All students at Alfriston have access to:

• A staff team trained in adaptive teaching, understanding SEND, trauma-informed approaches, and regulation strategies
• An embedded culture of the Zones of Regulation model throughout the school
• Regulation tools and strategies available in every classroom
• Additional adult support for regulation and wellbeing (on a rota basis)
• Designated safe spaces and facilities for regulation and wellbeing support
• A PSHE curriculum that addresses mental wellbeing
• A weekly therapies lesson embedded in the timetable, planned by our Speech and Language Therapist (SALT) and Occupational Therapist (OT)

Some students may require additional targeted support from the Wellbeing and Therapies Team.

This may include small group interventions, mentoring, or short-term programmes focused on specific needs such as emotional regulation, activities of daily living, or social skills. These supports are typically time-limited and regularly reviewed to assess their impact.

Targeted support addresses the provision outlined in Section F of a student’s EHCP that is not met through our universal offer.

Specialist provision is designed for students with more complex or persistent needs that cannot be met through universal or targeted support alone. This often involves a high level of direct input from SALT, OT, or external professionals such as educational psychologists, health services, CAMHS, or social care.

Alfriston is fortunate to employ a wide range of professionals who deliver targeted and specialist input across three key strands

Talking Therapies and Interventions

• Counselling
• Mentoring

Expressive Therapies

• Art Therapy
• Music Therapy
• Drawing and Talking

Health

• Speech and Language Therapy (SALT)
• Occupational Therapy (OT)
• Physiotherapy
• Medical care plans

We also work closely with external agencies to address the holistic needs of our students. These include (but are not limited to):

• Mental Health Support Team
• CAMHS
• Healthcare specialists
• Educational Psychology
• Virtual School
• Family Support Service
• Social Care
• Post-Adoption Team

If you believe your child would benefit from targeted or specialist support from the Wellbeing and Therapies Team, or from a referral to an external agency, please contact your child’s pastoral tutor.

The pastoral tutor will pass the request to the Wellbeing and Therapies Team, who will review it using a multidisciplinary approach.

The inclusion of a wide range of professionals within our team enables us to take a multidisciplinary approach to supporting students. This is essential in creating a holistic and responsive support system, particularly for students whose needs are often co-occurring and do not exist in isolation.

By bringing together professionals from education, health, and mental health services, Alfriston ensures that the diverse and often complex needs of pupils are understood and addressed in a coordinated way. This collaborative model promotes early identification of issues, shared responsibility, and consistent communication between agencies—leading to more effective interventions and improved outcomes.

Emma Collier-Radford (qualified DSL and SENCO)

Rachel Cunliffe – Speech and Language Therapist

Sadia Sheikh – Speech and Language Therapist

Kris Kissiedu –Occupational Therapist

Sam Mckenzie – Speech and Language Therapy Assistant

Lois Simpson – Multi disciplinary Therapy Assistant

Caroline Steadman – Multi disciplinary Therapy Assistant

Louisa Gildersleve – Multi disciplinary Therapy Assistant

Jamie-Lee Cripps – Healthcare Officer

Becky Sharp – School counsellor

Julia Michalakis – Music Therapist

Monika Kalogianni – Art Therapist

Kirsty Woodman – Wellbeing Assistant (Psychology Student)

Heather Smith – SEND and Welfare Officer