The Government’s new autism strategy How will the new strategy improve wellbeing and educational outcomes for autistic pupils?
On 21st July 2021, The Department of Health and Social Care and The Department for Education published a National strategy for autistic children, young people and adults: 2021 to 2026. The strategy offers the government’s intentions to improve the lives of autistic people and their families and carers in England. It builds on the previous strategy: Think Autism, which was published in Spring 2014. How did the Think Autism Strategy change? On 19th March 2019, The Department of Health and Social care and The Department for Education published: Review of the National Autism Strategy ‘Think Autism’: call for evidence. 2 surveys, 2,745 responses and 7 focus groups considered the strategy around 4 themes: Being part of the local community Getting the right support at the right time Developing skills and independence and working to the best of your ability Progress and priorities for future action Being a part of the local community The community’s understanding of autism Respondents of the survey reported that, in general, the people and organisations in their local area had poor understanding of autism and the needs of autistic people. The study also considered: ‘taking part in the community’. Getting the right support at the right time This theme focussed on ease of access to information for autistic people. Are they able to access information on the care and support they need to live healthy, fulfilling lives? Support during education The new autism strategy is being extended to include children and young people for the first time, so the review asked questions about the support that autistic people received throughout their educational life from early years to higher education. ‘Almost half of autistic respondents (47%) reported that they felt poorly supported in their education, while 19% said the support they received was mixed. Only 5% said they felt well supported.’ The study also considered: People’s experience of getting a diagnosis, Professional understanding of autism. Developing skills and independence and working to the best of your ability This theme was included to develop understanding of the support that autistic people could access to help them develop the skills they need to live independent lives. Survey questions also considered the amount of support received in the transition from school to paid work, and the support from employers once work has begun. Support when leaving school or college ‘Almost half of autistic respondents (47%) said they felt poorly supported. The majority of carer respondents (87%) and half of organisation respondents (50%) said this question was not relevant to them or did not provide an answer. However, 5% of carers and 20% of organisations did report poor support.’ The study also considered: Support to help find a job. Progress and priorities for future action This part of the review asked respondents what they thought of the progress made since the publication of Think Autism, and what they wanted to see improve in future. The following was identified: Inclusion in the local community Improving public understanding of autism Improving inclusion of autistic people in their community improving access to mental health services Getting the right support Support from general practitioners (GPs) Access to social care and community support Improving support to get into employment Improving support from Jobcentres Improving autism understanding in schools Making schools and support in education more accessible You can read more about the review, including summaries of the focus group findings, on the Gov.uk website: Summary of findings from the government’s review of the National Autism Strategy ‘Think Autism’: call for evidence The new strategy – how can the Autism Education Trust help? The Autism Education Trust is a not-for-profit educational organisation which supports autistic children and young people in their educational life. Our training modules and materials are offered through our Partners who tailor support to the needs of autistic people in their local community. The findings of the review have introduced the new 5-year strategy: National strategy for autistic children, young people and adults: 2021 to 2026. The strategy has 6 main areas which intend to make things better for autistic people: Helping people to understand autism. How the AET can help: Consider our awareness-raising module. Appropriate for everyone, whether they be teachers, learning support assistants, school meal supervisors, or taxi drivers. Explore our modules Helping autistic children and young people at school. How the AET can help: explore our free online resources including the Progression Framework, which monitors the progress of individual pupils, the Standards Framework, which considers leaders and leadership groups and the Competency Framework, for individual staff within the setting. Helping autistic people to find jobs. How the AET can help: Explore the Transition to Employment Toolkit. Making health and social care services equal for autistic people. Making sure autistic people get help from their communities. How the AET can help: contact your local training partner to get tailored support for your education setting. The AET license holder for your local area will plan their own autism strategy with the needs of autistic people in their local community at the forefront. Find out how they can help you: Find your local training partner Help for autistic people in the justice system. Find out more in their easy read version of the strategy: The national strategy for autistic children, young people and adults: 2021 to 2026 The Autism Education Trust’s Training is the only Department for Education supported, CPD accredited, Autism Training which is co-produced with parents, teachers and autistic young people. Find out more about the not for profit.
