Emotional well-being is incredibly important at Danebrook House School, our approach to each students’ educational experience is based on meeting their holistic need as much as academic need.

Our enrichment curriculum offers a range of different activities and programmes which are designed to support and nurture the well-being of each student and offer an alternative outlet and expression for their feelings and emotions. 

It is designed to support our students in their development of emotional regulation, including developing self-help strategies, and in gaining an understanding of how emotion affects decision making and other people. 

It also aims to help our students to become self-reliant; to learn how to learn, how to adapt and to develop the confidence necessary to become independent learners in the areas of personal, social and academic growth. 

Our therapeutic approach positions students at the centre of their education, allowing them the space to direct the pace and direction of their learning whilst providing an engaging and accessible curriculum.

We believe a successful therapeutic school demonstrates three key aspects, which are all interconnected: 

Therapeutic culture – a therapeutically informed physical environment – a context that helps each student reach their full potential. 

Together with our teachers, who are all experienced at working with children with SEN, our Therapeutic Practitioners work in an integrated way across the school. They can identify barriers to learning and suggest strategies to support our students to manage these, because strategies are shared with all staff, our students receive consistent, specific support and become able to progress and succeed. Over time, students become able to internalize and utilise these strategies themselves in their journey towards adulthood. 

Our Therapeutic Practitioners support our education team to incorporate therapeutic ways of enhancing learning opportunities both in and outside the classroom, during all activities on their journey towards independence. Our model enables us to offer whole school universal support at a core level, targeted support to identified small groups and specialist support to young people’s, identified on their EHCPs as needing 1:1 sessions.

Universal – Therapeutic practices that are embedded across the school day in both delivery of teaching and the environment.

Targeted – Complimentary blends of interventions for students that require more specific programmes delivered by staff.

Specialist – Distinctive individual interventions delivered by our Therapeutic Practitioners.