Spectrum SEN Services

21/03/2026

FREE SPECIAL YOGA SESSIONS - ONLINE AND IN PERSON
Special Yoga uses gentle movement, breath, sound and touch to encourage connection, compassion and co-regulation between parent/carer/teacher/therapist and child. All sessions are bespoke to the needs of the child in that moment, with no expectations, only care and kindness. This helps to enhance a feeling of safety and connection, allowing the child and carer to regulate their nervous system, improving a sense of wellbeing. This can enable improved focus, better sleep, enriched relationships, and a happier, healthier child.
Special yoga senior practitioner Karen Holmes is a physiotherapist and parent to 2 young people with special educational needs and disabilities and has experienced the value of these practices for herself and her children."

15/03/2026

♡Happy mothers day♡

A special shout-out to the all the mums and incredible women who have stepped into the role of mum.

Your patience, strength, and love make a difference every single day.

Your children may not always show love or appreciation in typical ways, but just know, they feel your care, your support, and the unconditional love you show them. You are their safe place, their guide, protector and advocate.

Even on the hardest days, you keep going. You are doing an amazing job. 💛

14/03/2026

SEND WHITE PAPER CONCERNS

As promised, I’ve now had a deeper dive into the White Paper regarding the proposed SEND reforms. I know I’m not the only one who has concerns.

I've detailed below how you can have your say, the main focus points, and tips for sending in your concerns. I am not a legal representative and do not proclaim to know everything about this, but what I have read is worrying me and I feel it is worth sharing.

☆SEND White Paper – What You Need to Know☆

The Government is consulting on SEND reforms. Deadline: 18th May 2026 , this is your chance to have your say!

Link to the proposals: https://www.gov.uk/government/publications/every-child-achieving-and-thriving

CONCERNS:

The concerns listed below are my personal concerns and those I will be adding to my letter of response. They also echo what I’ve heard most from families I support and other advocates. Your submission however, should reflect your own experiences and priorities.

● EHCPs:
EHCPs remain legally protected but will only be awarded to children with the most complex needs. The term 'complex' is not clearly defined, and even if awarded, support in an EHCP appears to be drawn from set packages rather than tailored to individual needs.

● Appeals:
If you need to appeal EHCP decisions, tribunals can only ask the local authority to reconsider a decision - they cannot enforce it, making it even harder to secure the support your child requires.

●ISPs (Individual Support Plans):
All children with SEND will have an ISP (similar to One Plans). These will follow a set framework, meaning support is recorded consistently across schools, this is a positive.

The support documented will be a two tiers;
Targeted support: Day-to-day help within the school, and Targeted Plus support: For pupils whose needs require additional input from health and education professionals such as via therapists or inclusion hubs.

⚠ Its Important to note however: Having an ISP does not guarantee access to hubs or proffesional input, moving up the tiers will be difficult, and there appears to be no tribunal appeal rights at either level, just the basic complaints procedures you can follow now if your childs needs are not being met. As EHCPs will be harder to get, this removes appeal rights of most children.

● SEND Hubs:
Money is being allocated to build hubs instead of specialist settings. Details on how these hubs will operate and what resources will be available are unclear. Many children currently struggle with mainstream environments due to sensory overwhelm, workload expectations, rigid policies, and limited flexibility in learning or demonstrating knowledge. A hub attached to a large school, especially if it is only used for interventions, feels insufficient to meet the range of varied needs children have.

● Gaps in Data:
There is little documented regarding support for children currently out of education, on EOTAS, those needing alternative provision, or for support post-16. So many areas of need have been missed or are unclear.

☆Tips for Making Your Voice and Views Clear☆

●Share your own experiences and highlight concerns about gaps in support.

●Highlight concerns regarding lack of accountability for schools and local authorities to provide effective and sufficient support, and also you and your childs limited appeal rights.

●Be specific: address each part of the proposed plan you are concerned about.

●Write to your MP as well as submitting through the consultation — include real-life examples.

●Question the ambiguity of the proposals. Who will decide on the level of support a child / young persons receives?, what training will they have to do this?, where will the bank of professionals such as EP's and other specialists come from etc

●Focus on what support your child needs and question how this plan would provide that.

●Remember: your response should reflect your child’s situation, not just general comments you have read.

☆How to Respond☆
By post: SEND White Paper Consultation, Sanctuary Buildings, Great Smith Street, London SW1P 3BT
By email: SENDreform.CONSULTATION@education.gov.uk

⏰ Time is running out.
Even though the White Paper can feel overwhelming, this consultation is one of the few ways you can directly influence policy before it becomes law.