Outstanding ‘residential care’ Ofsted awarded to The Grange Therapeutic School, Leicestershire
New Acorn Education and Care team takes the school’s two residential homes based in Rutland from Requires Improvement to Outstanding in just 18 months The Grange Therapeutic School, Rutland, Leicestershire – an independent residential special school for students who have social, emotional and mental health (SEMH) needs or high functioning autism – rated Good by Ofsted in its ‘education’ inspection, has just been ranked Outstanding in its Ofsted inspection for ‘residential care’ provision1. Ofsted Inspectors praised its new team – who took residential care provision from Requires Improvement to Outstanding in just 18 months – for “the highly effective services it delivers and its actions that contribute to significantly improved outcomes and positive experiences for children and young people.” Charlotte Niekerk, Head of Care at The Grange, who was appointed in 2020, was also praised as a highly competent leader responsible for “the rapid and marked improvement of the residential provision since the last Ofsted inspection.” The Inspectors said, “The residential provision’s leadership team is inspirational, confident and ambitious for children in their care. Meticulous management systems are in place which provide good analysis of the impact of the care provision and the progression of each child. This ensures that all children are supported to achieve the best outcomes.” The Grange was rated Outstanding for the overall experience and progress of children, how well children are helped and protected, and the effectiveness of the school’s leaders and managers. Inspectors reported that, “Strong, stable and trusting relationships mean that children thrive in the residential provision and are extremely positive about the care they receive.” One child quoted in the report said, “The staff have been fantastic. The team leader is amazing. No matter what I needed it would get done, they have always been there for me.” Another child said, “The amount of support I get is unreal.” The Inspectors went on to say, “Staff help children to regulate their emotions so that they learn to interact well with others. Behaviour management strategies are well thought through and ensure that children receive consistent responses from school and care staff. As children’s behaviour improves, they make significant progress at school. They are able to focus on learning and have fewer incidents. Children who were not engaged in education prior to attending the school are now fully engaged.” They were also impressed by the quality of the relationships between staff and children, stating that they enable clear routines and boundaries to be set, which in turn helps the children to feel safe and secure. They commented, “Staff support children to understand risks at school, at home, in the community and online and a ‘no question too silly’ box in the house enables staff to respond to questions through shared group discussions and peer group learning. Innovative training has helped staff to have a better understanding of safeguarding and child protection and the Head of Care [Charlotte Niekerk] has delivered good-quality training for staff about safeguarding processes. “Governance and external monitoring are also strong and the School Governors’ oversight ensures a high degree of scrutiny and high quality of care provided to children. The Chair of Governors works closely with the Head of Care, empowering her to improve the service. Managers have made a determined effort to improve the skills and knowledge of care staff and have provided staff with extensive training. As a result, staff are highly skilled practitioners who are empathetic and nurturing.” Commenting on the school’s new Ofsted grading, Charlotte Niekerk, Head of Care said, “We are absolutely thrilled to have been evaluated Outstanding by Ofsted – the highest possible rating – and I would like to thank my team for their exceptional work and students for their lovely positive comments about life at the school.” Ofsted conducted the inspection in July 2021 but have only recently published the report until after the summer break when the school reopened in September.
Sport England launches Studio You, a free video platform to help schools drive PE engagement in teen girls
Studio You is the latest initiative from Sport England’s ‘This Girl Can’ campaign With 57% of girls aged 13-16 not achieving the Chief Medical Officer’s recommended 60 minutes of physical activity a day and 64% of girls quitting sports altogether by the age of 16-17, Sport England has developed Studio You – a new video-on-demand platform to inspire teenage girls to get active through fun PE lesson experiences. Co-created with teenage girls and PE teachers, Studio You has been designed to give teachers a fresh style of resource to inspire this hard-to-engage audience before they disengage with PE and physical activity completely. The platform will be freely available to all schools in England Powered by Sport England’s This Girl Can campaign (that has inspired nearly 4 million to become active since 2015) Studio You aims to remove the pressure of competition and performance from PE. Instead, it seeks to open girls’ eyes to fun new disciplines and activities such as Combat, Barre, Fitness and Yoga. In line with the This Girl Can ethos, the focus is on enjoyment, community and achieving a sense of personal fulfilment. The site, which has been developed with £1.5 million of National Lottery Funding, will feature over 100 videos, with teachers able to search for lesson content by duration of class or discipline. All video content is curriculum-linked and teachers can personalise the lesson planning experience by saving their favourite classes into their own digital library. Kate Dale, the Campaign Lead for This Girl Can at Sport England comments: “Engaging teenage girls with sport and activity is notoriously challenging. But we cannot allow millions of girls to disengage at such a young age when the physical, mental and social