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School Counselling Services

School Counselling through play

Counselling to suit your school

‘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 in Tower Hamlets

Just as every child deserves an attuned response to their particular need, we recognise that each school might be looking for a different kind of therapeutic counselling provision. Outcomes for long-term 1:1 therapy are extremely positive but we can also set up short-term, group and drop-in sessions. The personal service we offer means that we can build the appropriate service for your school and match you up with a therapist whose professional background will best fit the needs of your students.

Where to start

Whilst most schools see the value of professional emotional support, it can be difficult to know where to start. Find out how to take the first steps.  If you already offer counselling but would like to develop the service please contact to discuss the possibilities.


We keep costs as low as possible with daily rates starting at £260. Rates vary according to the experience and qualifications of your therapist.

Child Protection and Safe-guarding

Child in Time is committed to caring for children and young people and protecting them from harm.
Our counsellors/therapists are qualified and have been trained by organisations offering recognised accreditation for counsellors/therapists. Two of the leading accrediting bodies are the United Kingdom Council for Psychotherapy (UKCP) and the British Association for Counselling and Psychotherapy (BACP) and many therapists will be registered with the Health and Care Professions Council. All counsellors carry professional indemnity insurance and have Enhanced Disclosures from the Criminal Records Bureau (DBS).
Our counselling practice is in accordance with the ethics and Code of Conduct of our training organisations, or accrediting body, and with statutory legislation. We work in co-operation with the school’s Child Protection Policy, following Area Child Protection Committee guidelines.


Some schools are concerned about the confidential nature of counselling. We will not share details of the sessions but we are able to give broad themes and outlines in order to discuss ways to support the child with staff members. In effect there is no such thing as absolute confidentiality when working with young people as child protection always takes precedence over normal confidentiality codes. In the initial contract this will be made clear to the child. Should a counsellor think that a child/young person is at risk of significant harm, they will attempt to gain the child’s permission before reporting it to your schools designated link person and/or child protection person.

Whole school benefits

Setting up a school counselling service provides a healthy unstigmatised model of emotional support. Lunch-time drop-in services could reach a larger number of students without the commitment of long term therapy, and group work can increase social cohesion. Staff benefit from the opportunity to discuss children who often put huge pressure on them with a professional from a different field. There are many more ways in which the whole school can benefit through a ripple effect as deep as it is wide.


Whilst most schools see the value of professional emotional support, it can be difficult to know where to start.  At Child in Time we will guide you through the start-up process, and find a therapist who best suits the needs of your school.

Start-up Pack

Our start up pack includes guidance on:

  • Setting up a counselling room and suggested resources.
  • The referral process including referral form.
  • Contacting parents including template letter requesting consent.
  • Types of problems or concerns and common indicators.
  • Information for staff and what to expect when a child starts counselling.
  • Information for children/young people to be adapted for class discussion.

10 Steps to go

  1. Room:  Allocate a small room, preferably not in a busy area where the session won’t be disturbed.  If the room has a dual purpose it will need to be re-set by your therapist whenever they arrive.  It then becomes a safe place for the child, predictable and welcoming.  It is as if it belongs to them.
  2. Appoint a link person in the school:  Consider whether they will be the SENCO or the person responsible for child protection.  Make sure they will be in the same day as the therapist.
  3. Meet with Chloe at Child in Time:  Discuss how many days and what kind of service you might need.  Long-term therapy has extremely positive outcomes and would constitute a minimum of two terms. Consider a lunch-time drop service in to reach more children.
  4. Meet your therapist and receive start-up pack: Order resources for room with guidance from your therapist.  This is not a huge out-lay. Discuss children you have in mind.
  5. Referral process begins:  Introduce the service to the staff.  Referral forms completed by members of staff and given to link person to add to waiting list (consider whether to include self-referrals and/or parental referrals).
  6. Evaluation and Prioritising:  Meeting between Link Person/any other relevant staff to decide on who is next to be seen.
  7. Parental Consent and Meeting:  Letter of consent is signed by parent/carer and they are invited in for meeting with counsellor (depending on age of young person).
  8. Take-up:  Child/young person is offered counselling by teacher/member of staff they are comfortable with.
  9. Pre-session Observation/Teacher Meeting (Primary only): Observation of child in class by counsellor.  Meeting between counsellor and teacher to discuss child. Child is given note with details of time and place in advance of session.
  10. First session:  Child is expecting counsellor when they are collected (Primary) or young person makes their own way to the allocated room with prior permission to leave their class (secondary).


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