School Workshops

“This is the first time I have seen this child laugh in the 2 months he’s been in our nursery.”
Nursery Teacher

Therapeutic drama groups for EYFS through to Year 2.
Interactive storytelling, rhythmic movement, improvisation, imaginative exploration.
Opportunities to change the course of the story, allowing self-expression and permission to be in charge of their own narrative, thus fostering creativity.
A child-led approach, allowing freedom to work collectively and on a solo basis.
Inclusivity. Multi-sensory experiences in small groups allow us to meet children where they are, embracing all learning styles and forms of communication.
A safe and open environment where voices and choices are heard, fostering a strong sense of empowerment. This is why it Is paramount that we sensitively tailor each group to the individuals in it.
Small groups allow children to express themselves, building confidence through a sensitive mix of loose structure and gentle anarchy. Creating a safe space, supporting speech, language, and communication needs and encouraging self-expression builds creativity and the confidence to problem solve and to approach all aspects of learning.

“I’m really impressed with the language the children have been using since doing the sessions.”
Head of Early Years, Old Ford Primary School

Drama, storytelling and improvisation lessen anxiety and promote activity in many areas of the brain, most especially the pre-frontal cortex. Whether it’s using puppets/props, drums, chanting, or listening to a story, many areas of the brain are activated.

“What a great inspiration for the children. And what a wide and fantastic range of story props. Throughout the week I have noticed a marked increase in their confidence and ability to focus in the classroom.”
Reception Teacher

Sessions are rooted in a story of anarchic characters who arrive to wreak their havoc on the school.
Using story, play, music, movement, games and a wide array of puppets and props, we create a world where children have multiple opportunities to develop their voice (verbally or otherwise), to choose what happens next and to engage in a way that suits them.
Groups are kept small (6-8 children), allowing the flexibility to sensitively tailor each session to meet their individual needs.
Each session builds on the previous one and is structured to include drama warmups and cool downs to “de-role”, so the children come back to the classroom energised but calm and focused.

Drama can provide an increased sense of emotional wellbeing for children when they feel in control of their play. Sessions provide opportunities that allow each child to practice autonomy, helping to create confidence in expressing their wishes.

“The children were always super excited for the workshops. Leia and Sandy are so enthusiastic and obviously enjoy supporting the children’s learning and social skill development. They use exciting and fun resources and the activities and games were very inclusive and really helped develop the children’s confidence. As the class teacher, they communicated well with me about the children’s needs and personally, I really enjoyed getting to know them too!
Class teacher, Riversdale Primary School

COVID Lockdown Repercussions

Many EYFS professionals have noticed that COVID lockdowns have had a profound effect on children entering nursery. We aim to support schools in redressing some of these.

“Leia and Sandy created a program at our primary school post COVID to support our youngest children to develop their social and communication skills and emotional regulation through play-based, role play creative workshops. All the children benefitted hugely from the program, absolutely loved it and could not wait to go each week. We noticed substantial changes in the way they interacted with each other and in the development of their skills. I would recommend Leia and Sandy most highly to work with children. They are able to tailor programs to different needs and would be an asset to any setting concerned about the social and emotional development of children.”
Primary School Therapeutic Lead, Southfields