Speech and Language Therapy
The Speech & Language Therapist provides assessment and intervention in all aspects of Speech, Language, Social Development, Narrative Therapy and Literacy Development and in understanding, expressing and managing emotions.
Speech and Language therapy at Westfield encompasses the development of AAC (Augmentative and Alternative Communication) meaning any short or long-term communication supports used alongside speech and language, such as signing and Communication Aids. We aim for intervention and skill development to be embedded into the pupils’ school day and curriculum so that what they learn and use carries over more easily into everything and everywhere they need to communicate.
This may involve individual, group or whole-class work as appropriate. The Speech & Language Therapist also works with the Interventions team, class teams, carers and other disciplines according to the needs of the individual pupil, class or whole-school development need.
Physiotherapy (Under guidance of Physiotherapist)
These are bespoke therapy programmes for students who have identified physical difficulties (eg Cerebral Palsy) requiring the guidance of a physiotherapist. Physiotherapy is delivered according to the programme provided by the physiotherapist
Learn To Move, Move To Learn Programme
This programme, for students with co-ordination and movement difficulties (eg dyspraxia), provides prescriptive movement exercises and games designed to improve motor co-ordination. Large motor co-ordination is addressed in the therapy session in the hall. Fine motor co-ordination can be addressed in class using the fine motor activities from the Learn to Move programme.
Sensory Circuits
These sessions are for students who have been identified as needing regular proprioceptive sensory feedback in order to help regulate for a ‘just right state’ for learning. This therapy offers opportunities for ‘heavy work’ and proprioceptive feedback in a circuit of fun activities.
(Please note this does not replace the need for sensory activities as and when needed throughout the day for so many of our students)
Rebound therapy
Rebound is a structured programme of movement on the trampoline for students who need to develop any of the following: core strength, co-ordination & balance, stamina, spatial awareness, height & depth perception, muscle tone, freedom of movement. NB It may not be suitable for some students with certain medical conditions.
Lego-based therapy
This is a communication programme for students who love playing with Lego. This therapy can help develop and reinforce play skills and social skills such as verbal and non-verbal communication, attention skills, task focus, sharing and turn-taking and collaborative problem-solving.
Drawing & Talking therapy
Drawing and Talking is a safe serial drawing technique suitable for students who have suffered trauma or have underlying emotional difficulties affecting their mental health and well-being. This therapy supports students who may not be realising their full potential either socially or academically due to their mental health needs. A short term therapeutic relationship is established over 12 weekly half hour sessions where the therapist will work by talking in metaphor to facilitate safe exploration of the child’s ideas and feelings. Students will need to have drawing skills developed enough for their drawings to be recognisable and discussed.
Sand play therapy
Sand play therapy may be used to help alleviate slight or moderate emotional or psychological problems which may be several or multiple. A short term therapeutic relationship is established over 12 weekly half hour sessions to run at the same time each week. The child will create and play in a sand tray using toys and natural objects from a selection on offer. The chosen toys representing characters helps the child tell and explore their story and as with Drawing and Talking Therapy the therapist will work by talking in metaphor to facilitate safe exploration of the child’s ideas and feelings. Play continues throughout the session and this is a very suitable therapy for motivating self-expression from limited verbal and non-verbal children.
