Esther Flynn Speech and Language Therapy Ltd

Esther Flynn Speech and Language Therapy Ltd Children's speech and language assessment and therapy, putting the child's needs at the centre of pl

15/09/2025

🎉 BIG ANNOUNCEMENT 🎉

We’re delighted to share that Children’s Sensory Therapy AEP is now not only an accredited provider for Nottingham City Council…
but we’ve just been notified that we are now officially on the Alternative Education Provider Framework for Nottinghamshire County Council too! 🙌💙

🌟 A therapeutic and educational alternative to mainstream school –
Places now open for September!

Does your child need a calmer, more personalised approach to learning?

Our bespoke provision is designed for children aged 11–16 who are:

✅ Neurodivergent and/or have SEMH needs
✅ Struggling to thrive in a mainstream setting

We offer:
📚 One-to-one teaching from a qualified English teacher
🧠 Specialist support from Occupational Therapists
💛 A safe, nurturing space to rebuild confidence and re-engage with learning

📌 Accredited by both Nottingham City and Nottinghamshire County Councils
🎓 Funded places via Local Authority or the child’s current school
📅 Limited September spaces available – get in touch now!

🔗 Learn more
📩 office@childrenssensorytherapy.co.uk

02/09/2025

💡 “But what about my child?” – if that’s what you’re thinking as all the “first day back at school” photos appear, you’re not alone.

That question is exactly why we started our Alternative Education Provision. We saw the huge gaps in services and wanted to create something meaningful — a safe, therapeutic, quality option for children who need a different path.

Our provision combines learning with wellbeing:
✨ A qualified English teacher for tailored one-to-one learning
✨ Experienced Occupational Therapists to support regulation and participation
✨ Delivered in our therapeutic setting – calm, regulating, and child-led
✨ Flexible pace – always meeting the child where they are

It can be a short 12-week programme to help children re-engage with education, or a longer-term option if that’s what’s needed.

👉 Designed for children aged 11–16, with potential flexibility depending on your child’s needs — please speak to us, and we’ll do our best to ensure the package accommodates them.

🌟 We’re proud to be accredited by Nottingham City Council, giving families peace of mind that our offer is recognised and trusted.

Perfect for children who are:
🌱 Academically able but struggling with social or emotional needs
🌱 Neurodivergent
🌱 Living with the impact of trauma

Sessions run for 3 hours a day, 1–2 days a week – a gentle, supportive step towards learning again.

Because every child deserves an option that works for them. 💛

Email us at office@childrenssensorytherapy.co.uk for more information or to arrange a call. We’d love to hear from you 💕

09/08/2025

👣 Does your child walk on their tiptoes?

Toe walking is when your child walks on their toes and the balls of their feet, without their heels touching the ground. It’s common in toddlers – but if it continues beyond the age of 3, or becomes more pronounced, it’s worth exploring further.

Children may toe walk for a variety of reasons:
🔹 Muscle tightness or joint differences (e.g. short Achilles tendon)
🔹 Autism or other neurodevelopmental profiles
🔹 Sensory processing differences
🔹 Retained primitive reflexes
🔹 Habit or learned movement patterns

💡 We always recommend checking in with a medical or therapy professional to understand the why behind your child’s movement.

In our clinical work, we often see toe walking linked to sensory seeking behaviour – especially the need for proprioceptive input.

🧠 Proprioception is your body’s internal awareness of position and movement. Some children actively seek this type of input because it:
✔️ Increases body awareness
✔️ Feeds the joints and muscles with deep pressure
✔️ Helps the nervous system feel calmer, more organised and regulated
✔️ Provides traction and resistance through the lower body – giving a greater sense of control, grounding, and security

For some children, toe walking is a self-soothing strategy – particularly in environments that feel overstimulating, unpredictable, or overwhelming.

✨ Every child is different – and understanding their unique sensory needs is key to offering the right support.

If you’re unsure or would like to explore this further, we’re here to help.

18/07/2025

ADHD: A Difference in Attention Regulation

ADHD isn’t a lack of attention; it’s a difficulty with regulating attention. The brain struggles to filter distractions, often feeling like it’s trying to focus while watching multiple TVs at once. It’s a 24/7 experience that affects thinking, behaviour, and emotions.

Core traits:
• Inattention
• Hyperactivity
• Impulsivity

ADHD affects 5–6% of children, but is underdiagnosed in the UK, especially in girls.

