Testimonials
Express Yourself Holiday Activities Club
“My son attended this amazing holiday group recently. I must admit I was nervous at first as my son need a high level of care and I wasn’t sure he would adapt to the new environment and staff. There was absolutely no need for me to have any doubts. The staff were incredibly friendly, knowledgeable and caring. My son amazed me by settling straight. Nothing was too much for the staff and the day’s activities were tailed to enable my son to participate as much or little as he was able to. His designated support worker went above and beyond to connect and form a positive relationship with my son. We can no wait to come back and see you all soon. The venue was great, lots of space and rooms for different activities or to allow children to have a sensory break as and when required. Can’t thank you all enough for this wonderful club, enabling my son to have a group / activity to call his own and promote independence for him, whilst allowing me some quality time with my other child. 😊”
“My two girls aged 8 and 10 attended the Express Yourself club at Easter and had the best time! The staff are warm and friendly and this was really helpful to help them to settle in. Some of the things they loved the most were making their own lunch and the creative activities. They both made new friends too! As a parent it puts your mind at ease when your children can’t wait until the next day, it tells you they feel happy and safe. I can’t thank the club enough, I’ve never come across a club that is inclusive like this one in Nottingham. Thank you!!”
“Great environment, lovely friendly, staff”
“I loved the friendliness of staff and children”
“The holiday club was signposted to me by a SEN site and I am so pleased to have got a place. My LO’s feedback was ‘amazing’ and she hasn’t stopped talking about it!”
“The opportunity given for children to mix with others. Create independence”
“I would like to express how wonderful the holiday club was for both my children during their break. From the very beginning when the club was advertised really easily with a QR code, through to the actual day to day running. At the start I needed some help completing the holiday club forms as I got a little confused and staff were on hand to offer this support which I personally appreciated. The children both struggle in the holidays to be able to entertained and at times get involved and do things so were really pleased to be able to enjoy themselves at a club with lots on offer. My son particularly has complexed needs so it’s rare that he can access activities in the community. Look inside made this possible and his support was brilliant. My daughter has a hidden disability and often can access activities in the community but wants to be where her brother is, it’s wonderful that Look inside express yourself is an inclusive club for all as for my son this makes it accessible for him and him being welcome but for my daughter it shows that important understanding that the world is full of different people and all can have fun together. The team of staff were welcoming, organised and ensured the picking up and dropping of procedure were smooth and safe. Thank you look inside both children would love to attend again.”
“The children really enjoyed the variety of activities and making new friends! The time is also helpful as it is close to school hours in terms of working patterns.”
“I liked most that there were new friendships developed for my child”
“Just a big thank you to everyone who ran the club and made my child feel so welcome”
“I was pleased with the friendliness of the staff. Accessibility of the location. Inclusion of all children in activities. My child thoroughly enjoyed herself made new friendships. Supported independence xx“
“Staff were brilliant with the children and activities enjoyed.”
Express Yourself Holiday Activities Club | Case Study
There was one child who was diagnosed with autism, ADHD and high sensory needs, his mum was concerned because he was not good around new people and he is very shy but he came out his shell after the first day, he was talking to the other children and really clicked with 2 of the staff. His mum was really shocked at how much he enjoyed himself. He attended all the sessions as planned, made new friends, joined in with the new activities, all of which he didn’t do at the beginning. His self-esteem, self-confidence, social skills and willingness to engage dramatically increased. His behaviour was not a concern and he was able to work well in the group of children.
