Fair Ways School provides a play therapist certified to practice by Play Therapy United Kingdom (PTUK). They are based offsite in a specialised play room environment. Play therapy can be used for a range of problems that include communication, emotional and behaviour, socialising skills and an on-going assessment tool. This is seen as an effective method to support young people with social, emotional and behavioural needs.
Fair Ways School has access to the TLC horse therapy centre whereby students can access weekly sessions working with the natural behaviour of horses alongside an experienced horse practitioner. The dedicated instructor, Roz Snowden, helps build a wide range of skills, like skills and achievement building on self-esteem and confidence. The partnership between the horses and students provides an environment for tremendous personal growth, development supporting young people who display social, emotional and behavioural needs. The sessions have been used to explore issues around peer group relationships and bullying.
Fair Ways School provides occupational therapy to support individual pupils who may require intervention and development around sensory, behaviour and anxiety based needs. The occupational therapist is trained to work with children who have difficulties with the practical and social skills. This is not only for children on the autistic spectrum but for children who display social, emotional and behavioural needs, that have often been exposed to some type of early childhood trauma. The aim is to make sure your child is as physical, psychologically and socially independent as possible and has the best possible control over the practical side of their life.
Fair Ways School provides support from a speech and language therapist, Alex Kelly LTD, who specialises in supporting a variety of complex young people and other EBD schools. The therapist aims to provide skilled speech and language therapy, including assessment of children, programmes, interventions to improve social communication skills and self-esteem. Each pupil will be individually assessed depending on their needs with the appropriate sessions incorporated within their individualised timetable.
Fair Ways School has access to the Therapeutic Art Studio (offsite), led by Arts Tutor Jeff Walker BA (Hons). Weekly sessions are on offer delivering a variety of art and design approaches working with young people and families to improve confidence, relationships and social skills. The experienced practitioner has a vast amount of experience supporting pupils with emotional or behavioural needs, learning difficulties, physical or sensory disability and mental health issues.
Music therapy is a creative therapy – a highly effective and largely non-verbal approach to personal therapy. In music therapy the focus is on creating music in a live and spontaneous way, but the child does not need to have musical skills to benefit from this special work. Three main areas that music therapy can support with are: social interaction, communication and imagination. This can be highly effective for pupils with social, emotional and behavioural difficulties. Key changes music therapist are accomplished musicians who have undertaken recognised postgraduate study to equip them to use musicianship therapeutically. They are all registered with the Health and Care Professions Council, DBS clearance and are bound by Charity Commissions approved policies, governing work with children.
air Ways school adopts a holistic therapeutic approach towards individual education packages tailored to all its students. Each timetable concentrates on providing not only their academic needs but an equal emphasis on emotional and social development. We foster a high staff to student ratio to enable a safe containing environment where students can process and explore the difficulties that education or socialising in larger groups can evoke.
Fair Ways use the therapeutic behaviour management Team Teach approach during the school day and all staff receive regular training. Therapeutic education is holistic and encourages agency and responsibility. How adults relate to learners is viewed as just as important as what is taught. The containment, management and development of difficult emotions and behaviour from the students, is achieved through the medium of meaningful therapeutic relationships with staff.
We also employ a structured social and emotional aspects of learning (SEAL) initiative, to support emotional assessments and development programmes that are overseen and managed by staff trained and supervised to unpick the motivations that drive complex behaviour.
The therapy offered to the students runs in conjunction with the academic programme. The overall approach is designed to meet the needs of young people who have varying degrees of emotional and social difficulties that affects their behaviour when engaging in academic work.
The staff receive training in a variety of areas such as good use of attachment theory, systemic theory, mental health needs and ensuring staff are up to date with the developing importance that neuroscience has to play in our understanding of child development.
We prioritise building a strong social and emotional foundation on which both academic and personal success ultimately depends. We aim to make the school more enjoyable and meaningful both for pupils and staff, by focusing on well-being and personal development, supporting growth in self-confidence, self-esteem, interpersonal relations and study skills.
The staff and learners meet regularly and engage in reflective therapeutic groups to unpick the difficult feelings being projected and transferred within the boundaries of their relationships. The aim is see the young people’s behaviour as internal conflicts based on past unmet needs, that must be thought about, understood an acted on in way that enables the students and staff to function in alliance with each other.