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Testimonials
Kind words from just a few of our clients
Academic Breakthrough
Sarah
My daughter was honestly at rock bottom. She'd given up and I didn't know where else to turn. She wouldn't leave her toom, let alone the house.
It sounds ridiculous to write this, but Claire was honestly like our fairy god mother. She was paitient, firm and kind. She never gave up.
My daughter quickly went from dreading the doorbell ringing to looking forward to her tutoring sessions.
In 3 weeks, Claire had her laughing, joking, reading and writing. In the space of a term, she had her reading aloud and trying GCSE questions.
My daughter hasn't ready aloud to anyone since she was 7, and she hadn't ever shown any interest in GCSE's before SENse Support became involved.
I can finally see a future for her.
Nicola
I just wanted to thank you for your advice and guidance about securing a free private ASD/ADHD assessment for my son.
My GP has organised the referral today and I never would have known this was even an option available to us had it not been for SENse Support workng with us and guiding us through the assessment of need.
They know what they're talking about!
Expert Advice
Attendance Panel
Claire & Brad
We can't recommend this company enough. We've been so stressed out with the pressure of the last few years.
We've had so much advice but didn't know where to go with it all and were complete overwhelmed. SENse Support took control of everything and, within one week, we had our first win - the school attendance panel backing off because school wasn't meeting our son's needs.
We can see a positive future now. SENse support know their job inside out. The best service we ever had.
Martin & Mahe
SENse Support have been absolutely incredible in our son's SEN journey. Our son had been struggling at school for a while and we just didn't know where to turn.
Our SENCO has been so kind, understanding and helpful, with both the school and the Local Authority. She's really helped us bridge the gap between home and school, and provides that full circle of support he needs to thrive.
We wouldn't be where we are today without the amazing support from SENSe.
Full Circle of Support
Austin's Story
Before I found SENse Support, I was at breaking point. My son is autistic, with sensory processing difficulties, extreme anxiety, and situational mutism, especially at school, where he completely masked his struggles. He wouldn’t eat at school, barely ate at home, had major emotional regulation difficulties, and lived in constant fear, of fire alarms, the weather, of me dying. He wouldn’t talk about how he felt, and his anxiety had completely taken over our lives. He refused to leave the house at times, isolated himself from friends, and even tried to jump out of a window. We had to call the crisis team more than once.
Despite everything, school just didn’t take it seriously. I was made to feel like I was exaggerating, like I was the problem. They told me he was “fine at school” and kept downplaying his needs. I felt completely helpless, like I was going crazy. I’d already tried everything, private therapies, OT sessions, parent support teams, but nothing seemed to change, and school weren’t listening. I didn’t know what else to do.
Then someone recommended SENse Support. From the very first conversation with them, I felt like someone finally got it. They listened without judgment, read through all the evidence, and said clearly: “Yes, this is absolutely worth fighting for.” They took so much of the worry off my shoulders. With their help, I went through the EHCP mediation process, something I would never have had the strength or knowledge to do alone. They wrote a brilliant position statement and stood by me through every step.
If I hadn’t had SENse Support, I would’ve given up. I really would have. Now, I feel more confident, more informed, and I trust that I’m doing the right thing for my son. He’s finally being seen for who he is, not just what he shows on the surface. To any other parent in a similar situation: don’t give up. Speak to SENse. Keep fighting for your child, they deserve support, even if they “tick the boxes” schools expect. Just because a child is masking or academically coping, doesn’t mean they aren’t suffering. Our kids deserve more than being overlooked. It’s been a long road, but I’m proud that I kept going. Proud that I didn’t let the system silence me. And for the first time in a long time, I feel like I can finally breathe again.
When we first reached out for help, Chase was really struggling. He was behind in every area of the curriculum, and it was heartbreaking to see how much he disliked school. Each day felt like a battle, he was on the verge of becoming a school refuser, and we felt helpless watching his confidence disappear.
From the very beginning, SENse Support truly listened, not just to us as parents, but to Chase as well. They didn’t brush anything off or make assumptions. Instead, they took the time to understand what was really going on. Together, we agreed that the best way to secure the right support for Chase was to apply for an Education, Health and Care Plan (EHCP).
SENse were by our side every step of the way. They guided us through the initial application, supported us in engaging with professionals, and stood with us through the disappointments, when the assessment of need was declined, and again when the Local Authority decided not to issue the EHCP. It was an incredibly difficult and emotional time, but SENse never gave up on Chase or our family.
Thanks to their persistence and expertise, we finally secured the EHCP. Now, Chase is receiving the support and provision he so desperately needed and the difference is incredible. He’s happier, more confident, and finally making progress in school. Most importantly, he no longer dreads going to school.