QA inspection feedback report Summer 2023 | Notes and comments (engagement, rapport between leaders and C&YP on programme): The engagement between the staff and children was incredible, there were children in small groups and those supported by their own 1-2-1 worker, all engaged in the room and fully immersed in their activities. The atmosphere was very special, with interactions between staff and children happening all over the room, children were being supported with activities, playing games independently and as a group and also those finding a quiet moment to themselves in the sensory room. Summary I was met at the door by Maxine and Naomi and my ID was checked and I was asked to sign in. They then took me to the main room to meet the children and see the provision. The room was full of life, activities going on all over the room and resources laid out in use or ready for action. There was a small group just finishing their snack when I arrived and those that had already finished were engaged in activities of their choice. There was a wonderful array of games and resources in the room that were being made the most of. I was shown around the room, and we discussed the roles of the staff, some were volunteers, qualified PE and Drama teachers, staff working 1-2-1 with a specific child and they all linked brilliantly with each other and were all totally focused on the children’s needs. We looked at the resources that were being used and how they linked with the activities of the day and week overall. Everything was visual, clearly presented and added to the resources in the room. The ‘this is me’ resource was fantastic, the children used this to build more information about themselves during the course of the week and added things they were doing, this linked brilliantly with the egg boxes for ‘my healthy lunchbox’ where the children added their own touches to creating their healthy foods. The visual timetable and now, next, then cards were used on several occasions during my visit where children had asked what they were doing next – this really showed how such a simple resource can make a big difference with the children and supported the overall structure of the day leading to very well organised and well managed transitions. Strengths The strength of delivery was brilliant to see, the children were clearly at the front of all planning, resources and delivery and were supported, encouraged and cared for by a an extremely professional and skilled staff team. The programme exceeded all HAF requirements and demonstrated how vital specialist provision is. Developments From the provision I saw there are no development points I can recommend.
BRIDGE Project
BRIDGE Project | Case Study
“LM aged 16, diagnosed with Autism & Learning Difficulties, currently in his final year at school, based in an alternative provision has been through a complex upbringing and excluded from 3 mainstream secondary schools. Took part in our pilot BRIDGE project, the skills he learnt included CV writing, application writing skills, interview skills, managing anger, overcoming challenges, boundaries, effective communication skills. He was also able to manage budgets, cook meals and develop skills for living independently. We have successfully secured; a place on a college course for him and he is actively seeking employment for when he leaves school. He was able to offload which improved his emotional and mental wellbeing.”
BRIDGE project | Case Study
“Female, aged 13, has autism and anxiety, resulting in social emotional difficulties, particularly in maintaining friendships, self-esteem and worrying. The young female often gets upset about things that people say and takes things to heart. She therefore struggles at school as she finds it difficult to build relationships and consequently feels alone and does not enjoy going to school. Previously she has expressed that she doesn’t have confidence in herself, appearance of abilities and would like to develop resilience and maintain relationships. The BRIDGE programme, with a focus on wellbeing, was proposed for the female due to her social emotional needs and each session focused on a variety of topics. The areas covered improving low mood, understanding behaviours, thoughts, problem solving, relapse prevention and wellbeing and relaxation skills. Since beginning the programme she has gradually opened up to me about her feelings and the challenges she has been facing. She has been able to discuss the things that upset and worry her and engaged well during the sessions. Due to the needs of the young person, workshops were adapted to meet her needs. The sessions have begun to support the young person in developing skills in managing her feelings and emotions, discussing how she feels with trusted individuals and developing self-confidence. She is also feeling more confident with going into school and is starting to feel able to ask for time outs when she feels necessary. The young person is independently using some of the tools, techniques and skills exercised in sessions to support her in daily life such as meditation, listening to music, art and talking through her feelings. The changes and developments made since the beginning of the sessions are already substantial and are expected to continue through signposting and additional support.”
“I feel like the sessions have helped me a better person, I have really enjoyed playing games and talking to you. I’ve learned a lot about how to look after myself. Thank you for the sessions.”
BRIDGE Project | Case Study
“Female, aged 15, years old, Autism, Behavioural difficulties, in the Care of the local authority. at the beginning of the programme presented very withdrawn within the group and only spoke one or two words when responding in activities and tasks, the referrer supported that she was very shy and had been bullied in the past. This young female was unsure at the beginning of the programme what she wanted to do after leaving school and we established that she also did not have a CV or know the path to different types of career options. Over the sessions she began to contribute more during discussions and this was valuable for her and the whole group, in the self-confidence section she spoke about being bullied at primary school and how that affected her confidence, the group were very supportive and gave her positive advice and feedback about her character and abilities, it was evident after this session that she became more confident at least within the group to engage well. By the end of the programme this young female completed a full CV detailing experiences she never considered as important for potential employers and educators, she took away the template so she could add to it over time, she was able to identify her passion for animals and had never thought of going into careers like zookeeping or being a vet, we researched these and she was able to find different options of routes into those careers as well as being aware of minimum grades required for her GCSE’s, this was a great achievement as it seemed to be a motivator for otherwise unmotivating time at school during that period of time. This female built closer bonds with members of the group and was able to finish off the programme designing her own t-shirt entitled ‘I Can and I will’ this had words of positive reinforcement for her to remember from all of the sessions where she learnt valuable skills and developed confidence. Overall, this female benefited from the BRIDGE project and made significant changes from the beginning to the end.”
