Interdisciplinary Therapy:

At The Walnuts, the Speech and Language Therapists and Occupational Therapist set targets, write reports and deliver therapy collaboratively. This collaborative way of working is supported by the SCERTS (Social Communication, Emotional Regulation and Transactional Support) approach which is being introduced across The Walnuts this year. SCERTS is designed to help families, educators and therapists work cooperatively as a team. Therapy targets are written jointly by both the Speech and Language Therapist and the Occupational Therapist and are incorporated into each pupil’s IEP. Programmes to help pupils achieve their targets are then incorporated into the school day by classroom staff. Progress towards achieving targets is monitored and reviewed by the pupil’s lead Therapist at least termly.

New pupils are assessed predominantly through observation and discussion with the class staff; this will be shared with you at the time of your child’s annual review. The therapists will contribute to the annual review process for your child by providing a report. In most cases this report will contain a summary of the therapy your child has received during the year with relevant therapy outcomes and provision recommended. New starters and those students who have transitioned from Lower to Middle or Middle to Upper school will receive a more detailed therapy assessment report at the time of the annual review. Therapists will not attend annual reviews unless it is agreed by the Head of Department, class teacher and parent in advance.

Occasionally, if this is an identified need, pupils may be identified for individual or small group work with a therapist or assistant therapy practitioners under the guidance of the therapists. However, for many of our pupils it is the consistent implementation of strategies across a child’s day that will have the biggest impact. .

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