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Children who are ‘Looked After’

We have often found that virtual schools or LEA’s would like to offer professional therapeutic support to the children in their care but that it can prove difficult in practice. As a result we looked at creative and practical ways to offer therapeutic interventions and trained our team specifically to work with this complex client group. With some young people, online sessions can work well and improve access. Please contact chloe@childintime to discuss further.


Before counselling sessions begin, we recommend a minimum of
2 x start-up sessions for information gathering and set-up. (2 x 3hrs)

This is likely to include:

  • Child in Time link meeting with designated therapist
  • Therapist meeting with virtual school link and social worker
  • Therapist meeting with school link (teacher)
  • Therapist sets up space and resources
  • Therapist meeting with carer(s) parent(s) where possible

Start-up is followed by weekly 1:1 counselling sessions.


The minimum number of weekly sessions we suggest is 12 weeks.
This can then be extended in blocks of six weeks. 1:1 counselling sessions last 50 mins. All work is supervised by a clinical psychotherapist/supervisor.

In addition to the 1:1 counselling these 3hr sessions could include:

  • A second 1:1 counselling session if another child is in the same school
  • Regular meetings with carer(s) (this could be weekly where appropriate)
  • Meetings and support for relevant school staff
  • Liaising with other professionals involved (e.g. social workers, virtual school staff)
  • Session notes and interim report writing

Outside the 3hrs on-site (at no additional cost)

  • Your therapist attends clinical supervision
  • Your therapist attends Child in Time group training re LAC

Given the complex histories of this client group and the importance of gaining trust, it is recommended that longer term counselling is considered. This will be discussed on a case by case basis. Twelve weeks can be extremely valuable as a focused intervention.  For example if the child/young person has an imminent move, ‘transition’ counselling could be offered for 12 weeks. There is always the possibility of building on this focused intervention when/if possible with another block of (minimum) six sessions and a new focus for the work. given that many children will have a history of broken attachments, we do not want to offer a therapeutic relationship that will be withdrawn unexpectedly.  If a change in circumstance is likely, it would be better to work in smaller blocks with managed endings.


A final review meetings with staff and carer followed by a ‘counselling report and recommendations’ will conclude the intervention.


It is important that counselling takes place in a consistent, confidential space. Ideally the school will already have a ‘counselling’ room or equivalent. If not, we can work together to set one up during start-up meetings. It is very important that this is not changed after set-up. Consistency and confidentiality is vital for building trust in the counselling intervention. The school will be asked to provide basic art materials and a lockable cupboard for resources and confidential client work. We also have a ‘portable resource trolley’ in addition for those schools that only have basic materials and do not already have a counselling room.

Costings available on request.  Please see ‘contact’ page.


The Counselling provision at our school is now excellent. This is due to Chloe’s understanding of the needs of pupils, parents and the school as an organization. I would whole-heartedly recommend ‘Child in Time’ to head-teachers considering their own counselling provision.

Head-teacher of Woolmore School, Tower Hamlets

Parent Consultation: They have become much better at expressing their feelings and opening up to me and their siblings.

Parent, 2023

School Counselling: My son has completely turned around and is simply wonderful at the moment. He is back to his normal self at home, being very happy, caring and kind. He is especial kind and caring with his sister and just the best brother ever now. As a family, we are happy and content.

Parent, 2023

It is quality time well spent not letting pupils leave with negative patterns that make them vulnerable beyond school. One of the best decisions I have made.

Head-teacher of St Saviour’s School, Tower Hamlets

You have helped me build a barrier of protection against pain and I can’t thank you enough for that…I have never felt so emotionally strong.

Student, aged 15

Child in Time is a tremendous resource for head-teachers. It’s a consultancy that offers a short-cut to setting up a counselling service in your school with highly trained, qualified practitioners. Child in Time brings peace of mind to staff, knowing that the most vulnerable students are in safe hands.

Tereza Nogueira, Child and Adolescent Psychotherapist and Senior supervisor UKCP

This intervention has had an enormous, positive impact for us all and we sincerely hope that other families benefit from the same programme…his positive behaviour is having a really good impact on all elements of his school life.

Parent of child, age 8

I am glad I am coming to see you every Thursday because I used to hold all these things in my head and that was hard.

Girl, age 10

We are very happy with the counselling service we are receiving and in particular ‘our therapist’s’ flexible and accommodating nature. Parents are very pleased, both the target children’s parents and the consultation one’s too.

SENCO, Rhodes Avenue School, Haringey

She is an outstanding therapist who has made a real difference to the lives of pupils in our school. ‘Our therapist’ possesses excellent skills in connecting with others, creating a safe space for staff, parents and pupils to discuss a range of issues. Her expertise, compassion, and dedication are truly commendable and we have really benefited from her thorough understanding of child development and psychology.

Deputy Head, Highgate Pre-Prep

I want to say thank you. I found these sessions very very helpful. I could talk about anything with you. I remember our first one, when I was so worried that everything was my fault. I can now see things more clearly.

student, age 11