Sleep Tight
“This workshop has provided me with tips and advised on how to get baby into his cot including for the duration of the night. I feel that i used the method of controlled crying, but more stroking and patting to settle himself as advised. I feel that the workshop has helped me with not only this, but it has given me information on what may come when baby gets older and how to deal with it also. Avoiding behaviours that will not be beneficial to the development of the child is also extremely important for me as a parent raising a child. Behaviours can worsen over time if negative and not addressed early on. I have learnt so much and for the family there is more of an understanding of time, structure and consistency for smooth transitions and growth”
“My child has been quite poorly since birth and I have worried about sleep training. The gentle methods advised helped me to keep my baby happy and me feeling confident in what I was doing.”
“I felt heard and understood, I wasn’t judged and the consultant was very patient with my parenting style. Thank you.”
“I am a first time Mum and I was nervous about putting my baby in his own room to sleep as we have co-slept since birth. However, the advice is was given and conversations with the rest of the parents gave me confidence to try it. I couldn’t believe it he was so ready and we all get a better nights sleep because of it.”
“The consultation was so informative, as a carer I have been on many courses but the Lady who spoke to me was professional, experienced and knowledgeable. I have so many new ideas to try with LO who has a more complicated history.”
“My son has struggled with sleep since he was a baby but I have never had the confidence to do anything and thought that that’s just how it is now. I am so pleased to have tried this service. He is now in a better bedtime routine, and wakes up happier because of it.”
“I really enjoyed the conversation and it’s given me the tools to start the training but also the support to do it!”
Baby Massage
“Sessions were baby centred. Friendly staff.”
“I enjoyed meeting other People, nice staff and extremely satisfied with the service”
“More sessions please. :)”
“Very interactive and informative, I wouldn’t change anything it was amazing from start to finish.”
“There’s a lovely atmosphere. Staff are very welcoming.”
“Amazing teaching!”
Baby and Toddler Club
“The staff were very friendly and welcoming. Staff and parents/carers support each other and help each other. The vast array of different play, touch sensory areas in the room. I have been to numerous playgroups but this one is truly outstanding. You cannot improve it. Just keep it open. I would definitely use and recommend. I am Extremely satisfied.”
“The relaxed atmosphere and inclusivity. Everyone is made to feel very welcome. It is so inclusive and the staff really make the effort to get to know each individual child and their grown ups. I love the fact that each week has a different theme which helps to focus our play. The sensory room is brilliant and not available at many other groups we have attended. I have nothing to add here as my daughter loves these sessions and I can’t think of anything to improve it. My daughter is adopted and through this group I have met two other adoptive families. This is invaluable to families like mine as I know there are people in my network that understand the possible complexities of our family dynamic and my daughter’s experience and her needs. The staff are also brilliant in understanding this.”
“Well done to the team who organise and run it, they are so supportive and dedicated.”
“Keep doing what you are all doing, it’s a great place to go to on a Friday morning with the children weather they are babies or toddlers” childminder
“There’s a lovely atmosphere. Staff are very welcoming.” - parent
“This is just the most amazing, calm, fun sensory and learning playgroup I have been too. It is full of different areas of sensory play and learning, ie, water, sand, the sensory room, paints, different play areas of toys, games. The group songs with everyone gathered in a circle, water and fruit provided. I love the hello song which is sang to each and every child. This sensory and learning group epitomises what is needed for babies and young children to feel safe, enjoy play, touch and sounds and to encourage the development of all senses with fun learning.”
