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About Us At FOCUSS, we are committed to delivering high-quality affordable support. Our expertise covers a broad spectrum of medical needs, both diagnosed and undiagnosed. Our Values FOCUSS is the new name of Steve Brown Behaviour Support & Training, carrying forward a legacy of excellence since 2014. Our dedicated team of professionals specialises in SEND, behaviour, therapeutic interventions, and training, ensuring tailored solutions for every setting. We provide bespoke support to mainstream and specialist settings, as well as educational organisations and charities. With a collective experience of over 150 years in education and healthcare, we are committed to making a meaningful impact. Every training session is led by professionals actively working in the field—we practice what we advocate. At FOCUSS, we pride ourselves on being approachable and caring, and offer practical solutions. We work alongside staff, caregivers, and senior leaders to develop the best possible outcomes, fostering supportive environments where individuals thrive. Our training is bespoke, purposeful, and designed to make a lasting impact. We provide a range of approaches tailored to the unique challenges faced by children and young people, always striving to foster positive outcomes. Our passion lies in helping children, young people, staff, and caregivers navigate their journeys with confidence. We lead by example, modelling practical strategies and interventions that enhance and build upon existing practices. We consider wellbeing of staff and caregivers; we believe that supporting those who support others leads to positive changes. We are education professionals not sales people. 3
We offer a wide range of services which can be personalised to best suit yourneeds and available resources. Please contact us to discuss how we canadjust our services to suit you.ServicesOverviewPage (s)School Support TrainingTeam Teach TrainingBrick Club4Developing Early Communication (e.g. Attention Boxes)Drawing & Talking
Emotion Coaching
Intensive Interaction
Positive Behaviour Strategies
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5Page (s)Lunchtime Supervisor Training & Support Social Scripts & Comic Strips SEMH & Therapeutic Counselling & Mentoring Sherborne Developmental Movement ADHD Attachment Autism DCD / Dyspraxia Dyscalculia Dyslexia Executive Functioning Communication (inc. Talk Boost KS2 & Primary Talk) Pathological / Extreme Demand Avoidance Sensory Processing Tourette Syndrome
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6FOCUSS offer a comprehensive school support approach. We can supportstaff, students, parents, carers and leadership teams with information,observations, practical support, and modelling skills. In some circumstances,informal and formal assessments can be completed to support furtherunderstanding.We request that a parent/carer consent form is completed and then schoolsupport can be arranged through purchasing hours of support. We can thendiscuss how best to utilise this time. Verbal feedback and a written visit planor report is then provided.The aim of the school/student support is to gain a better understanding ofthe child’s/young person’s needs, medical condition and/or behaviouralconcerns, to then design strategies and interventions that will best supportthe school and student.Our team of professionals discuss considerations and provide practicalsupport regarding the environment, visual support, communicationstrategies, curriculum, behavioural strategies and interventions. We provideresources where applicable and can focus on whole school, classrooms,groups an/or individuals.We collaborate with other outreach professionals and can attend IEP and/orannual review meetings, contributing with advice for EHCP requests andreviews.School SupportAbout our School SupportWhat We OfferObservations of the student in different environments and lessons. Practical strategies for staff to implement Modelling of strategies and interventions Verbal feedback on the day of the visitWritten clarification of the observation and strategies/interventionsVisual resourcesInformal and formal assessments Individual pupil voice and/or individual intervention sessionsCaregiver support is provided individually or in groups Training sessions and workshopsSupport to set up work stations, regulation stations, sensory rooms,and intervention spaces.
