Free 30-Minute Telephone Call

Giving you time to talk. A quality call of 30 minutes allowing time to share and reflect. Totally free. A calm, no-pressure conversation to help you work out what is going on and what your next step could be.

This is not a sales call. There is no hard pitch, no awkward pressure, and absolutely no “buy this now before midnight” nonsense.

It is a short, supportive call where we can talk through:

• what is worrying you most right now

• what is happening at home, school or both

• whether ADHD, masking, overwhelm or emotional regulation may be part of the picture

• what questions to ask school, GP, CAMHS or the assessment team

• what support might help next

• whether ADHD in Practice is the right fit for you

You can use this call if your child has a diagnosis, is waiting for assessment, or you are just starting to wonder.

60 minutes | Zoom or telephone

A focused, one-off parent support session to help you cut through the noise and work out what needs to change first.

This session is for parents who know something is not working, but are not sure what the next step should be.

You may be dealing with emotional outbursts, morning battles, school worries, homework stress, anxiety, suspected ADHD, autism, dyslexia, sensory needs, friendship difficulties, sleep issues, behaviour concerns, masking, low confidence or a child who seems overwhelmed by everyday demands.

You do not need to arrive with a diagnosis, a folder of reports or a perfect explanation.

You can start with:

“I know something is wrong, but I don’t know what to do next.”

That is enough.

Best for parents who:

• feel overwhelmed and do not know where to start

• are constantly firefighting behaviour at home

• have tried strategies that worked for a week, then disappeared into the void

• are unsure whether the difficulty is ADHD, anxiety, autism, dyslexia, school stress, sensory overload or something else

• need help understanding what may be driving their child’s behaviour

• want practical next steps, not judgement or generic advice

• need someone experienced to help them see the wood for the trees

What we can explore

Depending on what is happening for your child, we may look at:

• behaviour patterns at home or school

• emotional meltdowns and regulation difficulties

• morning routines, homework, bedtime or transitions

• possible ADHD traits

• anxiety, masking or school-related stress

• dyslexia, learning difficulties or confidence issues

• sensory needs or overwhelm

• communication with school

• whether further support, assessment or SEND advice may be needed

This is not about jumping to a label.

It is about understanding the barrier.

Once the barrier is clearer, the next step becomes much easier to choose.

You leave with:

• a clearer picture of what may be driving your child’s behaviour

• practical, realistic next steps

• ideas you can actually use at home or in school conversations

• a better sense of what to prioritise first

• less guilt and more direction

This session may help if you are thinking:

• “I don’t know if this is ADHD or something else.”

• “School says things are fine, but home feels impossible.”

• “We have tried reward charts and nothing sticks.”

• “I am tired of guessing what my child needs.”

• “I need help before I speak to school.”

• “I just need someone to help me make sense of it all.”

Your starting point when everything feels too much

The Parent Clarity Call gives you space to pause, talk through what is happening, and leave with a clearer plan.

No judgement.
No jargon.
No pretending one sticker chart will fix family life by Friday.

Just practical parent support, clear thinking and a sensible next step.

Help to prepare for school conversations

£200 | 60 minutes | Zoom or telephone

A focused 60-minute session to help you prepare for an important conversation with school.

This support is for parents who need to speak with a class teacher, SENCo, pastoral lead, attendance officer, behaviour lead, local authority officer or another professional involved in their child’s education.

You may be worried about behaviour, learning, emotional regulation, school anxiety, masking, friendship difficulties, attendance, reduced timetables, exclusions, dyslexia, ADHD, autism, sensory needs, confidence, communication, or unmet SEND needs.

You may also be hearing the classic line:

“They’re absolutely fine in school.”

Lovely. Except home is currently one missing shoe away from a full domestic collapse.

This session helps you walk into the meeting prepared, focused and clear about what your child needs — without apologising, over-explaining, or leaving with another vague promise to “monitor the situation”.

Best for parents who need help with:

• preparing for a meeting with a teacher, SENCo or pastoral lead

• raising concerns about learning, behaviour, attendance or emotional wellbeing

• explaining what is happening at home clearly and calmly

• understanding whether your child’s needs are being properly recognised

• discussing ADHD, autism, dyslexia, anxiety, sensory needs or emotional regulation

• preparing for a SEND support review, IEP, ISP or learning support meeting

• asking about reasonable adjustments and classroom support

• challenging vague reassurance when nothing is actually changing

• preparing for EHCP conversations, evidence gathering or next steps

• feeling more confident before a difficult school conversation

This is not about going into school ready for battle.