Nothing is changing immediately - but by submitting feedback, you help shape how these reforms are implemented.

DON'T GIVE UP, YOU HAVE FOUGHT SO HARD ALREADY.

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08/03/2026

Why Paying Attention to Small Wins Matters 🏆

Rejection sensitivity, imposter syndrome, fear of failure, and worry about how we are perceived, these are things I, and many of my clients, face regularly. For those of us who are highly empathic, self-doubt can creep in even more easily.

In both a professional and personal capacity, I often catch myself wondering: Am I giving the right advice? Have I made a difference? Have I done enough?

Finding evidence to counter these thoughts takes much effort, focus, and time, but it’s something I try to focus on and help my clients and my own children to see. I look for small facts, little wins etc that contradict initial doubts.

This week, I’ve been writing down things my clients have said that remind me I’m making even a small difference:

'Are you psychic? How did you know?'

'I’ve never told anyone that before'

'Yes, I want to come back and see you'

'Don’t mind me, I’m just going to lie down while we chat'

'That really helped'

'Next time I come, I am going to bring my favourite plushy to show you?'

'I've made you something'

I also apply this mindset as a mum to two adult children, who are neurodivergent and can sometimes struggle to express themselves openly and effectively. (we all have this difficulty sometimes!)

Noticing small signs reassures and reminds me I’m supporting them well and that they’re learning and growing:

'Mum, can you help me?'– they feel safe asking for help and know it won't be rejected.

Sending funny memes and videos or talking to me about their interests – connection comes in many forms!

Asking my opinion – even if not always followed, it shows they value my input.

Telling me about things they want to do, i.e places they want to visit, foods they want to try, ideas they have – small shares of ideas or experiences show ongoing connection and by repeating this action shows they are happy in the way I respond.

In short: negative thoughts often come easily, they are often our brain’s default setting. The good news is our brains are flexible. Use the plasticity of the brain to your advantage. With practice, we can strengthen new pathways and healthier ways of thinking.

Work to reinforce positive thoughts. Look for evidence that challenges automatic negative ideas. Be your own judge, your own cheerleader, and try to limit how much you let others decide if you’ve met a goal. Don’t let your mind bully you into seeing only the negative.

Importantly: look for realistic, personal evidence, not what social media, others, or outside sources tell you should be your guide. Your own observations and experiences matter most.

I don’t proclaim this is easy, I wish I knew 10 years ago what I know now. The past can't be changed but you can make a difference to today and tomorrow. Even though it doesn’t always feel like it, you are always in control of something, whether it’s what and how you think, how you respond, or your next move.

I’m aware this may all sound very CBT-orientated, and many have told me CBT was not effective for them. While I do use some CBT techniques, this is only part of my approach. My focus is never on fixing thoughts or dismissing personal experiences—it’s also about acknowledging feelings, regulating them, and responding in ways that truly work for each person. I’m very aware that everyone’s experiences and situations are different, and I work to find approaches that are realistic and meaningful for each person as an individual, including when supporting myself.’
☆Take charge and great things can happen☆

23/02/2026

My views on the proposed SEND reforms

Today has been a busy day, not least because I’ve started wading through all 100+ pages of the white paper published today regarding SEND reforms.

I know many of you will have been following the media reports about the proposed changes, and they’ve understandably caused concern. I’ve already had conversations with worried parents. I've not digested every word as yet but here is a snapshot of my findings and thoughts thus far.

From what I’ve read so far, yes, there are quite a few changes ahead. However, some of the rumours circulating before publication, such as removing the entire right to tribunal, have not materialised, which is at least a little reassuring. However there appears to be a lot of focus on attendance and passing tests and little regarding the theraputic provision needed to help children thrive, feel accepted and prevent burnout etc.

Some of the proposals do feel like recycled ideas from pre - 2014 when we had School Action, School Action Plus and Statements and as is typical with reforms of any kind, the paper suggests these changes will improve the system, make it fairer, and provide earlier support that isn’t dependent on a postcode lottery.

My more sceptical side wonders whether this is also about cost-saving and shifting accountability and responsibility from local authorities to schools — schools that are already underfunded, short on space, and staffed by professionals who often lack sufficient time, resources, and training to provide what the children need even if they want to. This is not about schools or teacher bashing, but more about how can they be expected to provide the level of support and understanding needed for all diagnoses and wide ranging needs, whether they are deemed complex on paper on or not!.