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7 Testimonials “Steve offers a very bespoke package and has the ability to be flexible and adapt the the needs of our school, pupils and families. Steve addresses issues in a very sensitive way and parents/carers speak very highly of the support that is offered to them. Steve is also held in high regard by staff who are able to have professional discussions with him to improve the practise in their classrooms. Impact in behaviour for learning is measureable and there are lower numbers of incidents for specific pupils. ” “[The FOCUSS Team] works as a member of the school team which is invaluable. The knowledge and skills of the service provider are excellent ... the ability to work with all those involved with a child is excellent.” “Excellent advice to staff, parents and students on strategies to support and manage ASC and SEMH issues.” “Support with realistic practical ideas as well as advice” “Personalised and tailored advice/ resources” Back to overview
Page (s) ADHD Attachment Attention Boxes Autism Awareness Autism in the Early Years Autism Strategies DCD / Dyspraxia Dyslexia EBSNA Effective use of visual strategies Emotion Coaching Executive Functioning Lunchtime Supervisor Training Managing Difficult Conversations Parent Workshops PDA/EDA Positive Behaviour Strategies Primary Talk Relationship Building Sensory Differences Setting up sensory spaces Sensory Curriculum Social Scripts and Comic Strips Social Skills Groups Supporting Children with complex needs Supporting Neurodiversity in the classroom Supporting students with SLCN Talk Boost KS2 Team Teach Tourette Syndrome and Tic Disorders Working with Parents 4 Day SEND Course Training We offer a wide range of training, coaching and workshops which can be personalised to best suit your needs and available resources. Please contact us to discuss how we can adjust our services to suit you. If you don’t see what you need on the list let us know. 8 Back to overview
9 Testimonials “Amazing training which clearly highlighted different types of attachment and strategies to support” Excellent relatable content which is easily transferable into the classroom. ADHD “Now have a better understanding of children’s behaviour” “Well delivered, thorough, interesting, gave me ideas to reflect on for classroom practice” “Very thought provoking -another excellent session” “Very well presented with a good balance of presentation, participation and discussion” ADHD “I have really enjoyed the learning and stayed focused the whole day (which is a miracle). Thank you for the practical activities and sharing experiences.” 4 day course I think the gauge of good training is when you want to steal away all the slides but the delivery was so good that you couldn’t do it justice yourself – and it was certainly that. -Tourette Training Thank you so much. Really informative day. Actually taking away some confidence and ideas. Back to overview
Team Teach training offers a transformative approach to supporting children and young people across education and healthcare settings. It promotes positive behaviour support and interventions within a legal framework, aiming to minimise risk and reduce unnecessary restrictive practices. Each course is designed and tailored to meet the specific needs of individual settings. We visit your organisation to discuss which aspects of Team Teach training should be prioritised, ensuring a truly bespoke experience. This programme equips staff with the skills to understand behaviour as a form of communication, alongside respectful, supportive, and practical strategies for prevention, de-escalation, and crisis intervention. It fosters a culture of collaboration, encouraging individuals to recognise the needs of those they work with, offer appropriate support, and accept help when needed. Team Teach delivers training in 34 countries. In the UK, it is accredited by the British Institute of Learning Disabilities (BILD) and the Institute of Conflict Management (ICM). Currently, 10,000 settings across the UK have embedded Team Teach training into their practice. At FOCUSS, our dedicated team of trainers has successfully trained approximately 35,000 staff over the past 22 years, strengthening knowledge, confidence, and practical skills. Team Teach Training About Team Teach Training We provide training on the following courses: Level 1 Course (6 hours) Level 2 Course (12 hours) Level 1 Re-Accreditation Course (4 to 6 hours) Level 2 Course (6 to 7 hours) Level 2 Modules (1 to 2 hours) Advanced Modules (2 to 3 hours) What We Offer We have a team of experienced trainers that have a license to train in: Birmingham Dudley Solihull Walsall 10 Back to overview
Functions of behaviours 4.1. Background to Team-Teach & values of setting 2.The legal framework/risk assessments/guidance 3. Positive behaviour strategies & analysis 11 5. Recording and reporting of incidents 6.De-escalation and diffusion strategies 7. Communication and language strategies 8.Positive listening and help protocols 9. Positive handling & physical interventions (gradual and graded approach based on needs of the setting) Level 1 Course Description As Level one course but with additional time to discuss behavioural concerns and additional physical intervention techniques (as required). Level 2 Course Description To arrange bookings contact Steve on: stevebrown@focuss.org.uk Visit our website on: www.focuss.org.uk The subscription for the Knowledge Hub provides access to: videos articles podcasts webinars resources downloads Team Teach Knowledge Hub Back to overview
Our Play Included Brick Club program is designed to help children developvital social, emotional, communication, and fine motor skills. It is the onlyplay based learning programme for neurodivergent children which hasLego® as a partner.This effective and engaging in-school program uses the engaging andcreative medium of LEGO® bricks and promotes the development of keycommunication skills, including attention and listening, vocabulary andconcept development, sharing, collaboration, describing and explaining, turntaking and conflict resolution.Led by our trained and experienced practitioners, we offer programs that runfor 12 weeks.Brick ClubsDuration: 12 weeks - each weekly session lasts for 1 hour Number of pupils: 3-6 students with 1 facilitator Aim: To build a Lego model within the session by working together collaboratively. At the end of the session, the children are given theopportunity to discuss what went well and what didn’t and to identifyways they can work together better in subsequent sessions.Assessment: Using a RAG rating framework, children will be baselined at the start and end of the 12 week program.About Brick ClubsOur Program IncludesOur Brick Club program is ideal for children who:Have any form of social, communication, or developmental needs,including mild learning difficulties, language delays, or fine motor skillcoordination issues.Are diagnosed or suspected to have Autism.Experience anxiety or nervousness in social situations.Lack confidence and/or have low self-esteem.Need support in creating or sustaining friendships.Find communication challenging.Want to gain confidence speaking in groups or could benefit fromlistening to others more.Need practice working in a team.Who is it suitable for?12
