Therapy

Child and Family centred approach

Therapy sessions for individual children and for small groups, dependent on the age and abilities of your child. All sessions are child and family centred, and include parents and carers in the therapy process.

We use a range of different treatment approaches, depending on your child’s needs as determined during the assessment process. Sessions may focus on communication, movement and other skill development. Often the sessions are based on play.

One of our objectives is to share our knowledge with you so you’re best able to give your child help and support long after their therapy.

Sessions normally last between 45 minutes and one hour. The number of sessions each child attends will depend on their particular needs, as will the PIPs Service team members assigned to you.

Intensive blocks of therapy over 3-5 days can be arranged if you live too far to travel for weekly sessions. We have an onsite residential flat to allow families to stay with us while they are attending one of our intensive blocks.

Our therapy in action

The approach and benefit of the therapies we offer are explained below. These interventions are brought together in a collaborative and transdisciplinary way to develop individualised programmes that will address your child’s specific development needs. Our holistic approach means your child will receive a unique blend of specialist therapies, which are delivered by our transdisciplinary team. 

Physiotherapy

Physiotherapists work with babies, children and young people and their families, to optimise the child’s physical function. Physiotherapists work to promote active movement, building strength, developing balance skills, and maintaining and improving range of movement and flexibility in the joints. They help the child to develop a repertoire of movements to facilitate standing, stepping and walking in different environments. Physiotherapists work to reduce the possibility of contractures, deformities and pain. They are involved in assessments for adaptive equipment such as buggies, wheelchairs, walkers, canes, orthotics and for postural management programmes.

Physiotherapy includes:

Assessment

Physiotherapists assess the child’s motor function including gross motor milestones, gait analysis, muscle tone, range of movement and patterns of movement.

Intervention

As part of the transdisciplinary team, Pace physiotherapists design bespoke therapy programmes to improve movement skills and functional mobility including postural management programmes and post surgery rehabilitation programmes.

Advice

Physiotherapists provide support and training for parents, carers and other professionals who work with the child to support them in promoting functional mobility. Physiotherapy intervention reduces the chance of contractures, deformity and pain.

Speech and language therapy

Speech and language therapists (SLTs) work closely with babies, children and young people who have various levels of communication problems, and with those who have swallowing, drinking or eating difficulties. The speech and language therapist, as part of the Pace transdisciplinary team, will work closely with the child’s family.

Speech and language therapy includes:

Assessment

We assess the child’s speech and communication development to understand their difficulties and disorders as well as to observe their communication environments and to monitor progress.

Intervention

We design a specialist therapy programme for each child, which will be carefully woven into the daily programme of activities of the child.

Focus will be given on swallowing and feeding difficulties for children who need help in this area. We work with the parents and carers to make sure the child has a safe eating and drinking strategy in place.

For children who need support developing their vocabulary, language and interaction with others, we recommend communication strategies to support their development and aid their communication.

Advice

We support the child, their families, carers and those working with the children to learn, understand and implement communication programmes and strategies. Strategies may include the use of augmentative and alternative communication to allow children with communication difficulties to maximise their potential.

Occupational therapy

Occupational therapists work with babies, children and young people and their families, as well as the child’s carers and teachers, to promote active participation and independence in their ‘occupations’ of daily life. Occupations include sleeping, eating, playing, learning, self care and socialising.

Occupational therapists who work with children are knowledgeable about a child’s sensory, motor, cognitive, emotional and behavioural development, and about how to promote the child’s engagement, exploration and skill acquisition.

Occupational therapy includes:

Assessment

We assess skills such as ICT, handwriting, use of tools, dressing, ball skills and early academic skills both in the child’s home and school environments by observing the child’s participation in daily activities. The therapist will include the child, family and teachers when setting occupational therapy goals.

Intervention

We design bespoke therapeutic activities and programmes to improve the child’s ability to perform daily activities and achieve the occupational therapy goals set. We also support the development of differentiated strategies for use by other staff.

Outcome measures are used to review progress, and changes are made to the occupational therapy goals to reflect progress. Help can be provided for ‘signposting’ to other services that may be appropriate for the child.

Advice

We support and train parents and staff to help them to better understand the child’s needs and the help they need to succeed with everyday activities. We provide educational resources and equipment to promote the child’s occupational performance.

Conductive education specialist – conductor

Conductive education is a specialist educational approach rather than a treatment approach, used with babies and children with sensory motor difficulties such as cerebral palsy.

Conductive education promotes learning in:

  • Gross and fine movement skills
  • Balance
  • Standing
  • Walking
  • Speech
  • Academic skills
  • Self care skills.

Through active participation in daily conductive programmes, which will include movement and mobility, hand skills, self care and play, the child is motivated to learn how to work with their bodies and develop increased independence.

Conductive education typically takes place in a group setting to help interpersonal and social engagement. Typically programmes run across the whole day, although half day programmes may be appropriate for younger children.

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