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Learning Support - The Hive

The Hive is a suite of rooms which are staffed to support children in accessing learning. The additional support of The Hive staff is designed to minimize barriers to learning and support pupils to self-regulate building their confidence and independence.

The Hive - the vision


  • A safe, caring and engaging environment that enhances pupils educational and therapeutic development
  • Ongoing reflection and evaluation of our practices, which are evidence based and guided by current research.
  • Active participation of parents and carers, positive relationships based on mutual respect and trust, recognizing and valuing the huge benefit that shared partnership brings to each child’s progress.

The Hive is located centrally in the school and consists of various spaces that form a hub of intervention pods that the whole school can access.

  • The Carousel is where Occupational Therapy and Physiotherapy interventions take place.  
  • The Hideaway is a space designed to help support pupils explore their emotions and social behaviours. They know it is their “go to place” when they need time away to reflect and self-regulate. The Hideaway is a soft-play room consisting of a ball pit, hideaway pods and a platform for climbing.
  • Tree House Intervention room is where most of the bespoke group and individual intervention programmes take place.
  • Cloud Nine is our multisensory room and consists of a variety of visual and auditory equipment such as a bubble tube, multimedia centre. This space is used for quiet 1:1 reading with a pupil, sensory stories, attention autism and relaxation and mindfulness sessions.


The Hive staff are trained in specialist, evidence based approaches to teaching children and young people, TEACCH, SCERTS, PECS, INTENSIVE INTERACTION.

We believe interventions should be bespoke to individual children rather than applying a blanket approach. Interventions can be short or long term and vary from child to child. Pupils for intervention are identified through pupil progress meetings with class teachers, behaviour data and conversations with parents or carers.

The following are some of the interventions the Hive have identified for some pupils;

  • Booster phonics, reading and comprehension sessions
  • Sensory workshops using the SMART MOVES programme, sensory diets, physiotherapy programmes.
  • Lego therapy
  • Social skills
  • Speaking and listening
  • Interview skills
  • Protective behaviours
  • Resilience programmes using the Resilience doughnut framework
  • Sand Play Intervention 
  • Zones of regulation
  • Drawing and Talking

What does the term interventions mean?

As a special educational needs school, much of the work that happens on a daily basis is purposeful in helping the child to access learning and takes place in the classroom.  Every child is an individual and there are some commonalities through age, special educational need, physical abilities etc that help us to identify successful interventions. 

Some pupils require more support than is offered in the classroom.  With our knowledge and expertise, we address the situation and the child's engagement with school to look at a very bespoke and personalised programme of support. 

We work closely with outside agencies to seek advice, guidance and training in order to deliver the most appropriate and impactful intervention that helps the individual child move forward.

We don't put our children in boxes and look at one-size fits all approaches.   We always reflect on their complex needs and change the behaviour and planning of adults to support the child.


Intervention Process

Intervention Identification can by through teacher observations, pupil progress meetings, the wider staff team and external professionals.   The Head of Interventions in consultation with other professionals will decide on what intervention will be put in place, what the outcome will be, who will facilitate that intervention.  The class and intervention teams will determined the goals, and how impact will be monitored. (Other therapy services will determine will be responsible for this process).  At the end of the intervention, outcomes will be reviewed with next steps/advice recorded.

At the end of each half term, the interventions will be reviewed and any necessary modifications and tweaks will be made. At the end of each term all interventions will be evaluated and discussed in pupil progress meetings.


Intervention in School

Our intervention curriculums uses a tiered model.  The tiers of intervention caters for a range of escalating need. After the referral process, the pupils will access the appropriate intervention if needed. Wave 1 is the intervention over and above the strategies identified in EHCPs and Pupil Profiles and delivered by class teams, Wave 2 is intervention delivered by the intervention team and external professionals deliver Wave 3. These tiers of provision enable our learners to access the curriculum effectively in order to make maximum progress.


Waves of Interventions: Assessments and Interventions


Wave 1 Interventions

Wave 2 Assessments

Wave 2 Interventions

Wave 3 Assessments

Wave 3 Interventions

SPLD: Running record - pitching books at the correct level

PM Benchmark reading – running reading record


SNIP – literacy acquisition at word level. Multi-sensory phonics programme with a high level of over teaching, supporting recognition and fluency.  Increasing reading and spelling using primary high frequency words devised by qualified dyslexic tutors

OT - Pearson Sensory Profile



MHST – class workshops


Emotional regulation

1:1 intervention with pupils

play therapy


SPLD – reasonable adjustments

SPLD assessments – numeracy and word reading and spelling assessment

Reading revival – 1:1 reading programme 29/04/2009


Speech and Language


Art Therapy


SPLD – working memory checklist

Smart moves

Read Write Inc.