It is about going in prepared.

There is a difference.

What we cover in the session

We look at what is happening, what school are seeing, what you are seeing at home, what support is already in place, what may be missing, and what needs to be asked for next.

Depending on your situation, we may cover:

What is actually getting in the way

We look beyond the surface behaviour and think about the possible barriers underneath.

This may include attention, emotional regulation, anxiety, dyslexia, autism, sensory overload, communication needs, confidence, sleep, executive functioning, masking, school pressure, friendship difficulties or unmet SEND needs.

The aim is not to label everything.

The aim is to understand what may be making school harder than it needs to be.

How to structure the meeting

We plan what you need to say, what order to say it in, and what you want to come away with.

This helps you avoid being quietly spun around in professional circles until you leave with three leaflets, no plan, and a headache.

What to say and how to say it

I help you phrase your concerns clearly, firmly and professionally.

Not aggressive.
Not apologetic.
Not emotionally steamrolled.

Clear.

What evidence matters

We look at the examples that will help school understand the impact on your child.

This may include what happens before school, after school, during homework, around transitions, with friendships, during learning tasks, or after a day of masking.

Good examples make meetings stronger.

Vague worry is easy to dismiss. Clear patterns are harder to ignore.

Understanding school support

We look at what support is already in place and whether it is specific enough.

That may include targets, adjustments, interventions, support plans, SEND paperwork, behaviour plans, attendance plans or review notes.

The question is not just:

“Is something written down?”

The better question is:

“Is the support clearly matched to my child’s needs, and is it actually happening?”

What to push back on

We prepare for vague phrases such as:

• “We’ll keep an eye on it.”

• “They just need to try harder.”

• “They’re fine once they’re here.”

• “All children struggle with that.”

• “They can do it when they want to.”

• “We don’t see that in school.”

Some of these comments may be well-meant.

But well-meant is not the same as useful.

What to ask for next

You leave knowing what questions to ask, what needs putting in writing, what support may be reasonable, and what the next step should be.

This may include a review date, clearer targets, classroom adjustments, further observations, referral discussions, additional evidence gathering, SEN support, or EHCP-related next steps.

You may need this if:

• you feel talked over, dismissed or fobbed off in school meetings

• you are unsure what support your child should be getting

• you do not understand the reports, targets or SEND paperwork

• your child is struggling at home, school, or both

• behaviour is being treated as defiance rather than difficulty

• your child is masking during the school day and falling apart afterwards

• school are focusing on behaviour but missing the barrier underneath

• attendance, anxiety, friendships or learning are becoming a concern

• you are worried your child’s ADHD, autism, dyslexia, emotional or sensory needs are not being recognised

• you want to attend a meeting feeling calm, prepared and credible

What you leave with

By the end of the session, you will have:

• a clearer understanding of the key issues

• a simple meeting plan

• questions to ask school

• wording you can use

• a better understanding of SEND support and next steps

• clarity about what to request

• a stronger sense of what is reasonable, realistic and worth challenging

This is not about becoming a difficult parent.

It is about becoming a prepared parent.

The kind who walks into a school meeting knowing what matters, what to ask for, what needs recording, and when “we’ll monitor the situation” is simply not good enough.

Because monitoring is not a plan.

Support is a plan.
Clear targets are a plan.
Review dates are a plan.
Actual provision is a plan.

Session details

Length: 60 minutes
Format: Zoom or telephone
Price: £200
Additional time: Can be booked if needed

This session is suitable for a wide range of school concerns, including learning, behaviour, emotional wellbeing, attendance, SEND support, ADHD, autism, dyslexia, anxiety, masking, sensory needs, friendship difficulties and school communication.

£145 1 - 60-minute session.

£410 for a block of 3 - 60-minute sessions - when booked together - Parent Progress Package

£780 for a block of 6 - 60-minute sessions - when booked together - Parent Partnership Package

Ongoing support for parents who are stuck in patterns they can't break alone.

Parent Support Session

£145

A focused coaching session to work through your current priorities and next steps.

Parent Progress Package

3 Sessions | £410

Ideal if you're navigating school, implementing strategies at home or preparing for key meetings.

Includes:

• Three 60-minute sessions

• Email support between sessions (if you offer this)

• Clear action points after each session

Parent Partnership Package

6 Sessions | £780

For families needing ongoing support across a school term or significant period of change.

