1.

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.

2.

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.

3.

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.

4.

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.

5.

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.

6.

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.

7.

Once the case has been closed I will produce a report on the goals of therapy and how they have been achieved or not depending on the case, this will be shared with the young person and agreed upon before sharing with appropriate people.

Why it Started

Best Start Therapy was founded in 2013 with one core belief: that every child deserves the best possible start in life when it comes to their emotional wellbeing.

That belief still shapes everything myself and Rosie do today. We wanted to create a space where people feel genuinely safe, supported, and understood - and where therapeutic care meets them exactly as they are.

Hello! I’m Phill, a psychotherapist with over a decade of experience supporting children and young people to explore emotions, build resilience and feel safe in themselves.

I hold specialist training in child and adolescent psychotherapy and have worked across schools, NHS funded organisations, and private practice. I am also a magistrate as well as a safeguarding supervisor.

Phillip Beisty

Child Psychotherapist

Trauma

Life Transitions

Depression

Anxiety Disorders

Neurodiversity + identity

Relationship Issues

Self-esteem challenges

Key areas of knowledge

I have a strong understanding of the emotional and relational challenges children and young people may face, including those related to anxiety, low mood, trauma, and life transitions. I also work with many neurodivergent clients and LGBTQ+ young people, taking care to offer a space that is respectful, affirming, and shaped around who they are.

My approach supports self-awareness, emotional regulation, and the development of practical coping strategies that help individuals feel more balanced, confident, and understood.

Qualifications

Postgraduate Diploma in Psychotherapy

2015 Newman University

Diploma in Child & Adolsecent Psychotherapy

Northern Guild for Psychotherapy 2024

Diploma in Clinical Supervision

Sherwood Psychotherapy Training Institute 2021

Diploma in Child & Adolscent in Psychotherapeutic Counselling

Northern Guild for Psychotherapy, 2016

BSc Counselling & Theraputic Studies

Leeds Metropolitain University 2009

CPD Safeguarding Supervision Training

The Safeguarding Network, 2023

Child Safeguarding Practice | Advanced certificate

SACPA

Advanced certificate in Parent - Child Therapy

Expected completion 2026

Qualifications

The Referral Process

What to expect

The Best Start Therapy Space

Therapy takes place in a cosy wooden cabin in the garden. It is quiet, private, and designed to feel relaxed and child-friendly. Many young people find the space helps them feel more at ease from the very first session.

Quiet garden setting

Cosy wood cabin

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.

SPICC Model
Psychodynamic thinking
Mindfulness
Play and creative methods
Relational and systemic approaches

Interior

The cabin is filled with creative, therapeutic tools - from board games and sensory objects to story cubes and a doll’s house. Everything in the space is chosen to support emotional expression, storytelling, and connection.