Our Unique Model
Midlands Psychology EduTherapy is a unique model of alternative and complementary education.
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We bring together education, wellbeing support, psychological understanding and community-based learning to create an individual programme for each child or young person.
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We recognise that traditional education does not work for everyone.
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Our model allows us to adapt the way we teach, where learning takes place and the level of support provided, depending on the needs, interests and readiness of each young person.
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There is no one-size-fits-all approach.
Community Activities -Â Learning beyond the classroom:
Opportunities to develop confidence, independence and practical skills through activities in the community and outdoors.
Specialist Expertise -Â
The right support around the young person:
Our multidisciplinary approach allows us to draw on different areas of expertise to understand and support each young person's needs.
Psychological & Counselling Support -Â Supporting emotional wellbeing alongside learning:
Helping young people and families understand emotional challenges, build confidence and develop wellbeing strategies.
These elements work together to create a bespoke programme around each young person.
What makes our model different?
A flexible approach designed around the individual young person
SEND Learning Support -Â
Learning adapted to individual needs:
Specialist support and adaptations to help young people access learning in ways that work for them.
Sensory-Aware Curriculum -Â
Learning that considers the whole person:
We adapt learning experiences with sensory needs, communication styles and individual preferences in mind.
Health & Wellbeing -Â
Supporting emotional wellbeing alongside learning:
We help young people develop emotional regulation, confidence, self-esteem and skills that support their overall wellbeing.
How our model works
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We get to know the young person
We begin by understanding the individual — their strengths, interests, needs, experiences and what may be making education difficult.
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Our multidisciplinary team contributes to this process, depending on the needs of the young person.
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We build an individual programme
We design a custom plan for each child that includes:
• Personalised goals and interest-based learning
• Specialized sensory and emotional support
• Practical, outdoor activities
This holistic approach helps them thrive in and out of school.
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We adapt as they progress
We want your child to feel safe and relaxed, so we always work at their pace. Sessions are usually 1 hour long, but we understand that starting something new can feel overwhelming.
We can begin with shorter visits to help your child settle in and build confidence, increasing the session length as they become more comfortable.
In the home
We can provide sessions at home, creating a familiar environment where young people can feel comfortable, build confidence and engage with learning.
In the Community/ School
Where appropriate, young people can gradually develop confidence and independence through supported community activities.
Outdoors
We use outdoor spaces to provide practical, sensory and experiential learning opportunities, including activities such as allotment-based learning.
Where does EduTherapy take place?
Assessment and planning
Starting with the right understanding
Before developing a programme, we take time to understand the young person's individual needs and establish a starting point for their learning and development.
Assessment is multidisciplinary, led by our specialist SENDCO and involving other members of the team where appropriate.
This helps us establish a working baseline and identify priorities for the young person's programme.
We then use this information to set goals, monitor progress and review the support we provide.
Some may be ready to engage for several hours, while others may initially manage only a short session.
Our model allows us to start where the young person is and build from there.
As confidence, emotional regulation and engagement develop, we can gradually increase the length and complexity of sessions.
The goal isn't to make the young person fit the provision.
The provision adapts to help the young person engage.
Flexible from the start