Providing for the provision of Play Therapy in Schools

In order to provide school-based Play Therapy, schools will need the following:

1. A dedicated, private room that is accessible every week at the same time of day for an hour. Preferably in a quiet part of the school if possible.

2. The room should be free from interruptions and distractions during Play Therapy sessions

3. Time allocated for regular review meetings with parents

4. Regular liaison between the Play Therapist and SENCO and teacher with responsibility for behaviour, or another member of the teaching staff to discuss child cases, protection issues, parent/carer contact, teaching staff support etc

5. An understanding of the Play Therapy rules and requirements.

School-based Play Therapy is funded from various sources, including social services, LEA’s, schools, charitable bodies etc.

It is important for school staff to be familiarised with the five essential “C’s” of Play Therapy:

Confidentiality: That the Play Therapy has to be private to allow the child to feel safe enough to express and explore difficult and painful experiences.

Consistency: That the Play Therapy takes place at the same time, in the same space each week. It is important that no changes to attendance occur, even when the child is disruptive or difficult.

Commitment: That the Play Therapist, teaching staff and parents/carers are committed to helping the child. This requires patience, trust and dedication to the Play Therapy process.

Consent: Before Play Therapy can start, the parent/carer (or the person holding legal responsibility for the child) must give written consent to Play Therapy. The child must also give verbal assent prior to starting.

Child Protection: Play Therapists adhere to the School’s Child Protection procedures, the Children Act (1989) and Local Authority Child Protection procedures.