Play therapy helps children thrive in school and beyond

I provide on-site play therapy support for Early Years and Primary students through a simple, referral-based model that integrates with your existing pastoral and inclusion systems.

Providing Services to Schools

Supporting Children Through Play, Partnership, and Connection

I provide child-centred play therapy services designed to support children’s emotional wellbeing both individually and within the systems they are part of.

My work is grounded in the understanding that children don’t exist in isolation. Their development is shaped by their relationships at home, at school, and in their wider environment. With a Master’s degree in Social Work and training in play therapy, I take a holistic, systems-based approach to supporting each child.

School-Based Play Therapy Referral Model

Student safety and wellbeing are central to my practice. I work in full alignment with each school’s safeguarding and child protection policies, including adherence to established reporting procedures. Any safeguarding concerns are communicated promptly to the school’s Designated Safeguarding Lead (DSL), in line with best practice.

I maintain strict professional and ethical standards, including up-to-date annual criminal background checks, ensuring I meet all requirements to work safely and responsibly with children in school settings.

Frequently Asked Questions

  • Students may be referred by teachers, counsellors/wellbeing staff, or parents when emotional, behavioural, social, or wellbeing concerns are identified.

  • No. Sessions are scheduled collaboratively with the school to minimise disruption to the child’s learning and classroom routines wherever possible.

  • No. One of the key benefits of this model is that schools can offer additional emotional wellbeing support to students without needing to allocate budget for additional staff or headcount. Parents engage directly with the therapist regarding fees and payment, and there is no financial arrangement between the school and the therapist.

  • No. All invoicing and payment arrangements are handled directly between the therapist and the parent. The school is not involved in any financial administration.

  • No. The therapist manages all parent communication, consultations, and therapy-related administration independently. The school’s role is simply to provide a suitable private space where meetings or sessions can take place when needed.

  • Very minimal administration is required. Before therapy begins, the student’s teacher will be asked to complete an SDQ (Strengths and Difficulties Questionnaire) assessment. The school would simply assist with distributing and collecting this form to share with the therapist.

    This makes play therapy especially supportive for children who are still developing English, as they do not need to have strong language skills to benefit from the process. The focus is on emotional expression and connection, not on speaking “perfect” English.

  • No. The therapist provides all therapeutic materials and equipment required for sessions. The school would only need to provide a basic space with standard furniture such as a table and chairs.

  • Not at all. Shared spaces work perfectly well. The therapist only requires access to a suitable room during scheduled sessions, along with a small lockable storage space to safely store therapy materials on campus. The room will be set up before sessions and restored afterwards.

  • No. The therapist independently manages all therapy sessions and therapeutic practice.

  • This model allows schools to:

    • Increase student wellbeing support

    • Strengthen home-school collaboration

    • Improve accessibility to emotional support services

    • Support students proactively before concerns escalate

    • Offer additional wellbeing services without increasing staffing costs

What International Schools Are Saying

  • “Her ability to navigate the nuances of an international school environment, balancing clinical needs with academic expectations, is exemplary.”

    — Shrewsbury Staff

  • “Was a privilege to work with Candice. She is highly ethical and extremely hardworking. Always 100% committed to the cause. The children connected with her. She creates a non-judgmental space to be yourself so that your healing journey can begin.”

    — Campus Director

  • “Candice’s impact is most visible in her rapport with our students. She possesses a natural ability to create a safe, nurturing, and non-judgmental space where children feel seen and heard. We have observed her achieve significant positive results with a diverse range of students presenting with various social and emotional needs.”

    — SENDCO Lead