DonnaMarie HTC

29/06/2025

🥇Sunday musings🥇

As I sat at the dinner table, my gaze drifted to the photo on the wall—a moment frozen in time. The morning light of Tenby Ironman 2018, when Jonny stood at the edge of the sea, ready for his 2.4-mile swim, followed by 112-mile cycle and then a 26.2-mile run!! Behind him, a sea of faces—crowds gathered to cheer, to honour the hours, the sweat, the quiet perseverance that had brought each athlete to that shore. And above it all, the sunrise: a soft blaze of hope breaking through the dark.

I imagine the tide of emotions that morning—excitement, resolve, anxiety, doubt—all mingling like waves upon the sand. And in that, I see my own spiritual journey. I began, as so many do, with fire in my heart—eager, determined, filled with purpose. But as the miles of life unspooled, I too have known seasons of weariness, of doubt, of feeling adrift. Much like those athletes in their race, I have battled my own storms.

Today, as I pause to reflect, I see more clearly: this is no simple race. It is not even a marathon. It is a series of trials and triumphs, where we must train our hearts, steady our souls, and choose—again and again—to show up. And oh, how thankful I am for those who have stood at the edge of my course, cheering me on, even when my path seemed strange or lonely. For those who stayed when the crowds thinned, when the journey grew hard.

Wherever you stand on your own road today—hold fast. Do not give up. Even when hope feels hidden, it is there, waiting like the dawn. Lift your eyes. Imagine the joy, the sweet triumph, when at last you cross that finish line.

And know this: I will be there, cheering you on. 👏🏻🥇

“Since we have such a huge crowd of men of faith watching us from the grandstands, let us strip off anything that slows us down or holds us back, and especially those sins that wrap themselves so tightly around our feet and trip us up; and let us run with patience the particular race that God has set before us.”
— Hebrews 12:1

16/04/2025

This is the reason why I really struggled with English at school. It’s only been as an adult that I have become interested in understanding metaphors. Songs have really helped me alongside reading parables in the bible. So important that we have teachers that understand neurodivergence 🦋🐘🌈

“Miss, why can’t poetry just say what it means?”

That question -asked by my neurodivergent pupils along with Numbers 1 and Number 3 at different times - deserves to be heard, not corrected.

Take this excerpt by Langston Larson:

“In English, we say: ‘You hurt me.’

But in poetry, we say:

‘You planted thorns in my chest with hands I once trusted,
and now every breath feels like an apology I shouldn’t owe.’”

It’s raw. It’s metaphorical. It speaks in images, not facts.

For some students, Number 2 especially, this layered language is magnetic. For others — especially those with literal, pattern-seeking, or detail-focused thinking styles — it can feel like emotional code they weren’t given the key to.

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“But how do they know what the author meant? They haven’t asked them.”

“So I just have to pretend I know what I’m talking about?”

“I really don’t like poetry…”

These aren’t signs of disengagement.
They’re honest reflections from students whose brains process the world in different — and equally valid — ways.

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It can be challenging if we expect everyone to receive poetry the same way. Some minds will feel the rhythm.
Others will question the logic. Some will be moved by metaphor. Others will want clarity first, connection second.

All of it is valid. All of it belongs in the classroom.

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To make poetry neuroaffirming, we can:

• Encourage multiple ways of understanding — emotional, structural, visual, analytical.

• Name the hidden rules (e.g. “In poetry, people often use images instead of facts”).

• Use visuals, discussion, or movement to explore meaning, not just written responses.

• Affirm literal interpretations as insightful, not ‘missing the point’.

• Give time and space — not every reaction needs to be immediate or emotional.

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Poetry doesn’t have to be “got” to be valuable. And students don’t have to perform emotional depth to prove they’re engaged.

We need to teach poetry in a way that includes neurodivergent thinkers — not just accommodates them. We need to welcome their questions and celebrate their honesty.

We need to build a version of English where every kind of mind is seen as capable, curious, and complete.

Because maybe the real poetry isn’t just in the metaphor —
…it’s in the conversation it sparks.

