Pupil Assessment and Reintegration Centre (SEMH Provision)
Pupil Assessment and Re-integration Centre (PARC) Vision
The purpose of the PARC is to support pupils to re-integrate successfully to a mainstream or specialist setting following exclusion or risk of exclusion.
Our provision offers an attachment and trauma friendly approach which fosters warmth, clear boundaries and high expectations so that all learners can reach their full potential by supporting them to re-integrate successfully into a mainstream or appropriate setting whilst accessing an appropriate and ambitious broad and relevant curriculum.
St James will support all learners to access this by:
- Understanding the complex needs of our pupils so that they can reach their potential academically, physically and spiritually
- Contributing to each pupil’s ability to self-regulate and build resilience to manage their behaviour in a positive manner
- Embracing every opportunity to develop basic skills in reading, writing and maths
- Working collectively with our pupils, their parents/caregivers and other professionals to ensure individual needs are assessed and met
- Working collectively with partnership schools, class teachers and other staff so that pupils re-integration into a long term setting is effective and successful
Working together, we build bright futures.
“In everything, treat others the same way you want them to treat you”
PARC Reintegration Continuum and Pathway
Play and Arts Therapy
This intervention is available to some pupils attending the PARC provision.
What is Play and Arts Therapy?
Every now and again we all need help with life – emotional issues affect everyone at certain times and children are no different. In times of need, as adults we may seek talking therapies or find just chatting with friends or family helps. Children, however, are not sufficiently developed to be able to put their feelings into words. Instead, they use a different language; this might be aggression toward teachers or other class members, defiance towards teachers or those in authority, difficulty making or keeping friends, disruption and withdrawal. These symptomatic behaviours are among the many ways that a child can signal to us that something is not right.
Play and arts based therapies offer children a way to explore and work through these feelings in a safe and therapeutic environment. The child can access those thoughts and feelings that they cannot articulate, through play and through the therapeutic relationship that develops between the therapist and the child. Difficult or confusing feelings can be expressed and discharged safely through their play experience, therefore reducing their need to act out these feelings elsewhere.
Research has shown that 83% of children referred for play therapy show an improvement in their behaviour and emotional state.
What happens in a session?
A toolkit of activities and toys especially chosen to enable the child’s therapeutic process is used. This includes art and craft materials, such as painting, drawing and collage, clay, sand tray, storytelling and creative visualisation, puppets, music and movement and masks/dress up. This tool kit allows the therapist to work with the child both non-directively (where the child leads the play, within safe boundaries) and directively (where the therapist leads).
Sessions last between 45 -50 minutes and take place at the same time and place every week. Sessions are confidential between the therapist and the child, unless a child protection disclosure is made.
What you can do to help
- It is helpful if you can resist asking what the child has done in sessions
- Please encourage your child to attend the sessions regularly
- Asking your child to be good or checking if they have been good is not necessary; your child needs to be themselves; there is no ‘good’ or ‘bad’ in sessions
- During the course of individual therapy behaviour may appear to get worse before it gets better. If you have any concerns please contact me.
Our Therapists at St James
My name is Tanya Wates and I am a Registered Play and Creative Arts Therapist.
I am a member of Play Therapy United Kingdom (PTUK) and appear on their register, which is approved by the Professional Standards Authority, a quality assurance body accountable to Government. I trained for both the Post-Graduate Certificate in Therapeutic Play Skills and the Post-graduate Diploma in Play Therapy with the Academy of Play and Child Psychotherapy (APAC). I adhere to the PTUK Ethical Framework. I have an up to date DBS and all my work is subject to clinical supervision. I am also a Parent Child Attachment Play Practitioner (PCAP) which enables me to work with and empower parents to improve their relationships with their children through play.
My name is Helen Coy and I am registered with the BACP and UKCP as an Integrative Child Counsellor (Senior Trainee).
I trained with the Institute for Arts in Therapy and Education and have a Diploma Child counselling using the Arts, as well as a Diploma in Psychotherapeutic counselling. I have worked in schools for over 10 years, not only as a counsellor, but also as a class teacher and 1-1 Teaching Assistant.
I have an up to date DBS and all my work is subject to clinical supervision.