EP Service


Music Therapy


Class intervention packs


Words First

Families First

Private OT – Sensory Integration



Handwriting without tears

Intensive Family Support




Write from the start





Lego Therapy

0-25 Team




Precision teaching




Speech and Language Therapy (Wave 3)

Most Speech and language Therapy is integrated.  The therapists work alongside our in-house Speech and Language Practitioner, teachers and Teaching Assistants (TAs) with whole class, group and individual interventions. The therapist also conducts more formal and full language assessments, making recommendations and setting specific targets for individuals.

Occupational Therapy (Wave 3)

The NHS Occupational Therapist (OT) works with an integrated approach to therapy advising on interventions for named individuals that can be embedded within the environment and curriculum (e.g. using specific seating to help ‘ground’ a child, suggesting specific fine motor skills activities).

The Sensory Integration Occupational Therapist (SIOT) conducts more formal assessments of sensory and fine and gross motor skill need as required from this bespoke programmes can be developed to meet the physical and sensory needs of the students. The SIOT also advises on individual, group and whole class interventions that can be embedded within the environment and curriculum.

Sensory and OT Support (Wave 2)

The impact of sensory processing, co-ordination, sensorimotor difficulties or impairment of the senses not only hinders learning and cognition but can have a pervasive and serious effect on the emotional well-being of children and young people, and further impacts life chances in adulthood. It is also important to be aware that physical and sensory difficulties are unlikely to resolve without additional support. Any programmes prescribed by the OT and SIOT that cannot be embedded or integrated into classroom learning (Wave 1 intervention)  are delivered by The Sensory and OT Support. They also use the Smart Moves Programme to assess individuals and deliver the appropriate programme. Sensory and OT Support also deliver Sensory Play (a programme that targets children’s auditory, visual, touch and proprioceptive senses).

Wellbeing Support (Wave 2)

Pupils may demonstrate difficulties with emotional regulation and/or social interaction and/or experience mental health problems. Pupils and students who have difficulties with their emotional and social development may have immature social skills and find it difficult to make and sustain healthy relationships. The Wellbeing Support address different aspects of wellbeing such as: anger management, self-regulation, boosting self-esteem, confidence building, resilience and coping with anxiety. They also facilitate Friendship groups that teach the social skills needed to make and sustain peer relationships; to provide children with opportunities for learning about issues relevant to peer friendships, such as conflict resolution and bullying; and to teach children the social skills necessary for friendship formation and maintenance.

The Hive Intervention Team also delivers Speed Up (a kinaesthetic handwriting programme) and Ready Set Remember (a programme that teaches active strategies that work within the auditory memory capacity for a particular pupil). 


The Hive Rooms

The Hive is a suite of rooms which are staffed to support children in accessing learning. The additional support of The Hive staff is designed to minimise barriers to learning and support pupils to self-regulate building their confidence and independence.

The Hideaway is a space designed to help support pupils explore their emotions and social behaviours. They know it is their “go to place” when they need time away to reflect and regulate themselves.

Cloud Nine is our multisensory room and consists of a variety of visual and auditory equipment. This space is utilised for quiet 1:1 reading, sensory stories, attention autism and relaxation/mindfulness.

The Carousel is used for Occupational Therapy and Physiotherapy interventions and sensory circuits to help children with self-regulation.

The Thyme Room is available if a child is unable to work in class at any given time. Children who have used the Hideaway can transition into the Thyme room.

Education Psychology

Hertfordshire Education Psychology Service:

Click here for their website page

The Education Psychologist who works closely with The Collett School is 

  • Dr Karen Harris


The Hertfordshire EP service:

  • Gives training to staff at educational settings, giving them the confidence to support their pupils.
  • Works together with schools in order to plan how to support a pupil's issues when current interventions aren’t working.
  • Gives advice about Education, Health and Care assessments.
  • Works closely with schools and other settings to support them with critical incidents such as serious injury or the death of a pupil or member of staff.
  • Works to improve whole school systems and approaches to helping pupils with certain needs.


Hertfordshire EP service Contactline: 

Contactline: 01992 588 574 : Wednesdays, 2pm - 4.30pm

This is available just for parents who want to speak to an educational psychologist.  

