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New Woodlands School

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Intervention

Intervention Programmes

 

New Woodlands School has a number of intervention programmes in place that aim to support a pupil's progress, inside and outside of the classroom.

Some of our staff involved in these programs are described below.

Rachel Bloggs - Counsellor 

 

Rachel Bloggs is a UKCP registered child and adolescent psychotherapist.  She works creatively with students in order to encourage them to process and understand difficult past experiences, as well as helping them to understand their emotional responses and feelings. Rachel has over ten years experience working in the mental health field and believes that therapy has a positive and long lasting impact on the students mental health and emotional wellbeing.  This will inevitably encourage the young people accessing therapy to make positive and healthy choices, in order to create and experience a fulfilling and content lifestyle.

Lisa Bloom – Dramatherapist

 

I am qualified English and Drama teacher (PGCE Institute of Education, University of London) and hold a post-graduate diploma in Drama and Movement Therapy (Royal Central School of Speech and Drama, University of London). I am currently completing my Masters in the same discipline and will thus become accredited by the HCPC.

 

Dramatherapy is a form of psychological therapy in which all of the performance arts are utilised within the therapeutic relationship. Dramatherapists are both artists and clinicians and draw on their trainings in theatre/drama and therapy to create methods to engage clients in effecting psychological, emotional and social changes. The therapy gives equal validity to body and mind within the dramatic context; stories, myths, playtexts, puppetry, masks and improvisation are examples of the range of artistic interventions a Dramatherapist may employ. These will enable the client to explore difficult and painful life experiences through an indirect approach.

 

I have worked in inner-city London schools for almost twenty years in a variety of roles that include: teacher, mentor, Head of Faculty, Director of Learning, Pastoral Manager and Every Child Matters Coordinator

Dr David Neblett - Specialist Educational Psychologist

 

I am a Chartered Psychologist being a Fellow of the British Psychological Society since April 2003. Additionally, I hold registration with the Health Professionals Councils (HPC) under the category of ‘Practitioner Psychologist’.

 

I have worked with children, parents, carers and allied professionals for over two decades. My professional experience ranged initially from working with children at risk of exclusion both socially and academically and their families in non-statutory settings. In addition, I have been a Teacher of Science and Pastoral Deputy to students in the statutory phase of their Secondary education in a mainstream school.

 

My professional background has been in the education sector. First as a teacher and Pastoral Deputy and latterly as an Educational Psychologist. Through professional development and ongoing training, my practice has broadened to incorporate therapeutic support to individuals who are in the adolescent phase of their development. Thus I have experience and expertise in the psychological assessment of children and deprivation, mental health issues and domestic mobility.

Mark Griffiths & Aurora Sylvester-Smith - Speech & Language Therapists (SLT)

 

Speech and Language Therapists work with children who have speech, language and communication needs.  This may include difficulties understanding what others say (e.g. instructions given in the classroom), difficulties expressing their thoughts and ideas, difficulties articulating sounds clearly and difficulties with social communication and interaction (e.g. working in groups and making friends). 

 

The Speech and Language Therapists work with children, staff and parents at:

  • The universal level  e.g. raising awareness of speech, language and communication needs and ways in which school staff can manage these as part of their teaching practice
  • The targeted level e.g. supporting school staff to set up and run group interventions to facilitate children’s communication skills
  • The specialist level e.g. delivering specific interventions to individual children. 
     

The SLT's also work closely with the OT and other professionals such as Educational Psychologists.  ‚Äč

Rosemary Alexandrou - Occupational Therapist

 

Occupational Therapy in the school contributes to enhancing an environment as we recognise the environment changed can hugely contribute to enablement and performance more so sometimes than directly trying to affect change of the young person. We try and impact the promotion of wellbeing and emotional regulation to assist the development of functional self-care and school skills as well as supporting learning. To do this we start with completing an assessment and then will provide small group and one to one sessions with the young person as well as training for school staff. Sessions with the children and young people use play and motivating activities to set specific goals and develop skills in hand function, handwriting, using tools such as scissors and knife and forks, dressing, self-organisation, resilience, problem solving with the ability to generate their own solutions. We measure our effectiveness in promoting positive changes and use evidenced intervention. We offer a Drop-In Clinic for parents and carers to discuss advice that has been given and raise small concerns.

Glen Divers - Coordinator of PE KS3

 

Part of our children’s weekly timetable involves participating in the Inter House programme. Inter House was initially developed to encourage students to work in teams and build competitive skills in a sporting manner. This proved so successful that it was formally launched in the Primary and Secondary departments. Our children are divided into four houses for competitions.

 

Our children are encouraged to develop their fitness and also their social skills. Every child, regardless of their ability, will participate.

BMX Project - KS3

 

At the BMX project the students get an opportunity to ride BMX's which are designed for stunts with volunteer instructors.  The volunteers are young people themselves who are working on a local apprenticeship.  All the bikes are maintained by the young people and they encourage the students to learn about this too.

 

Our students have an opportunity to learn outdoors, build new relationships and build their self-esteem.  Even students who are less confident riding bikes are encouraged to take part and enjoy the experience.

 

Each student will develop more self-esteem for themselves and develop better social skills and be able to interact positively with their peers and members of the public.

The project will run from the Spring half term to the end of Summer term.

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