The paper does propose the introduction of national SEND standards, which would set out a clearer baseline of support that should be available across the country. This should help reduce the opportunity for schools and LA's to interpret guidence in a way that suits them. However, the detail of what those standards will include, and how strongly they will be enforced isn’t yet clear. The lack of enforcement of laws and policy has after all always been an issue.

There is a lot about reviewing the need for an EHCP at phased transition points such as primary to secondary. This is worrying as we know that these big transitions are the most difficult and often children need more support not less!. That said, the EHCPs have always been reviewed every year and can at any stage be taken away, what we need to know is what the new decision making will be based on.

Billions of pounds are reportedly being allocated to schools for training and to create SEND inclusion hubs. On the surface, that sounds positive. However, many of the families I support have already found the current inclusion hubs insufficient in meeting their child’s complex needs so more detail is needed to see the suitability of these hubs in meeting their vastly different needs of SEND children.

The issue of 'complexity of needs' appears frequently throughout the paper. The proposal suggests that only children with the most complex needs will be entitled to an EHCP. Below that level, would be Individual Support Plans (ISPs), which on paper sound similar to current SEN Support plans, though, on a positive note, from what I understand, they are intended to carry statutory requirements such as with EHCP's. The issue is no specific complaints procedure for when they are not enforced has been discussed, meaning we could be left with the standard schools complaints procendure we have now and we all know how that tends to go!

There are also proposals to give schools greater access to professionals such as speech and language therapists and occupational therapists to help inform these plans. Again, this sounds promising, but anyone currently waiting for an EHCP, or asking schools to make referrals because their child is struggling, will know these services are already in very limited supply.

So what can be done right now?

● Don’t panic. I know that’s easier said than done. But this is only a consultation, not law. Nothing is changing imminently, so please stay focused on your current situation and what your child is entitled to right now.
Even if these proposals are approved, laws are not rewritten overnight. Any changes would be phased in over several years. There will also still be other legal protections in place for children and young people.

●The consultation period is 12 weeks. During this time, feedback can be sent to the Department for Education, I would also encourage writing to your local MP.

Yes there is a lot of uncertainty, laws may change, SEND language and acronyms may change but what won't change is the fight we have in us to do the best for those we support.

I know this is a lengthy post, but I wanted to share some initial thoughts from the report and offer some reassurance. I'm sure however I will be commenting further on this topic!

11/02/2026

A long but hopefully helpful post.

This week is Children’s Mental Health Week, so I wanted to share some thoughts and simple tips to support both your wellbeing and your child’s.

Good mental health doesn’t mean never feeling sad, angry, worried, stressed or low - these are all normal responses. However, when these feelings and emotions are experienced persistently and begin to affect daily functioning, that’s when they can become problematic.

Our mental health is more stable when we understand our emotions and can communicate and manage them effectively but this often doesn’t come naturally and it takes time to learn the skills and build an environment that supports our needs.

Long-term stress and its effect on our mental health can be compared to carrying a backpack. Every time a stressor comes along, whether physical, emotional or sensory, it’s like dropping a small pebble into the bag.

At first, you might not notice the extra weight so not recognise and address a growing problem. But pebble after pebble, the bag slowly becomes heavier, and if we don’t take a few pebbles out every now and then, it can eventually feel too heavy to carry, and recovery takes much longer.

Improving mental health requires an holistic approach, realistic expectations, and time. We can’t always remove the backpack, but we can take out pebbles one by one. Small, consistent changes over time can have a powerful impact.

Schools and parents often tell me they worry they can’t make the big changes they know would benefit a child - whether that’s 1:1 support in school, or more space and money. The ideal solution isn’t always possible, but there is always something that can be done to create positive change in every environment.

Simple steps such as:
●Create opportunities for success each day
●Actively listening without judgement or personal opinion
●Build in frequent, small breaks to prevent overwhelm (not just as a reactive measure)
●Provide sensory input that reflects a child’s individual sensory profile (proactively, not only when things escalate)
●Discuss difficult moments when in a more regulated state, and implement a plan should the situation reoccur.
●Keep records (ABC charts) of behaviours being seen to help identify triggers
●Adjust expectations understanding things may take more time, recovery, and scaffolding
●Celebrate effort and small wins
●Avoid measuring success purely by societal norms, standardised tests or external expectations
●Model emotional regulation, don’t just dictate it.
Saying 'don’t worry,' 'calm down,' or 'you’ll be okay' can feel dismissive and doesn’t teach skills.
Children learn more from what we show them than what we tell them. When we name our feelings, point out physical sensations, take a breath, use coping strategies, and repair after hard moments, we are teaching them how to do the same.