Includes:

• Six 60-minute sessions

• Ongoing strategy refinement

• Accountability and problem solving

• Support through school meetings or changing circumstances

We go beneath the surface behaviour — the meltdowns, the mornings, the homework battles — and work out what's actually driving them. Then we build strategies that work with your child's ADHD brain, not against it.

You may need this if:

• Mornings are chaos every single day

• Homework regularly ends in tears — yours or theirs

• Your child goes from calm to explosion with no warning

• Consequences don't seem to work

• You're exhausted from holding everything together

You leave with:

• A clearer understanding of what is actually going on

• Practical strategies matched to your specific child

• Realistic next steps you can implement immediately

• Less guilt, more confidence

£225 | 75 minutes | Online consultation

For parents who do not know where to start with EHCPs, SEND support or school provision.

This focused consultation is for parents who feel confused, overwhelmed or unsure whether their child may need an Education, Health and Care Plan.

You may be asking:

“Does my child need an EHCP?”
“Is school doing enough?”
“Can I request an EHC needs assessment myself?”
“What evidence do I need?”
“What should I ask school next?”
“How do I explain what is happening at home?”

This session helps you step back, look at the bigger picture and understand what may need to happen next.

It is not about rushing straight into paperwork panic.

It is about understanding your child’s needs, what support is currently in place, what may be missing, and whether further SEND or EHCP action may be worth considering.

Best for parents who:

• feel overwhelmed by the EHCP process

• are unsure whether their child may need an EHCP

• want to understand whether school support is enough

• need help preparing questions for school

• are worried their child’s needs are not being fully recognised

• feel confused by SEND language, paperwork or processes

• need help understanding what evidence may matter

• want a clear next step instead of guessing

What we cover

During the 75-minute consultation, we look at your child’s current situation and explore what may be getting in the way.

This may include:

• your child’s current needs at home and school

• what support school has already put in place

• whether support appears clear, specific and consistent

• possible gaps in provision

• ADHD, autism, dyslexia, anxiety, emotional regulation, masking, sensory needs or school refusal

• how your child’s difficulties are affecting learning, confidence, attendance, behaviour or family life

• what evidence may be useful

• what questions to ask school

• whether an EHC needs assessment may be something to consider

• what your next steps could be

The aim is to help you understand the situation more clearly, so you can make informed decisions.

What you leave with

By the end of the session, you will have:

• a clearer understanding of your child’s needs

• a better idea of whether current school support appears enough

• possible gaps in provision to explore further

• questions to ask school

• guidance on what evidence may matter

• a clearer sense of whether EHCP next steps may be relevant

• practical actions to take after the consultation

This session gives you a starting point when everything feels muddled.

No jargon fog.
No panic.
No pretending the SEND system is easy when it clearly needs its own map, torch and packed lunch.

Just clear, practical guidance so you know what to do next.

Document review + 70 -minute parent consultation

For parents who have reports, emails or school paperwork but do not know what matters

The EHCP process often starts with a pile of paperwork and a sinking feeling.

You may have school emails, SEND support plans, behaviour logs, attendance concerns, dyslexia reports, ADHD or autism letters, professional reports, learning plans or notes from meetings — but no clear idea what actually helps your case.

An EHCP Evidence Review helps you organise what you already have, identify what is useful, spot what may be missing, and understand how the evidence links to your child’s needs.

This is not about throwing every document at school or the local authority and hoping something sticks.

It is about making the picture clearer.

This may help if:

• you are preparing to request an EHC needs assessment

• school says your child’s needs are being met, but you disagree

• you have reports but do not know what they mean in practical terms

• you are gathering evidence for an EHCP application

• you are preparing for an annual review or SEND meeting

• your child has ADHD, autism, dyslexia, anxiety, masking, emotional regulation difficulties or school refusal

• you need help understanding what evidence shows unmet need

• you feel lost in emails, reports and professional language

What is included:

• review of up to 5 key documents before the session

• 70-minute online parent consultation

• identification of strengths in the evidence

• identification of possible gaps or vague wording

• discussion of your child’s needs across home and school

• guidance on what to ask school for next

• support understanding what evidence may matter most

• short written summary of key points and suggested next steps

Documents may include:

• school emails

• SEND support plans

• IEPs or ISPs

• provision maps

• behaviour logs

• attendance records

• dyslexia reports

• ADHD or autism assessment letters

• CAMHS, GP or paediatric letters

• teacher comments

• annual review paperwork

• parent notes or timelines

You leave with:

• a clearer understanding of what your evidence shows

• a more organised picture of your child’s needs

• possible gaps to follow up with school

• questions to ask at the next meeting

• practical next steps for EHCP, SEND support or school discussions

Best choice if:

You already have paperwork, but need help turning it into clear evidence rather than a digital mountain of SEND fog.