“My son knows Fridays we go to the club! And I wouldn’t have it any other way he’s been going since he was 1 years old and he is now 3.5years old. The activities have helped him to use many skills thy build on learning and social development at home and at nursery. I love that he gets a snack during story time and that they use Makaton signing during song time too and say hello to all the children by name. The staff make you feel like you are part of one big family it’s such a nice environment and I love how inclusive it is. There are quiet areas as well which helps of my son needs some space away from all the busy activities.” - Parent
“I have been to clubs all week with my grandchildren and this is by far the best club I have ever been to” - grandparent
“Wow just wow” - parent
“My child has a good nap after the club it really wears him out” - parent
“There is so much space, and loads to do” - parent
“The members are very friendly, always welcoming and the children that I take really enjoy themselves“ - childminder
SEND Positive Parenting Classes
“My boy really benefits from theraplay and I use a lot of tools you speak about in the sessions but will take on board the emotions pictures to try and use with my boy up to now and also importance of listening for everyone and being on the same level as your partner and family.”
“I found it extremely useful, great service for the people of Nottingham“
Building Blocks Lego Therapy
Child Age 11, Diagnosis of ASD, ADHD & PDA.
“My son and I have both enjoyed the Lego therapy sessions and it’s been a positive activity in a tricky period for him as he waits a new school placement. His listening skills can vary, but I think it is encouraging him to listen to others, take his turn and follow instructions. Mostly, it’s lovely to see his creativity shine through as he uses the blocks to create monsters,vehicles, bridges, houses etc. Maxine is lovely and wonderfully calm, he feels so settled with her!”
Child 2: Age 8 – Selective mute, talks at home with family but is selective during school.
Child 2 has also shown great improvement over the last 12 weeks, when child 2 first came to me she would very rarely appear happy or smile and would only whisper to 1 TA. Child 2 would stare at me and evidently appear very uncomfortable when she was asked a question. She would happily write what she wanted to say on paper and allow me to read it out, but would not say anything to me verbally out of her mouth. After a couple of weeks began child 2 to feel more comfortable and whisper things to me covering her mouth. As time progressed child 2 began to come out of her shell a lot more , getting involved in group activities and hearing encouraging feedback from myself, the TA’s and the other children in the group seemed to really boost her confidence, before i knew it child 2 was speaking to me (quietly) but none the less communicating to me what she wanted to say sometimes without even covering her mouth, at one point she even said something at a tone that was loud enough for the other children to hear and didn’t seem phased at the fact that the other children may have heard her. I have been very impressed with the progression in this childs confidence, she started smiling more and could tell she wasn’t as uncomfortable when asked questions etc. Feedback from child 2′ teachers is that this child has grown more in confidence since participating in lego therapy and has began to communicate more verbally with staff.
Child 1: Age 8 – Diagnosis of ASD.
When referred to us the feedback from his TA’s was that he struggles to maintain concentration, fidgets quite a bit and struggles to sit still. Child 1 progressed massively throughout the 12 week programme, he would come in participate, stay in his seat throughout and wait patiently for his turn, he was a great asset to the group and was very good at taking directions, and listening and showed confidence when explaining his ideas however he lacked confidence when it came to giving directions during the engineer, supplier, builder activities, however as time progressed with lots of encouragement and reassurance that he was doing a great job he would confidently give instructions when in the ‘engineers’ role. I had no issues with child 1 shouting out, getting distracted, fidgeting , lack of concentration or any of the things his teachers said he usually does in class. I found his concentration during each task and activity was amazing! Feedback from teachers after 12 week programme is child 1 is much more composed during lessons. He is no longer calling out and waits patiently for his turn, he has also been more composed when addressing and explaining any problems he may have. Myself and child 1′ teachers have seen great improvement in him throughout the 12 weeks of lego therapy.
Child 3: Age 8 – No official diagnosis, displays autistic traits but is not diagnosed as mother doesn’t wish for him to be diagnosed.
When child 3 came to me he would talk lots and lots leading to the other children sometimes not getting chance to speak because he would talk for such a long time, he seemed to have no awareness of how long he was talking and seemed in his own world when explaining things, he has a great imagination and would come up with some fantastic ideas every week but would get carried away at times and not no when to stop. He would also at times get so indulged into what he was saying that it would make him very emotional and you could phsycially see the emotion on his face. As time progressed I noticed child 3 would talk for a little less longer and would allow others a chance to speak, he was great at participating in activities and did a fantastic job at following instructions, he also was very encouraging to the other children. child 3 still talks a fair amount and still gets carried away with his imagination at times but I certainly have notice regulation in the areas of communication, emotions etc. He has progressed the least out of the 3 however I have certainly noticed some improvement with this child.
