The care packages I offer to schools are varied and flexible. Each school will have unique needs; therefore I would always suggest an informal meeting with someone at the school to discuss this further.
I offer sessional work as well as half day and full day packages, offering short and long-term intervention to groups and individuals. Depending on the complexity of the individuals needs, I may see them between six weeks to a year.
Before working with a child I will carry out a detailed assessment, which will involve input from their parents and teacher. As part of the assessment I use the ‘Strengths and Difficulties Questionnaire’ (SDQ). This is a brief behavioral screening tool for children aged between 3-16 years. It exists in several versions to meet the needs of researchers, clinicians and educationalists. After the assessment is complete, I create a ‘care plan’ with the young person, this will include attainable goals for the child.
I will meet with the young person on a weekly basis at the same time and place and any breaks will be prepared for in advance so as not to disrupt the flow of the work. Ideally, I would have a ‘link’ member of staff (usually the SENCO/ Inclusion manager) whom I would report to on a weekly basis.
The school would need to provide the following:
· A room, free from interruption
· A sink with running water
· A lockable storage space (for work)
· Art / play materials
· A key member of staff (to liaise with).
I offer sessional work as well as half day and full day packages, offering short and long-term intervention to groups and individuals. Depending on the complexity of the individuals needs, I may see them between six weeks to a year.
Before working with a child I will carry out a detailed assessment, which will involve input from their parents and teacher. As part of the assessment I use the ‘Strengths and Difficulties Questionnaire’ (SDQ). This is a brief behavioral screening tool for children aged between 3-16 years. It exists in several versions to meet the needs of researchers, clinicians and educationalists. After the assessment is complete, I create a ‘care plan’ with the young person, this will include attainable goals for the child.
I will meet with the young person on a weekly basis at the same time and place and any breaks will be prepared for in advance so as not to disrupt the flow of the work. Ideally, I would have a ‘link’ member of staff (usually the SENCO/ Inclusion manager) whom I would report to on a weekly basis.
The school would need to provide the following:
· A room, free from interruption
· A sink with running water
· A lockable storage space (for work)
· Art / play materials
· A key member of staff (to liaise with).