Therapies In Schools Project BRINGING THERAPIES INTO THE HEART OF - - PowerPoint PPT Presentation

Therapies In Schools Project

BRINGING THERAPIES INTO THE HEART OF SCHOOLS

The TIS Story Why TIS……

• Losing Tribunals due to lack of theraptic

input.

• Non maintained schools were able to sell

packages as all therapists in house. We need to compete in this world.

• Having to use private therapies to plug the

gaps.

• Private therapists did not have knowledge

about the school, its students or their parents. No continuity in care.

• NHS therapists felt like they were firefighting.

Lack the autonomy to choose and deliver a service they feel fits the child's needs.

• We were not meeting the needs of our

students or their families.

The TIS Family:

child

Parent or Carer SENCO Therapy Manager Champions Therapist/s NHS & TIS Teachers Supporting Staff

TIS Accredited Champion TIS Accredited Enhanced Employee TIS Mandatory Training for all staff within first 6 months of employment

Level 1 Level 1 Level 1 Level 2 Level 2 Level 3 Physical Support

Central and Peripharal Nervous System Biomechanics Use of orthotics Typical Development Atypical Development Respiratory System Application of Orthotics and Postural equipment Postural Management Referral for Interventions Observation

Sensory Processing

8 Sensory Systems Sensory Processing Regulation and Sensory Preferences Sensory Support Plans Sensory Friendly Environments Using Sensory Rooms Classroom Strategies and Regulation Programmes Making Sensory Support Plans Referral for Intervention Observation

Life Skills

Typical Development Occupational Performance and associated Skills Activity Analysis Strategies to Teach Life Skills Further Steps into Activity Analysis Goal Setting Further Strategies to Teach Life Skills Using Equipment to Aid Independence Referral for Intervetion Observation

TIS Modular Training

Accreditation Training For All

• All education staff across 3 schools have

Level 1 foundation training in all 3 streams during inset days. We have trained over 200 staff.

• Level 2 training will roll out on 23rd November

with 60 staff being trained.

• Is in the process of being granted

accreditation.

• All trainees are given a workbook to work

through throughout their training .

• All attendees were audited with evaluation

forms to assess how the training affected their confidence level.

Impact of training in schools

• Since the training staff have been observed

to be putting more strategies in place within the classrooms. E.g. sensory thermometers and life skill groups

• Decrease in the number of inappropriate

referrals to the NHS.

• Increase in class staff trouble shooting

independently and seeking their own solutions.

• An increase in understanding of the roles of

Occupational Therapists and Physiotherapists

• TIS therapists being able to spend time in the

classrooms and being part of staff team.

• Supported teaching staff to embed

therapeutic aims into the curriculum.

More TIS in Schools

• Water Skills Programme
• Posture passports for complex disability
• Sensory screening pilot
• TIS support the teachers to embed therapeutic

goals into the holistic curriculum

• Therapist led groups
• TIS surgeries
• Attendance at PATH, MDT, TAF and Annual

Review meetings

• Part of the school family – contribution to

newsletters and school social media

• Supporting schools with parents evenings and

parent tours

• Sensory circuits training.
• The Alert Programme.

Within Schools

Comments "Since the TIS project started the most significant thing for me personally has been having time to talk and work closely alongside the therapists, all

• f whom have been very approachable.....By

sharing our school curriculum and way of working with the therapists we have been able to set targets together having a better understanding of where education and health approaches come from - passionate about our roles and being able to combine approaches will transform how we support our children moving forward." Teacher at Palatine

Supporting all carers and families

• Attendance at meetings (e.g. TAF, PATH, AR,

MDT)

• Available at coffee mornings and parent

evenings

• Home Visits (Non term time and home visits)
• Transition Document
• Collaborative goal setting with family
• Offer parents level 1 in all modules
• Assist in school to school transitions
• Flexible communication
• Linked in with the parent carer forum
• Supporting and liaising with external agencies
• Build confidence of parents in the schools

ability to competently meet their child's therapeutic needs.

Supporting all carers and families

Comments “I felt the training was extremely useful both as a parent and as a member of staff

• it provided a huge insight into the types
• f difficulties the children can have from a

physical and sensory point of view and how we can help them overcome some

• f their barriers. It has been great putting

some of it into practise with the children in the last few days! I would have loved the chance to learn about this a long time ago, especially with regard to physical development as it is so relevant to J. So I definitely think other parents would benefit from the training...” Parent at Palatine

TIS, NHS and schools working together

• TIS enables schools to prioritise

children for caseload

• If a child is on NHS caseload-TIS

compliment and support current plans

• Liaise directly with therapists for

unified outcomes

• TIS offers adhoc and flexible

support when we are available

• Capped but flexible caseload.
• Liaise and support social services

where needed.

Building the future with TIS

• Being able to deliver a service that is

flexible enough to meet the ever changing needs of the students.

• Parent confidence in local provision will

continue to build

• Supporting staff to continue to train and

TIS strategy becomes part of school culture

• Modular training becomes entrenched in

school mandatory training

• Unified working with NHS and external

agencies strengthens and develops

• Potential to roll out across the county
• Modular training could be ‘sold’ to

mainstream and other special schools so may become a source of revenue

• A long term goal of reduction in ‘out of

area’ placements and costly and lengthy tribunals may be negated.

Thank you for listening….