At Wyre Forest School we pride ourselves in meeting the individual needs of our pupils, and our therapeutic provisions are a key aspect in achieving this. If a pupil requires a specific intervention this will be highlighted within their EHCP, and provided to individual pupils. Some of our pupils receive the following interventions:

Speech and Language Therapy

Our Speech and Language Therapists (SaLT) focus on two main areas; communication and interaction, feeding and swallowing. They aim to ensure pupils can eat, drink and swallow with minimum risk; and they ensure the identified pupils can communicate to their full potential, so they can access the curriculum. Alongside this we have a WFS communication team who provide regular communication support within classes.

Physiotherapy

Our physiotherapists work with identified pupils, and create individual physiotherapy programmes for these pupils which helps them develop and maintain their mobility skills. These programmes are then shared with parents and the class teams. The class teams are then trained to carry out the programme to ensure the pupil receives daily physiotherapy. Our physiotherapists may work with identified pupils on a weekly basis to carry out their hydrotherapy programme.

Hydrotherapy

Hydrotherapy is an essential form of exercise for our pupils. It involves moving and exercising in water. Our physiotherapists work with identified pupils to carry out their hydrotherapy programme. Pupils who do not have interventions with the physiotherapy team may still access the hydrotherapy pool with their class team, to develop their water confidence and other skills.

Rebound Therapy

Some of our staff are trained to deliver rebound therapy sessions. These sessions involve using a trampoline to provide therapeutic exercises for identified pupils. It involves using the moving bed of the trampoline to facilitate movement, promote an increase or decrease in muscle tone, and promote balance, relaxation, sensory integration. It also aims to improve fitness and exercise tolerance, and to develop communication skills.

Occupational Therapy

The Occupational Therapists (OTs) work with some of our class teams to ensure the classroom environment is supporting the pupils’ sensory needs, and motor skills. Some of our pupils may receive sessions in our sensory integration room with the OT and/or class staff. These sessions help the pupils achieve or maintain their maximum level of independence, so they can access the school curriculum to their full potential.

Play Therapy

Our Play Therapist supports some of our pupils to explore their thoughts and feelings in creative and dynamic ways. Through play therapy, children learn to communicate with others, express feelings, modify behaviour, develop problem-solving skills, and learn a variety of ways of relating to others.

Pupils at Wyre Forest School who are identified as requiring one of these therapies as part of their special educational provision have access to our integrated therapy service, but the service provided will vary depending on pupil need. These therapies are delivered by professionals and therapists who work alongside the class team by supporting the delivery of integrated therapeutic programmes within the class, or by providing individual plans and sessions.

Additional support:

In addition to our ‘in-school therapeutic programme’ we also liaise with Educational Psychologists, Children and Adolescent Mental Health Services (CAMHS), attachment specialists, Social Services, Worcestershire Virtual School and other local authority support agencies.

Whole-school approach:

At Wyre Forest School we have a whole school approach to enable us to support our pupils. Our culture is based around the principles of trauma informed practice, and we always look at behaviour being a communication of an unmet need. We use the THRIVE assessment model to inform practice with pupils with an understanding of emotional regulation and also link with BILD to provide Positive Behaviour Support (PBS) to our pupils where behaviour is overtly functional rather than emotion based. We ensure they receive the right support at the right time, so they can thrive to their potential. PBS aims to understand what behaviours that challenge tell us so that the pupils needs can be met. We understand the strategies used to support a pupil may have to change to achieve this and that these strategies need to be reviewed regularly by everyone involved.