Executive Functioning is often affected:
• Planning and organisation
• Time management
• Task initiation and follow-through
• Emotional regulation

Girls may be overlooked due to traits like daydreaming, anxiety, or sleep issues.

Boys are more likely to show hyperactivity, impulsiveness, and physical restlessness.

Sensory Processing differences often occur alongside ADHD. These can include:

• Hypersensitivity (e.g. overwhelmed by sound, touch, or light)
• Hyposensitivity (e.g. craving movement, missing sensory cues)

These sensory challenges can impact how individuals manage emotions, behaviour, and everyday tasks.

ADHD reflects a different brain structure and function - not a deficit, but a difference. With the right support, individuals with ADHD can thrive.

03/07/2025

📣 Derbyshire families!!! 📣
🌟 CST Alternative Education Provision 🌟
A bespoke, therapeutic path back into learning 💛

We’re delighted to share that CST Alternative Education Provision is now also officially registered on the Derbyshire Local Offer!

We understand that mainstream education doesn’t work for every child – especially those who are neurodivergent, anxious, or have experienced trauma. That’s why we’ve created something different.

Our provision offers a calm, therapeutic environment where learning can happen safely and meaningfully – at a pace that works for each individual child.

✨ What makes us unique?
• 🧠 On-site Specialist Occupational Therapist, supporting functional skills, sensory and emotional regulation
• 📚 Qualified English Teacher delivering one-to-one learning, fully tailored to the child’s pace and interests
• 🔄 Supported, sensitive transition back into education where appropriate
• 🏡 Away from home but in a nurturing, purpose-designed therapeutic setting
• 🧩 Perfect for children ‘lost to learning’ who are ready to re-engage with the right support

We work with children who want to learn – they just need the right environment to thrive.

📍 Based in Aslockton, Nottingham
👥 For children aged 11–16
📧 To arrange a visit or learn more: office@childrenssensorytherapy.co.uk

We’re proud to be part of the Derbyshire Local Offer, supporting more children to access the education they deserve.

01/06/2025

Are you in Nottingham City? Looking for a compassionate, high quality alternative education provision for you child’s? We’re delighted to announce that our brand new, Alternative Education service is now open at our specialist clinic in Aslockton, Nottinghamshire. We are proudly accredited by Nottingham City Council. For more information email us at office@childrenssensorytherapy.co.uk

24/05/2025

So… when we say sensory processing, what do we actually mean?

So often, people link the term with fiddle toys or movement breaks. While those can play a part, sensory processing is much broader than that.

Sensory processing is how our brains interpret the information coming from our senses; touch, sound, sight, balance, body awareness, taste, smell, and internal body awareness. It’s how we make sense of the world around us and respond to it in a way that feels right and safe.

But when sensory processing isn’t working well, our world can feel out of sync. And when that happens, it can impact everything we do.

Some people might over-respond or under-respond to sensory input, or even fluctuate between the two, often having some sensory systems that are under responsive and some that are over responsive to sensory stimulation.

Here are just a few examples:
• Feeling pain or extreme discomfort from clothing labels or being cuddled
• Struggling with balance and body awareness, which affects coordination and motor skills
• Not realising you’re hungry, thirsty, in pain, or need the toilet
• Avoiding certain foods because of taste or texture
• Feeling overwhelmed by busy environments or bright lights

These challenges can make daily life feel really hard.

But here’s the good news- sensory-trained occupational therapists can help. We work to understand each individual’s unique sensory profile and help them find ways to feel more regulated, safe, and able to engage in everyday life.

22/05/2025

💜 2025 Theme: You Can't See DLD. What are some of the hidden signs of Developmental Language Disorder (DLD) you have observed?

Join us to raise awareness of DLD on Friday 17th October 2025!

21/05/2025

Is this you? 💔

Your child comes home and collapses. They're telling you they feel lonely, anxious, even afraid. But school says they're “a delight,” “a social butterfly,” and “doing great.” It doesn’t add up, and you’re left feeling confused and unheard.

This is the heartbreaking reality of masking and fawning - when children (especially girls and AFAB kids) perform or people-please at school to fit in, then fall apart at home. It's real. It's exhausting. And it's so often missed.

You deserve clarity. Your child deserves understanding.