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We have been using this approach since the early 200'0's to developShared attentionVocabulary (e.g., “finished” and “stop”)Initiation of interactionTwo-way communicationTurn-taking skillsAbility to follow adult-led tasksAttention and concentrationAttention BoxesThis approach fosters essential early communication and engagement skillswhile making learning enjoyable and interactive! It provides a steppingstometo teaching the use of Now and Next using visual support13Developing EarlyCommunication
Drawing and Talking, is a safe and gentle non-intrusive, attachment-based approach, allowing individuals to discover and communicate emotions through a non-directed technique. It provides an effective and symbolic way for young people to process emotional pain or trauma they may be experiencing or have experienced in the past. It is an alternative to Cognitive Behaviour Therapy (CBT) and direct talking therapies, which can sometimes be confronting or limiting for young people to access. As a research backed approached based on the work of Carl Jung and sitting within the Play Therapy continuum, it is an effective way to support children (and adults) who have experienced trauma, have attachment needs or are struggling with their emotional understanding. Drawing and Talking There are three different ways to deliver Drawing and Talking: Drawing and Talking – this is an individual approach working with an individual for 30 minutes each week for 12 weeks, Sand play – as with Drawing and Talking this is a 12-week intervention with one individual. They explore a range of objects and create their own picture and story in the sand. Group Work – there are two types of group work: Directed group work - where a group are directed each week about what to draw. This lasts for a minimum of 5 weeks Emotions group work - each week a different emotion is discussed and drawn. About Drawing and Talking Delivery Methods We have a number of staff trained in the foundation and advanced Drawing and Talking techniques, enabling us to offer this intervention as part of a planned support approach within your setting. Schools often use Pupil Premium or Pupil Premium Plus to enable access for students in need. What We Offer 14 Back to overview
Emotion Coaching is based on the research of American psychologist John Gottman and focuses on helping individuals navigate moments of heightened emotion. By recognising a child or young person’s emotional state, adults can respond with empathy, fostering a sense of understanding and support. This approach involves acknowledging and validating emotions, promoting a sense of security, and providing opportunities to develop healthier ways of managing feelings and behaviour. Emotion Coaching also triggers positive neurological changes, aiding both psychological and physiological regulation. A proactive and positive method, Emotion Coaching can be used by anyone, at any time, to empower children and young people with the skills to manage their emotions and behaviour more effectively Emotion Coaching About Emotion Coaching Noticing and becoming aware of the child’s emotions Recognising the emotion as an opportunity for teaching more understanding. Listening empathetically, validating the child’s feelings where possible. Helping the child find words to label the emotion. Setting limits and explore strategies to solve the problem Key Elements to Follow We can offer training that gives staff the ability to understand the concept of Emotion Coaching, to implement in their setting and to develop the necessary communication scripts. WE can also work with parents to consider how to use an emotion coaching approach. What We Offer 15 Back to overview
Intensive interaction is a practical, individual-focused communication approach that directly supports the development of communication skills and promotes social inclusion. It is a way of developing fundamental communication skills in children and adults who may need support in this area. Intensive Interaction About Intensive Interaction We have staff trained in the use of Intensive Interaction, who can model to staff the positive impact this approach has on children and young people. What We Offer The fundamentals of communication include: personal space attending physical contact eye contact facial expressing turn taking vocalisation being with others Intensive interaction promotes social inclusion and emotional well-being through meaningful and enjoyable interactions. There are many emotional and psychological outcomes to Intensive Interaction which include connection, co-regulation and self-regulation, sense of self, understanding feelings and empathy, knowing that others care and learning to trust others. This approach is often used with autistic students and those with complex needs and limited communication. 16 Back to overview
We believe that training and direct practical support to embed positive behaviour strategies in schools are essential for creating inclusive, respectful, and supportive learning environments. They help students develop co-regulation and eventually self-regulation skills, encourage positive interactions and communication skills. Positive strategies also reduce confrontation, conflict, and risk. Every communication is a behaviour. Behaviours are the final output; we look beyond the behaviour, to the purpose, through our extensive experiences working with a wide range of behavioural needs. We can support beyond the core principles of behaviour strategies such as: 1. Consistency and Clear Expectations 2. Proactive Rather than Reactive Approaches 3. Emphasis on Relationships 4. Empathy and Understanding 5. Celebration of Success Positive Behaviour Strategies About Positive Behaviour Strategies 17 Practical behaviour support and strategies Supporting staff in difficult situations Functional behaviour analysis Behaviour analysis plans Risk and restraint reduction plans Bespoke emotional regulation resources Effective use of visual strategies to support behaviour Language strategies to support effective behaviour strategies Identification and consideration of underlying factors, such as undiagnosed medical conditions. De-escalation training High-quality, in-depth training Whole-school environmental audits Whole-school, class, and individual support Building relationships sessions What We Offer Back to overview
