Support
Online or in person. It’s over to you.
What does a session look like?
You might explain a difficulty, such as :
‘my child is struggling to read and the school have said that she is a year behind in her reading and writing’.
We would explore what approach has already been taken,
What developmental milestones have been met,
Has the child had a hearing and sight test with a score in the normal range?
What speech, language and communication strengths and weakness does the child have currently?
what does a week looks like for the child? taking in home life routines and home life dynamics
By collating all of this information, we can begin to build a picture using the biopsychosocial model. From here, we then refer to the SEND code of Practice, Specifically the Graduated Response and consider what targeted and/or specialist support might be required. Occasionally, this may include the child completing a standardised assessment, depending on the age and stage of the child but not often.
The School SENCO can work with a wide range of needs, if they have the time to explore. This is a pressure of the Education system currently particularly for small schools. We understand this constraint fully and work with the schools to support them to meet their statutory needs.
Judgement free.
What Impact Can You Expect?
What is your aim?
What do you want to move towards?
We all know that real change doesn’t happen overnight, but when we begin with understanding Biology, Psychology, Cognition and Learning needs, Social needs, Sensory needs, Physical needs, Communication needs, Neurodiversity, Trust, Regulation, life events, the needs of the adults around the children, then the impact of an intervention can be transformative and lasting.
Whether working with a child, a family, or a whole school community, the outcomes of this work often ripple out far beyond the session itself.
Depending on what you are aiming to achieve, you can expect to see:
For Children:
Improved emotional regulation — a child understands their regulation and is making choices around their regulation and managing it.
Better sleep and reduced anxiety — as their nervous system begins to settle
A growing sense of calm and safety — in their body and in their relationships
Stronger, more secure connections with key adults and peers
Increased happiness, self-esteem and curiosity
Tools and strategies for life — to manage difficult feelings, nurture mental health and build resilience
A stronger sense of who they are, where they’ve come from, and where they’re going
For Parents and Carers:
Agency. And a deeper understanding of your child’s inner world
Relief from confusion, guilt or feeling "stuck"
Practical, doable ways to support your child day to day
More calm, more connection ,and more joy in your relationship
Tools to support not just your child’s wellbeing, but your own
For Schools and Settings:
1:1 teaching for Children with High level needs and a plan of how to move forward.
Graduated offers for needs that staff can deliver .
Children more ready to learn , regulated, settled, and connected or not if they can’t right now, and a pathway on how to support them, until they are.
Better attendance, reduced crisis responses, and clearer plans
Staff who feel supported, skilled and confident in their role
Whole-school strategies aligned with trauma-informed and inclusive practice
Plans in place with paperwork. a pathway.
Achievable Steps to Wellness
The journey made of small, meaningful steps.
I work with children, families and professionals to make that journey feel possible, grounded, and personal. We work together building daily habits and insights that last.
Here’s what that might look like:
1. Begin with Understanding
We start by gently exploring what’s happening , biologically, psychologically, emotionally, physically, socially and in context.
What’s the behaviour communicating? What’s overwhelming? What’s missing? This forms the foundation for every step forward.
2. Build Safety and Connection
Through relational work , whether that’s walking, painting, talking or simply being together , we co-create a sense of safety.
3. Support the Body to Settle
We draw on neuroscience to help children regulate their nervous system. That might mean breathing techniques, movement, grounding exercises, hydration, better sleep routines, or sensory supports.
When the body is calm, the mind can begin to open.
4. Develop Emotional Literacy
Together, we name feelings, spot patterns, and learn how emotions show up in the body. This can include visuals, stories, creative play, or co-regulation with trusted adults.
5. Foster Agency and Curiosity
Children begin to see themselves as capable, worthy and in control of their story. We find hooks ,, things they enjoy or care about, and use them to spark interest, motivation and joy.
6. Strengthen Relationships
We work with the key people in the child’s world , parents, carers, staff, peers , to improve connection, communication, and consistency. Where needed, we use restorative approaches to repair trust.
7. Introduce Tools That Fit Their Life
From metacognitive strategies, breath work, journaling, sketching, to using the Chimp Model and sensory regulation, we explore what works. These are tools for life , not just school.
8. Celebrate Growth and Keep Going
Wellness is a cycle. We reflect, adjust, and keep moving forward with compassion. Even setbacks are part of the process.
The goal isn’t to remove all struggle , it’s to build resilience, purpose, and hope.