Doucecroft School About Doucecroft About Us About Doucecroft About Autism A Therapeutic Approach to Learning Statement of Purpose Achievements & Results Calendar The Team Our Curriculum Academic Achievements & Results Careers & Preparing For Adulthood Evidence for Learning Key Stage 3 Curriculum Our Curriculum Primary Curriculum Student Council Transition Curriculum Positive Career Outcomes for SEND Students 16-19 Bursary Fund Provider Access Policy Music Sessions Students Area Families Area Uniform Leave of Absence Parent View Transport School Lunches Calendar Key Information Accreditations Admissions Covid 19 Information OFSTED Reports Policies and Procedures Safeguarding & E-Safety Student Destinations Staff Vacancies Contact Us A Therapeutic Approach to Learning A Collaborative Approach At Doucecroft School, therapists work integrally with teaching colleagues providing a dynamic, child centred approach. We place the child at the centre of everything we do, building on individual strengths, and taking time to provide a nurturing environment where a child can flourish. We realise that children need to be engaged in their learning and strive to respond and provide opportunities. The value of an innovative and irresistible play-based approach is entwined throughout the curriculum. We understand that a child’s well-being is crucial to learning so we take the time to truly listen and value their thoughts and actions. The Universal model of provision The Therapy team at Doucecroft School offer provision at the Universal, Targeted and Specialist levels. All pupils are allocated therapists and access full assessment upon admission. Assessment reports contain clear evidence based recommendations regarding interventions for the pupil. Our Therapy Team Michelle Garrad-Knott BSc. - Therapy Lead and Highly Specialist Occupational Therapist. Michelle started off her occupational Therapy career 23 years ago working within the adult learning disability team. For the past 12 years she has specialised in Paediatric services including the NHS, Charity organisations, Private sector, and schools (including Specialist and mainstream). Michelle is a proud parent of three children and feels that her personal experiences of bringing up a daughter with special educational needs has added to her overall understanding of difficulties children and parents face on a daily basis. Michelle has gained her advanced sensory integration practitioner status, trained in SCERTS, therapeutic Listening and ADOS. Michelle believes that ‘all individuals should be given the opportunity to reach their full potential and with the correct support this is made possible’. Josie Blackmore - Specialist Occupational Therapist Josie has experience of working with children of primary school age before qualifying as an Occupational Therapist. She has a passion to provide children with the tools they need to explore their learning and development within the school environment. Josie has a background in therapeutic communications and listening, which she feels are key to developing positive relationships with the children and families she works with. Josie believes ‘every child has the right to access a dynamic and supportive educational experience which enhances their personal aspirations and goals’. Sandie Martin - Specialist Speech and Language Therapist Sandie has worked across healthcare, education, and voluntary settings. She is a qualified and experienced trainer, coach and lecturer of further education. Sandie is trained in Makaton and British Sign Language and has a passion for making communication accessible. She is a parent of three and has personal experience of raising children with autism, which enhances her empathy and understanding of unique parental challenges. Sandie believes “it is important to connect with each individual child and the people around them to make a positive and lasting impact”. Our Incredible Therapy Assistants Much of the therapeutic work across the school is done by our skilled therapy assistants Kate Rowe, Anna Kerr, Phil Preston, Molly Wilding, Ellen Franklin and Hannah Sexton. It is their role to embed and support teaching teams in embedding therapeutic approaches in the classrooms and wider contexts. They are highly skilled practitioners and offer a range of approaches such as Gym trails, TACPAC, Attention Autism and Lego therapy. The school utilises a range of therapeutic approaches in order to meet a child’s individual needs: Sensory Integration Psychological formulation Anxiety management techniques Cognitive behavioural therapy Play based therapy Integrative therapy Attention Autism Intensive Interaction TEACCH PECs High tech AAC – Proloquo2Go Makaton Objects of reference Phonological interventions TalkAbout social skills groups Lego Therapy Gym trails Comic strip conversations Social stories Music therapy; matching, mirroring and grounding. Therapeutic song writing Sensory motor approaches Interoceptive curriculum Therapeutic listening Zones of regulation Emotional regulation therapies Sensory diets A joined up approach to therapy and learning. Therapists will draw on each other’s skills to support children, as demonstrated by Rachel OT, and Amy Music therapist Embedding Social Communication Emotional Regulation and Transactional Supports (SCERTS) into everything we do. Doucecroft school uses SCERTS to help provide the best possible provision for pupils who are taught in the autism-specific classrooms. SCERTS is a framework which enables a range of interventions to be used in a holistic approach to autism (e.g. TEACCH, PECS, Intensive Interaction, Sensory Diets etc). As children begin to move successfully through the SCERTS programme, they will be able to more fully access other curriculum areas. The SCERTS programme is used in co-operation with the whole wrap-around school team, as well as parents and outside agencies where required. Doucecroft school considers SCERTS an important part of the curriculum and it will therefore form an important part of the annual review process and feed into Individual Student Plans (ISPs) for our pupils. For more information about the SCERTS model: https://scerts.com/ The SCERTS model The acronym “SCERTS” refers to the focus on: “SC” - Social Communication – the development of spontaneous, functional communication, emotional expression and secure and trusting relationships with children and adults. “ER” - Emotional Regulation – the development of the ability to maintain a well-regulated emotional state to cope with everyday stress, and to be most available for learning and interacting. “TS” – Transactional Support – the development and implementation of supports to help partners respond to the person’s needs and interests, modify the environment, and provide tools to enhance learning. Individual Student Plans are reviewed and developed on a termly basis to provide educational and emotional support to families, and to foster teamwork among professionals.