18 Lunchtime Supervisor Training & Support We deliver bespoke lunchtime supervisor training and ongoing support. We listen to the difficulties staff are experiencing, and support them to better understand the needs of the children. We also offer observations to best facilitate this. We deliver an initial training session to include an action plan to consolidate and further develop best practice. We then offer a follow-up session to evaluate the impact of the training and support with any challenges faced whilst applying the changes set out in the action plan. We offer evaluations of current awareness and future training needs. We can offer ongoing face-to-face support throughout the year. What We Offer The role of the lunchtime supervisor is one of the most challenging positions within the school due to the difficulties some students experience during unstructured times. Our role is to work with lunchtime supervisors to increase confidence and develop awareness and an understanding of how to communicate effectively with students with additional needs. We consider the physical welfare of staff by teaching awareness of personal safety, and guiding supervisors to recognise the most effective strategies to remediate the difficulties they face. We adopt a collaborative approach to support staff so that they feel confident and supported. About Lunchtime Supervisor Training and Support Back to overview
Using stories, flowcharts, cartoon images, and scripts has long been recognised as an effective way to help neurodiverse individuals, those experiencing anxiety, and those with additional learning needs to develop awareness of the thoughts, feelings, intentions, and motivations of others. These approaches aid in understanding emotions, recognising appropriate social behaviours within different contexts, and fostering meaningful friendships. Social Scripts & Comic Strips Training to include theory and practise Training available on or off-site or as part of guidance for specific students we are working with Providing samples and supporting staff to design scripts Tailored support to staff in developing individualised visual strategies Support caregivers with embedding routines and changing responses at home through these approaches. What We Offer About Social Scripts & Comic Strips 19 Testimonials “I have been told to use this approach lots of times, but no-one has ever shown me how …until now.” SENDCO, mainstream primary school “Good explanation of social stories and comic strips and lots of helpful suggestions.” Back to overview
Michelle has worked in education since 1998. She worked as an Education Advisor for Children in Care for over 19 years and has an extensive working knowledge of the impact of Attachment and Trauma. Michelle qualified as a Counsellor in 2022. As a Counsellor, she works 1:1 with clients (adults, children and young people) helping them to recognise their emotional needs and develop their own resilience. Clients are able to bring any issue or difficulty to their session. What one person may view as trivial may be a huge barrier to another, and vice versa. Michelle often supports children and young people who are navigating difficult situations, such as bereavement and loss, (e.g. death of a loved one, family breakups and coping when a parent is in prison), or the emotional upheaval that comes with moving schools or the stress of SATs and exams. Michelle uses a variety of resources and therapeutic strategies to ensure her clients feel safe and validated, whilst processing their experiences and feelings. She uses play therapy techniques, and other strategies such as Solution Focused Brief Therapy, to promote the client’s own understanding of their reactions and aid their development of more positive responses. Michelle is also able to support the adults involved in a child or young person’s life, to help them understand the needs, reactions and responses of the child or young person, to promote a more therapeutic and supportive approach towards them. SEMH, Therapeutic Counselling & Mentoring Michelle Bentley Child & Adult Counsellor Settings can contact Michelle directly to request support michellebentley@focuss.org.uk Getting Support 20 Back to overview
Sherborne Developmental Movement is a form of therapeutic intervention involving interactive learning through shared movement experiences. It is non-judgemental and central to the theory is the belief that relating to one’s self and other people are essential for overall development, achievement and success. This inclusive approach to teaching and working with movement was developed by Veronica Sherborne in the later part of the twentieth century. It is based on Laban’s Movement Theory, that movement experiences are fundamental to the development of all human beings and are particularly important to support people with additional needs to reach their potential. It has also been used to support trainee teachers to develop empathy and problem solving to enable flexible thinking in the classroom and dynamically adapt to the needs of students during lessons. Through the use of SDM, individuals build positive relationships and develop awareness and understanding of themselves and others. It also enhances physical and emotional literacy, improves problem-solving skills, and, in turn, enables greater access to the curriculum while supporting enhanced emotional regulation. Sherborne Developmental Movement (SDM) Amy Fowler SDM International Trainer We can train people to deliver Sherborne Developmental Movement in their settings or with specific individuals. We can also run SDM sessions with children in settings to develop their physical and emotional literacy as well as focusing on developing relationships with others. Contact Amy Fowler: amyfowler@focuss.org.uk What We Offer 21 Back to overview
