapy to pupils on their caseloads within school, and the school‑based integrated service complements their work through close communication and collaborative working.

Therapy and educational professionals 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 practice.

The role of the integration therapy in pupil experience

Safeguarding

– Therapists contribute to creating safe environments that promote emotional and sensory regulation.

– Within a total communication environment, children are equipped with the skills and tools to share information with trusted adults.

– Clinical expertise enables staff to identify early signs of distress.

– Collaborative working with CYPS, NHS therapists and social care ensure coordinated safeguarding.

Inclusion

– Cleaswell Hill is the Northumberland license holder for the Neuroinclusive Education Network (formerly known as Autism Education Trust). The mission of NEN is to empower the education workforce to create inclusive environments where every learner can thrive.

– Therapists work with class teams to identify and reduce barriers related to sensory, communication, physical or emotional needs.

– Therapeutic interventions/strategies promote pupil participation in school life, learning, playing and self-care.

– Visual supports/systems are embedded that communicate clear expectations (e.g. visual timetables, in-task schedules, objects of reference).

– Individualised communication approaches are tailored to each child so that all children have a voice (e.g. communication books) and equitable participation.

– Enabling environments are designed to be inclusive, safe, stimulating and well-organised. Environments are responsive to individual needs, with accessible resources and highly trained staff support.

– Predictable routines and reduced sensory distractions support understanding, sensory/emotional regulation and access to learning.

– Individual approaches include the integration of each child’s ‘green scale’ activities (positive behaviour support) within their school day to create a sense of belonging and purpose.

– Family‑centred practice ensures close partnership with families in shaping priorities.

Curriculum and Teaching

– Therapists provide training to embed therapeutic strategies/approaches throughout teaching and routines, which supports progression with pupil outcomes.

– Therapists contribute to assessment, target setting and provision and ensure that academic and therapeutic progress are tracked together.

– The therapy team directly models strategies for communication, sensory regulation, physical development and functional skills.

– Therapists support the identification of pupil needs and the formulation of strategies/ adaptations that improve engagement and participation.

– OTs and SLTs recommend and train staff on specialist equipment, e.g. from adapted cutlery for life skills, devices for communication and software to improve writing.

Achievement

– Mental Health and wellbeing programs and interventions target emotional barriers, promote resilience and readiness to learn.

– Therapists support pupil achievement by addressing developmental difficulties (e.g. delayed speech and language/fine motor skills) that prevent children from accessing the curriculum.

– Therapy training upskills the class team to support pupils to develop their functional, communication, physical and emotional skills.

– Pupils are in the optimal state to receive information, through enabling environments and tailor-made provision to meet their individual needs.

– A holistic approach supports preparation for adulthood as children learn resilience, independence skills, problem-solving and making healthy choices alongside academic progress.

Attendance and Behaviour

– Pupils can express their needs and views within a total communication environment, which reduces frustration and misunderstanding.

– Children are equipped with emotional literacy and self-regulation strategies.

– Predictable, calm environments and high-quality staff support improves pupil engagement.

– Personalised strategies help pupils with anxiety or sensory needs to access school.

– Interdisciplinary active engagement with families fosters strong home-school partnerships, which enables pro-active problem solving and early intervention to address barriers to attendance.

Personal Development and Wellbeing

– Therapists provide both targeted intervention and embedded whole school strategies that ensure that children with complex needs can thrive.

– Therapeutic interventions support development of sense of self, self esteem, emotional regulation, sensory regulation, social skills development and resilience.

– Children are supported to develop coping strategies, e.g. use of sensory equipment, mindfulness techniques, and anxiety management techniques.

– Therapeutic interventions such as hydrotherapy, rebound therapy, music therapy and therapeutic horticulture promote a sense of wellbeing and personal development.

Leadership and Governance

– A Continuing Professional Development training programme is provided by the Neuroinclusive Education Network (NEN) Team, led by Rachael Howitt (Highly Specialist SaLT, Cleaswell Hill Integrated Therapy Team).

– Therapy representation in the leadership team influences whole school policy and culture.

– Therapists contribute to development planning, including the integration of therapy within the curriculums in all pathways.

– High-quality staff training builds capacity, improves staff competence, wellbeing and job satisfaction.

The integrated and interdisciplinary approach at Cleaswell Hill brings together the expertise of teachers, therapists, assistants and families to optimise pupil achievement and wellbeing.