aperion_training

Sometimes, the biggest changes in practice start with the smallest changes in thinking.

The questions we ask shape the way we see children and the way we see children shapes the support we provide.

These simple mindset shifts are an invitation to pause, reflect and consider a neurodiversity affirming perspective.

Whatever the situation, if you're responding to behaviour or thinking about a more inclusive environment, the language we use really does matter.

If these ideas have got you thinking, my Becoming Neurodiversity Affirming online course examines the thinking behind them and, even more importantly, how to put them into practice every day.

Through practical strategies, real-life examples and reflective learning, you'll build the confidence to create environments where every child can thrive.

Find out more and enrol at: www.aperiontraining.co.uk or
click the link in my bio.

You know the five senses we talk about every day, but what about the sensory systems we don't always see?

Vestibular. Proprioception and Interoception.

These three sensory systems play a big part in how children experience their bodies, their environment and the world around them.

The vestibular system helps children process movement and balance. It supports how they understand where their body is in space and how they respond to movement.

Proprioception helps children understand where their body is and how much force they need to use. It helps explain why some children seek movement, pushing, pulling or deep pressure.

Interoception helps children notice what is happening inside their body. It links to things like hunger, thirst, needing the toilet and recognising feelings within themselves.

Every child's sensory system works differently.

Some children experience sensory input more intensely. Lights may feel brighter, sounds sharper or certain textures much harder to manage.

Other children may need more sensory input to help their bodies feel settled and ready to engage.

When we understand these sensory systems, we can start to look at children's responses differently and ask, "what might this child be experiencing?"

I explore this in more detail in my latest article for .
For early years professionals who want to understand sensory processing and support the children in their care, this is a great place to start.

https://www.nurseryworld.co.uk/content/features/neurodiversity-affirming-practice-part-3-learning-to-read-the-signals-in-child-behaviour

The summer holidays have a habit of disappearing faster than we expect.

Then suddenly it's September. New children. New families.

If you've been meaning to build your confidence around neurodiversity-affirming practice, now is the perfect time to pick up Neurodiversity in the Early Years.

It's practical. Honest. Easy to dip into with a cup of tea in the garden or while you're away for a few days. No complicated theory for the sake of it. Just ideas you can take straight into your setting when the new term begins.

Every child deserves to feel understood from the moment they walk through the door. Sometimes a different way of seeing things can make all the difference.

If preparing for September is on your summer to-do list, this is a great place to start.

Have you already started thinking about the new term, or are you firmly in holiday mode?

It didn't happen overnight.

Over six months, we worked together to embed neurodiversity-affirming practice across the whole nursery.

Here's what that looked like:

💙 Building the team's understanding of neurodiversity and what it means in practice.

💙 Reflecting on existing practice and identifying opportunities to make meaningful changes.

💙 Equipping leaders with the confidence to lead inclusive practice across the setting.

💙 Supporting staff to adapt their approach so every child feels understood, valued and able to thrive.

💙 Embedding those changes into everyday practice, rather than introducing one-off initiatives.

The result?

🌟 An Exceptional Ofsted judgement for inclusion. 🌟

I'm incredibly proud of the whole team at Little First Steps. They embraced every conversation, every challenge and every opportunity to learn. Their commitment to creating a truly inclusive environment is what made this achievement possible.

If you're ready to strengthen neurodiversity-affirming practice in your own setting, I'd love to talk about how I can support your team.

DM or email me at [email protected]

Summer means more outdoor play, more opportunities to explore and more changes to the usual routine. It also means heat, noise, and bright light.

It’s worth asking:

Are we adapting the environment to support children, or are we expecting children to cope with the environment?

A few things to think about:

☀️ Temperature
Can children access cooler spaces when they need them?

🔊 Sound
How might open windows, fans and busy outdoor areas affect children who find noise difficult to filter?

👀 Visual input
Are there calmer spaces away from bright sunlight, glare and lots of visual information?

