Frequently Asked Questions
Questions About Therapeutic Support? You’re in the Right Place
If you’re exploring therapeutic options for pupils, preparing a proposal for governors, or simply trying to understand whether play therapy might help a child you’re concerned about, this page answers the questions schools most often ask.
What space do we need to provide for therapy sessions?
You’ll need a quiet, private room where children feel safe and won’t be interrupted or overheard. The space doesn’t need to be large – a small office, unused classroom, or designated wellbeing room works well. Consistency matters more than size, so ideally the same room should be available at the same time each week. I bring my own toolkit of therapeutic materials, so minimal furniture is required. Just a table, a couple of chairs, and secure storage for equipment between sessions. The room should be away from main corridors where possible, helping children feel their sessions are confidential and protected.
Can you work with multiple pupils in one day, or do you need separate visits?
I can see multiple pupils during a single visit to your school, which makes the service more cost-effective and reduces disruption. Sessions are 40 minutes long, so I can typically work with up to five pupils in one school day, depending on your timetable constraints. This block booking approach works well for schools with several children needing support.
What happens during the initial assessment period?
The first two to three sessions serve as an assessment period where I observe how each child engages with therapeutic materials, build initial rapport, and identify the most appropriate therapeutic approach for their specific needs. During this time, I’m noting whether the child responds better to non-directive play, more structured creative activities, or a combination of approaches. I’ll gather information from you about the child’s presentation in school, speak with parents where possible, and begin forming a clear picture of therapeutic goals. After this assessment period, I provide feedback to school and parents about my observations and recommendations for ongoing work.
Do we need to prepare children before their first session?
Gentle preparation helps children feel more comfortable. I provide simple language you can use when introducing the service: “You’re going to spend some time with Susie each week. She has lots of things to play with and make things with, and it’s a time just for you.” Avoid framing it as “because you’re naughty” or “to fix your behaviour”, which creates anxiety and resistance. Children benefit from knowing when and where sessions happen, that the room is private, and that they can choose what to do during their time. Some children feel worried about missing lessons, so reassurance helps them relax and engage.
How do you integrate with our existing pastoral support systems?
Therapeutic services work best when they complement, rather than duplicate, your existing support. I liaise regularly with your pastoral lead, learning mentors, and classroom teachers to ensure we’re working towards consistent goals. If a child already receives support from a learning mentor for friendship skills, for example, my therapeutic work might focus on the underlying anxiety or attachment issues driving their social difficulties. I attend relevant meetings about pupils I’m working with, contribute to pupil progress reviews, and share appropriate information within safeguarding frameworks. This collaborative approach strengthens overall support and prevents children from becoming confused by conflicting messages from different adults.
What ongoing commitment does the school need to make?
Beyond providing the room and supporting timetabling, schools need to facilitate brief weekly communication with relevant staff about each child’s presentation in class. This might be a five-minute conversation with the class teacher or a quick email update. You’ll also need to support parental engagement where appropriate, sharing information about how therapy is helping and occasionally facilitating parent meetings. If a child discloses safeguarding concerns during sessions, you’ll need to follow your usual safeguarding procedures. The time commitment from school staff is modest – perhaps 30 minutes per week across all aspects – but the consistency of this support significantly strengthens therapeutic outcomes for pupils.
Are there package rates if we book regular weekly sessions?
Yes, regular booking commitments attract preferential rates. Schools commissioning a full day’s provision (typically five pupils) receive better rates than ad-hoc single sessions. This approach benefits both parties – you achieve cost efficiencies and can plan budgets accurately, while I can commit regular time to your school knowing the provision is sustainable. We can discuss package options that match your budget and anticipated demand. Many schools find that committing to regular provision for one or two terms initially gives them the data they need to secure longer-term funding.
How do schools typically budget for therapeutic services across the academic year?
Most schools budget for one or two days per week of therapeutic provision across the academic year, supporting 10 to 15 pupils per term on a rolling basis. Some pupils receive support for one term and then finish, creating capacity for new referrals. Others need support across two or three terms. This rolling programme ensures efficient use of resources while meeting ongoing need. Schools typically review their therapeutic provision budget in spring term when planning for the next academic year, using data from the current year about numbers of referrals, average intervention length, and outcomes achieved. This evidence-based approach helps you advocate effectively for continued or increased funding.
What happens if a child needs longer support than originally funded?
