1. Children's Therapy Service
Alison Brown – Team Manager, Childrens Therapy team
Gill Clarke – Speech and Language Therapist
Jenna Tucker - Physiotherapist

2. Who are we? Physiotherapists : Katherine Cooke Harriet Gowthorpe
Katie Graver (maternity leave )
Stacey Maughan
Emilie Meynell –Advanced Clinical Specialist
Judith McDowell
Juliette Neylon
Helen Ryan (Applefields)
Maggie Soper (HMO)
Jenna Tucker -Advanced Clinical Specialist
Vicky Mulvana-Tuohy Professional Clinical Manager (currently on secondment)

3. Who are we? Occupational Therapists: Dietitians: Therapy assistants:
Ruth Ayres
Alice Donaldson
Ceiri Morgan
Helen Muschik
Alison Brown - Team Manager
Dietitians:
Julie Sharpe (advanced clinical specialist)
Jo Costello
Sarah Jayes
Helen Lyons
Clare Longfellow (maternity leave )
Ailis Redmond
Therapy assistants:
Karen Heaton
Zoe Prince
Helen Winterburn

4. Who are we? Speech and Language Therapists Child development centre:
Louise Watkins – Professional Lead
Sheryl Tattersall – Speech and Language Therapy Assistant
Child development centre:
Rachel Shearer – Advanced Clinical Specialist – Complex Needs
Maria Lahaniati – Advanced Clinical Specialist - autism
Pippa Hutton – Advanced Clinical Specialist – Dysphagia

5. Who are we? Speech and Language Therapists:
Cornlands Road Hub:
Clifton Hub:
Louise Nasir
Anne Mennim
Cathy Hunter
Jenny Watson
Gill Clarke – Advanced Clinical Specialist – Lead for Training
Julie Harrison
Selby Hub:
Tang Hall Hub:
Cath Brown – Advanced Clinical Specialist – Hearing Impairment and deafness
Kate Shaw
Ruth Newbould
Catherine Martin
Sophie Abbott – dysfluency specialist
Eve Ibbotson
Suzanne Thurling – Advanced Clinical Specialist – Transitions (Applefields School)

6. What is Physiotherapy?
Physiotherapy helps restore movement and function when someone is affected by illness, injury or disability
Chartered Society of Physiotherapy
How we help?
Movement
Exercise
Education
Advice
Manual Therapy (generally not in Paediatrics)!

7. What is Paediatric Physiotherapy?
Children age 0-19 years
Understand:
Normal child development
Normal movement patterns from birth
Wide range of childhood specific conditions
Therapeutic interventions that optimise development & wellbeing

8. A day in the life of a Paediatric Physiotherapist

9. What is Occupational Therapy?
Occupational Therapy enables people to participate in daily life to improve their health and wellbeing
Occupational Therapists help children to do:
What they need to do
What they want to do
What they are expected to do
What are children’s occupations?
… but are prevented form doing due to physical illness, disability or developmental difficulties

10. Children's occupations

11. Day in the life of a Paediatric OT

12. Therapy Intervention:
Assessment – PT/OT (may be joint)
Developmental milestones
Functional abilities
Clinical observation
Treatment Programme’s
Carried out by Therapist, assistant, parents/carer, Nursery/school staff
CDC, Home, Nursery/School
Goal Setting – Joint with parents/carer’s
Advice and education

13. Role of the Therapy Assistant:
Work on targeted outcomes alongside the therapist.
May be joint OT/PT goals set within the Care Aim Model.
Competency framework to support current skill level and promote further development dependant on service requirements.

14. What is Speech and Language Therapy?
Speech and language therapy supports the development of children and young people who present with speech, language, communication and /or eating and drinking difficulties
This includes difficulties with:
Understanding spoken language
Using spoken language
Developing speech sounds
Developing vocabulary

15. What is Speech and Language Therapy?
This includes difficulties with:
Social communication
Speaking in school (child may be silent)
Stammering
Voice e.g. husky or hoarse (referral to ENT is required prior to referral)
Eating and drinking (This refers to the process of eating, drinking and swallowing rather than in children choosing to eat a restricted diet).

16. Day in the life of a speech and language therapist.

17. Partnership working PHYSIOTHERAPY OCCUPATIONAL THERAPY PARENTS/ CARERS
EDUCATION STAFF
CHILD
SLT

18. Where are we now ; where are we going?
We recognise current climate:
Increasing financial pressures on NHS and education
impact of SEND on wider service
increasing population of children with disabilities, complex needs
Need to use our staffing resources to best effect, to ensure maximum impact in order to improve outcomes for children and families

19. Ongoing service improvement
Evidence based pathways:
Developed by the therapists
To provide the highest quality care to those who need it, when they need it.
Methods which will lead to better outcomes for our children.
Embracing 2 key Models of practice
Care Aims
Levels of intervention

20. CARE AIMS Recognises those most “proximal” (closest) to the child
Considers the level of clinical risk
“Is there something we can do to reduce this? ”
“Direct input vs supporting those most proximal to child?”
Need to indentify specific “Care Aim” for all intervention – outcome focused

21. Levels of Intervention
Universal provision
The school/setting environment enables children in the school/setting to access enhanced opportunities to develop provided through the expertise of staff on a daily basis.
At universal level the children benefit from good practice strategies for communication and sensory motor development and do not need regular input from us.
Therapy services will provide support for this through bespoke training to school staff (e.g. total communication) and access to our generic training offered advice and support.

22. Targeted provision
Some children will require additional support for their communication/sensory/ motor development that can be met by setting specific targeted intervention
This is carried out by school staff (and parents/carers, where appropriate ) following advice provided/ techniques modelled by a therapist.
Where there is no need for specialist provision children may be discharged, once advice/adaptive strategies in place.
Some children may need to access specialist equipment that school staff support the pupil to use. Equipment may also be required at home .
Therapy staff will support the introduction of new therapy equipment and ensure the child and staff/carers feel able and confident to use the equipment appropriately.

23. Specialist provision
Children who currently have a high level of specific need for SLT/OT/PT would receive specialist intervention from direct input form relevant therapy staff or therapy assistants
This may involve assessment /review for specific equipment; One to one treatment sessions; group work
This would be in addition to the universal and targeted provision received from school staff and from parents/carers working with the child in the community.

24. Long term: Universal Targeted Specialist
We expect children would be moving up and down this continuum.
We will operate on a needed based episode of care model which will see some children being discharged from long term review.

25. Referrals to Children’s Therapy
Who can refer?
SLT- anyone involved with the children
OT/PT- medical practitioner only
ie – GP
– Consultant
– Allied Health Professional
All referral information / criteria for
acceptance/ advice leaflets on:
York website –
Signposted on YorOK - local offer

26. What happens once a referral is made?
All referrals are triaged by senior therapists:
Urgent or routine
Local clinic or specialist therapist
Parents are then asked to ‘opt in’ to confirm they would like an appointment (SLT/MSK). They are then offered an appointment once available.

27. Training
We offer a comprehensive training packages on speech, language and communication, and developing physical and sensory skills.
Details are available from our website ore by ing Gill Clarke on