Sensory Play
‘my son loves it here and he’s more relaxed when we leave’
Parent, Autistic Child, age 7
‘there’s so much to do the kids love it’
Childminder, age 5 to 6
‘they love the interactive floor, colours and the bubble tube, I will tell all my friends’
Parents, babies group under 12months
‘my grand daughter loves the fishes on floor, playing duo and the quiet music’
Grandparents
‘they sleep for a long time when they leave’
Parent, 6 month old twins
‘this is a life saver’
Parent, Autistic Child, aged 8
‘she loves it and wants to come again’
Befriender, Wheelchair User, aged 8
‘he’s calm enough that he can eat when he’s had a couple of hours in the sensory room’
Parent, Autistic Child, aged 7
‘this room just calms her down, she’s even better behaved in school’
Parent, Child with ADHD, aged 9
‘no provision offers this type of after school service’
Professional, Local Authority
Short Breaks
‘it feels good to speak to someone that understands’ Parent
‘he is happier now he sees his befriender, he smiles more and isn’t locked away in his room all the time’
Parent, Autistic Child, aged 13
‘she goes to youth club now and socialises with friends her age’
Parent, Asperger Child, aged 15
‘he is confident now to walk to his grandparents house on his own, the befriender has helped in a short time’
Parent, Autistic Child, aged 16
‘The professionalism, the staff are very professional and are very competent, they explain things well and check my level of understanding. They check that the service is meeting my needs. The befriender is passionate and when she is taking care of my child she has built a relationship, makes sure she feels safe and comfortable. It makes me feel safe, time-keeping is brilliant and she is very flexible. She suggests things that might be useful, she develops life skills with my daughter. She has a pro-active approach and has formed a good relationship with me and my other children.’
Parent, Autistic Child, aged 12
General Customer Comments
“Just a quick note to say the summer programme was such a worthwhile outlet for my child. He is autistic and was able to interact fantastically with children outside of his normal setting. It also gave me a short break to get things done.”
“I was very excited about the summer camp.A couple of hours for myself. The kids enjoyed it very much. Beyon said she enjoyed football and making pizzas, and the lunch was great. Rayn said amazing amazing.Football was amazing He made friends. Thanks for the memories that my kids experienced.Thanks for giving them some fun.
Much appreciated.”
“Both my children attended the summer club and they really enjoyed it. All the activities, the trip and they especially enjoyed the cooking! I don’t think that anything needs to improved only that it could be on everyday I will definitely register them again if it’s on in the future”
“Both children thoroughly enjoyed it. My eldest age 11 is great at socialising and gets involved with everything. My 7 year old is more reserved and felt I comfortable at the first session as she doesn’t usually attend groups outside of school where she has her social circle. The second session she absolutely loved… as was the same with all following sessions the children attended. The enjoyed the variety of activities. Yes I would definitely book again in the future.”
“My daughter completed the sponsored swim for the community summer project and this gave her a sense of ownership and autonomy over the sessions she engaged with. She invited her friends which she would’ve otherwise not seen for 5 weeks and now they all attend the Friday youth club. It makes such a difference to know your child is safe and doing something fun in the community. She is now 11 and I hope she can continue to attend as she goes through her teenage years, the staff are really friendly and great role models. She was taught about healthy eating, emotions, den building and took part in sports too”
“I came here to do my college application, you’re more comfortable doing things, you lot have helped me init, I have applied to be a bricklayer”
“I came to get a work placement, it help me with my application, dyslexia, reading and writing, it’s good it helps you a lot that’s it, I liked going on the computers like instead of writing things down it’s much easier”
“I came because I need help to do the college and do the CV, I liked the because the people and talk to other people”
“I came here so you lot can help me with my application, it is better than lessons because I came here and I know I applied for college and I know what I’m going to do next, I liked playing the games”
“Honestly thank you I really mean that I couldn’t have done it without ya”
“I got a college interview now and only have a month left of school I would not have that if I didn’t meet you lot”
“Yes, I will catch the bus now I know I can get a free bus pass”
“No, you don’t learn this in school”
“It’s about saving and budgeting”
“I’d love to have this in school”