ADHD is a neurodevelopmental condition that affects both children and adults, influencing how the brain functions compared to individuals without ADHD. Those with ADHD may experience challenges in areas such as maintaining focus, controlling impulses, and managing restlessness. ADHD is typically described in terms of different presentations, each highlighting distinct challenges: Inattentive: Individuals often struggle to maintain focus, follow instructions, and organise themselves effectively. They may often forget tasks or become easily distracted. Hyperactivity: Those with this profile tend to exhibit high levels of activity, restlessness, and difficulty remaining still. They may feel as if they are “driven by a motor” and “constantly on the move”. Impulsivity: Impulse control can be a challenge, leading to interruptions or actions taken without prior thought. Combined Presentation: This includes characteristics of both inattentive and hyperactive/impulsive presentations, meaning an individual experiences difficulties with focus, restlessness, and impulse control simultaneously. ADHD (Attention Deficit Hyperactivity Disorder) About ADHD ADHD often co-occurs with conditions such as anxiety, autism, Tourette syndrome, Obsessive Compulsive Disorder (OCD), and oppositional defiant disorder (ODD). Estimates suggest that between 50-70% of individuals with ADHD also experience coexisting conditions. In children, the prevalence of ADHD is approximately 1 in 20, according to research from www.adhduk.co.uk (2025). Co-Occuring Conditions Practical support through: observations environmental audits direct engagement with pupils collaborative work with staff and caregivers to find solutions devising and modelling strategies training - twilight to whole day Consideration of co-occurring needs, differences and/or conditions What We Offer 22 Back to overview
Testimonials 23 “Very interesting and Informative, lots of great ideas.” “Very good delivery: very engaging.” “Excellent training.” “Very informative – very clear.” “Superb, Thank you. Informative, good pace, practical, reassuring.” Back to overview
Anxiety manifests itself in many different ways and can be displayed as other emotions on the surface. This is often seen through anger or avoidance rather than more typical presentations. Our collective experiences place us in a position to see through behaviours for underlying reasons and this can include anxiety. The impact of anxiety can be seen long after students leave school and we aim to support early interventions. Anxiety About Anxiety 24 Training on understanding EBSNA and strategies to support. Collaborative work to find solutions Home and school visits Therapeutic approaches identification of early signs for staff to be aware of. What We Offer About Emotion Based School Nonattendance (EBSNA) Emotion-Based School Non-attendance is also known as Emotion-Based School Avoidance (EBSA). In the past, it was referred to as school avoidance or school refusal, which did not highlight the emotional aspects of trauma and anxiety about attending school. There are many reasons for EBSNA: we work with students, staff, and caregivers to find ways forward to support. What We Offer Training on understanding anxiety and strategies to support. Collaborative work to find solutions Individual work with students Home and school visits Therapeutic approaches Identification of early signs for staff to be aware of. Back to overview
Attachment refers to the bond we develop with our caregivers. Attachments are crucial for social and emotional development throughout our lives. They support a feeling of security and safety which enables children to engage in learning, make and maintain friendships and relationships as well as develop a sense of morality and care for others. Attachments continue into school and building relationships with children to help them feel liked, safe and cared for, which in turn supports with emotional regulation, social skills and access to the curriculum. “You can’t teach children to behave better by making them feel worse. When children children feel better, they behave better.” Pam Leo Children struggle to regulate if they are not able to first co-regulate, which comes from secure attachments. When we feel students as ‘attention seeking’ we need to reframe this as ‘attention needing’ or ‘connection seeking’ and look beyond the behaviour to consider why they need this more than others. Attachment There are many similarities seen with ADHD and anxiety. The Coventry Grid was developed to compare attachment with autism. Of course attachment can co-occur with other conditions. About Attachment Co-Occurence Training with a high focus on understanding and strategies. Observation and support for staff to build, repair and maintain relationships. Emotion Coaching training Individualised Zones of Regulation characters developed with the students to reflect them personally. Therapeutic mentoring Drawing and talking Brick Clubs Counselling What We Offer 25 Back to overview
Autism is a lifelong developmental condition that influences how a person perceives and interacts with the world around them. Autism is understood as a spectrum, meaning that each autistic person has a unique blend of strengths and challenges, however autism is typically characterised by two main areas of need (as outlined in the medical model for diagnosis): Differences in social interaction and communication Restrictive and repetitive behaviours and interests, including sensory differences These differences mean that autistic individuals may communicate in ways that differ from non-autistic people. Some may use spoken language, while others may prefer alternative forms of communication or use little to no speech. They may also find unwritten social rules more challenging to understand and navigate. Autism is estimated to affect around 1 in 100 people in the UK, based on diagnosed individuals registered with a GP. However, emerging research suggests the prevalence may be higher, possibly 1 in 50, with data in the USA having figures as high as 1 in 31 eight year olds in 2022. Autism About Autism Observations and individual work with students to identify strengths and needs Work with staff and caregivers to devise individualised support strategies Practical strategies with resources and modelling Audit environments and provide individual sensory checklists Training or workshops for staff and caregivers which are tailored to provide the level of knowledge and skills needed. We deliver training that would be tailored to the individual setting and staff knowledge. This includes specific sessions for early years, complex needs and preverbal students as well as general support for settings. We have extensive experience in supporting mainstream schools to establish intervention rooms for students with complex needs. What We Offer Many autistic individuals have sensory processing differences, which often impact on behaviours – seeking or avoiding. Sometimes they can feel unwell but are not able to communicate this verbally. Pathological or extreme demand avoidance is recognised as an autistic presentation but there is not a separate diagnostic criterion yet. Please see the separate information for PDA. and sensory differences. Co-Occuring Conditions 26 Back to overview