📅 3rd June
🎓 Unmasking the Truth: Understanding Masking & Fawning in School
🎟️ Book here: https://www.eventbrite.co.uk/e/1001262231287

You are not overreacting. You are the expert on your child. Let us show you how to advocate for them with confidence.

14/05/2025

🚨URGENT🚨
A policy and practice overhaul is needed to support the 2 million children who have speech and language challenges, which not only impact their ability to communicate but also increase their risk of developing mental health difficulties.

Our joint statement with Centre for Mental Health:
https://bit.ly/4jOMWu0

10/05/2025

What Does “Ordinarily Available Provision” Really Mean in Schools?

If you’re navigating the world of Special Educational Needs and Disabilities (SEND), you’ve likely come across the term “Ordinarily Available Provision.” But what does it actually mean—and why is it so important?

Put simply, “ordinarily available provision” refers to the support that all mainstream schools are expected to provide for pupils with SEND, without needing an Education, Health and Care Plan (EHCP) or extra funding from the local authority. It’s about inclusion, equity, and making sure that every child—regardless of need—can access education in a way that works for them.

This provision is funded through what’s known as the school’s notional SEN budget—a portion of each school’s overall funding that is intended to support pupils with additional needs. The general rule is that schools are expected to spend up to the first £6,000 per pupil, per year, before requesting any additional funding.

But what does this actually look like in practice?

Ordinarily available provision might include:

• Differentiated teaching methods to meet varied learning styles

• Access to small group interventions

• Use of visual aids, assistive technology or adapted resources

• Emotional literacy support or pastoral care

• Adjustments to classroom environments (e.g. quiet spaces, sensory breaks)

• Support from teaching assistants (though not always 1:1)

• Flexible timetables or breaks for pupils with attention, sensory or anxiety needs

The goal is to make the mainstream classroom as inclusive as possible so that pupils with SEND can thrive alongside their peers. And it’s not just about academic support—ordinarily available provision also encompasses emotional, social, and behavioural support.

It’s important to note that schools aren’t alone in deciding what’s “ordinarily available.” Many local authorities publish detailed guidance (sometimes called a Local Offer or an Ordinarily Available Provision document), outlining what every school in their area should provide as standard. These documents are meant to promote consistency, transparency, and fairness across all schools.

So why does understanding this matter for parents and carers?

Because it helps clarify what support your child should already be receiving—with or without an EHCP. If your child is struggling and you’ve been told they “don’t meet the threshold” for an EHCP, that doesn’t mean they can’t or shouldn’t be supported. Schools still have a duty to meet their needs as far as possible with their own resources.

It also gives you a clearer starting point for conversations with the school. If something listed as ordinarily available isn’t happening, you’re within your rights to ask why not—and what can be done to put it in place.

Ordinarily available provision is the foundation of inclusive education. It’s what every school should be doing every day to support children with SEND—and knowing what that includes is one of the most powerful tools you can have as a parent or carer.

Photo: when you’re 11 and you’re too old for the Peppa Pig artwork your Mummy sewed you using pieces of material from her old dress and other special fabric.

01/05/2025

Calling all parents and professionals!

Struggling to understand or support a child with Pathological Demand Avoidance (PDA); preferably referred to as Persistent Drive for Autonomy?

Join us for an essential online training session designed to give you real-life strategies that actually work.

Date: 2nd May
Time: 10:00 AM - 12:30 PM (2.5 hours)
Location: Online (Join from home – no travel needed!)

Led by and experienced Occupational Therapist and Clinical Psychologist from Children's Sensory Therapy Ltd and Synchrony Psychology, this training will give you the knowledge and tools to help your child — and yourself — navigate the unique challenges of PDA.

What you’ll get:
✨ A clear understanding of what PDA really is (no jargon – just practical insight!)
✨ How sensory processing links to behaviour and demand avoidance.
✨ Easy-to-apply strategies – both psychological and sensory-based – to support your child and reduce stress at home.
✨ Live Q&A – Your chance to ask your questions and get advice tailored to you.

Spaces are limited, so grab your ticket today and feel more confident in your approach to PDA.

Let’s work together to create calmer, happier days for everyone.

Book now! 👇👇👇👇👇👇👇👇👇👇👇👇

https://www.eventbrite.com/e/1256480740719?aff=ebdsshios






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Ripley

Opening Hours

Monday 9am - 5pm
Tuesday 9am - 5pm
Wednesday 9am - 5pm
Thursday 9am - 5pm
Friday 9am - 5pm

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