Mental Health

Collett's Mental Health Leads

Mr Josh Pollard (Designated Safeguarding Lead (DSL), Federation Mental Health Lead)

Mrs Anu Gray (Head of Interventions, Deputy DSL, Collett Mental Health Lead)


See also: Safeguarding

Mental Health Support

Speak to your school

  • Talk to a teacher or the mental health leads at school (Mr Pollard or Mrs Gray) and work with them around the issue. It's important to maintain a good relationship with them during this time. They can help agree on things the school can do such as arranging flexible start times to avoid the morning rush.
  • If you have concerns about bullying, speak to the school about their anti-bullying policy.
  • Speak to your school and ask them to assess your child if you think there may be an unidentified SEND need causing the anxiety.
  • You'll need to work with the school to help your child - particularly with any support plans they put in place.


Find help online

  • Healthy Young Minds in Herts have advice on what to do if you're worried as well as tips for talking to children and young people about their anxiety and mental health.
  • The NHS list a number of mental health apps which you can try with your child at home. These can help them learn to cope with their anxiety in a more positive way.
  • MindEd provides free educational resources for parents and carers who might be worried about the mental health of their child.
  • Young Minds have a dedicated section for parents which includes a parent helpline as well as expert tips and advice.
  • Family lives offer parenting and family support with a helpline and online forum.
  • No Panic offers information and advice on children's anxieties, school phobia and treatment for overcoming school phobia.
  • KOOTH offers free, safe and anonymous online mental health support and counselling for young people.
  • Just Talk Herts is a campaign run by multiple agencies in Hertfordshire that is encouraging young people to talk about their mental health. They have lots of useful resources for young people and schools too.
  • Families Feeling Safe - An organisation which teachers and promotes Protective Behaviours
  • - Providing grants to families

Who can support Me?

You should start by speaking to your GP. They might be able to refer you to services such as CAMHS or PALMS.


Mental health services

CAMHS (Child and adolescent mental health services) works with children and young people who have difficulties with their emotional wellbeing or mental health difficulties.

PALMS (Positive behaviour, Autism, Learning Disability and Mental health Service) helps children and young people aged 0-19 who have a learning disability and/or Autistic Spectrum Disorder.



The Education Support for Medical Absence (ESMA) team support pupils who have had, or are expecting to have, significant time off school due to a physical or mental health condition. Their aim is to help children continue their education around their needs and work towards getting them back into school life.


Educational psychologists

Educational Psychologists provide support to schools to help them meet the needs of children and young people. This can be through both school wide advice or concerns about an individual. Although they work directly with schools and settings, they also have a contact line specifically for parents.


Independent organisations who can help


Provide impartial and confidential information, advice and support to parents and carers of children with special educational needs and disabilities (SEND)

Not Fine in School

NFIS aims to support children and their families struggling with school attendance, and raise awareness of their experiences.

Health for kids

Hertfordshire based support and advice for parents, carers and kids from the NHS

Health for teens

Hertfordshire based support and advice for teens from the NHS 

The Mental Health Support Team (MHST) in SEN schools in Hertfordshire and West Essex.

The Collett School works closely with the MHST in SEN Schools, an early intervention service working with mild to moderate mental health difficulties and challenging behaviours in educational settings. The MHST supports children, their families, and school staff, and is currently based in several SEN schools across Herts and West Essex. The service is ‘hosted’ by PALMS in Hertfordshire Community NHS Trust, but is separate to the PALMS team.

Robin Hunter is the assigned MHST for The Collett School 2022

The MHST helps to support mental health in The Collett in several ways:

  • Workshops with young people or parent/carers or staff.
  • Group based work with young people or parent/carers around emotional regulation and transitions. 
  • Guided 1:1 self-help sessions (6 – 8 weeks) with young people, parent/carers around proactive prevention and support for mild to moderate mental health difficulties and challenging behaviours
  • A ‘whole school approach’ to understanding and improving mental health, which may include supporting the school’s mental health lead, supporting with the wellbeing curriculum, identifying mental health resources, training for staff, creating posters and displays etc.
  • Signposting staff and families to appropriate support.

The team is made up of a Team Lead, Educational Mental Health Practitioners (EMHPs), Senior Mental Health Practitioners (SMHPs), Clinical Psychologist, Assistant Psychologist, and administrator support.

If you are interested in further information and/or support, please contact the team on the following email address  or contact Anu Gray - Head of Interventions on the following email address

Occupational Therapy

Occupational Therapy (Wave 3 Intervention at The Collett School)

The NHS Occupational Therapist (OT) works with an integrated approach to therapy advising on interventions for named individuals that can be embedded within the environment and curriculum (e.g. using specific seating to help ‘ground’ a child, suggesting specific fine motor skills activities).

