Individualised support for children and young people
Our Philosophy
Our Philosophy
Our Philosophy
We believe that every child and young person deserves an equal and inclusive opportunity to learn and grow. We believe in a collaborative and individualized approach to meet the unique needs of each child and young person across all areas of their development.
Our Expertise
Our Philosophy
Our Philosophy
An experienced and highly qualified autism practitioner working in the field of autism and related conditions for the past two decades. Working in the homes and educational settings of children and young people throughout this time. Providing up to date information around the latest research and empirical evidence within the field of auti
An experienced and highly qualified autism practitioner working in the field of autism and related conditions for the past two decades. Working in the homes and educational settings of children and young people throughout this time. Providing up to date information around the latest research and empirical evidence within the field of autism, along with on hand experience with children and young people and a lived experience of neurodivergence.
Our Services
Our Philosophy
Our Services
We offer a variety of services, prioritising a holistic approach for the child or young person's individual strengths and needs across all aspects of their development, both at home and within the educational setting. We also offer more formal support with completing applications for Education, Health and Care Needs Assessments, Disability Living Allowance and Personal Independent Payments
An Outline of our Services
Early Educational Intervention for Pre-school aged children (birth - 4 years)
Early Educational Intervention for Pre-school aged children (birth - 4 years)
Early Educational Intervention for Pre-school aged children (birth - 4 years)
An individualised and holistic home based approach to support children during their pre-school years across all aspects of their development.
School Aged children and young people (aged 4 -18 years)
Early Educational Intervention for Pre-school aged children (birth - 4 years)
Early Educational Intervention for Pre-school aged children (birth - 4 years)
Specific Individualised Support at home for children and young people who are currently within education utilising a holistic approach to best support their needs.
Visits to Educational Settings
Early Educational Intervention for Pre-school aged children (birth - 4 years)
Visits to Educational Settings
Following an initial home visit we can offer observations of the child or young person within their educational setting from nurseries, pre-schools, primary schools, secondary schools and further education settings. All visits include a comprehensive report of observations and suggestions to support the child or young person.
Encouraging Independence
Collaborative Team Approach
Visits to Educational Settings
We pride ourselves on our approaches to developing independence for all children and young people so they can live a life that is meaningful to them. This includes but is not limited to: toileting needs/self-care needs/diet/life skills.
Collaborative Team Approach
Collaborative Team Approach
Collaborative Team Approach
Our team works collaboratively with families, teachers, and other professionals to ensure that each child or young person receives the individualised support that they need.
Administrative Support
Collaborative Team Approach
Collaborative Team Approach
We understand that it is difficult for parents/carers to not only understand and support their neurodivergent children on a daily basis but also manage the additional paperwork that comes included. Therefore we can offer support in completing applications for EHCP's/ disability living allowance/personal independence payments and appearing as expert witness at SEND Tribunals.
Early Educational Intervention
For Pre-school aged children (Aged birth - 4 years)
Home support:
Provision of Early Educational Intervention Programmes – used in combination with holistic approaches to suit the individual child’s needs.
The focus:
To provide personalised programmes of learning for children with autism spectrum conditions. The programme meets the individual needs of the child in order to give them opportunities for a life that is meaningful to them.
Aims of Programme:
- Promoting communication and language development using methods that are relevant for the child.
- Acquisition of pre-school play development.
- Developing social interactions and cognitive skills
- Managing sensori-perceptual needs
- Teaching self-care skills, with particular emphasis on: diet, eating and toileting
- Adaptation to routine and change
- Friendship and peer interactions
- Emotional regulation
Overview of services:
1) Initial assessment (3 hours approx.) of the child’s developmental history and current development will be completed within the family home by Kirsty Rose and the child’s parents/carers. Time will also be spent with the child engaging them and watching them within their home environment.
Following the home visit a written report will be completed (2 hours approx.) with individualised suggestions for possible targets within the intervention to support the child, outlining when these will be reviewed.
2) If appropriate a home programme will be implemented that will meet the individual needs of the child following an early years curriculum.
This programme will require an initial 1½ -2 day workshop (approx. 11 hours) that involves training two tutors (employed by the parents/carers) and parents/carers to work with the child.
3) Following the workshop, formal teaching will be delivered to the child by the tutors within the family home from 9-12 hours per week (depending on the needs of the child) .
Data will be gathered on all learning to monitor progress. This programme will only run within the child's home but will run alongside the child’s nursery/pre-school placement.