We’ll always be grateful to SENse for believing in Chase and helping us fight for what he needed. We couldn’t have done it without them.
Chase's Story
Roux's Story
My son struggled with overwhelming anxiety at his mainstream school. Every day was a battle just to get him through the door. The environment was busy, noisy, and unpredictable and it just wasn’t the right fit for him. He often needed to hide under tables or withdraw because he didn’t feel safe enough to join in. He couldn’t access learning in that setting, no matter how hard he tried.
At one point, he was put on a part-time timetable, but the constant changes only made things harder for him. He was unsettled, confused, and more distressed than ever. The impact on our whole family was huge. When he came home, all of that stress spilled out, he was dysregulated, upset, and often expressed his big emotions in ways that were hard for all of us.
We realised we couldn’t keep forcing him into an environment that was causing so much distress. His mainstream school agreed, and I started looking for something different. That’s when I came across a post on Facebook about The Hub. It sounded like exactly what we had been searching for, a place that understood children like my son and that’s where our journey began.
The difference was immediate. It was truly life-changing. For the first time, my son felt safe, calm, and understood. The staff focused on him as an individual, they noticed his needs, listened, and adapted. Because of that, he became more regulated than we’d ever seen before. For the first time, he was able to engage with learning. We saw him walk in happy and come out happy, without the tears and battles we’d been used to. The change was instant, and it was incredible to see our child thriving in a place where he felt safe and accepted.
Without this provision, he would likely have been out of school completely, stuck at home, distressed, and missing out on learning until another placement eventually came along. To other parents, I’d say this: trust your instincts. If the environment isn’t right, it doesn’t have to stay that way. There are places, like The Hub, that will see your child for who they are and meet their needs in a supportive way. Alternative provision isn’t only for behaviour difficulties, it can be exactly what children with additional needs need to thrive.
I want everyone to know how amazing The Hub has been. The staff offered nothing but genuine care and support, not just for my son but for us as a family. I always knew he was safe and cared for when I dropped him off, they loved him for who he was, and that meant everything. The work they do here doesn’t just change children’s education; it changes lives.
I reached out to SENse Support after receiving my son’s Final EHCP. Although I had already met with the Local Authority during the draft stage, I was deeply concerned, the plan failed to reflect his true needs and offered only limited support. To make matters worse, I didn’t know whether to proceed to mediation or go straight to appeal. We were overwhelmed and unsure of the best path forward.
At that point, my son had already been suspended multiple times due to dysregulated behaviour. He was being misunderstood, not supported, and was at serious risk of permanent exclusion. It felt like we were watching his future unravel in front of us.
SENse Support stepped in and immediately recognised that the EHCP was not fit for purpose. They advised that a full reassessment of need was essential. With their guidance, we initiated this process, which led to a thorough Multi-Disciplinary Team (MDT) assessment. This involved input from a range of professionals, including an Educational Psychologist, Occupational Therapist, Speech and Language Therapist, and a CAMHS Mental Health Specialist, all of whom contributed detailed and meaningful evidence of my son’s needs.
SENse used this evidence to prepare a meticulously crafted position statement, which became the foundation of our case during mediation. At that meeting, SENse argued strongly for:
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Amendments to Section B (to fully and accurately describe my son's special educational needs),
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Amendments to Section F (to reflect the specific, quantified provision needed), and
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A reconsideration of Section I, pushing for a specialist school placement that could meet his profile of need.
Their advocacy was strategic, clear, and deeply informed and it made all the difference. The Local Authority conceded, agreeing to make the required amendments to the EHCP.
Incredibly, within just three months of SENse Support becoming involved, my son was offered a place at a Specialist School. He is now in an environment where he is understood, supported, and able to thrive, something we had almost given up hope of finding.
I truly don’t know where we’d be without SENse, their support was life changing for Leo and us as a family. Their knowledge, compassion, and tenacity gave us the strength and support we needed during one of the most difficult periods of our lives. We are finally seeing a brighter future for our son.
Leo's Story
Liam's Story
Liam joined SENse at the end of the Spring Term in Year 10 (referred from a LA behaviour panel), following multiple exclusions and failed placements across alternative provisions. He is autistic and has ADHD, Tourette’s, and OCD. Liam had not accessed full-time education since Year 8. His history included significant risk-taking behaviour, including drinking hazardous substances, which meant he was barred from science labs and workshops. He also had prior involvement in county lines and was at significant risk of becoming NEET.
Liam had internalised the role of ‘the disruptor,’ masking his unmet needs behind humour and deflection. In his own words, “It was better to make them laugh than be laughed at,” when he couldn’t control tics. At his initial visit to SENse, he asked, “Am I someone you can work with?”, underlining both his vulnerability and desire to succeed.