Children don’t need perfect environments. They need understanding, flexibility, time, and caregivers (in all settings) who notice the growing pile of pebbles, and help remove them until the child has learnt skills to help themselves.

I know it’s not as simple as it sounds, and having lived it, I don’t underestimate how hard caring for a child with SEND can be. But if we shift the focus from the end goal to each individual step, the journey can feel more manageable.

We are happier when our children are, and equally, children pick up on our stress. That’s why it’s just as important to ensure the expectations you place on yourself are realistic, that you build a support network around you, and that you remind yourself you are doing the best you can with everything being thrown at you.

11/02/2026

See below details of the next local offer roadshow.

There are many specialist support and local government professionals attending including the education access team who support children unable to access education, and Essex child and family wellbeing services.

https://send.essex.gov.uk/local-offer-roadshow-mid-essex?fbclid=IwdGRjcAP5nQZjbGNrA_mbyGV4dG4DYWVtAjExAHNydGMGYXBwX2lkDDM1MDY4NTUzMTcyOAABHj3f4Re0ians_RrIbjQK6XecRN0brWK4KBtU5U3veqPoqg-O2dUm_Ssxfd6L_aem_P_hqmYeOyYYLLqxmSfqtnQ

The next Local Offer roadshow in Mid Essex

31/01/2026

I was feeling creative so wrote this poem about ADHD. Inspiration was taken from conversations with my clients and also personal expererience. Whilst its about ADHD, we know many traists overlap with Autism and other diagnoses so hopefully even those without ADHD can still relate.

Here it is!

I want to tell you about ADHD,
That it’s more than hyperactivity or getting angry.

Reactions and intentions are often questioned,
Every moment replayed, each word over-mentioned.

People seem angry, but I don’t know why,
It doesn’t seem to matter how hard I try.

I hide away, worried, frustrated and tense
Why can’t I just do things that make sense?

Shame and guilt fuel my thoughts and actions,
I’m constantly alert for people’s reactions.

I put in so much effort just to be accepted,
It’s a constant battle to behave as expected.

Life can feel loud, busy, overwhelming,
Too much to process, so much incoming.

Filtering, prioritising, knowing what stays,
What needs attention, what safely waits.

Every sound, demand, thought, and request,
All arriving at once, my brain doesn’t rest.

Rejection hits hard, even when it’s perceived,
So I try my best to be well received.

I’ve been told I’m too much, too loud, too messy,
That I should control it, keep quiet, suppress me.

I rehearse every step and hide what I need,
My brain works overtime just to help me succeed.

‘It’s a superpower,’ they say, I guess that’s subjective,
Yes, sometimes my traits help me meet an objective.

I help others with ease and work well under pressure,
I hyperfocus, execute, hit every measure.

I can plan every step, every route, every mission,
But ADHD blurs time, order, memory, and transition.

ADHD controls how my brain functions,
My intentions are good, though my delivery malfunctions.

I try so hard to be the best I can be,
While navigating barriers no one else can see.

What helps is patience, not judgement or haste,
Clear words, clear timelines, a little more space.

Time to process what’s needed, co-regulation applied,
Gentle reminders, and to be the calm by my side.

26/01/2026

Shameless plug

I'm in full mum support mode and would like to use my fb page to promote my daughters new business to any of my local clients. She had to leave her job due to a health condition, and has been working hard to create a business that works for her and her needs and that makes use of her many years of experience with animals.

21/01/2026

Questions can be hard – whether they are about likes, dislikes, problems, or helping to unpick a situation.

Having something to do while answering can help with processing, anxiety reduction, and sensory regulation.

Today, categorising items really helped my client, along with me being mindful of how I asked the questions and mixing in some fun ones with trickier ones.

There is no one way that works, I am always client led and together we can achieve great things.

06/01/2026

TIME TO HAVE YOUR SAY

You may have have had details shared via your school but Ofsted and the CQC are undertaking a SEND inspection of the Essex Local area from 5th January to 23rd January 2026. If you are from this area, parent or practitioner here is a link here for the survey to complete and also a survey for young people / children to complete in case of interest:

02/01/2026

When you walk into your office and its bathed in rainbows, you can't help but smile. 🙂