PAEDIATRIC OCCUPATIONAL THERAPY
AT BROOMHILL BANK SCHOOL
How can Occupational Therapy help students?
Occupational Therapy aims to facilitate the development of students who have
difficulties affecting their daily function and independence at home and at school.
The focus is to improve functional performance for self-care, leisure and educational
The Occupational Therapist at Broomhill Bank School:
Mrs. Josephine Stone is a Paediatric Highly Specialist Occupational Therapist and
employed by the Kent Community Health NHS Trust. She qualified in July 1991 and
has over nine years experience in Paediatric Occupational Therapy. Jo has worked
in a variety of settings i.e. special schools, primary and secondary mainstream
schools and a Children’s Centre. As part of her role as a community Paediatric
Occupational Therapist, she has for the last four years worked two days a week at
Broomhill Bank School (Mondays and Thursdays).
Jo is registered with the Health Professions Council and is a ‘Professional Member of
the British Association of Occupational Therapists’ and the ‘Children, Young People
and Families Specialist Section of the College of Occupational Therapists’. She is
also a ‘Professional Member of the Sensory Integration Network’.
Jo acknowledges the importance of Continuing Professional Development and
examples of the training she has undertaken includes:
Occupational Therapy for Children with Developmental Coordination
Language for Learning – supporting pupils with communication
Occupational Therapy for Children with Handwriting Difficulties
Building Blocks for Sensory Integration
Assessment and Treatment of Sensory Modulation Disorders in
Children with Different Developmental Disorders
Therapeutic Listening: Listening with the Whole Body
How does the Occupational Therapist work at the school?
The Occupational Therapy service endeavours to work closely with parents/carers,
educational staff, physiotherapist and speech and language therapists in assessing,
planning and carrying out interventions to maximise the effectiveness of treatment.
All new students will be fully assessed by the Occupational Therapist at school.
The Occupational Therapist uses standardised assessments, non-standardised
assessments and observations in the various school settings i.e. classroom, dining
hall and therapy lesson.
This together with information from parents and teaching staff help the therapist to
identify specific areas of difficulty and the effect on the student’s function.
Main assessment/intervention areas that Occupational Therapy covers are:
Self care skills such as using cutlery, dressing and toileting
Seating and other areas where specialist equipment could be required
Visual motor and visual perceptual skills
Fine motor skills and handwriting
Planning and organisational skills
Assessments commonly administered by the Occupational therapist at Broomhill
Bank School are:
BOT 2 Bruininks-Oseretsky Test of Motor Proficiency 2nd Edition by Robert H
Bruininks and Brett D Bruininks.
The Beery-Buktenica Development Test of Visual Motor Integration (VMI) by
Keith E. Beery – a standardized test designed to determine a child’s visual-motor
Test of Visual Perceptual Skills (TVPS-3) by Morrison F.Gardner - a standardised
test which considers a child’s understanding of what he sees, and his
interpretation of that stimulus (non-motor).
General Handwriting Assessment.
Sensory Profile by Winnie Dunn.
Self care skills observations.
An Occupational Therapy/Physiotherapy Report will be given to parents and school
staff, which will detail all the Occupational Therapy assessment findings and
Occupational Therapy intervention:
Weekly Therapy Class:
All students in the lower school attend a weekly therapy class. The class
provides an opportunity for the students to participate in a range of
exercises/activities, within small groups. The class follows a structured
programme recommended by the school’s Occupational Therapist and
Physiotherapist. The programme involves activities such as theraband exercises,
gym balls, scooter board, target toss, trampette, balance beam and speed
stacking. The varied activities are aimed at improving gross and fine motor skills,
balance, coordination and agility. These activities are recognised as being
beneficial across many parts of the curriculum for example with sitting posture in
the classroom and handwriting.
Support and integrated working within the classroom i.e. sensory strategies,
sensory motor circuits and handwriting practice.
Recommended strategies and activity programmes for home and school i.e. for
motor skills, visual perceptual skills, dressing skills.
Recommendation and issuing of specialist equipment in the classroom and dining
hall i.e. chairs, cushions, writing slopes, pens, pencil grips, cutlery.
Recommendation, issuing and training in how to use sensory tools and sensory
strategies i.e. movement breaks/sensory motor circuits, proprioceptive activities,
Sensit chair, Movin’sit cushions, Busylegz (to place feet on), hand fidget
items/sensory tool box, weighted sensory belts, weighted lap pads, weighted wrist
cuffs, therapeutic putty hand exercises and ear defenders.
Input of specific programmes used in class, group or individual session’s i.e.
Sensory Motor Circuits, ‘Write from the Start’ Teodorescu Perceptual-Motor
Program, ‘Speed Up’ handwriting programme and the Therapeutic Listening
Blocks of individual therapy sessions (if deemed appropriate and agreed with the
Monitoring and reviewing student progress, with therapy input adjusted as
Liaison with parents, staff and other therapists to provide information and offer
support and advice.
The Occupational Therapist also works in conjunction with the School’s Senior
Leadership Team to identify training needs and to provide in-house training to staff.
All new members of staff attend induction training with the Occupational Therapist.
Channels of Communication:
Coffee Morning for new parents
Parents of all new students entering Broomhill Bank School are invited to attend
the Therapy Team (Occupational Therapists, Physiotherapists and Speech and
Language Therapists) introductory mornings. During these meetings
professionals describe the provision and content of therapy within the school.
Types of assessment, resources and equipment are available to view and therapy
programmes are described.
New parents-teacher liaison meeting
All new parents are invited to a meeting with the Class Teacher in Term 1 to
discuss early progress. The Occupational therapist will endeavour to see the
parents at this meeting to share information, discuss assessments and
interventions regarding the student’s occupational therapy needs.
Home School Contact Book / Phone calls
The Occupational Therapist will use the Home School Contact Book, or will
telephone to keep parents informed about any additional work that is going on
and/ or to report on progress.
Annual Statutory Reviews (Review & Planning Meetings)
Upon entry into school all new students receive a comprehensive occupational
therapy assessment and report. The report will be included in their Annual
All existing students have an occupational therapy/physiotherapy contribution
written into the body of their Annual Review paperwork. However, students
receiving a significant level of occupational therapy input will receive a separate
occupational therapy review report at their Annual Review.
The Occupational Therapist welcomes and encourages close liaison with parents.
If parents have any questions or concerns regarding their child’s occupational
therapy needs and intervention, they are encouraged to contact the therapist on
Mondays and Thursdays at the school, leave a message at the school office or
document their query in the home contact book.