Neurodiversity & SEN Support

Maybe it's the daily homework battle that ends in tears. Maybe it's the teacher pulling you aside again. Maybe it's watching your child shrink in a classroom that wasn't built for the way they think. You're not imagining it. And you don't need to wait for a formal diagnosis to do something about it.

Children who've worked with me start showing up differently — not because I've fixed them, but because someone has finally stopped trying to. When a child feels understood, they stop fighting. They start trusting the process. And things shift.

Homework stops being a nightly crisis. Your child starts attempting things they used to refuse. Their teacher notices they're participating more, melting down less. You stop dreading the school email notification.

It doesn't happen overnight. But the trajectory changes — and you'll feel it at home before you see it on any report card. Your child becomes more confident, more independent, and more willing to try. Not because we've lowered the bar, but because we've finally given them a way to reach it.

Every child who comes to Surge gets an individualised plan — not a programme pulled off a shelf. Here's how we build it.

If your child hasn't been formally assessed, we start with screening. This gives us a clear picture of where they are — their strengths, their gaps, how they process information — without the pressure of a full diagnostic. If you already have a diagnostic report, we use it as a starting point, not a limitation.

From there, I develop an Individualised Education Plan in collaboration with you and, where possible, your child's school. This isn't a static document that sits in a drawer. It's a working plan that evolves as your child does.

Sessions are 1:1 because that's where real progress happens. I can pace instruction exactly to your child's processing speed, regulate the energy in the room, and build a relationship of trust that simply isn't possible in a group setting. We work on the specific skills your child needs — whether that's reading fluency, executive function, emotional regulation, social communication, or all of the above.

I work with children across the full spectrum of neurodiversity — dyslexia, ADHD, autism, Down syndrome, Prader-Willi syndrome, and developmental delays. And I work with children from kindergarten through post-16, because needs evolve with age. In early years, the focus is on play-based foundations and sensory regulation. In primary, it's bridging the gap between your child's ability and the curriculum. In secondary, it shifts to executive functioning, self-advocacy, and life skills that will carry them into adulthood.

I don't work in isolation. I collaborate with your child's school, and where relevant, with educational psychologists, occupational therapists, and speech therapists to make sure support is consistent across every setting — not just my room.

Sessions run for 45–60 minutes, depending on your child's age, ability, and stamina.

We start by settling in. For some children that's a chat about their week. For others it's a sensory activity or a quick game to regulate their nervous system before we begin. I read the child — not a script.

The main body of the session targets whatever we're working on that week — it could be a reading strategy, an attention exercise, a social thinking activity, or a piece of schoolwork we're using as a vehicle for skill-building. Everything is tailored. If a child is struggling with something, I don't push through it — I find another way in.

We close with a few minutes of reflection. I want your child to leave knowing what they worked on, what they achieved, and what we'll do next time. They should walk out feeling capable, not drained.

After the session, I share a brief update with you — what we covered, what I noticed, and anything you can reinforce at home. This isn't a formal report every time. Sometimes it's a quick WhatsApp message. The point is that you're never guessing what happened.

Is this the right fit?