Clinical Team and Therapeutic Support
As a school with an in-house clinical team, therapeutic practice is embedded throughout the school.
All students receive our universal ‘All’ offer (blue layer). Should a student require additional clinical support, our ‘Group’ (purple layer) or ‘Individual’ offers (green layer), then a referral can be made to our Clinical Team, which will start the process for an assessment to be made, which will identify what kind of therapeutic support will best meet the student’s needs, and who of our clinical practitioners will be best suited to oversee this.
Please click on the Clinical Excellence (Clinical Excellence 2025 – OFG) document attached to read more information about what the All, Group and Individual offer may look like.
By utilising our lovely grounds and great resources on site such as a recording studio, woodwork room, horticulture area, cookery kitchen, hairdressing salon, car garage to name a few, our school makes sure that activities, therapy and counselling are easily accessible in the right surroundings to every student.
All individuals in our services receive this level of support as part of Outcomes First Groups focus on creating holistic, therapeutic environments in which individuals can thrive and progress towards achieving their potential. This includes access to our outlined strategy support, multi-modal communication approach and adapted environments. All students have a ‘Communication Profile’ and a ‘My Sensory World’ document to ensure staff know in the young person’s words how they would like their communication and sensory needs and preferences to be supported. Every student also benefits from having a dedicated ‘Key Worker’ who works with them to mentor, inspire, advise and guide them throughout their time with us. The Key Worker will also be the communication link between the school and home. Support at the ‘All’ level could also include emotional and mental health first-aid, ongoing welfare programmes as required from our Pastoral team, access to our team of highly skilled teaching and support staff, advice and training from our trained therapists/clinicians.
Groups of individuals in our services may require more focused support for a period of time to meet need. This might include a Speech and Language Therapy (SaLT) or Occupational Therapy (OT) focused therapy group. Support at the ‘Group’ level could also include a whole class education on the Zones of Regulation, a friendship skills group, access to a wellbeing group, etc. Support at this level could also include a clinical consultation to support and guide the staff team around a group of individuals with similar needs such as anxiety.
Some individuals in our services may require more individualised direct support for a period of time to meet their needs. This might include direct SaLT, OT, and/or Psychological Practice sessions. These sessions are always offered as a block of intervention to allow for consolidation and effectiveness, rather than open-ended support, ensuring the impact is measurable and targeted to the individual’s specific needs. Support at the ‘Individual’ level could include CBT sessions to target a personal need, a specialist assessment with a written report and recommendations, child-directed intervention to develop skills within a specific area such as building confidence communicating with others.
We believe to support the unique needs of our students it is essential to first build positive relationships with the young people so they can feel safe and supported. We believe that this provides a foundation on which education can be accessed. Trauma Informed Practice (TIP) (Introduction to TIP Leaflet – OFG) is a whole school approach that recognises the importance of Connect, Co-Regulation and Co-Reflection. (About the ThreeCs – OFG).
Being PACE-full (playful, accepting, curious, empathetic) is a key part Connection and how we aim ‘to be’ with all staff and students to support us to be effective in meeting the needs of individuals who have experienced trauma. If you would like more information about Co-Regulation, we have created a toolkit of resources in the following documents (Brainstem Calmers – OFG) (PDF – Coregulation Booklet).
We work within the Outcomes First Group strategy designed to support Autistic and Neurodivergent individuals called ‘Ask, Accept, Develop’ (AAD). (Neurodiversity AAD Strategy – OFG).
Meet the team:
Our team is based in the “Cottage” within the centre of the school grounds and includes a variety of therapists with varying skills, experience and qualifications.
- Isabelle Cant – Lead Clinician + Speech and Language Therapist. Issie leads the clinical team. Issie has a degree in Speech and Language Therapy BSc (Hons) as well as being a qualified ELKAN, SCERTS therapist and Signalong tutor. She has worked in several schools in her career and has experience supporting Neurodivergent individuals and individuals who have experienced trauma. Issie has received additional training in counselling skills, trauma-informed practice and supporting dysregulation. She is a member of the Royal College of Speech & Language Therapists (RCSLT) and the Health Care Professionals Council (HCPC). She is passionate about supporting young people to build healthy friendships and relationships. In her free time Issie likes to be in nature, go for a run, be creative or spend time with loved ones.
- Simon Pearce – Occupational Therapist. Simon is the Occupational Therapist at Wetheringsett Manor School. He trained at the University of East Anglia and has over 25 years’ experience as a qualified occupational therapist. More recently he completed a PGCert in Ayres Sensory Integration Therapy and qualified as a Sensory Integration Practitioner. In addition to working in schools, Simon has worked in primary care, adult learning disabilities, and secure mental health services. He has a special interest in the effects of trauma on sensory integration and intends to undertake more training in this area. When not at work you can find him enjoying sailing on the Norfolk Broads or working on his house which is a renovation project.
