Parents: You are the experts on your child’s life.
You know your child and family best. We want to give you the
strength and the tools to support them as only a parent can.
It can feel frustrating and overwhelming to deal with a child’s difficulties every day. The social isolation when you feel that no one understands what you’re struggling with daily,
just adds to the burden.
We offer workshops on various difficulties that children present with. This not only builds awareness of the child’s problems, it also provides a peer support network of other parents experiencing similar issues. This gives parents validation, encouragement and fresh perspectives, as well as tools to support their children and themselves.
Better resources = better parenting.
We have a library of books about different problems children may be struggling with so you can understand your child and their needs better. We also have a range of resources including educational games, language cards and sensory equipment you can use to implement therapeutic techniques at home.
Students with profound and complex special educational needs and disabilities may be eligible for an Education Health and Care Plan. Our clinicians can support schools with the EHCP application process with guidance, as well as provision of evidence and assessments. Our school liaison officer will support the entire process.
There’s a bigger picture to every child. Where dynamics are complicated, children’s progress can be expedited through systemic family therapy.
Alongside child psychotherapy, we work directly with parents/schools because we believe that the system around the child needs to make and encourage change in the child.
Parents are invited to join therapy sessions at key intervals, where they are both brought up to date on the child’s progress, and guided to help the child implement the therapies within the family unit too.
Children spend on average 32 hours a week at school!
Schools should be the place where children can gain the core skills needed to become productive, self-assured and successful adults. They’re the testing ground for learning and friendship skills and have a formative effect on each child’s life trajectory. Our work empowers schools to create the best environments for learning and wellbeing
We run training events for school staff on different topics, for example ‘sensory processing disorders’ or ‘language delays’ to give the teachers and teaching assistants the skills to understand, nurture and reach every child, no matter their difficulty.
Our specialist teachers train classroom teachers and teaching assistants to best support children with learning/emotional difficulties in their classrooms.
We also assess individual children with learning and behavioural challenges and advise on a plan of action. We help schools evaluate plans every 6-8 weeks to ensure that progress is on track. Targets are adapted as needed.
When a child is struggling at school, and all types of standard teaching support fail, we can help.
Our specialist teacher comes in, assesses and observes the child, speaks to her teachers and parents, and gets to the core of the child’s difficulties. Together they will set out a learning plan with targets for numeracy and literacy, as well as behavioural and social issues. The teaching assistants work with this plan for a few weeks before the specialist teacher meets the child again and sets new targets, so the child starts to achieve on their own and finally taste success.
Our staff liaise with and train individual children’s teaching assistants so that tools and techniques from the therapy room are carried over to school.
Schools looking to upgrade their therapy facilities can receive guidance from our clinicians who advise on room setup and layout, and direct them to the best therapy equipment and resources.
For schools that have limited resources and can’t afford therapy equipment of their own we can lend therapeutic equipment.
We work together with local statutory partners to raise awareness about gaps in service for Orthodox Jewish children with learning, developmental and emotional difficulties.
In this capacity for the past decade, we have been able to influence and shape local policy and services for children.
School Entry Health Checks and Height and Weight Measurement Programme
We are commissioned by Hackney Council since 2015 to administer hearing and vision screening at Reception age, and height and weight measurement for Year 6 students.
These schemes help identify problems early on and ensure children access the services they need in a timely manner.
Children with Speech, Language, and Communication struggles were being missed by the historic statutory offer. After years of advocacy and collaboration, we were able to partner with Homerton University Hospital to provide ‘Talking Together’ - culturally-sensitive speech, language and communication assessments and follow-up therapy to students in 17 schools.
The programme also piloted new ways of working with children within Orthodox Jewish independent schools, including the running of ‘Launchpad for Language’,
a whole-school approach to language enrichment. Overall, ‘Talking Together’ has been highly lauded, with the 175 participating children all showing significant progress on our rating scale. Parents and schools are grateful for the chance
to improve speech, language and communication skills in an accessible,
culturally-friendly framework. Plans are now being considered
for rolling out this program long-term
The programme also piloted new ways of working with children within Orthodox Jewish independent schools, including the running of ‘Launchpad for Language’, a whole-school approach to language enrichment. Overall, ‘Talking Together’ has been highly lauded, with the 175 participating children all showing significant progress on our rating scale. Parents and schools are grateful for the chance to improve speech, language and communication skills in an accessible, culturally-friendly framework. Plans are now being considered for rolling out this program long-term
We are working with partners at Homerton University Hospital’s First Steps team to pilot a culturally-competent clinical mental health service that will work with children experiencing mild to moderate emotional, behavioural, developmental and social difficulties, and their families.
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