27 Testimonials “I really enjoyed the course…I stayed focused and I’m looking forward to the next lesson. It’s nice to see people who show a passion for their work and children, thank you both.” “Great ideas for resources.” “Really enjoyed both sessions – the jokes, mini-clips and past stories make information easier to understand and relate to. It’s great for serious info to be shared informally.” “I did not know about proprioception, vestibular and interoception, but I do now and I actually understand them.” Back to overview
Speech, Language and Communication Needs (SLCN) is an umbrella term that covers difficulties related to speech sounds development, understanding (receptive) and using (expressive) language and/or communicating with others. There are many different ways language and communication needs impact on students, and these can change over time. We see the impact on areas such as behaviour, often due to lack of understanding, self-esteem, friendships and learning. Sometimes we support with developing communication from pre-verbal to higher level or more specific differences. Many students have undiagnosed conditions or differences, and we offer practical support to develop language and communication. Developmental Language Disorder (DLD) is used to describe difficulties with understanding and/or speaking in sentences to express meaning, when there are no other diagnosed conditions such as autism to explain the difficulties. In a class of 30 Children, 2 are likely to have DLD (Speech and Language UK 2025). We have staff who have been trained in the use of the Derbyshire Language Scheme (DLS). Communication (Speech, Language and Communication Needs - SLCN) About SLCN Observations Work with staff, caregivers and students Formal and informal assessments Practical support to set up communication systems using visual aids with modelling Training sessions about the effective use of visual support. Strategies to develop communication skills Primary Talk and Talk Boost KS2 Training What We Offer 28 Back to overview
29 Talk Boost KS2 A catch-up programme for children ages 7-10 years old who are struggling with talking and understanding words. Talk Boost KS2 is designed to help children with talking and understanding words, and to boost their language skills so they can catch up with their peers. The programme aims to improve children’s language and communication after 8 weeks. Three 30-40 minute sessions per week Sessions in small groups Delivered by the teaching assistant Language and communication activities: listen carefully; learning new words; telling stories; working with others; making friends; having conversations. Weekly whole-class activity Practise at home activities What We Offer Primary Talk A programme that aims to help develop the communication skills of children aged 4 to 11. It was developed by Speech and Language UK. The Primary Talk programme is aimed at the Supporting Communication level, helping staff to create a communicative, supportive environment and identify children with difficulties in talking and understanding words, The programme is aimed at teachers, teaching assistants, SENCOs and other staff who have an active role in the classroom. Whole School Primary Talk Training Guidance in understanding typical development in speech, language and communication. Practical ideas and strategies for supporting children’s spoken language skills. An introduction to identifying pupils with difficulties in talking and understanding words. What We Offer Back to overview
Developmental Coordination Disorder (DCD), more commonly known asDyspraxia in the UK, is a lifelong neurological condition affecting motorcoordination skills. This includes movement, perception of sensoryinformation, and body awareness. Its presentation can change over timedepending on the environment, experiences, and available support.Difficulties are most commonly observed in motor coordination, planning,organisation (including time management), and physical movements.Clumsiness is often noticeable, such as bumping into objects, droppingthings, or struggling to reach developmental milestones like sitting,crawling, and walking. In school, challenges may appear in PE, includingdifficulties with throwing, catching, skipping, and hopping, as well as generalclassroom tasks like cutting, colouring, writing, and accurately using toolssuch as rulers. Sometimes people have difficulties with forming speechsounds (known as Verbal Dyspraxia or Apraxia of Speech.With recognition and appropriate support, individuals with DCD can achievegreat success—even mastering instruments that require complex fingermovements.DCD / DyspraxiaAlthough DCD can be diagnosed as a standalone condition, it oftenco-occurs with other neurodevelopmental conditions —particularly autismand ADHD, but also hypermobility, dyslexia, dyscalculia, and TouretteSyndrome.(DevelopmentalCoordinationDisorder)About DCDCo-Occuring ConditionsWe provide awareness training and support for staff, parents, andstudents to help manage the impact of DCD and develop skills thatminimise its effects.We can also provide written information to support referrals to identifythis and co-occurring conditions.What We Offer30
