01484 710 123

Contact us

Follow Us

“You clearly have a lot of experience in your field and this shows through your provision of education and care” Doncaster Children’s Commissioning Officer "When everyone else gave up the school steps up... It’s an amazing provision for boys who need help, love and support" (Parent) "Leaders provide equality of opportunity and diversity, all pupils thrive in this wonderful school" (Ofsted) "The School is a safe, caring and welcoming place" (Ofsted) "Personal development, behaviour and welfare are outstanding. The School prepares pupils well for the life they will lead after school" (Ofsted) "The whole school curriculum offer is broad, extensive and exceptionally well balanced" (Ofsted) "Amazing School with fantastic staff, my son is loved and cared for and has been given such brilliant opportunities to thrive and be himself" (Parent) "Parents and carers referred to the school as ‘amazing’ ‘astounding’ ‘revolutionary’ and a ‘miracle worker’" (Ofsted)

 Welcome Neuro-Psychoanalysis Congress 2019 attendees


The William Henry Smith School therapy team has evolved to become one of the largest, most forward thinking and dynamic therapy teams in education. This motivated team consists of 12 therapists from a variety of disciplines, including dramatherapy, music therapy, art psychotherapy as well as occupational and speech and language therapy. In addition to this, we have a family team to support parents and carers as well as consultancy from a clinical and forensic psychologist.

The team have a wealth of experience and provide a range of support to young people in our school, as well as external clients. We recognise the impact of adverse life experiences on young people and work creatively to facilitate exploration and expression. Play is at the heart of our work to help children make sense of their experiences, facilitating a space where they can process and heal. We recognise the need for long-term psychotherapy intervention when working with children who have experienced complex trauma and often provide therapeutic intervention for 3-6 years. Therapy is an intrinsic part of the school’s culture, so much so that we often have children self-refer.

We work closely with care and education staff to develop a holistic, wrap-around approach to supporting children and young people. We recognise the importance of a strong team around the child, including essential support for parents and carers. We are also keen to promote self-care amongst staff, co-ordinating supervision and well-being events. We are always seeking opportunities to develop as a team, open to new, creative and innovative ways of working which can help inform our therapeutic provision.

If you’d like to work with us, visit us or collaborate with us in research, please get in touch.



Poster references:

Feliiti, V., Anda, R., Nordenberg, D., Williamson, D. et al (1998) ‘Relationship of childhood abuse and household dysfunction to many of the leading causes of death in adults. The Adverse Childhood Experiences (ACEs) study’. American Journal of Preventative Medicine 14, 4, 245-258

Huet, V. & Holttum, S. (2016) Art therapy-based groups for work-related stress with staff in health and social care: The Arts in Psychotherapy 50 (2016) 46–57

Panksepp, J and Biven, L. (2012) The Archaelogy of Mind. Neuroevolutionary Origins of Human Emotions. New York. NY: W. W. Norton

Schore, A. (2013) ‘Relational trauma, brain development and dissociation.’ In J. Ford and C. Courtois (eds) Treating Complex Traumatic Stress Disorder in Children and Adolescents. New York. NY: Guilford Press

van der Kolk, B (2005) ‘Developmental trauma disorder. A new rational diagnosis for children with complex trauma histories’. Psychiatric Annuals 35, 5, 401-408

Wilkinson, M. (2010) Changing Minds in Therapy. New York, NY: W. W. Norton