Our therapeutic model recognises that all the people we support are individual and our provision is tailored to meet their needs and wishes from the point of admission and throughout their journey with us.

Clinical support is led by the Head of Clinical Services and is delivered by a core team of clinicians to include Clinical Psychologists, Forensic Psychologists, Psychotherapists, Occupational Therapists and Speech & Language Therapists.

Each service’s designated team will reflect the needs of the children and young people that live and learn within the schools and or homes, however additional support can also be accessed from other specialists within the wider Clinical Team. This enables us to be responsive to any newly identified, time limited or changing needs of an individual throughout their placement with us.

Offering highly specialised assessment, consultation, reflective practice supervision and bespoke training, the Clinical Team work directly with education and care staff teams to develop a shared understanding of the children, the resources and the practices needed. This ensures that we deliver the highest quality provision which maximises each person’s quality of life and personal achievements.

Within our specialist schools the clinicians aim to reduce potential barriers to learning and educational success by working directly with the children and young people in line with their ECHP recommendations

Our evidence informed models are based on best practice guidance and are governed through the Outcomes First Governance Framework.

Adam has become a star pupil with you and your team. I have always rated your school and its way of coping with some extremely high level children.

SEN Team Oxfordshire

Ben’s management of his behaviour has improved dramatically since he was placed at The Bartons. Ben’s needs are being consistently addressed and he is being prepared for independence; this will not be rushed. This is a superb placement for Ben and long may it continue.

Northamptonshire Childrens Services

Simon has had a period of disrupted education and a long period of being out of school, since he has been at Hillcrest he is doing very well and the support offered to enable him to maintain in the classroom has been vital, as well as the support offered to help him develop strategies and ways of managing his emotions and behaviours.

Kent Children’s Services