Therapeutic Support

Therapeutic support is an integral part of life at New Rush Hall School (NRHS) and a defining feature of our specialist SEMH provision.

We recognise that pupils are best able to engage with education when they feel safe, understood and emotionally ready to learn. Our therapeutic approach therefore sits alongside and within our academic provision, helping pupils to overcome barriers, develop emotional regulation, build confidence and resilience, strengthen relationships and successfully engage with learning.

Our approach is personalised and responsive. We know that one size does not fit all and that pupils’ needs can change over time. Every pupil benefits from a strong universal therapeutic offer, with additional targeted or specialist interventions provided where these are needed.

Our Universal Therapeutic Offer

Therapeutic practice is embedded throughout the school day and begins with the relationships pupils develop with the adults around them. All pupils benefit from:

• a physically and emotionally safe learning environment;
• small classes and high levels of adult support;
• positive and consistent relationships with staff;
• staff with a strong understanding of SEMH and individual need;
• personalised learning and inclusive classroom practice;
• opportunities to develop emotional regulation and social skills;
• tutor and pastoral support that promotes connection and belonging;
• opportunities for physical activity, creativity and enrichment;
• access to outdoor spaces and activities that support wellbeing; and
• a school culture built around inclusion, positive relationships and high expectations.

A Graduated Approach

Where a pupil needs support that is additional to our universal offer, we provide a broad range of therapeutic interventions matched to individual need.

Our current therapeutic pathways include:

Mentoring – Trusted one-to-one relationships that support pupils to develop self-awareness, confidence, emotional regulation, positive behaviour and strategies for overcoming barriers to learning.

Counselling – Individual therapeutic support providing pupils with a safe and supportive space to explore difficulties, understand their emotions and develop healthier coping strategies.

Therapeutic Support for Children Looked After – Targeted support for children looked after and previously looked after pupils, recognising the particular impact that experiences of loss, separation and disrupted attachment can have.

Boxing – Structured physical activity used to develop discipline, resilience, confidence, self-regulation and positive approaches to challenge.

Personal Training – Individualised fitness programmes that promote physical wellbeing, confidence, self-esteem, motivation and goal-setting.

Lego Therapy – Structured sessions supporting communication, teamwork, shared attention, problem-solving and positive social interaction.

Sensory Support – Access to calm, low-stimulus environments and appropriate sensory strategies to support regulation and reduce anxiety.

Music – Creative opportunities, including music production, that enable pupils to develop confidence, self-expression, emotional awareness and new skills.

Horticulture – Practical, nature-based activities that promote wellbeing, patience, responsibility and resilience.

Cooking – Therapeutic and practical experiences that develop confidence, independence, communication and wider life skills.

Alongside these interventions, targeted PSHE and other personalised programmes may be used to respond to particular vulnerabilities or areas of need.

The Right Support at the Right Time

Therapeutic support at NRHS is flexible. Some pupils may benefit from a short-term intervention at a particular point in their school journey, while others require more sustained support. Provision may be delivered individually, in small groups or through creative, practical and physical approaches depending on what is most appropriate for the pupil.

Our therapeutic, pastoral and teaching teams work closely together so that support does not operate in isolation. Pupils’ progress and changing needs are regularly reviewed using staff observations, pupil voice, attendance and engagement information, behaviour patterns, EHCP outcomes and, where appropriate, information from families and other professionals.

As pupils develop new skills and greater independence, support can be adapted, reduced or changed. The aim is not for pupils to remain dependent upon therapeutic intervention, but for them to develop strategies, confidence and resilience that they can increasingly use for themselves.

Making a Difference

We evaluate therapeutic support by considering the difference it makes to pupils’ everyday lives. This includes improvements in emotional regulation, confidence and self-esteem, relationships, attendance, engagement with lessons and pupils’ ability to manage challenges successfully.

Most importantly, we listen to our pupils. Their experiences and views help us understand what is working, shape individual provision and continually develop our therapeutic offer.

At NRHS, therapeutic support and education are not separate. They work together to help pupils feel safe, overcome barriers, engage with learning, recognise their strengths and achieve their potential.