If a child needs extended support beyond the originally planned intervention, we’ll discuss this together before the planned ending date. I’ll explain why additional sessions would benefit the child, what we’re working towards, and a realistic timescale for achieving therapeutic goals. You can then make an informed decision about whether to extend funding. Most schools build some flexibility into their budgets for this situation, perhaps holding back 10% to 15% of the therapeutic budget for extensions or urgent new referrals mid-term. No child’s therapy ends abruptly due to budget constraints – we always plan endings carefully, usually over two to three sessions, ensuring the child feels prepared rather than abandoned.
How do we identify pupils who might benefit from therapeutic support?
Watch for persistent changes in behaviour, mood, or engagement that last more than a few weeks. Red flags include increased anxiety, withdrawal, or tearfulness, behavioural changes such as aggression, defiance, or refusal, friendship difficulties or social isolation, reluctance to come to school or school refusal, regression in skills they’d previously mastered, concentration difficulties affecting learning, sleep problems or tiredness, and physical complaints without medical cause like regular stomach aches or headaches. Don’t wait for a crisis before referring. Early intervention when difficulties first emerge prevents escalation and produces better outcomes. If several staff members express concern about the same child, or if you’re noticing concerning patterns rather than isolated incidents, therapeutic support is worth considering.
What information do you need when we make a referral?
I need basic information about the child including name, date of birth, year group, key contact at school, and parent contact details. Tell me about your concerns describing what you’re noticing and how long it’s been happening. Share any relevant background such as recent family changes, previous support the child has received, involvement with other agencies, and any diagnosed conditions. I also need to know what you’re hoping therapeutic support will achieve, even if that’s simply “we want them to feel happier” rather than specific behavioural targets. Don’t worry if you don’t have comprehensive information. We can gather additional details during the assessment period. The most important thing is that you’ve noticed a child struggling and you’re taking steps to help.
Can we refer children with autism or ADHD?
Absolutely. Play therapy and Creative Arts Counselling are effective for children with autism, ADHD, and other neurodevelopmental differences. The creative, non-verbal nature of play therapy particularly suits children who struggle with verbal expression or find talking therapies overwhelming. I adapt my approach to meet each child’s needs, perhaps using more structure for a child who finds open-ended sessions difficult, or incorporating movement breaks for children who struggle to sit still. Many neurodivergent children express themselves beautifully through creative media when verbal communication feels challenging. The therapeutic relationship and safe, accepting space benefit all children regardless of diagnosis, helping them process emotions, develop coping strategies, and build confidence.
How long does each session last?
Each session lasts 40 minutes. This duration balances therapeutic depth with practical school constraints. It’s long enough for children to settle, engage meaningfully with therapeutic materials, and work through emotions, whilst short enough to fit within lesson periods and minimise disruption to learning. For younger children or those with concentration difficulties, 40 minutes provides ample time without becoming overwhelming. For older pupils, the time allows substantial work while remaining manageable within the school day. Sessions include the child’s arrival, settling time, active therapeutic work, and a brief transition back to class, creating a contained experience that respects both therapeutic and educational needs.
How often do sessions need to happen?
Sessions work best when they happen weekly at the same time and place. This consistency helps children feel secure, knowing when their session occurs and what to expect. Weekly frequency maintains therapeutic momentum while allowing time between sessions for children to process their experiences and practise new skills in daily life. Fortnightly sessions can work for less acute presentations or as children near the end of interventions and begin consolidating progress, but weekly sessions produce stronger outcomes during active therapeutic work. Gaps for school holiday breaks are manageable, but longer interruptions during term time can disrupt the therapeutic relationship and slow progress.
Can sessions happen during break times or lunch?
Sessions during break or lunch should be avoided where possible. Children need unstructured time to play, socialise, and decompress from academic demands. Using their break time for therapy can feel punitive and creates resentment towards sessions. It also prevents the peer interaction and free play that support emotional development and friendships. Occasionally, practical constraints mean lunchtime sessions become necessary, perhaps for a Year 11 student with a heavily timetabled day, but this should be the exception.
Can you work with children in care or with attachment difficulties?
Yes, these children can benefit significantly from play therapy’s relational approach. The consistent, safe relationship with the therapist provides a corrective experience, helping children learn that adults can be trustworthy and reliable. Many children with attachment difficulties test boundaries repeatedly or swing between neediness and rejection. The therapist remains steady through these tests, demonstrating care without rejection. Play allows children to express complicated feelings about carers, process separation and loss, and gradually build more secure relationships. This work requires patience. Interventions typically span 20 to 30 sessions, with some children needing extended support across multiple terms.
What about children who won’t engage or refuse to talk?
