Nagles Therapy Services

07/05/2026

Another beautiful message landed today — another assessment overturned, another family finally being heard.
Two wins in two days.
This is why I do what I do, helping families get what is needed

06/05/2026

Some emails stop you in your tracks — like the one I received today telling us the decision had finally been overturned.

For the family, this wasn’t just a “win”.
It came after weeks of uncertainty, worry, sleepless nights, and feeling like no one was really listening. Parents are so often left to navigate complex systems with little support, carrying the emotional load on their own while still trying to hold everything together for their child.

What made the difference here wasn’t luck.
It was clear, detailed evidence.
It was correcting inaccuracies.
It was translating a parent’s lived experience into something the system could no longer ignore.

Behind every “We did it!!!” is:

• a parent who refused to give up
• hours of gathering evidence and having meetings
• advocacy that centres the child, not the paperwork
• a team effort to make sure the truth was heard

Families shouldn’t have to fight this hard — but until the system changes, I’ll keep standing beside them, helping them feel less alone, and making sure their child’s needs are seen, understood, and acted on.

26/04/2026

Just wondering what interest there would be if I put on a 4 weeks session for teen girls to support with confidence, friendship and self-belief
Looking at social media, peer pressure, and also exploring self esteem.

23/04/2026

22/04/2026

Here is the Cambridgeshire list of Specialist Schools - I was asked for following yesterdays post. Please let me know if any are missing or I have listed the incorrect info

21/04/2026

I was asked a few weeks ago if I had a list of specialist schools in and around Peterborough - I didn't, however I do now :)

16/04/2026

I got asked the other day why I finish my sessions with a game.

Games liked Uno, Dobble, Connect 4 etc are brilliant at building skills children need for school, like friendships, attention/focus, working memory,
Emotional regulation, language and communication, visual processing, sequencing and cognitive flexibility.

The best part children learn all this without pressure. It feels safe, playful and relational. It supports confidence, resilience and connection.

Play is so powerful and one of the simplest ways to support a child’s development.

14/04/2026

Today I received an email from a school, where I have been supporting a child.

Over the past month I haven been working closely with a child to understand their needs, unpick what sits beneath the behaviours, and shape provision that truly supports regulation, connection and learning.

The school have implemented the recommendations each week that I have suggested, and they shared how much of a positive difference these changes are already making.

This is exactly what partnership should feel like:
- listening to the child’s lived experience
- adapting the environment, not expecting the child to “fit”
- embedding trauma‑informed, neurodiversity‑affirming strategies
- reflecting together and being willing to try something new.

When schools and therapists work side by side, children thrive.

Feeling very grateful for teams who are open, reflective and committed to doing the best for their learners.

10/04/2026

I’ve been reading The Educator’s Experience of Pathological Demand Avoidance and it instantly took me back to two brilliant children I’ve supported who had a PDA profile.

They showed me just how important it is to slow down, connect first, choose our words carefully and notice the tiny demands we place without even realising. When we get those things right, everything else becomes possible.

Here are some he tips for parents supporting a child with a PDA profile

• Lead with connection, not correction — regulation comes from feeling safe with you first.
• Offer choices wherever possible — even small choices reduce the sense of pressure.
• Use collaborative language — “Shall we…”, “How can we make this easier…”, “What do you need right now…”
• Reduce hidden demands — transitions, eye contact, “quick tasks”, or even praise can feel like pressure.
• Prioritise co‑regulation — calm nervous systems learn, communicate and problem‑solve better.
• Think flexibility over firmness — you’re not “giving in”; you’re removing barriers so your child can succeed.

04/04/2026

Just sitting watching BGT and seeing St Andrew’s Primary School step onto that stage with such confidence, joy, and togetherness was nothing short of magical.

What stood out most was the message behind it: when children feel safe, supported, and emotionally held, they shine. That’s the power of wellbeing in schools — emotional health is a foundation. It’s what helps children connect, regulate, belong, and thrive.

This comes from a whole school approach and needs to be driven from the top down.

02/04/2026

Today I took my daughter to Wonderlab, at the science museum and it turned into the perfect opportunity to see how she learns in a real, hands‑on environment.

I used the visit as a chance to do a gentle Dynamic Assessment (DA) — a playful, interactive way of understanding a child’s learning style. Instead of focusing on what a child can do in a single moment, DA helps me notice:

- How they approach new challenges
- What kinds of prompts or tools support them
-How they problem‑solve when things get tricky
- Which strategies help them feel confident and regulated

This is exactly why I use DA in my practice at Nagle’s Therapy — it helps me understand each child’s unique learning process so I can tailor support that actually fits them.

If you’re curious about dynamic assessment or how I use it to understand learning tools and strengths, I’m always happy to chat.