4) Supervision of teaching and the child’s learning, alongside advice and recommendations are made frequently (every 2-4 weeks) on the child’s progress by Kirsty during a tutor led session.
This progress is shared with the parents and any other family members or professionals involved in the child’s life after every supervision.
5) The home programme is finite, it will continue until the child attends full time school in Reception/Year 1. Appropriate support will continue to be given to the child and their family by Kirsty Rose in a much broader capacity throughout the rest of the child’s education at the parent/carer(s) request.
School Aged children and young people (aged 4 -18 years)
Home support:
An initial meeting (approx. 3 hours) within the family home with parents/carers and the child or young person present. A full developmental history is gathered with the child’s parents/carers, followed by individualised advice and recommendations provided within a written report (approx. 2 hours to write) after the visit to parents/carers on issues related to autism and related conditions including:
- Promoting good receptive and expressive communication skills
- Promoting self awareness and self-esteem.
- Focus and concentration
- Managing sensori-perceptual needs
- Teaching self care skills, with particular emphasis on continence, diet/ eating, sleep and exercise
- Acquisition and maintenance of age appropriate social interaction and/or play skills.
- Support in initiating and maintaining friendships
- Support in understanding and developing emotional regulation across environments
- Support in understanding neurodivergence and how this impacts life on a daily basis.
-Support at times of transition including: change of year group, changing schools and transition into adulthood.
Every child/ young person has an individual strengths and needs profile so support is always personalised.
School Support:
If required an observation (1.5 -2 hour visit) can also be completed of the child or young person within their educational placement. (With the agreement of the teaching staff/SENCo/Head Teacher).
A report will follow the school visit outlining observations and any suggestions to further support the child or young person.
Recommendations offered:
Suggestions are made for addressing any current challenges the child may have and for management/ self-management of any longer-term issues.
The initial report from the home visit and a further school report (if a school visit occurs) are sent by email and both reports can be shared with other professionals – e.g. medical or educational staff.
Materials to support the intervention (if required) are also designed and made and then emailed or posted to the home/school. Any interventions will be delivered by parents within the home or professionals within the school with support from the autism practitioners.
Meetings with us can be continued as the child or young person progresses at the request of the child or young person's parents/carers.
Encouraging Independence
Toileting Needs
Toileting is one of the most important life skills for any individual and we pride ourselves on the successes we have achieved with children and young people within this area. We can provide specialist support for all toileting needs for all children who are ready to learn toileting skills. Taking the child or young person through intensive toilet training to night time continence or day to day toileting needs, we can create an individualised programme of support to allow success to happen (if the individual is demonstrating awareness of toileting needs).
Food and Dietary Needs
We understand the difficulties that neurodivergent children face when presented with foods, be this a sensory need, food aversions, or anxiety. We work hard with children to develop a healthy relationship with food, without pressure and in their own time. We can also offer support with managing meal times and using different utensils whilst eating. For older children and young people we can offer support in preparing and cooking meals.
Self-Care Skills
Developing independence for any individual is one of our priorities and we work hard with children and young people alongside their families to develop bespoke support for all self-care skills including: dressing/undressing, personal hygiene, managing money, meal preparation and more.
Sleep Hygiene
Sleep and neurodivergence can often be a challenge for individuals of all ages, we work with families to create appropriate sleep routines for the individual to allow everyone to get a good nights sleep!
Emotional Regulation
Around 47% of children with special educational needs are likely to have a co-occurring mental health condition. (Sadler et al., 2019). Therefore establishing a system of support for the individual's social, emotional and mental health is a huge priority for both them and their families. We can offer individualised support utilising various strategies to teach identification of emotions and regulation aids throughout the day. This will be specific strategies for the individua and their families to work on but is not a form of therapy or counselling and in any situation of mental health, an appropriate referral should be made to the relevant mental health services.
Sadler, K., Vizard, T., Ford, T., Goodman, A., Goodman, R. and McManus, S., (2018). Mental health of children and young people in England, 2017: Trends and characteristics.
Administrative and Formal Support
Disability Living Allowance (DLA)
Following an initial assessment of the child or young person within the family home we can offer support to parents/carers with completing disability living allowance forms. Disclaimer: There is no guarantee that any support with the form will lead to DLA being awarded and this decision will be purely down to the department of work and pensions.
