The Multidisciplinary Team (MDT)

School Nurse: Cathy Jackson

Lead Therapist: Laura Hills

Paediatric Consultant: Dr Kamba Mpenge

Speech and Language Therapy:   Laura Hills, Vicky Taub, Lindsey Evans

Occupational Therapy: Sarah Glover

Physiotherapy:  Susannah Owen, Sarah Calcutt

Paediatric Dietician: Sarah Jean-Marie

Educational Psychology:   Mark Fox

Teacher for the Visually Impaired:  Oona Bradley

Music Therapy:  Cheow Godfrey, Ruth Hunston

Disabled Children’s Team:  John Murphy - Team Manager



Educational Welfare Team

Working in partnership with the Multi-Disciplinary Team

The role of the multi-disciplinary team (MDT) across the school has changed as the needs of pupils have changed and this is reflected in the way support is offered.
In line with our school local offer the aim of the MDT in school is to enable pupils to maximise their access to all areas of the curriculum.
This is now being achieved by providing a level of skills and understanding within classrooms, where staff have a range of strategies available to use. these are tailored to the needs of the individual pupil, across all core areas of learning and levels of need – physical, sensory, language and communication, etc. This is offered in a two stage model;
  • The Universal Offer
  • Individualised Targeted Support
  • The Universal Offer
  • This can then be supported by individual therapists through in-service training and continuing professional development (CPD), classroom support and on-going whole school support e.g. sensory circuit sessions
  • The CPD offered can be very strategic in terms of the needs of individual classes, pupils or skills to be developed, e.g. input on Attention Autism, Share and Inspire sessions, Lego Therapy, etc.
  • The monitoring of the support across classes and feedback is monitored by the key stage leaders, who will meet with therapists on a regular half-termly or termly basis. They can further support within classes helping to identify needs and how classes are able to access more individualised support.
  • This will be further supported through the baseline assessments taking place at the beginning of each year and can be informed by the data supplied through CASPA.
  • Individualised Targeted Support
This can be offered to classes or individuals in class within a two-step approach;
Step 1
  • This begins with in-class support, through meetings with the class team or through targeted CPD sessions, etc. This is based upon the shared understanding from the baseline meetings with the class teams, with feedback from the class teacher and key stage leaders as well as the data output from CASPA.
  • Where classes have implemented the range of strategies within the classroom and there remain concerns for individual pupils. This may be at the setting of new individual termly targets or at an earlier point within the term. The classes will then be able to identify individual pupils they have concerns about and ask for individual targeted support based on their recording of the progress within the current targets that have been set.
Step 2
  • Where all of the above has been implemented and there is still concern, coordinated in-class support from a range of members of the MDT will provide a more focussed approach to the needs of an individual pupil. This will involve meetings with the class team and the members of the MDT. This may result in particular targeted CPD, this can be with individual members of the MDT or several specialists together depending on the identified needs.
  • This may include a TAC meeting drawing together all the professionals and involving parents/carers
  • Relevant members of the MDT will be expected to attend the annual review of pupils judged to be at this stage.
  • Continued concerns
    • Where the concerns remain on-going beyond the staged input above or where there are significant high risk concerns this will go to a safeguarding MDT meeting. This is attended by the designated child protection officers, from health and school, the MDT school and clinical leads and a manager from the Disabled Children’s Team.
    • Information can then be fed back as to the future course of action, this may go to a Child in Need (CIN) meeting or may continue to be monitored and supported across the school.
This support offered at each point is further informed and monitored through the regular fortnightly MDT meetings offering a route for referrals and actions from initial referral to child protection plan. The aim is to have a graded process involving all areas of support across Health, Education and Social Care.

Referral Stage

When referrals are made they will come to the school leadership team meetings via the initial route of referral. If the referral is made via a clinical route e.g. for occupational therapy or speech and language therapy input, etc., it will be brought to senior leadership team (SLT) meetings by the clinical lead, who will be asked to attend for part of the leadership team meetings each week. If it is a concern brought through school e.g. from class teams, termly target evaluations, CASPA data returns, etc., then it will be via members of the SLT. After discussion a decision is made on the appropriate course of action using a Red-Amber-Green (R-A-G) prioritising system. This will then go on the agenda for the next MDT meeting.
For example, where concerns are beginning to emerge for a pupil, the class team, have implemented a range of strategies amongst the range within the school’s universal offer but the concerns remain. This will then go to the senior leadership for discussion, it  may be designated as ‘Green’ and be brought for discussion at MDT and identified within step 1 of individualised targeted support. The class teacher will be invited to attend and be part of the discussion at this stage. The greater the concern the more consideration can be given to the action that needs to be taken. Over time if concerns remain it can be elevated to ‘Amber’ on the R-A-G system and move on to stage 2 of the individualised targeted support. This can also initiate a Team Around the child (TAC) meeting dependent upon the level and type of concern, to which parents/carers will be invited. The school lead for the TAC meetings will be the headteacher or school lead for MDT.
Should the concerns remain unchanged or escalate further this would move to a ‘Red’ allocation and be addressed at the safeguarding meeting which will take place after the main MDT meeting.  At safeguarding meetings, the school lead for child in need meetings (CINs) will be the school’s designated child protection officer, the headteacher.
However a pupil may be identified for support at any point within the R-A-G system and Safeguarding procedures dependent upon the nature and seriousness of the concern. 
Safeguarding meeting

Where the concerns at MDT meetings or at other times are felt to be significant safeguarding issues they will be brought to the safeguarding meeting to be held after the main MDT meeting. The concerns will be addressed at the time they arise but will be monitored and reviewed at this meeting. This will be attended by the designated child protection officers, the school and clinical leads for the MDT and a team manager from the disabled children’s team (DCT). The actions from these meetings will then be reported back to the next MDT meeting.
The aim of this partnership process is to have a clear and transparent system that supports all those working with the school and maximising what can be offered to pupils and their families.

School medicals are carried out throughout the year and therapists will hold clinics at the school to offer advice to parents/carers on such areas as eating and drinking (dysphagia).

Social services work alongside us via the Disabled Children’s Team.

CAMHS has a major role to play in working with pupils with ASD.

FABLE, our family support service for those families with children, who have very challenging behaviours both in special schools and mainstream, continues its work at The Brook having secured funding of almost 500k to ensure the service continues for the next 5 years.

Alongside these teams may work another range of therapists, including those for music, dance and movement, trampolining (rebound therapy) and a resident part-time school psychotherapist.  


School Nurse:  020 8808 7120 ext 149
MDT team:  020 8808 7120 ext 172/174
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