Mission statement
The Pastoral and Therapy team at Holton Independent School provides an individualised, specialised, integrated, and pupil-centred approach to support all pupils in accessing education and social development opportunities. We are committed to transforming the life chances of the young people and families we work with. We support children who have suffered trauma, Adverse Childhood Experiences (ACEs), and exhibit Social, Emotional, and Mental Health (SEMH) difficulties. Our staff team works together to create an environment that meets the holistic needs of children with complex life stories.
Remit
The service is inclusive, encompassing all pupils, and directly addresses requirements set out in each pupil’s Education, Health and Care Plan (EHCP). Where an EHCP does not specify explicit therapy provision, suitable support is identified upon admission and monitored throughout the pupil’s time at Holton as new needs arise. Needs are assessed with input from staff, pupils, and parents or carers using a range of specialist assessment tools.
Services provided
The school focuses on:
- Delivering group and individual therapy alongside class-based programmes supporting pupils to access their individual learning plans and small group work by addressing core barriers to learning.
- Collaborating with class teachers, curriculum teams, and parents regarding pupils’ therapy needs and support strategies.
- Advising on specialist resources and equipment for individual pupil programmes to enhance learning environments.
- Sharing specialist clinical knowledge and delivering training to staff and parents.
- Promoting, supporting, and monitoring pupil wellbeing as part of a multidisciplinary team including parents, teaching staff, and behaviour analysts.
- Maintaining a commitment to ongoing continuing professional development (CPD) for all team members.
Key worker system
All pupils are assigned a key worker. Key workers work closely with pupils during tutor time and throughout the school day to build positive, trusting relationships. Key workers liaise with parents and carers on a weekly basis and brief all staff during daily morning meetings regarding any emerging needs or home context updates.
Therapeutic interventions and strategies
Holton Independent School offers a variety of evidence-based strategies tailored to individual pupil needs as assessed by the Therapy Lead or Senior Leadership Team:
Mental Health First Aid
All staff are trained in Mental Health First Aid, developing a deep understanding of positive mental health and wellbeing. Staff are equipped to recognise signs of mental health distress or crisis early, providing kind, structured support until professional interventions can be accessed.
TeamTeach
All staff undergo TeamTeach training, a specialised framework equipping individuals to support and manage challenging behaviour. Designed for professionals working with young people with complex needs, TeamTeach places primary emphasis on de-escalation and positive handling strategies.
ELSA and emotional literacy
Staff trained as Emotional Literacy Support Assistants (ELSA) deliver one-to-one interventions as a first port of call for pupils struggling with emotional regulation, self-awareness, and relational needs.
Sensory processing and regulation
Our team delivers a bespoke programme created by pastoral and therapy staff featuring sensory-based play, sensory circuits, and targeted regulation strategies designed around individual sensory profiles.
Counselling and walk-and-talk therapy
School counsellors use a range of collaborative techniques and play-based activities to support pupils experiencing emotional challenges, stress, or mental health issues. Counselling sessions may take place during outdoor walks if this format best meets the pupil’s communication needs.
Yoga Therapy
Yoga Therapy works holistically to support body, mind, and emotional regulation. Combining psychological approaches with physical postures, movement, breathwork, sound, and relaxation, Yoga Therapy equips pupils with practical self-soothing and resilience skills. It is especially beneficial for pupils who experience trauma stored within the body or find traditional talking therapies challenging to access.
Family Therapy and Theraplay
Family therapy interventions provide psychoeducation and strategies to help families support young people dealing with trauma or neurodiversity. Interventions draw on Theraplay and the PACE model (Playfulness, Acceptance, Curiosity, Empathy) to strengthen attachment relationships, build parental attunement, and foster secure relational bonds.
External agency referrals
Where a pupil’s specialised needs extend beyond the remit of the internal school team, formal referrals to external clinical and statutory support services will be made in consultation with parents and carers.
Priority and triage framework
The frequency and intensity of therapy sessions are managed through a fluid priority triage list maintained by the Therapy Lead. Pupils are categorised across five dynamic levels based on ongoing assessment:
- Priority: Immediate or intensive active therapeutic intervention.
- Bi-weekly: Regular scheduled fortnightly therapeutic input.
- Check-ins: Periodic monitoring and low-level support touches.
- Waiting list: Identified for future intervention as capacity/timing allows.
- No current need: Monitored within universal classroom provision.
Collaborative working and transitions
Staff work closely with parents and carers to maintain consistent communication regarding focus areas, progress, and strategies that can be reinforced at home.
The team collaborates actively with external professionals in the best interests of each pupil, including medical doctors, physiotherapists, dietitians, audiologists, and social workers. Staff signpost and refer to specialist services whenever required expertise falls outside internal school scope.
To support smooth transitions when pupils join or leave the school, staff liaise directly with previous settings and prospective placements to pass on detailed pastoral profiles and maintain continuity of care.