Education
Liam arrived without recent attainment data, though his previous school believed he was academically bright. We conducted a baseline using CAT4, PASS, SDQ, Boxall Profile, and neurodivergent profiling supported by clinical psychology and psychiatry. His verbal reasoning and CAT4 data suggested GCSE target grades of 4.
Initially, Liam was unable to regulate for more than five minutes, and academic engagement was minimal. Our focus in Term 1 was on regulation, co-regulation, and building trust. All learning was delivered 1:1 by subject specialists trained in supporting students with complex needs. Liam was supported by neurodivergent staff with shared lived experience, allowing him to feel seen, understood, and free to express himself.
Within six weeks, Liam could engage for up to 20 minutes at a time. Teaching was adapted daily in content, delivery, and location depending on his regulation profile. Despite just three terms of part-time input (15 hours per week), Liam completed the full curriculum for English Language, English Literature and Maths. His initial working grades were Grade 3s in English and Maths, and a Grade 2 in Literature. By the end of the second term, mocks confirmed he was working at Grade 5s, and in final mocks he achieved:
· Grade 7 – English Language
· Grade 7 – English Literature
· Grade 5 – Mathematics
He also completed the ASDAN Certificate of Personal Effectiveness (COPE) Level 2, developing key skills in independence and problem-solving. SENse operated as an alternative exam site, with trusted staff acting as prompts to reduce anxiety and ensure he could access exams successfully.
Transition
Following exams, SENse provided transition coaching to support Liam into post-16 education. This included apprenticeship applications, interview prep, and disclosure coaching to help him speak confidently about being neurodivergent.
Liam interviewed for two competitive engineering apprenticeships and was offered both after completing Phase 1 recruitment, beating hundreds of other applicants. Employers gave powerful feedback, praising his insight, self-awareness, and pride in his neurodivergence.
As of September 2025, Liam will begin a Level 3 Apprenticeship as a Machine Technician with WG Jones Ltd - a phenomenal achievement for any young person, let alone one previously written off by the system. In Liam’s words, “I started way behind everyone else in my year at school, but I’ve finished ahead of them because of SENse.”
Placement Stability
Liam’s previous placements broke down quickly due to dysregulation and unmet needs. His placement with us was built on consistency, relational safety, and flexibility. Staff used low-arousal, non-punitive approaches, co-regulated effectively, and avoided power struggles. Where most settings saw risk, we saw unmet need.
We do not sanction or exclude students for behaviour. Instead, we use natural consequences and adapt our model to meet each student where they are. In the Autumn term, Liam experienced a social breakdown with a peer. In the past, this would have escalated into a physical altercation. Instead, Liam chose to walk away - restraint he had never previously demonstrated. We co-produced a restorative strategy with Liam, his family and the other student, and Liam moved on quickly.
His placement never broke down. He became one of the most valued members of our Hub community.
Promoting Health
At his lowest, Liam presented with emotional distress, including suicidal ideation. We worked closely with parents and external professionals to ensure safeguarding and a consistent network of support. Daily 1:1 mentoring gave Liam space to explore his identity, develop emotional literacy, and build regulation strategies.
As Liam stabilised, he developed a passion for health and fitness, eventually taking up bodybuilding. He built daily routines, formed peer connections, and began to take pride in both physical and emotional wellbeing. For a young person who had once felt hopeless, this was transformative.
Behaviour Management
Liam displayed high-risk behaviours, linked to dysregulation/unmet need. Our model is trauma-informed and neuroaffirming: we understand behaviour as communication and respond with empathy, curiosity and structure.
Liam thrived in this environment. He no longer felt he had to perform or mask. As trust developed, so did his ability to reflect, regulate and respond calmly. His sense of shame was replaced by self-awareness. He stopped seeing himself as a problem and began believing in his ability to succeed academically, socially and emotionally.
Participation and Involvement
Liam was involved in every stage of his journey. He co-designed his timetable, chose regulation-friendly spaces, and set academic and personal goals alongside staff. He contributed to reports and review meetings.
As his confidence grew, Liam became a peer mentor. He welcomed new students, shared his story, and showed others that success was possible. He went from isolated and misunderstood to socially connected and respected - not by changing who he was, but by learning to be himself safely.
Conclusion
Liam’s story is one of transformation. His success reflects the power of a personalised, relationship-led, neuroaffirming model underpinned by lived experience, trust, and flexibility.
When Liam arrived at SENse, he was disengaged, traumatised, and at high risk of exploitation. Today, he is confident, qualified, and ready to begin a Level 3 apprenticeship with two job offers behind him. He has exceeded academic expectations and developed into a thoughtful, articulate, and inspiring young person that our whole team is immensely proud of.