For more information on how to claim please see the below link:
https://www.gov.uk/disability-living-allowance-children/how-to-claim
Personal Independent Payments (PIP)
Following an initial assessment of the child or young person within the family home we can offer support to parents/carers/individual with completing personal independent payment forms when the young person has turned 16 years old or above. Disclaimer: There is no guarantee that any support with the form will lead to PIP being awarded and this decision will be purely down to the department of work and pensions.
For more information on how to claim please see the below link:
Education Health and Care Needs Assessments and Plans (EHCNA/EHCP)
Following an initial assessment of the child or young person in the family home and at school - support can be offered throughout any part of the EHC process from parental/carer applications, to proof reading draft EHCP's and attending annual reviews.
Disclaimer: Support provided will not guarantee the outcome of the decision made by the local authority at any point during the EHC process.
Individual Education Plans/ One Planning
Following an initial assessment of the child or young person within the family home and at school, support can be offered at school meetings to implement and/or review the individual education plans (Or one plans as known in Essex) with the team around the child or young person.
Tribunals and Appeals
Following an initial assessment of the child or young person at home and at school, support can be offered during appeals/tribunals by Kirsty Rose with paperwork for the appeal or appearing as an expert witness on the day of appeal. Please note this is not an advocacy se rvice and parents/carers will either need to find an appropriate representative/advocate or represent themselves.
Disclaimer: Kirsty appearing as expert witness will not guarantee the decision made by the judge or other leading professionals on the judging panel and the final outcome will remain the decision of the court.
Education Other than at School (EOTAS)
Following an initial assessment of the child or young person within teh family home, we can offer a range of individualised support for children and young people who are following an approved EOTAS package within their EHCP.
Meet Kirsty and her associates.......
Kirsty Rose M.Ed., BSc. (Hons)
Kirsty is an independent autism practitioner with nearly 20 years’ experience supporting autistic children, young people, and their families. She holds an undergraduate degree in Developmental Psychology and a Masters degree in Special Education: Autism in Children. Kirsty has also undergone autism consultancy training throughout her career from a highly experienced professional within the field, Dr Maggie Wilson. Kirsty works closely with families and staff in educational settings to create personalised support that meets each learner’s unique strengths and needs, from early intervention through transitions, into further or alternative education. With a focus on intersectionality and holistic pupil-centred practice, she is deeply committed to improving outcomes for neurodiverse young people. Alongside her professional work, Kirsty is the SEND link governor at her children’s primary school and draws on her lived experience for the past decade as a parent to her own neurodivergent children to inform her inclusive approach.
Rachel Bohannan B.A. (Hons)
Rachel has worked in association with Kirsty Rose for the past 15 years. Rachel holds a foundation degree in Early years and Education and a Level 2 qualification in Understanding Autism. Rachel has spent the last 30 years working with children, specialising in those with special educational needs. Rachel now works as an autism practitioner supporting children and young people with autism and related conditions as a play and learning therapist. Rachel prides herself on her ability to be creative and imaginative and is always incredibly enthusiastic with every child or young person that she works with. Rachel specialises in: behaviour management; working with siblings and families; emotional regulation and child development from birth. Rachel is a reliable practitioner whose passion is to help children and young people find their own way with whatever differences they experience. Rachel is also a Mum to her 8 year old daughter who she home educates. Where appropriate, Rachel will bring her daughter to work with her (full risk assessment provided) to encourage the social opportunities of those children she is working with alongside a similar aged peer.
Disclaimer: Rachel is registered as self-employed and is therefore not employed by Kirsty Rose. Rachel is solely responsible for her own fees and works independently from Kirsty Rose.
Bailey Rockett
Bailey has worked in association with Kirsty for the past 4 years. Bailey holds a level 3 CACHE qualification in Early Childhood Studies. Bailey is a level 3 childcare practitioner. Bailey also holds a level 2 qualification in Understanding Autism. Bailey has experience working as a learning support assistant in schools for autistic children on a 1:1 basis. Bailey now works as an autism practitioner and creates individualised learning opportunities for all of the children and young people she works with when acting as their play therapist. She prides herself on her organisational skills and is always highly enthusiastic in any environment. Bailey also offers respite services for families of autistic children and young people and excels at accessing opportunities for life skills out in the community, for all the individuals she works with. Bailey is also a volunteer at her local Brownies group and is always looking for new opportunities to learn about and help others.
Disclaimer: Bailey is registered as self-employed and is therefore not employed by Kirsty Rose. Bailey is solely responsible for her own fees and works independently from Kirsty Rose.