Arc School Old Arley
WarwickshireTherapy
Arc School Old Arley provides a multi-disciplinary, integrated therapy model designed to support pupils with SEMH as a primary need, alongside autism, ADHD and associated learning and communication needs. Therapy input is embedded into daily school life rather than delivered as isolated interventions.
Rather than relying solely on direct 1:1 sessions, Arc School Old Arley emphasises a whole-school therapeutic approach, including:
- Therapists working collaboratively with teaching staff to develop classroom strategies
- Therapeutic advice informing personalised timetables, sensory support and behaviour regulation approaches
- Ongoing staff training from therapy professionals to promote consistency and sustainability across the school day
This approach is explicitly referenced in relation to psychotherapy, where the school’s psychotherapist supports staff to develop strategies and deliver training for a holistic, nurturing classroom environment.
Emotional regulation and wellbeing support
The therapy offer is reinforced through a range of wellbeing-focused provisions, including:
- Emotional Support Dogs, used to assist with regulation, anxiety reduction and emotional support
- Purposeful safe spaces such as “The Sanctuary,” designed to help pupils manage emotions and remain engaged in school
- Low-arousal environments and trauma-informed practice aligned with therapeutic recommendations
These elements support emotional regulation and engagement, particularly for pupils with school anxiety, attachment difficulties or previous negative school experiences.
Integration with curriculum and learning
Therapeutic input informs:
- Individual learning plans and Flexible Learning Plans for pupils who struggle with full-time attendance
- Sensory regulation strategies embedded into lessons and routines
- Communication supports within ASC-friendly classrooms, including visual supports and adapted environments
Occupational therapy
Our full-time Occupational Therapist plays a vital role in helping pupils access learning and thrive in the school environment. Their support includes:
- Developing Functional Skills: OTs help pupils improve fine and gross motor skills, coordination, and daily living skills needed for independence in school activities.
- Enhancing Participation: OTs work with staff to adapt tasks, environments, and routines so that all pupils can participate fully in lessons, play, and social activities.
- Individual and Group Interventions: They deliver tailored interventions to support pupils with specific needs, such as handwriting, self-care, organisation, or emotional regulation.
- Staff Training and Collaboration: OTs provide training and ongoing support to teachers and support staff, helping them implement strategies that promote inclusion and engagement.
- Early Identification and Prevention: By being embedded in the school, the OT can identify emerging needs early and put proactive support in place, reducing the need for more intensive interventions later.
Speech and language therapy
Our full-time Speech and Language Therapist plays a crucial role in helping pupils develop the communication skills they need to succeed in school and beyond. Their support includes:
- Assessment and Identification: SaLTs assess pupils to identify speech, language, and communication needs (SLCN), including difficulties with understanding, expression, social communication, and speech sounds.
- Targeted Interventions: They deliver individual or group therapy sessions tailored to pupils’ specific needs, helping them improve their communication, confidence, and classroom participation.
- Support for Learning: SaLTs work closely with teachers to adapt teaching strategies and classroom environments, ensuring pupils with SLCN can access the curriculum effectively.
- Supporting Sensory Needs: They assess and support pupils with sensory processing difficulties, helping them regulate their responses to sensory input and stay focused in class.
- Staff Training and Collaboration: They provide training and ongoing support to school staff, helping them recognise and respond to communication needs across the school.
- Early Intervention: Being based in school allows the SaLT to identify and support pupils early, reducing the impact of communication difficulties on learning and social development.
- Family Engagement: SaLTs often work with families to support communication development at home, ensuring a consistent approach across settings.
Educational psychology
Arc School Old Arley accesses support from an Educational Psychologist that support the school by working closely with the school to support the learning, emotional well-being, and development of our pupils. Their support typically includes:
- Assessment and Observation: EPs assess pupils who may have additional learning needs, behavioural challenges, or emotional difficulties. This helps identify barriers to learning and inform tailored support strategies.
- Consultation and Advice: They work with teachers, SENCOs, and parents to provide expert advice on how best to support individual pupils or groups, including strategies for classroom management and differentiated instruction.
- Intervention Planning: EPs help design and evaluate interventions aimed at improving outcomes for pupils with special educational needs or those at risk of underachievement.
- Training and Development: They offer training sessions for school staff on topics such as mental health, behaviour management, and inclusive teaching practices.
- Support for Transitions: EPs assist with planning and support for pupils transitioning between key stages or educational settings, ensuring continuity and stability.