rewards of an active lifestyle are so important. And for some girls, PE at school is the only chance they have to get active – so it’s important to get the experience right for them, “We want Studio You to help teachers increase the confidence of the girls who might otherwise disconnect by enabling them to inject fun, choice and ownership into the PE experience. Studio You’s message is clear: getting active should be an enjoyable part of everyday life for all teenage girls and young women – not just those who excel at sport.” Sport England’s insights show that teenage is the peak time for girls to drop out of school sport and develop deep-rooted negative attitudes to physical activity, that can act as a barrier for life. Research from Sport England’s Secondary Teacher Training programme, shows that only 50% of teenage girls feel confident in PE, compared with 72% of boys. In Sport England focus groups, girls who had disengaged from the school PE experience, used words like ‘competitive’, ‘stressy’ and ‘repetitive’ to describe their lessons, with studies showing that 80% of girls feel they don’t ‘belong’ in sport. As a result of the insights gained from teenage girls, Studio You focuses on non-traditional, non-competitive activities led by relatable young coaches. Content can even be selected by mood with four themes: Energise, Relax, Party and Focus to choose from. Stewart Orton, Director of Sport from Fortismere School, one of a select group of schools trialling the new Studio You content said: “Studio You has totally rejuvenated PE for girls at Fortismere. Traditionally, girls’ participation in PE and physical activity can seriously dip in teenage years. We have found that the lessons and wide ranging activities included in the Studio You package have been a significant factor in retaining our girls’ motivation for PE and for keeping active. Importantly it’s given girls in our school a real sense of pride in what they’ve achieved. “It’s a wonderful resource and we have been delighted to have been involved from the beginning. Now that the resource is going out nationally schools are in for a real treat. It’ll be exciting to see the impact on PE over time.” The Studio You platform has been designed in partnership with leading social impact agency Hopscotch Consulting, responsible for the Department for Transport’s THINK! Road safety education resources and behind high-profile education campaigns and programmes for Vodafone, GSK and Microsoft.
Pupils across UK attempt to break Guinness World Record in Yoga
This autumn, pupils in primary schools across the UK will join a mass online participation attempt to break a world record for the most children to practise yoga together. Pupils taking part have the chance to create and enter their very own Yoga pose, with the winning pose being practised during the 10 minute attempt at the start of the school day. “All primary schools are welcome to register and we’re supporting schools with free weekly yoga clips to help prepare children with a handful of Yoga poses for the main event. Any child in any primary school anywhere can take part, it’s an inclusive practise.” comments Joanne Wharton, Yoga in School Specialist at Shaping Healthy Minds Online, children’s online Yoga company. In 2016, 35,985 people took part in the largest ‘in person’ Yoga lesson in New Delhi, India, whilst last year, 3,118 people broke the world record for most people practising plank pose together in Zhuji, China. All schools joining will be listed as taking part and receive a certificate. The date and time this autumn are yet to be confirmed, but schools can register now to join this record breaking exciting online Yoga lesson and receive free Yoga by emailing: info@kidsloveyoga.org.uk All information will be sent out in September 2021 and also held here: www.kidsloveyoga.org.uk About Shaping Healthy Minds Online With a mission for every child in primary school UK education to have access to the benefits of Yoga, Shaping Healthy Minds Online and Kids Love Yoga help children in school to be flexible, connected and relaxed through fun Yoga based activities. Through a team of Primary School Teachers and Children’s Yoga Teachers, Yoga sessions are delivered through an online platform of videos and plans, as well as in person – as part of the school timetable or as breakfast, lunchtime or after school clubs. Learn more:www.kidsloveyoga.org.uk
Young people hold the key to their wellbeing with Composure Active
Here at Composure Active our intention is to help young people realise that they hold the key to their own wellbeing. Through Yoga, Mindfulness and Resilience exercises, we show students how to uncover their innate resilience and potential! Wellbeing workshops and courses are not only aimed at finding a sense of calm, ease and peace but of empowering young people and teachers to support themselves to navigate all aspects of life. Now more than ever, students and teachers need support. Now more than ever we need a shift away from people believing they need to better themselves in order to be happy. Our approach is different, we believe everyone is already good enough but they may just need a little guidance to see that clearly. From this place, students and teachers feel resilient, optimistic and engaged in their school life as well as naturally happier, more able to regulate emotions and additionally to this, improve their relationships with others. All sessions are run by Hannah, our qualified Psychologist, Sports Therapist, Yoga & Meditation Teacher. She has experience working with all key stages as well as with teachers. Composure Active offers a wide range of workshop days for both students and teachers as well as bespoke wellbeing days which recognise individual differences and requirements. Choose from: Yoga or Meditation Classes Wellbeing Workshop Days Meditation and Mindfulness Courses for Teachers and Facilitators Visit www.composureactive.co.uk for our price list OR call today on for a free consultation to curate a day especially for your needs : 07909448046
Mindfulness – what is it?