For parents who know what they want to say to school — but would quite like it to come out calm, clear and useful rather than as a 2am brain dump with bullet points and mild rage.

A School Script gives you carefully worded language for meetings, emails and conversations with teachers, SENCOs or school leaders. It helps you explain your child’s needs, raise concerns, ask for support, request adjustments and follow up professionally.

Useful for ADHD, autism, dyslexia, anxiety, masking, meltdowns, behaviour concerns, friendship issues, homework battles and unmet SEND needs.

You leave with wording that is firm, respectful and practical — so you can advocate for your child without feeling overwhelmed, dismissed or put on the spot.

Once you have ordered your Parent Script, you will be asked to complete a short form so I can understand your child’s situation, the meeting you are preparing for, and what you need help saying.

Please include as much helpful detail as you can. The better the information, the stronger and more accurate your script will be.

You do not need to write perfectly. Bullet points are absolutely fine. This is not an Ofsted inspection. Just tell me what is happening, what you are worried about, and what you want school to understand.

Script Clarification Call

For parents who have purchased a Parent Script and want to talk it through before the meeting, call or review.

This 40-minute session gives you the chance to go over your script with me so you feel clear, prepared and confident before you use it. We look at what the script says, why it is worded that way, what points matter most, and how to deliver it without sounding apologetic, overwhelmed or ready to launch yourself across the table.

This is ideal if you have read your script and thought:

“Yes, this is exactly what I need to say… but I want to make sure I understand how to use it properly.”

What this session gives you

You will leave with:

• A clear understanding of your script
  We go through the wording so you know what each section is doing and why it matters.

• Confidence about what to say first
  Because the opening of a meeting often sets the tone — and “I’m not sure where to start” is not the energy we are aiming for.

• Help to prioritise the key points
  We identify what must be said, what can wait, and what should not get lost in the meeting fog.

• Preparation for possible responses
  We talk through what school or professionals may say back, and how you can respond calmly and firmly.

• Support with tone and delivery
  So you sound clear, reasonable and prepared — not defensive, rushed or accidentally too soft.

• A stronger sense of your next step
  You know what you are asking for, what outcome you want, and what needs to be confirmed after the meeting.

This is useful if:

• You have an upcoming meeting with school, SENCo, local authority or another professional

• You want reassurance that you understand the script properly

• You are worried you may get emotional, sidetracked or talked over

• The situation feels sensitive, tense or complicated

• You want to feel more prepared before walking into the room

The aim

This session is not about rewriting the whole script from scratch.

It is about making sure you understand it, can use it confidently, and know how to hold your ground in the meeting.

You already have the words.
This call helps you feel ready to use them.

40 minutes. Script-focused. Calm, clear and practical.

The exact words to use when you walk into that meeting, so you leave with a plan instead of a "we'll monitor it."

You've got the diagnosis. Now you need the school to actually do something with it. This is the word-for-word script for the support meeting: what to say, what to ask for, and how to handle "he seems fine in class" without losing your thread or your nerve.

Free example.

This guide is written for UK parents navigating the NHS ADHD assessment pathway. Everything in here is grounded in UK government guidance, the SEND Code of Practice 2015, and the Children and Families Act 2014.

ADHD and the School Day: What It Really Costs Your Child Aged 6–8 Your child comes home and falls apart. School says they're fine. You know something is wrong. Both of you are seeing something real. This guide draws on four voices —

Barkley's neuroscience, Dr Daniel Weisberg's UK clinical expertise, Hester Grainger's lived experience.

A reset plan for parents whose child holds it together at school and explodes at home. If your child walks out of school looking “fine” and falls apart over shoes, snacks, homework, noise, questions or the wrong cup, this guide gives you a calm starting point for the first 30 minutes after school.

Inside you’ll get: what to do before pickup

Work out whether your child’s behaviour is demand overload, sensory overwhelm, transition panic, masking collapse, hunger, tiredness, anxiety or executive function overload — before everyone ends up crying in the hallway.

The 3:45pm Survival Guide is a practical, no-nonsense resource for parents of children with ADHD who seem to hold it together all day at school and then fall apart the moment they get home.

What it looks like. At this age, ADHD often looks like the child who can't sit on the carpet, blurts out, bounces off the walls, or melts down over small things. Or the quiet one who drifts off and gets missed. It gets called naughty, immature or "a handful." It's usually none of those.

