Therapeutic approach

Occupational Therapy in Kedleston Group schools supports children to develop the practical, emotional, sensory and cognitive skills they need to participate confidently in learning and everyday life. Our Occupational Therapists begin with a detailed assessment of each pupil’s strengths, challenges and sensory processing profile. This helps them understand how the child experiences the world and what support will help them feel safe, regulated and ready to learn.

Intervention plans are personalised and integrated naturally into the school day. Children may work on developing fine and gross motor skills, improving handwriting fluency, building core strength, learning functional routines or managing sensory overwhelm. Sessions can be delivered individually, in small groups or within the classroom environment. Therapists also design sensory diets, sensory circuits, environmental adaptations and movement-based routines that help pupils stay calm, focused and comfortable throughout the day.

Collaboration is a core part of the service. OTs work closely with teachers, pastoral staff and families so that strategies are consistent across home and school. This joined-up approach ensures progress is meaningful and long-lasting. Small steps are celebrated, and pupils grow in confidence as they develop the skills that support independence, engagement and wellbeing.
Optional apprentice line

Our OT team may also be supported by a trained Occupational Therapy Apprentice who works under the supervision of a qualified therapist to deliver elements of the programme and provide day-to-day support for pupils.

Speech and Language Therapy within Kedleston Group schools focuses on helping every learner develop communication skills that are useful, meaningful and empowering in everyday life. Therapists begin by looking at how a learner understands language, how they express themselves, how they interact with others, their speech clarity, and how they use non-verbal communication such as gestures or facial expressions.This helps us build a clear picture of each learner’s individual communication strengths and needs.

Support is tailored to each learner. It may include one-to-one sessions, small group work, or support in the classroom. Activities are practical and engaging, and may focus on building vocabulary, developing sentences, improving speech sounds, supporting attention and listening, or developing social skills such as turn-taking and conversation. For neurodivergent learners, we use a respectful, neuroaffirming approach. This may include visual supports, simplified language, or alternative ways of communicating to help learners feel comfortable and confident.

We place a strong focus on communication skills that learners can use in real life. This includes helping them to make choices, ask for help, share ideas, and express their feelings in a way that works for them. Speech and Language Therapists work closely with parents, teachers, and other professionals so that strategies can be used consistently at home and in school. This joined-up approach helps learners build communication skills that support learning, friendships, and overall wellbeing.

Psychotherapy in Kedleston Group schools provides a calm, supportive space where pupils can explore thoughts and feelings that may be difficult to express in everyday life. Sessions are designed around the child’s individual needs and can include talking, creative work, play-based exploration or reflective activities. The therapeutic relationship offers safety and containment, which allows pupils to develop emotional understanding and resilience.

Psychotherapists help children make sense of their internal world and understand why certain experiences may feel overwhelming. Themes may include confidence, identity, emotional regulation, anxiety, past experiences or relationships. Therapy progresses at the pace of the pupil and places the child’s well-being at the centre of every session.

Therapists work collaboratively with teaching teams and families, while maintaining appropriate therapeutic boundaries. This ensures adults have insight into the child’s emotional needs and can support them consistently across contexts. The overall aim is to help pupils feel more secure, confident and capable of engaging positively with learning and daily life.

Clinical Psychology within Kedleston Group schools provides specialist assessment, therapeutic intervention and consultation for pupils with complex emotional, behavioural or developmental needs. Clinical Psychologists draw on advanced training in mental health, neurodiversity and trauma to understand each child’s unique presentation.

The service begins with thorough assessments that explore emotional wellbeing, psychological functioning and contributing factors in the child’s wider environment. Findings are brought together through psychological formulation, which helps identify what the child needs and how best to support them.

Intervention may include cognitive behavioural strategies, trauma-informed work, emotional regulation techniques, creative therapeutic approaches or structured problem-solving. Clinical Psychologists also provide significant indirect support. This includes consultation, reflective practice, staff training and guidance on supporting complex behaviour. Their expertise strengthens the capacity of the whole school and supports a psychologically safe and nurturing environment.

Kedleston Group schools work with experienced Educational Psychology professionals who offer specialist insight into how children learn and engage with their environment. They assess cognitive strengths, barriers to learning, memory, processing, attention and executive functioning. Their input helps shape personalised learning approaches that support pupils to access the curriculum more effectively.