The Sensory Integration Occupational Therapist (SIOT) conducts more formal assessments of sensory and fine and gross motor skill need as required from this bespoke programmes can be developed to meet the physical and sensory needs of the students. The SIOT also advises on individual, group and whole class interventions that can be embedded within the environment and curriculum.

Fine Motor Actitvities for Teenagers

  1. Do origami with them, starting with simple and working up to more complex projects.
  2. Play board games. The best games are those with small pieces that require lots of movement and use of their pincer grip, like Scrabble, Jenga, Draughts, Connect 4, Downfall and Monopoly for example.
  3. Use Lego, Nanobloks, Mechano, Knex and other building activities with small pieces and parts that require assembly.
  4. Involve them in art projects or games that involve drawing, writing, or scribbling like colouring, creating fun signs, or playing Pictionary
  5. Do art projects that involve cutting, like making paper snowflakes.
  6. Play with remote control cars.
  7. Have a finger painting party. Get a big piece of butcher paper and have a blast making your masterpiece.
  8. Make homemade moulding clay together, choose a theme, and work as a group to create that theme: a village, a sports team, an animal farm, and other things that require using imagination and fine motor skills. Get the pupils on board by allowing them to choose the theme (something that relates to them), having them make the moulding clay, and allowing them to choose the colours.
  9. Create a puzzle station. Have a table with a puzzle on it at all times. Put chairs around the table so class members can sit together or work individually on piecing together the puzzle.
  10. Have outdoor winter fun by building and decorating a snowman or having a fun and friendly snowball fight. The process of gathering up the snow and decorating helps with their development.
  11. Include in their chores assignments like picking up small pieces and parts from games or paper from art projects and separating it into bins or putting it in the recycling/bin.
  12. Have lessons on a specific handmade craft: sewing, knitting, crocheting, jewellery making, scrapbooking, card making, etc.
  13. Encourage pupils to write as much as possible by having him or her to give handwritten thank-you cards on a regular basis to others.
  14. Cooking. Have them knead the bread, stir the cake batter, or spoon out the cookie dough onto the baking sheet.
  15. Play speed games where each player competes against themselves/or others for the high score. Games could include typing tests at the computer keyboard, texting tests, how fast you can separate and place coloured chocolate sweets  (like M&Ms) into different jars.
  16. Play peg board games like Battleships or Time Shock .
  17. Play card games ie Snap, Top Trumps, Magic, etc.

Sensory Interventions

Activities to promote proprioceptive discrimination

The proprioceptive system’s receptors are located in our muscles and joints and are mainly stimulated by resistive activities (pushing and pulling against something) or by stretching. Proprioceptive input helps develop body scheme, and has an organising effect, helps obtain and maintain optimum levels of arousal. Try and spend 10-15 mins a day at least doing any of these activities.

• Climbing on rope nets and rescuing animals on the top

• Crawl through the tunnel whilst pushing a weighted ball or a heavy object

• Tug of war games: Pull a rope or a bicycle inner tube

• Wheelbarrows: Student walks on hands while someone supports their hips or legs

• Steam Roller: Student to lie on stomach over large ball (therapy ball) with hands on floor and gradually walk forward. When they collapse, roll the ball over them with firm pressure, as appropriate. Please monitor their reactions to the pressure at all times; do not apply excessive pressure over their chest.

• Make a big pile of cushion using sofa cushions, small cushions or foam blocks and get student to jump on the spot and then crash into the soft pile of cushions.

• Encourage student to lie down on their back and pretend to ride a bicycle with their legs.

• Heavy loads: Encourage student to help move furniture around, carry books, boxes of toys, heavy balls etc. When appropriate ask them to help with lifting equipment (integrate this in your daily routine as much as possible)

• Encourage student to lay on tummy while propping with forearms flat on the ground to write, play games, or puzzles etc.

Activities to promote vestibular discrimination

Vestibular activities include any movements that involve the head moving through space. To stimulate the vestibular system use activities that are stop and go and that occur in a variety of planes. Vestibular input supports the development of body scheme, motor co-ordination and praxis. Encourage movement with varying speed, fast, alternating, unpredictable movements, start and stop unexpectedly, encourage angular head movements, bending and fast spinning.

• Walking on the rope net without holding on. Avoid falling. For an extra challenge ask student to carry a weighted ball or a tray with a beanbag/small size ball on it

• Bouncing on a therapy ball whilst playing catch

• Long rolling along mats/carpeted area to knock over skittles/plastic blocks/tower with foam block • Rolling or bouncing on big ball or peanut ball, see ball activities listed below

• Encourage feeling movement with eyes closed, e.g. bouncing on the ball with their eye closed

• Balancing on steppingstones whilst carrying a tray with a small size ball on it. Avoid losing balance or dropping the ball. For an extra challenge you can place steppingstones with a large gap or in a zig-zag way.

