Therapeutic Support

Redbridge Alternative Provision (RAP) offers a comprehensive range of universal and targeted support and interventions across the school. Our therapeutic support is tailored to meet each student’s individual social, emotional, and mental health needs, ensuring a bespoke approach that responds effectively to their specific circumstances.

At RAP, we recognise that one size does not fit all. There are times when a student may require support that is additional to, and different from, the universal offer in order to access learning successfully.

The Universal Offer

The Universal Offer at RAP includes:

A learning environment where students feel physically and emotionally safe and secure.
A nurturing approach and a consistent therapeutic ethos across the school.
Constant positive regard.
Small class sizes.
A high adult-to-student ratio.
A broad, balanced, and aspirational curriculum, including a wide range of enrichment opportunities.
Personalised learning, including 1:1 Additional Learning Support where appropriate.
Highly trained teachers and support staff who understand the emotional aspects of learning and the challenges our students face.
Skilled support staff who assist students with both personal development and academic progress.
High-quality careers information, advice, and guidance.
Equal access and opportunity for all students.
A safe and dedicated outdoor area, including a MUGA, calisthenics equipment, and opportunities for break-time, after-school, and sporting activities.
Regular PE lessons to support physical wellbeing and help students release nervous or pent-up energy.
Daily opportunities to learn, practise, and develop social and emotional regulation skills through both structured and unstructured activities.

Learning Support and Interventions

Interventions to enable a student to better access the curriculum may include:

A visual timetable.
Alternative teaching approaches.
Adapted learning resources and materials.
Additional Learning Support (ALS).
1:1 support.
Referrals to other agencies e.g. Speech & Language.
Further diagnostic assessment e.g. Dyslexia.
Speech & Language support.

Where a student’s primary barrier to learning is that they are emotionally unavailable to learn, a range of therapeutic supports and interventions are available. In most cases, these are delivered through a graduated response, with the level of support increasing in frequency and or intensity according to need.

Therapeutic Support – a graduated response

Behaviour Mentors

Behaviour Mentors work closely with students to address current and potential barriers to learning through supportive 1:1 relationships. They support students to develop coping strategies, increase motivation, raise aspirations, and re-engage with education.

Mentors recognise that difficulties with learning and behaviour often stem from complex underlying factors such as bereavement, low self-esteem, mental health needs, family circumstances, peer relationships, bullying, or substance misuse. They provide students with a trusted adult who listens and supports them in navigating these challenges.

Behaviour Mentors develop individual action plans with students, work closely with parents and carers, and liaise with external professionals where appropriate, including Social Workers, Youth Offending Service workers, and Education Welfare Officers.

Our Behaviour Mentors are Mr Akoto and Mr Boafo.

Sensory Room

The Sensory Room provides students with a safe and calming environment to manage stress and anxiety, particularly when school feels overwhelming. It supports emotional regulation through sensory breaks, movement, and tactile activities, helping students to regain control and re-engage with learning.

The space also promotes communication and social skills through guided activities and co-operative play. Sensory provision is particularly beneficial for students with Autism, ADHD, sensory processing differences, or anxiety, and can be adapted to meet a student’s individual needs.

Art Therapy

Art Therapy is delivered through 1:1 sessions and provides a structured therapeutic approach for students who have experienced exclusion and may struggle with behaviour, confidence, or engagement.

Students work with a wide range of creative materials, including drawing, painting, collage, sculpture, and mixed media. Sessions are designed to encourage exploration, creativity, and experimentation within a safe and supportive setting.

Through the creative process, students develop self-confidence, focus, resilience, and emotional expression, supporting improved engagement with school and everyday life.

Reset Time

Reset Time provides students with a short, supervised opportunity to step away from the classroom when they are feeling overwhelmed. This allows students to reflect, co-regulate with an adult, and manage their emotions before returning to learning.

It is a proactive strategy designed to reduce escalation, support emotional regulation, and minimise disruption to the learning of others. Reset Time is supervised by the Pastoral Team, with support from Behaviour Mentors. Students are listened to, supported to regulate, provided with appropriate work, and supported to return to lessons when ready.

Therapeutic support for Children Looked-After (CLA)

Children who are looked after by the Local Authority, or who have recent experiences of care, often experience trauma related to attachment, separation, loss, bereavement, and identity. These experiences can significantly impact emotional wellbeing and availability to learn.

Where capacity allows and where required, these students are provided with targeted therapeutic support from the Pastoral Team, SENCO, and Behaviour Mentors to support emotional development and long-term outcomes.