🧠 Regulation
Do children have opportunities to pause, reset and take a break before things become too much?

💬 Communication
Could a change in behaviour be telling us something about what a child is experiencing?

Sometimes the answer is as simple as: let's look at the environment and see what we can change.

Small adjustments can make a big difference to how safe, comfortable and included a child feels.

When we understand the child’s experience, we can respond in a way that truly supports them.

Comment below with adjustments that have made a difference in your setting.

The DfE's new Inclusive Early Years Fund for 2026-27 isn't just another pot of money. It's a sign that the focus is changing.

The aim is to help settings:

• build inclusive practice across the whole setting
• step in earlier when children need support
• rely less on individual funding applications every time a child needs extra help

That's why all of my training is designed to work across an entire workforce, whether you're one nursery, part of a federation or a larger nursery group.

My CPD-accredited, self-paced course means every member of staff can access the same learning, in their own time.

If you're starting to think about your plans for the year ahead, now is the time to ask a bigger question.

How are you building a team where inclusive practice belongs to everyone, not just the SENDCo?

Drop me a message if you would like to have a chat about the ways we can work together.

When a child is dysregulated, the behaviour we see is only part of the story.

Every behaviour is communicating something. It might be sensory overwhelm, anxiety, uncertainty, frustration, exhaustion or an unmet need. Until we understand why a child is struggling, it's difficult to know how best to support them.

Too often, we focus on changing the behaviour instead of understanding what's driving it.

Real, lasting change happens when we shift our thinking from "How do I manage this behaviour?" to "What is this child trying to tell me?"

That's where co-regulation begins. Through calm, emotionally available adults, children learn the skills they need to recognise, manage and regulate their own emotions over time.

The strategies in this graphic are a great place to start, but they're only one part of the picture.

Read the full blog on my website and let me know your thoughts in the comments.
https://www.aperiontraining.co.uk/post/understanding-and-supporting-children-s-behaviour

What if the hardest part of a child's day happens before they even reach nursery?

When we think about creating an inclusive environment, it's easy to focus on what happens once a child walks through the door. But for some children, their nervous system has already been working hard long before they arrive.

The journey to nursery may involve busy roads, traffic, bright lights, unfamiliar smells, crowded spaces or lots of unexpected noise. By the time they reach us, they may already be feeling overwhelmed.

Then we ask them to navigate a busy entrance, several rooms, lots of people and another sensory-rich environment.

It isn't about removing every challenge. It's about understanding each child's experience and asking ourselves, What might this feel like for them?

Could we make arrivals calmer?

Could we reduce unnecessary sensory demands?

Could we make sure every child can see something familiar, predictable or comforting as soon as they arrive?

Sometimes the smallest changes have the biggest impact.

When we take time to see the environment through a child's eyes, we create more than an inclusive setting. We create a place where they feel safe, understood and ready to learn.

What small change have you made that has helped a child feel calmer when they arrive? I'd love to hear your ideas in the comments.

For some families, the thought of the summer holidays brings excitement.

For others, it's a different story.

Because when you have an autistic child, summer can mean a lot of change all at once.

Different routines.
Different expectations.
More noise, more people, more places to navigate.

You might already be wondering:

“Will they cope with days out?”
“What if they can’t manage the change?”
“Am I going to spend the whole summer trying to keep things from falling apart?”

If that’s you, you’re not alone.

Summer doesn’t have to be packed with activities, trips and big adventures to be a good summer.

Sometimes the best days are the quiet ones.

The days where your child feels comfortable.
The days where they can be themselves.
The days where they feel understood.

There is no one “right” way to do summer.

My 'Summer Your Way' guide has been created to help you understand what your autistic child may need during the holidays and give you practical ideas to make summer feel calmer and more enjoyable for everyone.

A summer that works for your family is the summer that matters.

🔗 Get your copy here: https://tinyurl.com/summer-your-way