12/03/2025

We’ve teamed up with Helen Rutherford, Specialist Sleep Practitioner from The Sleep Charity for a live webinar, Sleep & Neurodiversity: The Importance Of Routine. In this session, Helen will explore:

⭐ The benefits of a predictable routine for children with additional needs.
⭐ How to ensure their routine effectively supports their needs.
⭐ What a well-structured, successful routine looks like in practice.

For more details: https://hubs.li/Q037tWnG0

12/03/2025

And this is why I am back working within a specialist provision, because mainstream is not the right place for everyone unfortunately 🐘🦋⚓️

Changing the UK Education System: A Call for Parents and Businesses to Unite

Since lockdown, more parents than ever have had an insight into what their children are being taught. Many have been left questioning its relevance. The rigid curriculum, the relentless focus on testing, and the lack of space for creativity have become more apparent. At the same time, businesses are saying that the education system is not producing the creative thinkers they need—people who can imagine solutions to problems that don’t even exist yet.

So how can parents and businesses come together to force real change?

The Problem: An Outdated System

The UK’s education system is still largely based on a model designed for the industrial age. It prioritises memorisation, compliance, and exam performance over creativity, independent thought, and real-world problem-solving. But the world has changed. Businesses are looking for people who can:
• Think critically and adapt to change.
• Solve complex problems with creativity.
• Work collaboratively and communicate effectively.

Yet, the education system is still training children to pass exams, rather than preparing them for a future where AI, automation, and global challenges will demand entirely new ways of thinking.

The Power of Parents and Businesses Working Together

Parents and businesses both have a vested interest in education reform. Parents want their children to thrive, and businesses need employees who can think for themselves. By working together, they could become a powerful force for change.

How Can Parents Drive Change?
1. Ask Questions and Challenge Schools
Parents can push schools to justify why certain subjects are taught in rigid ways and why creativity and independent thought aren’t prioritised. Attending school meetings, questioning curriculums, and advocating for project-based learning can start important conversations.
2. Support Alternative Approaches
There are schools and organisations experimenting with new models of education, such as inquiry-based learning and interdisciplinary projects. Parents can support these initiatives and push for similar approaches in mainstream education.
3. Use Their Collective Voice
Parents can unite through petitions, social media campaigns, and lobbying MPs to demand an education system that reflects the modern world. The more noise parents make, the harder it will be for policymakers to ignore.

How Can Businesses Drive Change?
1. Demand Skills Over Grades
If businesses want creative thinkers, they need to stop relying on academic results as the main measure of ability. More companies should value portfolios, project work, and problem-solving skills over traditional qualifications.
2. Collaborate with Schools
Businesses can work with schools to create meaningful work experiences, project-based learning opportunities, and mentorship programmes that develop real-world skills.
3. Fund and Support Innovation
Businesses can invest in alternative education models that focus on creativity, entrepreneurship, and problem-solving, rather than rote learning and exams.

Real Change Requires Collective Action

The UK education system won’t change unless the people it serves—parents and businesses—demand it. By working together, they can push for a system that nurtures creativity, fosters independent thinking, and prepares children for a future that is anything but predictable.

Education should not be about passing tests. It should be about developing the thinkers, creators, and innovators of tomorrow. It’s time we made that a reality.

06/02/2025

06/02/2025

Feel free to share with any colleagues who may benefit from

Can we ask you for a favour?

We want to reach as many teaching professionals as possible for our webinar, SENCO Self-Care: Balancing The Challenges Of SEN.

Tag your friends, family and colleagues in this post to spread the word.

Register: https://hubs.li/Q033t5f70

14/01/2025

You do not need a diagnosis for your child to have an EHCP.

I’m in the middle of writing something at the moment and I thought I’d post some of it here because there are a lot of myths surrounding when an EHCP should/should not be applied for.

The only criteria that must be fulfilled before applying for an Education, Health, and Care Plan (EHCP) needs assessment are outlined in Section 36(8) of the Children and Families Act 2014. According to this legislation, a local authority *must* conduct an EHCP needs assessment if:

1. The child or young person may have special educational needs (SEN).

2. It may be necessary for special educational provision to be made for the child or young person through an EHCP.

Here is the exact wording from the legislation:

“The local authority must secure an EHC needs assessment for the child or young person if, after having regard to any views expressed and evidence submitted under subsection (7), the authority is of the opinion that—
(a) the child or young person has or may have special educational needs, and
(b) it may be necessary for special educational provision to be made for the child or young person in accordance with an EHC plan.”

