Move2Connect Primitive Reflex Integration

03/01/2026

Do the systems that are supposed to safeguard children REALLY do what they are supposed to?

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08/07/2025

🔥 Toxic leadership doesn’t just happen in big corporations or the headlines. It happens quietly in schools—behind governors’ doors, in staff meetings, and in emails to concerned parents. It happens when those who raise legitimate concerns are gaslit, blamed for “creating problems,” and subtly turned into scapegoats to keep others silent.

It happens when:
🚫 Parents raising concerns about safeguarding, data protection and the quality of education and communication are labelled “vexatious.”
🚫 Professionals who speak up are told to “meet face-to-face” to avoid a written trail.
🚫 Serious data breaches are minimised instead of transparently addressed.

We talk a lot about accountability, but what happens when those at the top actively avoid it?

👉 This is where whistleblowing—in the public interest—becomes not just a right but a responsibility.

📌 Parents are not the enemy for expecting transparency.
📌 Staff are not disloyal for calling out unsafe systems.
📌 Regulators are not overreaching when they step in to restore trust.

True leadership isn’t about avoiding criticism. It’s about embracing it as a chance to improve.

💡 If you’re in an organisation where raising concerns feels dangerous, ask yourself: is this culture protecting the vulnerable—or protecting itself?

💡 And here’s the crucial thing: if you speak up about safeguarding, governance, or data protection failings, you are protected by law under the Public Interest Disclosure Act (PIDA).

To the parents and professionals who speak truth to power: you are not “difficult.”

WE as parents are the safety net.

17/06/2025

Moon Hall stands in deep disappointment following the High Court’s decision to uphold VAT on independent school fees - a move that unfairly impacts children with special educational needs.

While the court acknowledged the policy does discriminate against SEN pupils, it chose legality over justice, citing a broken state system as justification.

“This isn’t levelling up - it’s levelling down,” says Executive Head Mrs Michelle Catterson. “Our most vulnerable children are being used to balance the books.”

We urge policymakers to act with compassion. All SEN children deserve better.

12/05/2025

We say this with love:
If a student is overwhelmed, shut down, or in a state of stress… no reasoning, reward system, or consequence will reach them.

Because learning can’t happen until safety does.
Connection before correction. Regulation before instruction.

At The Regulated Classroom™, we teach educators how to understand behavior through the lens of the nervous system—so you can stop guessing and start connecting.

Want to go deeper? Join us at one of our Train the Trainer events and learn how to build a classroom that supports both you and your students from the inside out.

💛 Let’s co-regulate.

13/04/2025

I am shocked at the way the government is carrying on over this. The government says the NAO report on SEND is not admissible in court just because it proves that they are failing tens of thousands of children countrywide.

For Bridget Phillipson, Keir Starmer, and Rachel Reeves — who are now attempting a last-minute stunt to derail the VAT on Education court case by retracting ...

31/03/2025

How is this going to help the children I see who can’t access school? Bizarre prioritisation of funds.

27/03/2025

https://www.facebook.com/share/1B7X5P5djm/?mibextid=wwXIfr

Let’s talk about SEND support in mainstream schools.

Join us on our online session with Gemma Humphrey, SEND & Inclusion Advisor at West Sussex County Council.

We'll be exploring how schools can better support children with additional needs and how you can use the Ordinarily Available Inclusive Practice (OAIP) to advocate for your child.

This is your opportunity to share your experiences with the local authority in order to help shape change for SEND children.

📅 Wednesday, 2nd April
🕕 18:30 – 19:30
📍 Online via Teams

Book your place now - https://www.wspcf.org.uk/event/have-your-voice-heard-send-support-offer-in-mainstream-education/

04/03/2025

Wise words.
Sadly, even some special schools do not understand this.

Do Schools Actually Like Children?

School behaviour policies are getting stricter by the year—detentions for being a minute late, isolation for wearing the wrong socks, and zero-tolerance rules for even minor infractions. But here’s the question: do these policies show that schools like children, or just that they like control?

Many argue that clear rules help maintain order, create fairness, and prepare students for the real world. Schools often say that strict discipline ensures a focused learning environment where everyone can succeed. Zero-tolerance policies on bullying, firm uniform rules to reduce peer pressure, and punctuality expectations all aim to create structure and consistency. From this perspective, discipline isn’t about being harsh—it’s about setting children up for success.

But when policies become so rigid that they punish students for things beyond their control, are they really supporting children? Being given a detention for forgetting a pen or wearing the wrong shade of trousers doesn’t necessarily teach responsibility—it just creates frustration. And for students dealing with challenges outside school, such as difficult home lives, neurodiversity, or mental health struggles, strict policies can make school feel more like a battle than a place of learning.

If schools genuinely liked children, wouldn’t they focus just as much on understanding them as they do on disciplining them? Some of the strictest rules don’t seem to take individual circumstances into account. A child who is late because they had to take a younger sibling to school shouldn’t be punished the same way as one who is late because they were hanging out with friends. Yet, in many schools, both would face the same consequences. Where is the compassion in that?

Strict behaviour policies also risk creating an environment where compliance is valued more than creativity, curiosity, or well-being. When children feel like they are constantly walking on eggshells, afraid of being punished for small mistakes, it doesn’t make them more engaged in their education—it makes them resent it. A school should be a place where children feel supported, not just controlled.

Of course, rules are necessary. No one is saying schools should allow chaos. But rules should serve students, not just the system. A school that truly likes children should be able to distinguish between discipline that helps and discipline that harms. It should focus on helping students grow, not just making them obey.

04/03/2025

https://www.facebook.com/share/1EvvmEk5dp/?mibextid=wwXIfr

Too Much Too YoungUK: Channel 4 Dispatches: January 1998 - 40 minutesThe documentary contrasts kindergarten practice in German Switzerland, Hungary and Flem...

26/02/2025

Dougal, the therapy rescue rabbit. He is now happily bonded with Flo, following a successful round of the 🐇 I know I shouldn’t have a favourite pet, but he just is ❤️