Frequently asked
questions

We provide Psychological Services, Speech and Language Therapy (SLT) and Occupational Therapy (OT) in both mainstream and specialist schools. Support can be universal (whole-school initiatives), targeted (small groups) or specialist (one-to-one).

Yes, we offer both on-site and remote therapy options. On-site provision can take place in our clinics (which include spaces across our Outcomes First Group sites), at school or at home. Remote provision is available where appropriate within the home or school/college environments.

Absolutely. We liaise with SENCOs/Inclusion Managers and staff through consultations, case discussions, training, regular reviews and attendance at Annual Reviews or (Team around the Child (TAC) meetings.

Yes, our therapists conduct assessments and collaborate with parents and the school team to set goals for learners who do not have EHCPs.

Yes, therapies can be commissioned individually or combined to meet specific needs.

We provide goal-driven interventions, reviewed termly, with progress tracked against set objectives.

Yes, our team includes qualified and registered SLTs, OTs, Educational and Clinical Psychologists, supported by Assistant Psychologists and therapy assistants under supervision.

Yes, we work alongside schools, local authorities and health services to provide joined-up support.

Following discussion and agreement with the LA and the school SEN department, our therapists can work alongside the LA. For example, in providing the Universal and Targeted level therapeutic input, whilst the LA provides the Specialist level one-on-one interventions outlined in EHCPs. Or our therapists can collaborate with the LA on specific pupils. 

Yes, all of our therapists provide reports for EHCP Annual Reviews, reviewing the goals and outlining the recommended provision for the next year. Certain senior therapists can also provide specific reports for use at SEND Tribunals.

Yes, therapy can be provided for pupils out of education or in alternative provisions. This can be in-person or online, as appropriate.

Assessments and interventions can begin as soon as they are scheduled, usually within three weeks.

Yes, our team can work together by providing joint assessments, joint therapy sessions and joint training sessions. Our team also works together in collaboration with the family or school team to set goals and prioritise service delivery to maximise the pupil’s outcomes.

We offer a service called Momenta 360 that supports pupils with Emotionally Based School Avoidance (EBSA) or school-related anxiety. The service facilitates reintegration into school through continuous online education, therapeutic intervention to manage underlying needs, and clear lines of communication through the support of a Reintegration Coach. We work with the school to facilitate pupils’ reintegration into school as quickly as possible.

Yes, we can offer a short-term package of therapy as required.

We offer Speech and Language Therapy, Occupational Therapy, Educational Psychology, Child Creative Counselling and Psychotherapy.

Therapy can be delivered online where appropriate (i.e. the child is at a stage where they’re able to engage through this medium). Therapy can also be provided in the home or school setting, although this requires additional travel costs.

No, we accept self-referrals and conduct assessments to identify strengths and areas of need allowing us to set goals to underpin any necessary therapy. 

Parents and caregivers play a vital role throughout a child’s care. First, they contribute to the assessment process by discussing the child’s medical and family history as well as their current functioning. Next, they participate in setting goals to ensure that these objectives are practical and beneficial in the child’s everyday environment. Finally, parents and caregivers are involved in sessions either by attending directly or by discussing strategies and home practices to implement in the home environment.

Yes, the assessment and goal-setting process is individual to each child, and the therapy plan is tailored to facilitate achievement of the goals set.

Children with anxiety can be supported through various approaches, such as psychotherapy or child creative counseling. Those with sensory needs receive assistance through interventions and strategies identified by Occupational Therapists (OTs). Children who struggle with communication are helped by Speech and Language Therapists (SLTs). Sometimes, these needs overlap, and in such cases, our therapists work together and communicate effectively. They collaborate by incorporating strategies recommended by each specialist into their interventions. For example, an SLT might include sensory regulation strategies suggested by the OT in their sessions.

We are happy to talk with your child’s school to provide continuity of care in the school environment, but only with your explicit, written consent.

Therapy sessions can be 30, 45 or 60 minutes in length. How many therapy sessions will be required depends on the needs of the individual child.

At a minimum, our qualified therapists hold MSc or BSc degrees in their field and are registered with the Health and Care Professions Council (HCPC) as well as with the relevant Royal College.