SEND, EOTAS & Reintegration Support

Our commissioned work can be delivered in schools, in the community, or from our dedicated therapeutic base:

The Coach House
Hyde Bank Road, New Mills, High Peak
A newly refurbished, calm and supportive environment designed to help children and families feel safe, regulated and ready to engage.

The Coach House includes:
✔ A creative / craft room for structured, hands-on work
✔ A sensory room for regulation and grounding
✔ A parent emotional coaching room for parent/carer sessions
✔ A gaming & digital music room to support connection, confidence and engagement

Commissioners and schools can commission Take Part for time-limited, outcomes-focused support such as:

Stabilisation and emotional regulation

✔ Relational 1:1 support (child-centred, trauma-informed)
Support can be delivered as 1:1 intervention or within a small therapeutic cohort, with staffing ratios determined by the child’s presentation, risk, regulation profile and EHCP needs.
✔ Practical strategies for regulation, confidence and daily functioning
✔ Consistent routines and low-demand re-engagement plans

Reintegration planning and paced re-engagement

✔ Phased reintegration plans that the child can tolerate
✔ Practical adjustments and communication plans to reduce conflict and relapse
✔ Support with transitions and key pressure points

Family–school bridging and coordination

✔ Strengthening relationships between home and school
✔ Clear review points and next steps
✔ Joined-up working with SENDCos, DSLs, inclusion teams and Early Help where appropriate

Parent / carer emotional coaching (where appropriate)

✔ Parent sessions focused on co-regulation, boundaries and emotional support
✔ Practical home strategies that complement the education plan
✔ Reducing overwhelm and improving consistency across settings

Creative therapeutic engagement         (Drama Therapy)

Some children and young people find it difficult to talk about how they feel, particularly when anxiety, overwhelm or emotional dysregulation make school feel unsafe or unmanageable. In these situations, creative therapeutic approaches can offer a more accessible way for children to explore emotions and rebuild confidence.

As part of the Take Part Therapeutic Engagement Programme, we may incorporate drama therapy approaches to support children who are struggling to engage with learning due to anxiety, trauma, neurodivergent needs or emotionally based school avoidance (EBSA).

Using storytelling, role-play and creative exploration, children can safely express feelings, explore experiences and practise real-life situations in a supportive environment. This approach can help children:

• build emotional safety and trust
• develop confidence and communication skills
• explore worries that are difficult to express verbally
• strengthen emotional regulation
• rehearse social or school situations before returning to learning environments

Creative therapeutic work forms part of our structured, time-limited intervention, typically delivered within a 6–12 week stabilisation and reintegration programme.

This approach can be particularly helpful for pupils experiencing Emotionally Based School Avoidance (EBSA), where anxiety or distress make direct classroom reintegration difficult.

Our work supports children whose needs go beyond ordinarily available school support, providing a personalised pathway to rebuild engagement with learning while working in partnership with families, schools and professionals.

Where appropriate, this support may also form part of a wider education support package for children who are temporarily unable to access school consistently, helping maintain engagement with learning while a safe and sustainable pathway back to education is developed.

Animal-assisted practice note (safeguarding)

Oscar’s involvement is optional, planned and risk-assessed. We use animal-assisted support only where it is appropriate for the child or young person and where it supports their emotional safety and engagement.

We:

• always consider consent, comfort and cultural needs
• screen for allergies, fears/phobias, sensory sensitivities and any relevant medical considerations
• agree involvement with parents/carers and professionals where required
• ensure Oscar is supervised by staff at all times and never left alone with a child
• follow clear hygiene and infection control routines
• maintain professional boundaries (no expectation of contact; children can choose distance and time)
• record and review any animal-assisted involvement as part of the child’s support plan

Oscar is included to provide a calm, regulating presence, not as a substitute for therapeutic intervention, and sessions can be delivered with or without him depending on need.

Take Part Wellbeing CIC works to robust safeguarding expectations. We provide:
✔ safer recruitment and DBS processes
✔ safeguarding policy and safeguarding lead
✔ risk assessment and escalation procedures
✔ professional boundaries, supervision and reflective practice

We work in partnership with families, schools and professionals to support sustainable change.  Packages may be commissioned as 1:1 intervention or small therapeutic cohort support, depending on need.