• Encourage identifying body position with eyes closed

• Encourage going through an obstacle course with eyes closed, e.g. going through the rope net with eye closed, crawling through the tunnel with eye closed

Using a Small Trampoline

• Encourage student to bounce up and down on the trampoline. Do 10 jumps at a time and then have a break, repeat this process 3 or 4 times.

• Play catch with a heavy ball whilst bouncing.

• Use the trampoline as part of an obstacle course


Using a Balance Board

• Encourage students to jump on the steps and hold their position when they land on the first spot (with your help at first). When they are confident enough let them balance by themselves. See how long they can balance for. Hopefully they will be able to hold his balance for longer.

• If student is at the stage where he is balancing well, throw a ball to them to make it more challenging. You could also ask them to throw beanbags/ balls/or any other toy into a target whilst they are balancing.

• Walking heel-to-toe along a straight line. Weighted balls:

• Carrying weighted balls using both hand and jumping through hula-hoops (placed flat on the floor) with both feet at the same time.

• Playing catch (encourage Alex to start from short distances and progress to longer distances).

• Bounce on the trampoline whilst holding the weighted balls.

• Playing catch whilst bouncing on the trampoline using heavy balls.

Using a Therapy Ball/Peanut

• Students to lie on their tummy over the ball. They need to roll over the ball to touch the floor with their hands, walk forward with their hands and then roll back. For an extra challenge you can ask them to reach for a bean bag and aim at a target with one hand whilst balancing on the ball.

• Lying on tummy roll over ball and ‘walk’ with hands to crash onto soft pillows or mats.

• Lying on his tummy roll over the ball to play various games. Use games such as building blocks, constructions games and puzzles. Obstacle courses: Obstacle courses help a lot with motor planning, regulation and organisation.

• Set up obstacles (using foam blocks, tunnels, ropes, blocks, rings on the floor etc.) and create a simple course for students to go through in a great, linear circle; crawl under or over, go through, and throw at a target. Progressively make the obstacles more difficult and challenging. As you design the course, mutter prepositions to yourself: up, down, in, out, over, under, across, through, between, beside, into upon, around, etc. Alternate the obstacles so that students vary the body position and kinaesthesia, as proceeds from one challenge to the next. Do not tell them how to approach the obstacle; let them figure it out all by themselves. Ask students to go through the obstacle course 2-3 times

• For extra challenge guide them through the games with less instructions/help. Try to incorporate the trampoline, therapy ball, crushing into pillows, crawling, balancing beam, and steppingstones. Adjust the level of difficulty each time so that students always find it challenging.

Speech & Langue

NHS Speech and Language Therapists (SaLT) are commissioned by Education to work in special schools in Hertfordshire.  Speech and Language Therapists work with our children to support their communication as well as support our staff in developing strategies to maintain practice and progress.

The Collett School is supported by a Herts Education/NHS contract that provides us with 2 days of SaLT provision through the week.  This is sadly, a reduction of 50% SaLT time from two years' ago.

If your child is on the NHS caseload you will need to contact them directly for specific information about your child’s targets and progress.  You can use the school's telephone number to speak to them, whilst on site.

If you require any further information, please do not hesitate to contact Mrs Gray:


Makaton is a language programme using signs and symbols to help people to communicate. It is designed to support spoken language and the signs and symbols are used with speech, in spoken word order.  Although it uses many of the same signs as British Sign Language (BSL), it does not follow BSL's different syntax (word order) and so is more suited to children and people with learning disabilities.

To find out more about Makaton please click here.....Makaton


Elklan is a course that supports adults help pupils to develop their ability to understand, listen and talk. In doing so, the training supports:
•Understanding about why children have difficulty learning to talk
•Knowing how to help the pupil  understand what is being said to her/him
•Interaction at an appropriate level 
•Knowing how to help the child develop their communication
•Changing the way adults speak to pupils with SLCN so that s/he understands more of what is said.
•Supporting a speech therapy programme the pupil has been given to follow. 

To find out more about Elklan please click here........Elklan

PECS: Picture Exchange Communication System

Information coming - in the meantime, see

SCERTS: Social Communication, Emotional Regulation, Transaction Support

Information coming - in the meantime, see

Outside Agencies

We buy in some external specialist therapists:

SafeSpace for 

  • Art therapy
  • Counselling and talking therapies
  • Drama therapy

Hertfordshire Music Service for

Kids in Sync for

Mental Health (MHST) in SEND schools