- Dominic Gentry – Psychotherapist. Dominic specialises in Cognitive behavioural Therapy (CBT) and psychodynamic therapy. He has a degree in Therapeutic Communication (BSc) and a Master’s degree in CBT and Counselling. Dominic has worked with young people and adolescents in various therapeutic roles for The Wilderness Foundation, Suffolk Mind, NHS and Children’s and Adolescent services in Suffolk County Council. Dominic has experience working with neurodivergent individuals, using evidence-based practice to treat depression, PTSD, Phobia, OCD and anxiety disorders. Dominic is a member of the British Association for Counselling and Psychotherapy (BACP) and the British Association for Behavioural and Cognitive Psychotherapy (BABCP). Dominic enjoys travelling, cooking, producing music, and having adventures in his spare time.
- Julie Streatfield – Psychotherapist. Julie has an (MA) in Psychotherapy & Counselling. She also has a (Dip) In Psychotherapy & Counselling including a (Dip) in Clinical Supervision. She is a registered member of the (BACP) British Association of Counsellors and Psychotherapists. Julie has worked in a number of schools over her 25-year career supporting individuals who have experienced complex traumas, SEN and ADHD. Julie has worked with young children, adolescents, adults and families. She is a keen long-distance walker and enjoys jogging, cooking, gardening and family time.
- Rachel Stock – Psychotherapist. Rachel is an experienced Psychotherapist and is Locality Lead for several Outcomes First Schools. She qualified as a counsellor in 2009, specializing in trauma-informed care for survivors of domestic and sexual abuse. Rachel is an Independent Domestic Violence Advisor (IDVA) and an Independent Sexual Violence Advisor (ISVA), with experience collaborating with the police in multi-agency settings to provide emotional and practical support. After ten years in this field, she shifted her focus to children’s mental health, managing a multidisciplinary team in a voluntary sector mental health service. Rachel has also worked as the Clinical Lead for a digital mental health service co-produced with children and young people, and she is qualified in EMDR therapy.
- Madeleine Haddock – Speech and Language Therapist. Madeleine has a degree in Speech and Language Therapy (BSc Hons) and studied at the University of East Anglia; Madeleine is also a qualified ELKLAN tutor. Post university Madeleine started work at Wetheringsett Manor and works across two Out Comes First Group schools. She is registered under the Health Care Professionals Council (HCPC) and is a member of the Royal Collage of Speech and Language Therapy (RCSLT). Madeleine enjoys running, travelling to hot countries, and baking in her free time.
- Ellen Harding Boyle – Psychotherapeutic Counsellor. Ellen has many years’ experience of working with children and young people (CYP), firstly as a teacher, and over the last ten years in various therapeutic roles. She hopes to support students to feel safe and to develop the psychological skills that will help them thrive both in and out of school. She has a postgraduate diploma in Child & Adolescent Psychotherapeutic Counselling from the University of Cambridge, a PGCE from the University of Southampton, a Masters in Applied Language and a BA in French and Drama from Hull University. She is a clinical member of the UK Council for Psychotherapy (UKCP). In her spare time, she enjoys running, yoga, being outdoors, creative arts, and socialising.
- Rosie Phillips – Therapies Assistant. Rosie previously worked at Wetheringsett Manor School as a Teaching Assistant prior to joining the Clinical Team, which she thoroughly enjoyed. She has two degrees; one in Visual Arts and master’s in Applied Psychology. She has experience working with SEN Students and looked after children. She is an energetic, dedicated, and sociable individual! In her free time Rosie enjoys reading, cooking and spending time with friends and family.
- Gina Hankins – Therapies Assistant. Prior to joining the Clinical Team as a Therapies Assistant, Gina completed a degree in BSc (Hons) Psychology and volunteered for a charity called Families Together Suffolk, supporting individuals with perinatal mental health. As part of being a Therapies Assistant, Gina is a qualified Drawing and Talking Practitioner. She has a calm and caring nature and is passionate about supporting our young people at Wetheringsett Manor School. In her free time, Gina likes to go to the gym in the evenings and go for walks with family and friends at the weekends.
Referrals to request additional support:
Support from the clinical team is often based on information written within a child’s Education Health and Care Plan (EHCP) as well as presenting needs within the school as we get to know the young person.
If you feel your child would benefit from additional support at the Enhanced or Specialist level or if you would like to arrange a meeting to discuss the needs of your child in more detail with a member of the clinical team, please complete the form attached and return to the Lead Clinician (Isabelle.cant@wetheringsettmanor.co.uk) : (Therapy Referral Form – Wetheringsett Manor)
Links to access external support:
The clinical team at Wetheringsett Manor School are happy to support families to access external support outside of the school such as the Children and Adolescent Mental Health Service (CAMHS). Below are links to information about the referral process in Norfolk and Suffolk:
Here is a list of useful resources from CAMHS to support families with the following needs: