‘Flexible, functional and creative therapy at the point of need.’


Therapy at Papillon House School


The purpose of the therapy department at Papillon House School is to reduce the barriers to the pupils learning within the classroom and other learning environments.  Our service is an integrated, collaborative and organic service working to the specific needs of the pupils.  We aim to build on communication and functional skills and enable and promote independence to the best of each pupil’s potential.  The therapy at Papillon House School aims to provide the scaffolding to support each pupil learning style.  The therapy team are dedicated in working alongside the teaching staff to support the pupils in the achievement of their P Levels and the components (B squared) required to achieve that level.

SCERTS (Social Communication Emotional Regulation and Transactional Supports) is at the heart of Papillon House School and brings together education and therapy staff to ensure a holistic and autism specific approach to our work with the children and young people.

Our team of therapists consist of Speech and Language Therapists, Occupational Therapists and a Creative Arts Leader.  All qualified staff are registered with the Health Professionals Council (HCPC) and their professional bodies as well as special interest groups.

Our team of specialist therapists are knowledgeable in assessment and use a variety of methods using formal and informal assessment tools to ensure the truest assessment of the pupils Speech and Language and Occupational Therapy needs. 

All children are assessed upon entry and then re-assessed at transitional points or should the need arise such as tribunal or a significant change in the pupil’s functioning.  Reviews are written yearly in line with the annual review of the pupils’ education health and care plan (EHCP).  Targets are reviewed on a half termly to termly basis dependant on the child's progress and the type of therapy they are receiving.

The therapy team are dedicated to using treatment approaches that best fit the pupil from more traditional approaches to newer approaches.  The team are committed to ensuring that therapy approaches work and are grounded in research where ever possible.  The team participate in continuing professional development as part of their registration and are always on the lookout for new assessments or treatments approaches that may support the pupils they provide therapy to.

Every child at Papillon House School that is statemented for therapy has a unique and individualised programme.  We are also in the fortunate position to be able to provide therapy to children and young people at the point of need and not solely based on their statemented provision.  This allows us to provide the support when the children and young people need it.

Therapy is provided in a style that best supports the pupil in the form of direct therapy (individual and group), integrated therapy in to the classroom and other learning environments and school and home programmes.  Therapy staff attend annual reviews and are an integral part of the behaviour support team.  Therapy staff are available on a daily basis for classroom staff to discuss any therapy issues and provide direct support at that point if required, as well as providing in-house training. 

We have been through a rapid period of growth in terms of the numbers of children and the therapists we require to provide that therapy and we have grown into a well-established part of the school.   We are consistently reviewing our practice and attend training specific to our professions and as well as more specific ASD training.  We review our service at the end of each academic year to ensure our practice is supporting the pupils as we aim to.

We acknowledge the importance of close collaborative working with parents and we are available at parents evenings, by telephone, email and by direct appointments.

October 2017

Therapy Photo Gallery