WELCOME TO RAINBOW TURTLE
Helping children and young people make sense of their world through play.
At the heart of Rainbow Turtle are four simple ideas: space to play, to express, to explore and to grow. The rainbow reflects colour, creativity and individuality, while the turtle reminds us that it is okay to slow down, feel safe and move at your own pace. Rainbow Turtle offers a space to be curious and creative, to express what may be difficult to put into words, to explore experiences and feelings, and to grow in understanding, confidence and connection.
Three ways I can help
MEET KEREN
Hello, I'm Keren
I'm an accredited Play Therapist and Supervisor registered with PTUK.
Before training as a Play Therapist, I spent twenty years as a teacher, including senior leadership roles — most of that time in schools for children with Special Educational Needs.
I have extensive experience working with children with autism, delayed development, and severe, profound and multiple learning difficulties, and I continue to work one and a half days a week in two special school settings as a Play Therapist.
FREQUENTLY ASKED QUESTIONS
I work with children and young people aged 4–16.
Individual sessions are 40 minutes, usually held weekly at the same time each week for consistency and predictability. Therapy typically runs for a minimum of 12 weeks and is reviewed regularly along the way.
Usually, no. The playroom is your child's private therapeutic space. If your child feels worried about separating, we can agree a gradual plan for the first few sessions so that they can become comfortable at their own pace. I meet separately with parents, carers and, where appropriate, school staff to review progress and keep the adults supporting your child connected.
Your child chooses from a carefully selected range of toys and creative materials, including sand and symbols, clay, paint, puppets, dressing-up and role-play toys. I follow their lead within safe, consistent boundaries.
No two sessions look the same. Play may be loud, energetic and seemingly chaotic, with toys spread around the room, characters in conflict or lots of repeated movement. At other times, a session may be quiet and reflective. Your child might focus closely on a sand tray, draw or model in silence, read a therapeutic story, or simply pause and think. Both lively and quiet moments can be meaningful, giving your child freedom to communicate and make sense of experiences in the way that feels right for them that day.
Most Play Therapy sessions take place in my own dedicated playroom at home — a warm, safe and consistent space designed specifically for this work. It has easy access next to the front door, its own bathroom and dedicated parking. I also work directly in some schools, so depending on your child's needs and circumstances, sessions may take place there instead. We can talk through what would work best when we first get in touch.
It's not a secret — but it is confidential in a specific way. I don't share the details of what your child plays with, says or does in the room with parents, carers or school. That privacy is part of what makes the space feel safe enough for them to explore difficult feelings freely. Your child is completely free to tell you or anyone else whatever they'd like about their sessions. The one exception on my part is anything that raises a safeguarding concern, which I have a duty to act on. I'll always explain this clearly before we begin.
I hold Level 3 Safeguarding training — the level typically required for a Designated Safeguarding Lead (DSL) role in a school — so I'm trained to recognise signs of abuse or neglect and know how and when to raise a concern. As I work independently, I act as my own DSL, meaning safeguarding responsibility sits directly with me. Wherever possible, I would always discuss any concerns with parents and/or the referring professional before taking next steps, and with your child too where appropriate.
I stay attentive throughout and introduce more direction — gentle questions, reflections or structured techniques — only when I sense a child is ready for it. The aim is always to support rather than override their own lead.
Therapeutic Life Story Work is a complementary approach, delivered in much the same play-based way, but with a focus on helping a child understand and make sense of their own history. It's often suited to children who are looked after, adopted or have experienced loss or significant change, and can run alongside or follow on from Play Therapy.
Where appropriate, group Play Therapy is available for children being referred for similar reasons.
Session fees can be covered privately by parents, arranged in partnership with your child’s school, or in some cases funded through adoption, foster care, or special guardianship support schemes.
Before we begin, we’ll agree together how sessions will be funded. I ask for a minimum block of 12 sessions to provide consistency for your child and to support the therapeutic process.
If funding is not yet in place, sessions won’t begin until a plan has been confirmed, so that I can provide a steady and reliable space for your child. Get in touch to find out session costs and ways to move forward.
Endings are planned, never abrupt. I allow a minimum of three weeks to bring therapy to a close, so your child has time to process the ending and we can mark their progress together.
Get in touch by phone or email to arrange an initial conversation. We can discuss what is bringing your child to therapy, who is making the referral, whether any other professionals are involved and what the most appropriate next step might be. You don't need to know exactly what your child needs before getting in touch. We can talk it through together.
Small steps can make big changes.