Our therapies programme is integrated into every aspect of how staff work. They are supported by our therapists and offer continuity of care and strategies. This ethos is of positive reinforcement and confirms the positives by building self-esteem and positive behaviour support through a range of therapeutic input.
We have a small mini-farm on-site and a great deal of outside space where young pupils are encouraged to interact and work with the animals. This increases self-esteem, builds confidence, improves empathy and team building skills.
We also offer Art therapy, music therapy, ‘talk time’ and many others. The assessment will determine which programme is best suited to the individual young person. We are classed as Outstanding at Ofsted for our history of success with challenging behaviour.
Pupils all have access to our therapists who will closely monitor and put therapeutic supports in place. Within the first 6 to 12 weeks of admission each pupil will be fully assessed and a behaviour support plan put in place. At this stage our therapists will assess the types of therapies needed to support.
- Individualised and therapeutically informed goals
- An individual behaviour support plan to include therapeutic strategies
- Cognitive Behavioural Therapy
- Mindfulness Training
- Occupational Therapy input into sensory strategies
- Sensory based therapies
- Speech and Language Therapy
- Social Use of Language programmes
- A range of behavioural interventions
- Lego therapy
Are all integral to our way of working within the classroom and out.
An individual plan is used to support each student according to the requirements of their EHCP
Our specialised behaviour consultant works with children, their families and schools around the UK. He delivers support and training to families, schools and support groups, and has presented at conferences worldwide. He is the SEN Governor at school in Sussex and coaches a local cricket team during the Summer. He has been working in the field of special education for 20 years.
He has worked at the National Autistic Society, The Autism Partnership (in the UK and California), The Education Alliance (New York) and as a Senior ABA Consultant at the Treehouse school. He co-founded the TLC in 2010. He holds a degree in Psychology from Birkbeck (University of London) and has completed post-graduate training in Family Therapy (Institute of Family Therapy) and Applied Behaviour Analysis (Florida Institute of Technology). He is currently studying for a M.Sc. in ABA at the Tizard Centre (University of Kent). He is a member of ABAI, APBA and UK SBA.
Daniel works at Headstart across the week and is involved in working with the staff as to how to analyse and manage behaviour. He works in the classroom and alongside staff as well as meeting individually with pupils.
He has regular behaviour meetings with our Behaviour team where our monitored behaviour is discussed and strategies put in place. He holds a weekly after school social skills group for pupils and a six weekly parent support group in school.
Daniel is invaluable in supporting staff, parents and pupils at Headstart School and plays a key part in our behaviour management strategies.
We also have within our team:
Speech and Language Therapists
Team Teach lead