What is Mindfulness? We hear the word Mindfulness used a lot these days particularly in relation to well-being. Mindfulness is simple another word for being ‘aware’. When we are ‘aware’ of the patterns and habits of our minds we have a better chance of preventing them from taking us off down unhelpful (neural) paths. A mindfulness training course, whether for students, teacher and/or parents, not only increases our awareness but it also allows us to strengthen the ‘muscle’ of the mind. As with any other muscle, the muscle of the mind needs strengthening frequently and regularly. Research from the Universities of Oxford, Exeter and Bangor has shown that a stronger mind, developed through mindfulness practice, leads to lower levels of anxiety and depression, increased attention span and an increased overall sense of well-being. Mental health challenges for young people were at epidemic levels before the COVID-19 pandemic. Never have children and young people needed support with mental health more than now. As an Educational Psychologist of more than 20 years, I have not found a better way to reach a large number of children quickly, than by offering them an evidence-based Mindfulness Course such as those offered by Evolve Mindfulness CIC. The courses that are offered through Evolve Mindfulness CIC were created by the Mindfulness in Schools Project and have undergone extensive research to get the right blend of mental health education and mediation. However, to have the greatest impact across your school community Mindfulness Training would also be offered to teachers and staff as well as parents. At Evolve Mindfulness we also design bespoke Mindfulness Training packages for the whole school. Our job would not be complete if we did not also help you to embed many of the positive practices from the courses within your school culture. We do this by building an open and trusting relationship with your school which we hope will continue for years to come. For more information on Mindfulness Training Courses please visit www.evolvemindfulness.co.uk
Is it possible to deliver quality SEN care without outside agencies during the pandemic?
Schools have had to overcome no end of challenges throughout the COVID-19 pandemic. But beyond virus control, perhaps the most pressing ongoing concern is supporting children with special educational needs (SEN) at a time when many children are already experiencing anxiety and disruption. SEN provision can be testing at the best of times, as schools seek to find the very best support for the children in their care. But while outside agencies are prevented from entering school grounds, SEN Coordinators (SENCOs) and school leadership teams are left struggling to find ways to provide much-needed support with much-reduced resources. Is it possible for schools to continue to deliver high-quality SEN care without overburdening an already stretched teaching staff? What are the issues? And how can they be tackled? Why is SEN provision such a challenge right now? One of the ongoing difficulties with the provision of SEN support is that it covers such a wide range of needs. Children who require physical, emotional, or specific learning support. There are those with difficult home lives. And those with mental health concerns. No single school can hope to provide all of the necessary expertise in house. With external agencies prevented from entering schools and a reduction of resources – such as sensory areas – SENCOs are at an immediate disadvantage. So, what options are available, and how can schools find the support they need to ensure that no children are let down as the pandemic continues to run its course? Where can schools turn to for SEN support during the COVID-19 restrictions? As with every other organisation, external support agencies are currently working to find new ways of operating during the pandemic. Observing the two-meter rule and wearing PPE is an integral part of this. Only accessing designating areas within schools is also under discussion. But there are drawbacks to these moves. Children need to be able to relax in the company of their SEN support workers. They need to be able to connect with them and feel comfortable. PPE – mask-wearing in particular – can be a real barrier to that. A resumption of established SEN services also carries the threat of further disruption should a second lockdown occur. Indeed, at the beginning of September, 4% of UK state schools were classed as “not fully open” because of Covid-19, and around 20 schools were closed outright for COVID-related reasons. This poses the risk of further upset for SEN children. Technology The use of technology within the educational setting has become increasingly widespread throughout the pandemic, often providing the only means for schools to continue supporting children in their learning journey. But it has not yet been widely embraced for SEN. Because the current generation of children have grown up around technology, its use is second nature to them. They don’t feel awkward or confronted when dialling into a Zoom call, because they’ve been FaceTiming their grandparents since birth. For this reason, technology shouldn’t just be an extension of a child’s learning and support resources, but an integral part. And within the COVID-19 climate, it offers a consistency that is lacking elsewhere. During lockdown, over 70% of children who required speech