Occupational Therapy and Physiotherapy
Occupational and Physiotherapy departments work closely together at Blossom House School. Where children have a specific need for one or the other, their needs are met accordingly.
Occupational Therapy and Physiotherapy Service
1. Curriculum Provision
OT and PT are integrated into the Lower School curriculum.
IEP’s are set termly for every child alongside other core subjects.
Gross motor learning breaks delivered in ALL curriculum lessons for ALL pupils in Lower and Upper School groups.
Sensory Integration theory is integral to the teaching strategies implemented in the classrooms across all curriculum subjects.
Advice and Education for staff and parents to aid the children in accessing the National Curriculum.
2. Individual Provision
Pupils who are identified to have a specific need for individual therapy will receive direct one to one input weekly.
3. Paired or small groups
4. Fine motor development and handwriting groups
5. Sensory Diets
Sensory diets are implemented according to individuals’ needs. These may be set to aid the child’s learning and behaviour at school and at home.
6. Specialist programmes
Specialist programmes delivered to specific individuals or groups depending on their need, such as:
Zones of Regulation
Handwriting Without Tears
Write From The Start
The Teodorescu Perceptuo-Motor programme.
Fed Up - (fussy eaters) Programme
7. Environmental Adaptations
Individualised seating for posture within the classroom.
Move ‘n sit cushions
S I talks for teacher training (GTP)
Sensory Integration in the classroom (INSET for local schools)
Father-Child Rough and Tumble Workshop
We are fully equipped with a sensory integration room, complete with multiple suspension points and specialist lighting equipment to provide a variety of sensory experiences.
At Blossom House School, all OT and PT therapists are Sensory Integration trained and use a combined SI and Visual Perceptual Motor approach. We have one full time Occupational Therapy Assistant working alongside therapists to aid in delivery of individual and group provisions.
Two of our therapists have done the Helen Arkell (certificate Level 5) Course and are trained specifically to help children with Dyslexia(SpLD). Those children that require help with reading and writing can receive help using a sensory integration approach to learning.
Our therapists work within a multi disciplinary team and are therefore able to provide integrated classroom support and behavioural strategies devised in conjunction with school behavioural specialist. Therapists work closely alongside speech and language therapists using strategies such as the MORE approach to improve oral-motor skills.
Daily Living Skills: The Speech & Language Therapists and Occupational Therapists jointly deliver the sessions to pupils in the Lower School. These collaborative sessions develop the pupil's communication skills, social awareness and overall independence. Topics covered in these sessions include hygiene, dressing, personal safety and food preparation. These sessions also incorporate community visits where the pupils carry out functional tasks such as buying items in a shop, ordering a beverage at a café or borrowing a book at the library. At the end of each session, the pupils are encouraged to reflect on their own performance in each daily living activity. This supports the pupils to increase their self-awareness of their own strengths and needs so that they can use these strengths to harness their areas of difficulty.
The integration of approaches from two disciplines enables the pupils to learn functional vocabulary and appropriate social behaviour whilst simultaneously acquiring the skills to plan and carry out an activity of daily living in sequence. The SLTs and OTs collaboratively deliver interactive parent workshops where they demonstrate the skills explored in these sessions. Parents can then promote these independence skills within the home environment to support generalisation.
Classroom Skills Sessions: are delivered by Occupational Therapists. The general aims of Classroom Skill sessions are to increase the children’s confidence and independence with everyday tasks they are faced with in the classroom environment.
Using a ruler to draw a straight line
Using a ruler to measure
Sharpening pencils and using a rubber
Using a hole punch
Cutting and sticking down worksheets
Tidying up after ourselves
By working on these more functional skills, the children will be developing their general fine motor skills, and at the same time increasing their independence in the classroom. This will also prepare them for learning how to organise themselves appropriately as they transition up the school and are required to become more independent.
Although pupils work on functional tasks they also focus on the underlying fine motor and visual perceptual skills needed to complete these classroom tasks.
Improving body awareness in space
Increasing shoulder girdle strength
Developing postural control
Increasing finger strength
Improving dexterity and in-hand manipulation
Improving pencil control, wrist extension and encouraging an open web space
Developing visual perception skills
Sequencing and following instructions