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Contact Numbers
Referrals 0203 988 4682
General 0800 138 8680
General
Referrals 0203 988 4682 General 0800 138 8680

Therapeutic Support

Our young people often have complex needs including social, emotional and mental health difficulties, attachment disorders, behaviours that may challenge and disorders, such as an autistic spectrum disorder (ASD) and attention deficit hyperactivity disorder (ADHD). The psychology assessment consultation and therapy (PACTT) team at Queenswood School develop a strong understanding of each young person and their specific needs, putting together a tailored plan of support and development.

The expertise, training and guidance of our specialist PACTT team means that the entire staff team better understand each child and a holistic approach can be taken. This maximises the positive impact the school has on their learning and development.

“Effective therapeutic input helps pupils to become more emotionally resilient, improving their behaviour and helping their readiness for learning.”

Queenswood School Ofsted report

The school follows a therapeutic framework, which means that therapeutic approaches are integrated into the day to day learning and support we deliver. Our dedicated staff provide consistent, intensive care to help young people manage the traumatic impact and challenges that their past may have had on their wellbeing.

There is a strong focus on meeting pupil’s needs, providing consistency and helping them to manage and regulate their behaviour. Staff build safe, positive professional relationships with young people, mentoring them to develop, progress and reengage with learning.

The school offers a broad range of therapy including counselling, play therapy, art therapy and speech and language therapy. Techniques such as Cognitive Behavioural Therapy (CBT) and Dialectic Behavioural Therapy (DBT) are also employed to support our young people to develop and progress.

At Queenswood School, we recognise that engaging some young people with therapy takes a different kind of approach: some find the idea difficult or challenging which means that they resist it. In these cases, a first step to developing a good working relationship with the student may begin with the therapy team member interacting on an informal level, like having a cup of tea or playing a video game. Where young people refuse to engage with therapy outright, the team will work with colleagues to offer therapeutic support in alternative ways.

“To summarise my time at Queenswood, I have matured greatly and I would never have seen myself doing what I’m going to do. They helped me to manage my behaviour.”

Pupil at Queenswood School

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