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Dyscalculia is a Specific Learning Difficulty (SpLD) defined in 2025 as a set of processing difficulties that affects the acquisition or arithmetic and other areas of mathematics. It often co-occurs with maths anxiety. Key indicators are pronounced and persistent difficulties with numerical magnitude processing and understanding. This presents as difficulties with naming, ordering and comparing physical quantities of numbers, estimating and place value. Sometimes other debilitating processing difficulties impact on acquisition of mathematics. Examples include language, executive functions (verbal and visuo-spatial working memory and inhibitory control) and visual-spatial processing. This would be a SpLD in mathematics but not dyscalculia. Dyscalculia Co-occurrence is frequently seen with other SpLD’s such as dyslexia, Developmental Language Disorder (DLD) and Developmental Coordination Disorder (DCD). About Dyscalculia Co-Occuring Conditions In the UK, it is estimated that approximately 6% of the population, around 4 million people, are affected by dyscalculia (Dyscalculia Network, The Dyslexia Guild) Despite its prevalence, dyscalculia remains underdiagnosed in comparison with dyslexia, partly due to a lack of awareness and resources (Kalmer Counselling). The British Dyslexia Association (BDA) recommend that a formal diagnostic assessment should only be carried out by an assessor holding a level 7 qualification in the assessment of dyscalculia and has AMBDA dyscalculia. The BDA do not consider level 7 qualification in the assessment of dyslexia to be sufficient in the diagnosis or assessment of dyscalculia. Diagnosis and Statistics 31 Observation Learning assessments We do not currently diagnoses dyscalculia but we can assess the underlying areas impacting on the acquisition of mathematical knowledge and skills. What We Offer Back to overview
Dyslexia is a Specific Learning Difficulty (SpLD). A new definition wasintroduced in 2025. This describes dyslexia as a set of processing difficultiesthat affect the acquisition of reading and spelling. This is most commonlyaffected by three areas of phonological processing. Phonological awarenessis about being able to recognise and manipulate sounds in language,phonological processing speed is how quickly this is done and phonologicalmemory, which is how well we manipulate and store sound-basedinformation. Sometimes the impact of dyslexia is affected by workingmemory, processing speed and orthographic skills. Orthographic skillsinclude the ability to match letter symbols to sounds and recognise groupsof letters and patterns without having to sound them out.Dyslexia is said to affect 10% of the UK population (Williams 2025), with 4%being severely impacted. This means up to 3 pupils in each typicalmainstream classroom. Students with dyslexia often hide their difficulties ordetract from them through their behaviour.DyslexiaDyslexics can have strengths in particular areas and be very creative, but notalways. It often co-occurs with other conditions such as Attention DeficitHyperactivity Disorder (ADHD), Developmental Coordination Disorder (DCD),Developmental Language Disorder (DLD) and Dyscalculia.Visual stress and visual processing difficulties can also co-occur with dyslexiabut sometimes present as dyslexia which is why vision tests need to be up todate, and any concerns addressed through a behavioural optometryassessment. This is different to a standard visual acuity test. During standardvision tests a binocular assessment can be carried out to see how well theeyes are working together. If there are issues it can lead to the movement oftext, jumping over words or missing lines out when reading. This also affectsspelling as an accurate picture of letters and words is not taken to reinforcelearning.About DyslexiaCo-Occuring Conditions32Full dyslexia assessments and dyslexia screeningGeneral learning assessmentsPractical strategiesTrainingTutoring and modelling tutoring sessionsWhat We Offer
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Executive Functions are a set of skills and processes that enable us to planand carry out daily activities effectively. They are closely linked toeducational attainment in English, Mathematics and Science. Thesefunctions develop gradually over time, with difficulties manifestingdifferently at various stages of life. They are not fully matured until we reachour mid-twenties, and in some cases, even later. The frontal lobe of the brainis primarily responsible for executive functioning, and variations in this areaare associated with many common conditions.The number of executive functions can vary depending on how they areclassified, but the simplest way to categorise them is into three main areas:Inhibitory control (including self-control)Working MemoryCognitive FlexibilityExecutiveFunctioningThese areas are frequently subdivided into specific functions such as Self-Awareness, Attention Control, Verbal and Non-Verbal Working Memory,Inhibition, and Self-Regulation, including the management of emotions andmotivation. Additionally, Planning and Problem-Solving are crucialcomponents. These higher-order skills are essential not only for successfullearning but also for developing social skills, fostering friendships, andmaintaining relationships.Play is an important part of building executive functions, helping childrenlearn to manage emotions, solve problems, and adapt to new situations.Many neurodevelopmental conditions are influenced by executivefunctions. For instance, impulse control and attention are commonlyaffected in ADHD, while working memory difficulties are often associatedwith dyslexia and dyscalculia. Challenges with planning, organisation, andproblem-solving frequently occur in individuals with DevelopmentalCoordination Disorder (DCD) and ADHD. Furthermore, cognitive flexibility isa key factor in the diagnostic criteria for autism, as individuals mayexperience difficulty in adapting to new routines or perspectives.About Executive Functioning
Observing and working with students, teachers and caregivers to identifyspecific areas of need and plan strategies to support with these.Standardised assessment for executive functions which can be used foridentification or evidencing needs.What We OfferExecutiveFunctionsareasetofskillsandprocessesthatenableustoplanaannddccaarrrryyoouuttddaaiillyyaaccttiivviittiieesseefffffffeeccttiivveellyy.TThheeyyaarreecclloosseellyylliinnkkeeddttooeedduuccaattiioonnaallaattttaaiinnmmeennttiinnEEnngglliisshhMMaatthheemmaattiiccssaannddSScciieenncceeTThheesseeAboutExecutivevvFunctccioning