They also provide consultation and reflective guidance to teaching staff. This helps teams understand the psychological factors that influence learning and behaviour. Recommendations may include adjustments to classroom structure, strategies that reduce cognitive load, techniques that support emotional regulation or approaches that help pupils engage more confidently. 

The work of Educational Psychology professionals contributes to a learning environment that is thoughtful, inclusive and adapted to the needs of every individual.

Mentors in Kedleston Group schools provide consistent emotional and practical support that helps pupils feel understood and valued. Each mentor builds a trusting relationship with their pupils and offers a safe space for them to talk through challenges, develop coping strategies and set personal goals.

Mentoring sessions may explore friendships, organisation, feelings, motivation or problem-solving. Mentors help pupils develop resilience and confidence, and they are often a grounding presence during moments of stress or transition. Because they work closely with pupils on a daily basis, mentors can identify subtle changes in wellbeing and help coordinate support with the wider team.

This relational approach strengthens pupils’ sense of belonging and directly supports engagement in learning.

ELSA practitioners deliver structured emotional literacy support that helps pupils understand their emotions and develop tools to manage them effectively. Working under the guidance of Educational Psychologists, ELSAs support children with issues such as anxiety, self-esteem, friendships, loss, anger management and social skills.

Sessions use creative and practical activities to help pupils explore feelings in a gentle and accessible way. Elsa's work is time-limited but highly impactful. Strategies are shared with teachers and families so pupils can continue to benefit long after the programme ends.

ELSA practitioners contribute to a calm and supportive school environment where pupils feel equipped to handle challenges and express themselves confidently.

Drawing and Talking is a therapeutic approach that allows children to express feelings that may be difficult to articulate verbally. In weekly one-to-one sessions, pupils create drawings that become the starting point for gentle, reflective conversations with a trained practitioner. The aim is not to analyse the artwork but to help the child externalise worries and process emotions at a pace that feels safe.

This approach is particularly helpful for pupils who may have experienced distressing events or who find it easier to communicate through images rather than words. Drawing and Talking support emotional organisation, reduce anxiety and help children develop a sense of internal stability.

Practitioners maintain confidentiality while working closely with school teams to ensure children receive the support they need across all aspects of school life.

LEGO Therapy is a structured, collaborative intervention that supports social communication and teamwork. Pupils take on specific roles within a small group and must communicate clearly and cooperatively to build a LEGO model together. This structure helps pupils practise turn-taking, listening, problem-solving and perspective-taking in a fun and motivating setting. Facilitators guide the group carefully to ensure communication remains positive and inclusive. The approach builds confidence, encourages cooperative behaviour and supports pupils in developing communication skills that transfer naturally to real-life social situations.

Guidance counsellors provide emotional and pastoral support that helps pupils navigate school life and personal challenges. They offer a confidential space where pupils can express concerns, reflect on difficulties and explore possible solutions. Support may focus on wellbeing, peer relationships, self-esteem, motivation or planning for the future.

Counsellors collaborate with teachers, pastoral teams and families so that pupils receive consistent support. They play a key role in safeguarding, crisis response and early intervention. Their presence helps pupils feel heard, supported and understood throughout their school journey.

Play and Creative Arts Therapy uses creative expression to help children make sense of emotional experiences. Pupils may work with materials such as sand trays, paint, storytelling, music or movement. These non-verbal approaches allow children to explore feelings safely and at their own pace.

This therapy is particularly effective for pupils who struggle to express themselves verbally or who have experienced trauma, anxiety or emotional overwhelm. Sessions support self-regulation, emotional literacy, confidence and resilience. Therapists work closely with staff and families so that pupils experience consistent support while therapeutic boundaries remain protected.

Assistant Psychologists support the wider psychology service by carrying out structured assessments, helping with data collection, contributing to formulations and delivering low-intensity interventions under supervision. They may also run wellbeing groups, offer targeted one-to-one work and support evidence-based programmes.

Their role strengthens the capacity of the psychology team and ensures pupils receive timely and consistent support. They also help staff understand pupils’ needs through observations, feedback and resource development.

Therapy Assistants work under the supervision of qualified therapists and psychologists to deliver practical and therapeutic support across the school. They help implement intervention programmes, run small-group activities, prepare resources and support children in applying therapeutic strategies in daily routines.

They also act as a familiar and consistent adult who can help pupils practise regulation skills, build confidence and engage more comfortably in school life. Therapy Assistants contribute to the overall continuity and quality of therapeutic provision throughout the school day.