Occupational Therapy

Occupational Therapy at Brantridge School

At Brantridge School, our Occupational Therapy (OT) service supports pupils to develop the essential skills needed for everyday life. In this context, the word “occupation” refers to meaningful and purposeful activities—such as playing, learning, dressing, and eating—that allow children to grow, engage, and become more independent.

The OT service is led by Jessika Lack, our on-site Occupational Therapist. Jessika works closely with pupils, families, and staff to identify and address barriers to participation, ensuring therapy is meaningful, engaging, and tailored to each child’s needs.

Our OT provision may focus on the following areas:

1. Fine Motor Skills

· Developing hand strength and coordination for tasks such as handwriting, drawing, using cutlery, or doing up buttons.

2. Gross Motor Skills

· Building core strength, balance, and coordination to support posture, movement, and participation in physical activities.

3. Sensory Processing and Regulation

· Helping pupils understand and respond appropriately to sensory input (e.g. sounds, touch, movement).

· Interventions include sensory integration approaches and structured programs such as the Zones of Regulation to support emotional and behavioural regulation.

4. Visual Perceptual Skills

· Supporting the ability to interpret and make sense of visual information—for example, recognising letters, tracking objects, and copying from the board.

5. Functional Independence

· Promoting daily living skills such as getting dressed, brushing teeth, using cutlery, and managing personal care routines.

The Learning Pyramid (Williams & Shellenberger, 1996) guides our approach. This model shows how foundational sensory and motor skills support higher-level abilities like emotional regulation, behaviour, and academic learning. If a child’s sensory systems are not processing input effectively, it can impact their ability to participate and learn.

How We Work

Our Occupational Therapy team uses a range of assessment tools, including standardised tests, clinical observations, and informal assessments. Interventions are designed based on the pupil’s Education, Health and Care Plan (EHCP) and may fall under one of the following levels:

· Universal – Strategies and environmental adaptations used across the school to benefit all pupils.

· Targeted – Small group or individual interventions for pupils with identified needs.

· Specialist – Individualised, intensive support for pupils with complex OT needs as outlined in their EHCP.

We also provide ongoing training, advice, and modelling to school staff to help embed OT strategies into the daily learning environment.

Examples of Occupational Therapy Interventions:

· Use of equipment such as therapy balls, resistance tunnels, weighted items, and TheraPutty.

· Activities to support coordination and bilateral integration (e.g. using scissors, games that use both sides of the body).

· Sensory circuits and regulation-based group sessions delivered within the classroom or therapy room.

· Personalised strategies to support emotional regulation, motor planning, and independence.

Accessing OT Support

All pupils with identified OT needs outlined in their EHCP will receive support from Jessika Lack or the school’s Therapy Assistant, Ella Symes. If additional concerns arise, school staff or parents/carers can raise them through the school’s internal referral process. The therapy team will assess and determine whether further input is appropriate.