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Pathological Demand Avoidance (PDA) is often now referred to as ExtremeDemand Avoidance (EDA) and was a term coined by Elizabeth Newson inthe 1980’s. This is now considered to be a part of the autism spectrum and isoften described as a ‘demand avoidant profile.’ This intense resistance is notabout choice, but extreme anxiety making it difficult to cope with demands,causing individuals to employ methods of avoidance or resistance which canvary in extremity. The ability to cope with demands varies on a day to day ormoment to moment basis depending on internal and external factors.Approaches are often very different to those traditionally used to supportautistic individuals.PDA / EDAWe provide training to support the understanding of this complexcondition with practical strategies to reduce anxiety and developconfidence to manage demands.We model strategies and work alongside staff to develop skills andexperience.We work with parents to help them devise strategies and offeremotional support.We support with making and writing risk reduction plans forextreme responses, often linked to Team Teach Training.What We OfferPathological Demand Avoidance/ Extreme Demand AvoidanceAbout PDA / EDAIn the UK, PDA is not formally recognised as a standalone diagnosis indiagnostic manuals; clinicians will often refer to it by various terminology,this variation leads to inconsistencies in diagnosis and support acrossdifferent regions. 34
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We all process sensory information in a unique way. For example, somepeople are more sensitive to noise or movement while others seek moresensory input. Children are developing their sensory pathways and theirresponses can change over time. For some students, the impact of sensoryinput can be detrimental to their wellbeing and access to the curriculum.For those with complex needs, sensory exploration is still very much a part oftheir development but can lead to behaviours which can be challengingand/or unsafe. For others, their personal challenges may not be visible, orthey may not realise they are experiencing the environment differently.Sensory differences are considered during diagnostic processes but can beexperienced by people who do not have other diagnosed conditions.There has been research into the impact of colours on students in learningenvironments and we have worked with schools around this. It isacknowledged that certain colours are perceived differently by some peopleand this is common with autistic individuals. In our experience, sometimesstudents who display PICA (a condition where a person eats objects notnormally considered as food) actually have a mineral deficiency.Sensory circuits are sequences of activities designed to support with sensoryregulation to reduce sensory seeking or avoidant behaviours which causechallenges or safety concerns.Sensory ProcessingAbout Sensory Processingpractical support through observations, environmental audits andindividual checklistsexamples of sensory stories and sensory curriculumsinteractive training to highlight the impact of sensory differencesexamples of resources to consider before buying themsupport to set up and use sensory circuits – either portable or setspacessupport with setting up sensory roomsSherborne Developmental Movement groups and/or trainingRetained Primitive Reflex awareness trainingWhat We Offer35
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TS is a neurological condition, often hereditary, (there is a genetic link). It ismore often diagnosed in boys and it is estimated that 1 in 100 children haveit. A diagnosis of TS is based on observations of tics – involuntary movementsand/or sounds/words, evident for over a year without a gap of more than 3consecutive months. If there are not both motor and vocal tics, it might be atic disorder but not Tourette’s. Hidden tics include impulsive thoughts orsocially inappropriate urges such as calling out or making noises when therule or social expectation is to be quiet.Suppression is temporary and can result in a sudden burst of tics known as a‘tic attack’. Not everyone with TS have swearing (coprolalia) or obscenegesture tics (copropraxia) - in fact, most don’t.Tourette SyndromeUp to 85% of people with TS have another, co-occurring condition such asADHD or OCD. Tourettic OCD can be slightly different, with compulsionssatisfying a feeling of ‘not quite right’ and often relating to numbers or avisual order. Anxiety and Sensory differences often co-occur as well.About Tourette Syndrome (TS)Co-Occuring ConditionsTS is often overlooked as it can present as disruptive behaviour. In ourexperience, children are more often diagnosed with ADHD and manypaediatricians tend not to consider tic disorders or Tourette’s as a separatediagnosis.TS can be diagnosed by a neurologist, paediatrician or psychiatrist.Treatment varies depending on the severity of the condition. Tics are oftenexacerbated by anxiety, tiredness and/or excitement. They are most oftenfirst noticed around the age of about 7 and can peak during puberty. Inroughly 1/3 of people tics get worse. 1/3 of people have the same amount and1/3 of people find the severity of their tics, or the number of tics they haveimprove with age.Diagnosis and Statistics36Observations and practical strategiesDiscussions with caregivers and staffSupport for identification and onward referralWorking with individualsTrainingWhat We Offer
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100% of our clientswould recommendus!37“Steve Brown Behaviour Support and Training has worked alongsidestaff and senior leaders at Springfield House School for a number ofyears. We are a primary school for children who have significantsocial, emotional and mental health needs, a high percentage ofwhich have a diagnosis of ASC and or ADHD and have sufferedAdverse Childhood Experiences (ACE’s). Steve and his team provideus with ongoing whole school approaches and bespoke training tohelp us meet the significantly diverse and ever changing needs ofour pupils. They also work with individual classes or pupils who weidentify as requiring a more intensive individualised level of support.SBBST have also delivered our Team Teach training for our staff formore than a decade. Again, tailored towards our setting, ourchildren. The great thing about the people who work for SBBST they‘get our kids’ . They understand the challenges schools have andhow, practically and within the school environment, we can bestmeet those needs. They listen, they observe, they support.”Springfield House Community Special SchoolAt FOCUSS, we are proud to have such high praise fromour clients, with 100% of client feedback recommendingour services.
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38All prices are excluding VAT
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07946 728 713Steve Brownwww.focuss.org.uk07947 369 701Andrea Moore Back to overview