therapy through Mable Therapy were able to continue receiving support online. And technology can be used to support a wide variety of needs. From communication and speech therapy – over 80% of children with Social, Emotional and Mental Health (SEMH) concerns may have undiagnosed communication problems. And without support, this can lead to frustration, behavioural issues and a failure to thrive. To Autism, where a disruption to routine can cause anxiety and challenging behaviours. Technology can not only fill these gaps and deliver these services on a temporary basis, but become a simple, cost-effective, and educationally/emotionally valuable tool within a school’s long-term SEN strategy. Summary SEN support has always been a difficult area for schools to get right. But the current situation with the global pandemic has made things so much more difficult. And there’s no quick fix. But equally, children cannot be left without support, and teachers cannot be expected to carry the extra burden. For now, schools should turn to their local authority for advice. And if they already have a Service Level Agreement in place with an external agency, they need to find out exactly what that agency can do for them. But technology and online support should also be seriously considered as a means of providing some services, to avoid an interruption in the event of a second wave or localised school closures. Martha Currie, Clinical Director of Mable Therapy Recommended SEN resources for support and information: Supporting a child returning to school after lockdown: Young Minds Supporting deaf education during the Coronavirus pandemic – resources from BATOD members and others Schools Guide to implementing an Online therapy Provision: Mable Therapy Coronavirus: education and school: National Autistic Society Coronavirus: How we can help you:Royal National Institute for the Blind
The child mental health issues caused by isolation
Harriet Gridley, UK Director at No Isolation, spoke to QA Education about the child mental health issues which students are facing due to lockdown… Has No Isolation received feedback from parents about how child mental health has been affected by lockdown? For a lot of students heading back to school, the first days back were seemingly quite overwhelming and scary, especially for the younger kids who were confused by all the new rules. Whilst some kids may have really benefited from the lockdown and time out of school, others have fallen behind in their studies, at the same time becoming isolated from friends and social circles. The long-term effects of isolation during lockdown may have left many kids feeling anxious and uneasy in social settings and large groups. We at No Isolation have also heard from some families whose children are not able to go back to school right now due to ill health and health concerns. We’ve received some feedback around the educational arrangements that some schools across the UK have set up for them and, unfortunately, whilst these setups allow children suffering from serious medical conditions and with underlying health concerns to stay connected to their education, they don’t take care of the child’s emotional needs. In many cases, an iPad or tablet is being placed on the desk, so the child can dial into the lessons. Unfortunately, these kids have ended up feeling left out because they don’t feel connected to their friends, and can’t participate at lunch or break time. In addition, we have found that technology often does not work and, in fact, often interrupts the child’s education overall. As a result, these families are looking to the use of interactive tools, such as AV1, which will allow them to actively participate and be physically in the room. For those that are not familiar with AV1, it is a telepresence avatar that allows children to be present with their friends. It is small, lightweight and securely live-streams, thanks to an integrated 4G sim card, what it is seeing and hearing to an iPad or smartphone held by the child, who can then speak through AV1 and control its facial expressions and movement via the connected device. Has No Isolation seen an increase in enquiries since the start of the pandemic? Since the start of the pandemic, we have seen a significant rise in the number of enquiries we are receiving about AV1. Enquiries have been for a number of different reasons and from families who are seeking a way to help their children maintain their education in a meaningful way, that previously would not need to have kept them home from school. There are children who will be at high risk from the virus, that would not necessarily have had to be kept out of school previously, but who would now be thought of as ‘high risk’. These children need to remain connected with their education, but also with their friends, so as to keep building healthy social skills, and not feel left out. Enquiries are also coming from families where the child is fit and well, but due to living with a vulnerable person, ie. an elderly grandparent or a family member with severe health conditions, the whole household will be continuing to shield. Again, it is imperative to these families that the children are not missing out or being cut off from social circles or their studies. We’ve not been surprised by this interest, though, and we are keen to support these children as best we can. Throughout the summer, we worked