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How we do things
Our Approach
We believe real change starts when children feel safe, seen, and understood.
With creativity, care, and proven therapeutic insight, we meet children where they are and support growth in the way that fits them best.
Our Values
Authenticity
Built on being real, transparent, and grounded. Best Start Therapy doesn’t put on a clinical front - we meet families, referrers and clients as a human beings first with honest communication and a genuine intention to help.
Trust
Trust is core to Best Start Therapy's services. Whether working with children, families, or professionals, we create a space where people feel safe, respected, and genuinely supported through everything they may be struggling with.
Creativity
Creativity is central to Best Start Therapy's approach and this is what allows each of our sessions to be flexible, imaginative, and shaped by the individual, whether through play, art, metaphor, or movement. There's no set formula, only what fits for each individual child.
Belief
At the heart of Best Start Therapy's practice is a core belief: every child deserves the best possible start in life. “Grow from within” reflects the view that real change comes from within - and our role is to create the conditions for that growth through skilled, compassionate support.
Compassion
Compassion is a fundamental value of Best Start Therapy. Meeting children and families with empathy, care, and without judgment. We create a warm, accepting space where clients feel genuinely understood and supported, no matter what challenges they’re facing.
Integrity
In a largely unregulated field, Best Start Therapy always upholds high professional and ethical standards. With a background in safeguarding, law, and supervision, Phill brings rigour and responsibility to every aspect of his work protecting the wellbeing of the child above all else.
Our Values
Compassion
Compassion is a fundamental value of Best Start Therapy. Meeting children and families with empathy, care, and without judgment. We create a warm, accepting space where clients feel genuinely understood and supported, no matter what challenges they’re facing.
Creativity
Creativity is central to Best Start Therapy's approach and this is what allows each of our sessions to be flexible, imaginative, and shaped by the individual, whether through play, art, metaphor, or movement. There's no set formula, only what fits for each individual child.
Integrity
In a largely unregulated field, Best Start Therapy always upholds high professional and ethical standards. With a background in safeguarding, law, and supervision, Phill brings rigour and responsibility to every aspect of his work protecting the wellbeing of the child above all else.
Authenticity
Built on being real, transparent, and grounded. Best Start Therapy doesn’t put on a clinical front - we meet families, referrers and clients as a human beings first with honest communication and a genuine intention to help.
Belief
At the heart of Best Start Therapy's practice is a core belief: every child deserves the best possible start in life. “Grow from within” reflects the view that real change comes from within - and our role is to create the conditions for that growth through skilled, compassionate support.
Trust
Trust is core to Best Start Therapy's services. Whether working with children, families, or professionals, we create a space where people feel safe, respected, and genuinely supported through everything they may be struggling with.
Once the case has been closed I will produce a report on the goals of therapy and how they have being achieved or not depending on the case, this will be shared with the young person and agreed upon before sharing with appropriate people.
When the goals of therapy have been achieved, or I feel I have gone as far as I can in the young person’s process, I will then conduct a review with all stakeholders and either close the case, or refer onto the next appropriate agency.
At the start of the therapeutic process, I ask teachers, parents or carers, and the young person to complete a outcome measures form to establish a baseline. This is repeated at appropriate stages to gather comparative data. While helpful, the outcome measures is used as a supporting tool and does not always provide conclusive evidence of therapeutic progress.
At the end of six sessions the young person and I have a review session where we discuss how the six sessions have gone, at this point I would share the treatment plan I have created and see if these goals for therapy are appropriate. If the young person and I are in agreement then I will have a review with the school/case managers and parents/carers to share the appropriate case formulation and the goals for therapy.
From then on the reviews are set appropriately in relation to the defined goals of therapy. Working in an educational setting I find half terms and end of terms are good points in which to review as it creates a natural break or pause in the therapeutic process, however reviews can take place at any time if it is appropriate.
I then offer a six-session assessment period involving the young person, their school, and parents or carers. This provides space to build a trusting relationship and gives the young person time to share their story. As their narrative unfolds, it helps me integrate the initial referral, background reading, and intake session insights into a clinical case formulation tailored to their needs.
Once a referral is accepted, I contact the parents or carers to introduce myself and arrange an intake session. This session allows me to gather their perspective on the referral, their expectations, and relevant family history including details from pregnancy - to support case formulation. I then obtain parental consent before meeting the young person. I explain the process so far in an age-appropriate way and ask whether they would like to continue. Initial willingness to engage is important, as it can support the therapeutic relationship if challenges or resistance arise later.
Therapeutic work typically begins with a referral, usually from a school’s senior leadership team or a case manager in another setting. I review the referral alongside any supporting documents, such as reports from relevant services, to understand the individual's history and context. I then assess whether the case is appropriate for me to take on. If it isn’t, I work with the referrer to identify a more suitable service.
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The Referral Process
What to expect
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Grounded in Evidence.
Flexible in Practice.
At Best Start Therapy, we use an integrative and evidence-based approach. Therapy is always tailored to the child’s individual needs.
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SPICC Model
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Psychodynamic thinking
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Mindfulness
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Play and creative methods
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Relational and systemic approaches