Advice, guidance, outreach, training and centre based

As well as statutory work (medical and permanently excluded students), TDPC work closely with all local schools in a partnership capacity.  This means working with students and staff to further support inclusion and reduce exclusion.  

“We function best in the context of ‘felt safety’ and in relationship with other people. Attuned and responsive other people.” Louise Bomber (2020)

The Partnership Team at TDPC are committed to supporting mainstream schools in developing inclusive practice for SEMH to ensure that young people can remain successfully in their school place. We believe firmly in the importance of robust, supportive relationships from the Professionals working around and directly with a student.

The iThrive diagram illustrates the TDPC support available in partnership with schools and demonstrates the layered approach usually beginning with advice and guidance before access to other resources.

Outreach support:

Team 4 work with students (predominantly years 9-11) who are at risk of Permanent Exclusion. Their role is to build relationships, support with specific issues in and out of education as advised by school and as part of the team enabling the student to reconnect with their education. Team 4 support is accessed by direct referral to them. Each secondary school meets each half term with the Team 4 Senior Practitioner.

We offer an annual KS2/3 transition programme in the summer term to all secondary schools.

Partnership Work in school:

TDPC Partnership work can be offered through a Partnership Plan including: Theraplay, Lego Therapy group, TDPC attendance in school to work with staff team and student, Outdoor Education and sessions in our Workshop.

Referrals can also be made to access Play Therapy; a discussion with school is required.

All partnership work is subject to availability.

Partnership Work in Centres:

We have a small number of places available for short term partnership places subject to our statutory numbers in each Centre. It is expected that schools have accessed support as outlined above before requesting a place. All Partnership places are discussed at the Allocations Panel.

The documents below signpost how to access our support. We look forward to working with you.

Partnership Team:

Nicola Anstice – Assistant Head SEMH and Partnership

Annabel Lennox – SEMH Advisory Teacher

Georgina Collins – SEMH Advisory HLTA

Amanda Jones – Certified Play Therapist

Ali Keirle – Senior Practitioner – Adolescent Support Team (Team 4)

Leanne Clarke – Adolescent Support Worker (Team 4)

Valence Similien - Adolescent Support Worker (Team 4)

Michelle Wyatt – Partnership Administrator

What our partnership schools say:

“The whole team have a wonderful collaborative style and as SENCO I felt really supported and not alone.” Primary School SENCo ​

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“TDPC have been absolutely fantastic in their support to not only X, but our staff as a whole.” ​

School staff reflecting on KS2 Partnership Work, Advice and Guidance ​

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“The work of the DDC team rebuilt the children’s perception of education.” Headteacher​

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“The approach of having a TDPC member of staff in school was extremely beneficial – the staff member was able to support the child, upskill the staff, hold team meetings and provide all round positive support.” SLT reflecting on KS1 Partnership work​

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“The child that you worked with made so much progress in such a short period of time in regulating himself and letting others know what he wanted and needed. You were also a huge support for us as a school.” Review of Play Therapy​

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"The high-quality interactions and professionalism have been outstanding, enabling mainstream school staff to continue to develop their own practice." Impact of Play Therapy​

"Thank you for your skills, expertise and for making the students feel so welcome and comfortable.  It really helped and the feedback was very positive from the primary staff and the students." Secondary school feedback on KS2/3 transition sessions​

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"Thanks for all that you & TEAM 4 have done this year. Your support is so valuable." ​

"Thanks for all of your work.. We hugely value your time and efforts" Feedback from two Secondary schools to Team 4.

What our Accompanying Adults say:

KS2-3 transition session – accompanying adult from Primary School

"This process has been incredibly thought out and delivered. My student has been made to feel relaxed, safe, and excited about secondary school. Such an important intervention and honestly nothing has been left out. Excellent!"

What our Students say:

KS2-3 transition session – child attending the sessions

"It has really helped me feel less worried about coming to secondary school."