What This Means

• No requirement for a diagnosis: A child does not need to have a formal diagnosis to meet these criteria.

• No requirement to exhaust SEN Support: You do not need to prove that the school has spent all of its notional SEN funding or that current support has completely failed.

• Evidence of potential SEN is enough: It is sufficient to show that a child or young person “may have” SEN, rather than providing definitive proof.

• Focus on future need: If it is possible that an EHCP “may be necessary” to meet the child’s needs, this is enough to request an assessment.

Important Context

• Local authorities sometimes refuse requests for assessments by claiming there isn’t enough evidence, but this refusal can be challenged through the SEND Tribunal if you believe they have not correctly applied the legal test.

• The legal test sets a low threshold—essentially, if there is any reasonable possibility that the child has SEN and might need an EHCP, the local authority is obligated to assess.

By focusing on these two criteria, parents and carers can challenge any misinformation about prerequisites for applying for an EHCP. Understanding the legislation empowers you to advocate effectively for your child’s rights.

27/12/2024

Neurodivergent/neurodiverse: what’s the difference?

The terms neurodivergent and neurodiverse are often used interchangeably, but they actually have distinct meanings rooted in the neurodiversity paradigm. Understanding the difference can help foster a more inclusive and respectful discussion about brain diversity, especially when advocating for equity and acceptance of neurodivergent people.

Let’s start with the neurodiversity paradigm itself. This framework views neurological differences—like autism, ADHD, dyslexia, and more—not as disorders to be fixed, but as natural variations of human diversity. Just as biodiversity strengthens ecosystems, neurodiversity enriches our communities, offering unique perspectives, skills, and ways of thinking.

What Does Neurodiverse Mean?

Neurodiverse refers to a group or community that includes individuals with a variety of neurological makeups. Essentially, the term acknowledges the diversity of brains and minds within a collective. Any group of people—including those who are considered neurotypical (those whose brains align with societal expectations)—is inherently neurodiverse because no two brains function exactly the same.

For example, a classroom that includes students with ADHD, autism, and no diagnosed neurological differences would be described as neurodiverse. The term applies to the group as a whole, highlighting the value of having varied ways of thinking and learning within a shared space.

What Does Neurodivergent Mean?

Neurodivergent, on the other hand, describes individuals whose neurological development or functioning diverges from what is considered typical or “standard” in society. Someone who is autistic, has ADHD, dyslexia, dyspraxia, or other similar differences would be considered neurodivergent.

This term is identity-affirming and emphasizes that these differences are not inherently deficits but variations that contribute to the diversity of human experience. Using the word neurodivergent helps shift the narrative from one of “disorder” to one of difference, honoring the unique strengths, challenges, and perspectives that come with these ways of being.

Why Does the Difference Matter?

Understanding and using these terms correctly reinforces the principles of respect and inclusivity. For example, saying an individual is “neurodiverse” would be incorrect; a single person cannot be “diverse.” Instead, that individual is neurodivergent, and they contribute to the neurodiversity of the group they are part of.

This distinction also helps avoid confusion and strengthens advocacy efforts. Using the correct terms communicates a clear and intentional message about embracing differences, reducing stigma, and affirming identities.

A Neuroaffirming Takeaway

The neurodiversity paradigm is about celebrating all minds, embracing the beauty of difference, and challenging systems that privilege one type of brain over another. Neurodivergent people are not broken or in need of fixing; they are valuable members of the neurodiverse human tapestry.

By using these terms thoughtfully, we can foster environments that not only accept but celebrate neurodivergent people for who they are. Together, we can create a world where everyone’s way of thinking and being is honored as an essential part of humanity’s collective strength.

Remember: Neurodivergent describes individuals. Neurodiverse describes groups.

Language matters, and it’s a tool for building understanding, connection, and belonging.

02/10/2024

Here is a little introduction into the current therapeutic interventions I am offering to children and young people, if you would like any more information then feel free to contact me 🐘🦋⚓️