Our Services

Every child referred to Movement Therapeutic Support Services for support sessions or school-based support begins with a dedicated assessment phase lasting 8 to 12 weeks. This phase is not a waiting period — it is the foundation of everything that follows. Rather than moving straight into intervention, it is valuable to take the time to genuinely understand each child as a whole person: their history, their strengths, their voice, and what they need to feel safe and supported. Information is gathered progressively across multiple contacts using a range of age-appropriate methods and never in a single sitting. The assessment draws on direct observation, conversations with the child, carer reports, case file review, school consultation and collaboration with other services already involved. At the close of the assessment phase, findings are brought together into a comprehensive Therapeutic Needs Assessment and used to co-develop a personalised Individual Support Plan with the child, their carer, and the wider care team. Weekly or Fortnightly sessions will be conducted with the child during this phase to focus on building the therapeutic relationship and assessing the child’s strengths and challenges.

The assessment phase covers the following areas:

• Child and placement background, care history, and key trauma and loss factors
• Medical, developmental, and psychiatric history, including existing assessments and reports
• Current support network mapping to identify gaps and avoid duplication
• The child's own voice — their views, wishes, goals, and what helps them feel safe and regulated
• Domain-by-domain assessment across health, emotional wellbeing, relationships and social connections, communication, sense of belonging and identity, placement stability, school engagement, and daily living skills
• Overall clinical summary including recommended intervention tier, session frequency, referral needs, and any urgent safety or risk actions

Not all Assessments will need to be followed by Therapeutic Support Sessions. Recommendations for support will be made at the end of the assessment period. Assessments can be requested as a stand-alone support service, to assist the care team in developing a greater understanding of the child’s needs.

One-on-one, trauma-informed and goal-oriented sessions focused on building emotional regulation, coping strategies, social skill building and a stronger sense of identity. Sessions happen wherever the child feels most comfortable; at home, school, or in the community either weekly or fortnightly. Sessions are planned based on the child's Individual Support Plan, which is developed after an 8-12 week Comprehensive Support Needs Assessment.  

Sessions may include:

• Therapeutic conversation, narrative work and expressive activities tailored to the child's age and developmental stage
• Emotion identification, regulation skill-building and personalised coping strategy development
• Identity exploration, self-esteem and resilience strengthening
• Non-clinical trauma processing and safety-building (escalated to clinical services where required)
• Social skills development and support around peer and family relationships
• Practical guidance on supporting the child’s engagement in school, healthcare and community activities

Trauma informed support delivered directly at school; helping with attendance, engagement, and connection, while liaising closely with teachers and the wider care team to keep everyone working from the same page. 

Support includes:

• In-school therapeutic check-ins and structured support sessions
• Attendance, re-engagement and school refusal support
• Collaborative development of support plans and strategies with teachers and school counsellors
• Liaison and communication between carers, schools and case managers
• Transition support for school changes following placement moves or disruptions

Structured, goal-directed mentoring is available to children and young people who benefit from having a consistent, trusted adult presence. Mentoring complements the broader therapeutic support plan and is particularly valuable for older young people building their identity and pathways to independence. An assessment is not required for mentoring support, however a modified version of an Individual Support Plan will be developed to ensure purposeful, goal oriented support is provided and progress is measured. Recommended for children aged 13+ only.

• Regular one-to-one sessions in community settings
• Strengths and interest exploration, goal setting and future aspirations
• Vocational pathways, volunteering and community participation
• Building healthy social connections and a sense of belonging
• Positive adult relationship modelling; a safe, steady presence

Development of proactive, strengths-based plans that support stable placements, build carer and care team confidence and keep everyone's safety and wellbeing front of mind. This can include Positive Behaviour Support Plans, Placement Stabilisation Plans, Self-Care Plans, and Safety Plans — with Individual Support Plans developed for every child accessing therapeutic support sessions. 

Dedicated support for foster, kinship and residential carers. Practical strategies, behaviour support planning and space to talk through the realities of caring for a child who's experienced trauma. 

Coaching sessions can include: 

• Working through therapeutic frameworks including trauma-informed care, PACE and attachment-based parenting
• Understanding and responding to behaviour as communication — identifying triggers, unmet needs and de-escalation strategies
• Behaviour support strategy development. Co-creating practical, personalised approaches for the carer to implement at home
• Carer self-care planning — developing a personalised self-care plan to sustain carer wellbeing and reduce the impact of vicarious trauma
• Supporting the child’s cultural identity, sense of belonging and connection to family and community