with independent researcher, Henry Peck, to better understand the effect of lockdown on educational and emotional development in school-aged children. We collected responses from 1,005 parents and carers of 1,477 children spanning primary and secondary school and found that according to our research, as much as 6% of students across the UK, or an estimated 540,000, will continue to stay at home, due to mental or physical health concerns, directly related to the Covid-19 pandemic. When asked, the most common reason given was the risk of a healthy child contracting coronavirus and becoming ill, with the second-most common reason being the risk of a household member catching coronavirus from the child. Mental health challenges that have emerged or grown during the pandemic, such as anxiety, were also cited within our research as a key reason for students not returning to school, equating to a third of these cases. Of all the children unlikely to attend school in September, 40% lived in a house with a vulnerable family member, indicating that family vulnerability factors heavily into attitudes on whether or not a child can return to school. However, official statistics have indicated that as much as 12% of children have in fact been forced to resume at home due to the pandemic and suspected health concerns over coronavirus, double our predicted number. Will the “rule of six” have an impact on troubled pupils? Social isolation is best alleviated by the quality of relationships, rather than the quantity, so the rule of 6 is not likely to have a significant impact, I would think. But of course there could be instances where some children are left out of birthdays or events, which could lead to feelings of isolation.
Hypnotherapy’s role in child mental health
Leah Walsh, from Inspired Minds Hypnotherapy, discusses how hypnotherapy sessions for children differ from adult sessions and addresses the questions parents may have around this form of child mental health therapy… Around half of all lifetime mental health problems start by the mid-teens, and three-quarters by the mid-20s, although treatment typically does not start until a number of years later. The most recent survey of the mental health of children and young people in England found that 12.5% of 5 to 19 year olds had at least one mental disorder when assessed (2017), and 5% met the criteria for 2 or more mental disorders. An increase in child mental health issues The prevalence of mental health issues in children and young people has shown a slight but steady increase in the past few years but sadly the access to services has not kept up with the needs. Services such as CAMHS have lengthy waiting lists and whilst they do their best to manage the needs with the resources they have, when a family feels they have reached a crisis point, waiting for months for an appointment is not always an option and parents are looking more towards private practices for help. Having been one of those parents, I decided when I got into hypnotherapy that one of the areas I wanted to focus on was working with children. I felt it was important that parents had another option available. The popularity of hypnotherapy in children is on the increase and whilst it’s a specialised and challenging area to work in, it’s also greatly rewarding. Using hypnotherapy with children is a vastly different approach – they’re not mini adults and the usual rules don’t apply. Of course, hypnotherapy is not just used to tackle mental health problems and clients are often surprised what it can be used for. From fussy eating (including SED/ARFID) to bed-wetting, tics, stutters and so much more, the problems which hypnotherapy can solve are endless. So how is it done? Parents often have questions such as: “What’s it like for a child to be in a trance?”, “Is it like mind control?” and “Is it dangerous or harmful?” Using hypnosis with a younger child is best described as the child almost being in a daydream, similar to role playing or reading a story and encouraging their minds to wander whilst tapping into their wonderful imaginative flow. This is the kind of activity that children are used to and comfortable with, so they immediately start to remove the barriers. There are no traditional inductions used to bring about a trance – children are fidgety and wriggly during hypnotherapy sessions and often their eyes are open and they’re very engaged. Hypnotherapy of this kind is carried out using stories and metaphors. I can put them at the centre of an adventure, use magical places they know of or characters they like. Metaphors within hypnotherapy are much like fables and are a highly effective tool to use. Children are often primed to understand fables as they are well used at school and they find it easy to allow their mind to subconsciously seek out hidden messages and meanings. More importantly, metaphors allow a hypnotherapist to deal with an issue that might be sensitive or distressing to the child without even mentioning it. No talking about the issues, no expectations for the child to talk about their feelings or engage in talking with a therapist, just a magical escape with the most wonderful benefits. Leah Walsh HPD PNLP MNCH (Reg.) is a qualified Clinical Hypnotherapist and a practitioner of Neuro Linguistic Programming, working with both children and adults in the North West. Find out more at inspiredmindshypnotherapy.co.uk