Children who refuse to talk often engage beautifully through play once they realise they don’t have to talk. The pressure is removed, and they can simply play whilst I maintain a calm, accepting presence. Many silent children gradually begin commenting on their play, then asking questions, building verbal communication at their own pace as trust develops. Some remain largely non-verbal throughout therapy whilst still making significant progress through their play. Resistance often reflects fear, shame, or previous negative experiences with adults. The therapeutic relationship demonstrates I won’t pressure, judge, or force them, creating safety that eventually enables engagement. If a child remains completely disengaged after several sessions, we’ll review whether therapy is the right approach or timing.
What information can you share with parents?
Parents receive general information about how their child is engaging with sessions, broad themes we’re addressing, and progress observed, without detailed play-by-play descriptions of sessions. For example, I might tell parents their child is “working through feelings about the family separation and starting to express anger more appropriately” without detailing specific play content. This balance respects the child’s confidentiality whilst keeping parents informed and engaged. Some children specifically request certain information not be shared with parents, which I honour unless safety concerns override confidentiality.
What qualifications do you hold?
I’m a Certified Play Therapist and Child and Adolescent Counsellor registered with Play Therapy UK, whose register is accredited by the Professional Standards Authority, an independent body accountable to Parliament. I’m also an experienced Primary School Teacher with a PGCE from Canterbury Christ Church and hold a BA in German with Management Studies from Leeds University. This combination of therapeutic training and educational experience means I understand both child development and mental health needs alongside the practical realities and constraints of school environments. All my clinical work is supervised by a qualified Clinical Supervisor in accordance with Play Therapy UK’s standards, ensuring ongoing quality and professional accountability. I maintain continuous professional development through regular training, ensuring my practice reflects current evidence and best practice.
What is Play Therapy UK and why does registration matter?
Play Therapy UK (PTUK) is one of two professional bodies regulating play therapists in the UK. PTUK became the first play therapy register anywhere in the world to gain Professional Standards Authority accreditation in April 2013. PSA accreditation means PTUK meets demanding standards for practitioner competence, ethical practice, and public protection. Registration demonstrates I’ve completed approved training, undertaken extensive supervised clinical practice, passed rigorous annual revalidation checks, and maintain ongoing clinical supervision and professional development. Registration provides assurance that I’m qualified, accountable, and working to nationally recognised professional standards. You can verify my registration on PTUK’s public register at any time, providing complete transparency about my credentials.
What continuing professional development do you undertake?
PTUK requires minimum 30 hours qualifying CPD annually, which I exceed through regular training, conferences, and professional reading. My CPD focuses on areas enhancing my therapeutic skills and knowledge, such as trauma-informed practice, neurodevelopmental conditions, attachment theory, and specific therapeutic techniques. I also undertake broader professional development relevant to school-based practice, including safeguarding updates, understanding SEND frameworks, and mental health awareness. This ongoing learning ensures my practice reflects current evidence and best practice rather than becoming stale or outdated. I’m required to submit annual revalidation data to PTUK demonstrating I’ve met CPD requirements, maintained supervision, and continued working to professional standards. This commitment to continuous improvement benefits every child I work with.
How does clinical supervision work?
Clinical supervision involves regular sessions (typically monthly) with a more experienced practitioner where I discuss my therapeutic work in confidence. Supervision provides professional support and development, ensures I’m working within my competence, offers perspective on complex cases, and maintains ethical practice. My Clinical Supervisor is qualified to oversee play therapy and counselling practice and helps me reflect on therapeutic relationships, challenge my thinking when needed, and continue developing skills throughout my career. PTUK requires all registered practitioners to receive regular supervision, with strict requirements of 1.5 hours per month of active practice. This ongoing professional oversight means I’m never working in isolation – there’s always another experienced professional reviewing my practice and ensuring children receive high-quality care.
Do you offer Life Story Work
Yes, I provide Life Story Work for children in care, adopted children, and those under Special Guardianship Orders. This specialist intervention helps children understand their personal history and make sense of their life experiences. Life Story Work differs from play therapy by focusing specifically on helping children piece together their life story, understand family history, and process decisions made about their care. The approach combines information gathering (accessing files, photographs, records), therapeutic sessions with the child and their primary carer working together, and creation of a personalised Life Story Book. This intervention typically spans 9 to 12 months. It works particularly well for children asking questions about their past, struggling with their identity, or experiencing placement difficulties. Working with the carer throughout strengthens attachments and helps both understand each other’s experiences better.
