Butterflies Holistic Occupational Therapy works with families and schools across Yorkshire to enable children to build on their independent skills, to ensure they meet their full potential.
We support children and young people with difficulties around accessing the school curriculum and independent living skills such as feeding, sleeping, toileting, dressing and handwriting.
We provide specialist assessment and intervention for any sensory and/or neurological difficulties using evidence based research to provide appropriate, holistic and realistic intervention.
If you would like further information please go to https://butterfliesot.com/
If you would like to contact Butterflies Holistic Occupational Therapy with regards to a child at Springwell Leeds Academy, please do so via the school office and request to speak with the SENCo.
We also have an Occupational Therapy podcast where you can find lots of interesting topics including: sensory processing, working in schools, as well as the wider population.
Over the course of the academic year 2021-2022, Jenny Stephenson will be working with staff at Springwell Leeds Academy to train and support a group to become our Sensory Champions.
Please watch this space for further information regarding this exciting new group …….
Pictures from some recent staff training at out East and North sites.
This training was around sensory processing disorder and sensory modulation, to enable implementation of movement breaks into the schools daily routine, to support pupil to access the curriculum and meet their full potential.
Jenny recently worked with a class at our North site. Here’s what the class teacher had to say ……
‘Initially I did not think that movement breaks / sensory circuits would work. I was fearful that my already dysregulated class would become even more turbulent, however I was willing to give them a try and I am very glad that I did.
I started by implementing a sensory circuit as part of my morning routine. I wanted pupils to feel calm enough to sit and eat during Nurture Breakfast. I then began to implement movement breaks straight after social times, as the class was quite heightened when returning from break and lunch.
The change in the pupils both collectively and individually once completing a sensory circuit or movement break was quite significant. My pupils became much calmer and appeared to be more relaxed and focused. As a result of this the classroom environment became quieter which in turn allowed me to engage each pupil in a task suited to them without disruption.
It has not been easy implementing this routine and I have had bumps along the way and I am still exploring different activities and circuits. On reflection I have learnt that it is important to change up the sensory circuits and the activities which are given during the movement breaks.
I would definitely recommend building movement breaks / sensory circuits into your daily routine. They have had a positive impact on my group. It is important not to give up with these routines and keep on trying them as they can change the entire classroom dynamic.’