What it feels like. Inside, it's a brain with everything turned up at once and no off switch. Big feelings that arrive fast and hard. Knowing the rule but not being able to do it in the moment. Working twice as hard as everyone else, and still being told to try harder.

That gap, between how it looks and how it feels, is where so many little ones get missed.

This guide covers the middle of primary school, roughly Year 4 to Year 5. It picks up where the early-years guide left off, because ADHD does not stay still. It changes shape as the demands change, and the demands change a great deal around now. Where a point rests on research, you will find a short note showing where it comes from.

Autism in the Early Years: A Brief Guide for Parents Nursery, reception, and where to find real advice

You've noticed something. Maybe nursery has too. And now you're stuck between "it's probably nothing" and "I need to know who to actually ring."

This is a short, practical guide for parents standing at the start of that conversation — before a diagnosis, sometimes before you're even sure a diagnosis is where this is heading.

Inside, you'll find:

• What tends to prompt this conversation (without the checklist-anxiety)

• Exactly who you can talk to — health visitor, GP, nursery SENCo, community paediatrician, SALT, Portage, and more — and what each one can actually do

• What your nursery is obliged to offer, with or without a diagnosis

• How to handle the move into Reception, including funding and support you might not know to ask for

• Where to find advice that isn't a forum post at 2am — the National Autistic Society, IPSEA, your local SENDIASS, and more

Written by a former SENCo of 34 years who's since sat on the other side of the table as a parent. No jargon for jargon's sake, no false reassurance, no waiting for a label before you're allowed to ask for help.

Instant download.

A practical UK parent guide for understanding ADHD in children aged 4–5 as they start nursery, Reception or school.

This guide explains what may be happening beneath the behaviour — from big emotions, impulsivity and after-school meltdowns to turn-taking, transitions, tiredness, sensory overload and the difference between how ADHD can look in boys and girls.

Warm, clear and realistic, it helps parents make sense of the early school years without shame, blame or panic.

For parents who are terrified, hopeful, exhausted — and just trying to work out what on earth is happening.

The guide for parents who knew something was different long before anyone else did. 100 pages. Ages 6–8. Five expert voices. UK-specific throughout. Written by a SENCo, a parent, and a late-diagnosed ADHDer who spent thirty-four years on the wrong side of this conversation. You can start right now — before any diagnosis.

Your child is struggling. You can see it. School can see it. You’ve filled in the forms, chased the SENCO, spoken to the GP — and now you’re in the NHS referral queue. A queue nobody warned you about. A queue with no updates, no timeline, and no professional checking in. A queue where your child is expected to “cope” while you wait… and wait… and wait.

Waiting Well is the guide every parent wishes they had the moment the referral goes in.

Inside, you’ll find clear, practical, evidence‑based strategies to help your child thrive during the long months (or years) before assessment — plus the tools you need to stay calm, confident, and informed while navigating a system that often leaves families in the dark.

This book gives you:

• A realistic timeline of what the NHS referral process actually looks like

• What schools can do now (and how to ask for it)

• How to support emotional regulation without a diagnosis

• Scripts, templates and checklists for meetings, teachers and GPs

• What to track, what to ignore, and what actually matters

• How to advocate without burning out

• How to prepare for assessment long before you get the appointment

If your child is stuck in the gap between needing help and getting help, this guide shows you exactly how to bridge it.

You don’t have to wait helplessly. You can wait well.

Parenting a child with ADHD can be rewarding, challenging, and sometimes overwhelming. The ADHD Parent Playbook offers practical tools, proven strategies, and compassionate guidance to help parents understand their child's unique needs, build stronger connections, and create a supportive home environment. From managing daily routines to encouraging confidence and resilience, this book provides actionable insights to help families thrive.

£9.99

A downloadable product straight to your computer, tablet or phone. The Mindfulness Toolkit for ADHD families gives you simple, realistic strategies to help your child calm their body, settle their mind and regulate emotions - without expecting stillness, silence or long meditaton sessions.

Designed for busy UK parents, this toolkit includes quick mindfulness exercises, sensory grounding tools, ADHD friendly breathing techniques and easy scripts you can use during meltdowns, transitions or after-school overwhelm. Every activity is short, playful and tailored to how ADHD brains regulate best.

Perfect for parents, carers, teachers and SENDCOs who want practical emotional regulation tools that work in real life - at home, in school or on the go. More products coming soon.