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Stop staff inconsistency and improve care quality. AshDHD provides evidence based frameworks, built by a five year care expert, to build confident teams.

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AshDHD: Trauma-informed, Neurodiverse Residential Care Training Frameworks

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ASHDHD

Discover the personal journey behind AshDHD Training. Learn how our founder's lived care experience built the frameworks that create real change.

Our Story

<h2>Many care providers talk about quality and consistency.</h2><h2>AshDHD Learning exists because those qualities are often the hardest to sustain in practice.</h2>Our story begins inside the care system, moves through to frontline leadership and leads to the creation of frameworks designed to support consistency without relying on individual resilience.<h3>Understanding Care from the Inside</h3>AshDHD Learning was shaped by direct experience of the care system not only from a professional perspective but from lived experience as a young person in care.This perspective revealed a recurring problem: care environments driven by good intentions but held back by inconsistency, burnout and a lack of shared structure.Moments of safety and connection did happen but they were often dependent on individual staff rather than reliable systems.<h3>From Frontline Practice to Framework Design</h3>Years later that same pattern was visible from the other side.Through frontline work and leadership roles within supported accommodation and residential care settings the challenges remained consistent:<ul data-start="1871" data-end="2077"><li data-start="1871" data-end="1925">training that didn&rsquo;t translate into daily practice</li><li data-start="1926" data-end="1971">high staff turnover and uneven confidence</li><li data-start="1972" data-end="2024">difficulty maintaining consistency across shifts</li><li data-start="2025" data-end="2077">neurodivergent needs misunderstood or overlooked</li></ul>It became clear that the missing element was not motivation or compassion,&nbsp;it was structure.<h3>Why the Frameworks Were Created</h3>AshDHD Learning was founded to build the frameworks that were missing.The SPARK Care&trade; Framework and SWIFT+R&trade; Crisis Model were designed to provide:<ul data-start="2382" data-end="2599"><li data-start="2382" data-end="2434">clear, repeatable guidance for everyday practice</li><li data-start="2435" data-end="2487">predictable responses during high-stress moments</li><li data-start="2488" data-end="2526">shared language across staff teams</li><li data-start="2527" data-end="2599">neurodivergent-informed approaches that reduce demand and escalation</li></ul>These frameworks are evidence-informed, but grounded in real care environments. Designed to be used, not just understood.<h3>A Focus on Sustainable Practice</h3>AshDHD Learning does not exist to add another layer of training.It exists to support care environments where:<ul data-start="2883" data-end="3062"><li data-start="2883" data-end="2920">consistency is built into systems</li><li data-start="2921" data-end="2974">staff are supported by structure, not expectation</li><li data-start="2975" data-end="3015">compassion is translated into action</li><li data-start="3016" data-end="3062">quality does not depend on who is on shift</li></ul>Our focus is on supported accommodation and semi-independent services, where these challenges are particularly pronounced.<h3>Looking Ahead</h3>AshDHD Learning continues to develop frameworks and tools that support clarity, dignity and emotional safety in care settings.The story is ongoing but the purpose remains the same:

Our Story: From Lived Experience to Leading Frameworks | AshDHD

Team Members

AshDHD Training’s mission is to embed trauma-responsive leadership, relational safety, and reflective culture in every care team to improve outcomes and raise quality standards.

Our Mission & Values for Trauma-Responsive Children's Care

<h3>Our Mission&nbsp;</h3>AshDHD Learning exists to support safer, more consistent care by helping organisations turn values into action.We do this by providing clear frameworks that support trauma-responsive leadership, embed reflection into everyday practice and strengthen supervision and accountability across care teams.This is our Compassion Meets Action&nbsp;philosophy.<h3>Why Values Must Be Practical</h3>Values alone do not create consistency.For Registered Managers and Deputies, the pressure to maintain quality is constant,&nbsp; balancing staff turnover, skills gaps, safeguarding responsibilities and inspection expectations.Generic values statements do not support staff under pressure. Embedded, practical culture does.AshDHD Learning&rsquo;s values are shaped by lived and frontline experience of care, ensuring they function as an operational blueprint, not an aspiration.<h3>What Our Values Are Designed to Create</h3>Our values support care environments that are:<ul data-start="1663" data-end="1808"><li data-start="1663" data-end="1707">Safe and consistent for young people</li><li data-start="1708" data-end="1752">Clear and supportive for staff teams</li><li data-start="1753" data-end="1808">Evident through practice not policy statements</li></ul>They are designed to be visible in daily interactions, supervision and leadership decision-making.<h2>Our Values in Action: Compassion Meets Action</h2><h3>1. Trauma-Responsive Leadership</h3><ul><li>Compassion (Why it matters) Leadership must recognise the impact of trauma on both young people and the adults who support them. Understanding stress, regulation and emotional load is essential for sustainable care.</li><li>Action (How it shows up) Trauma-responsive leadership is expressed through consistent supervision, clear expectations and structured reflection. Frameworks such as SPARK Care&trade; and SWIFT+R&trade; provide leaders with shared language and tools to support reflective, accountable conversations - not reactive management.</li></ul><h3>2. A Culture of Reflection and Learning</h3><ul><li>Compassion (Why it matters) Staff need psychological safety to reflect honestly, recognise challenges and learn from difficult moments without fear of blame.</li><li>Action (How it shows up) Reflection is embedded as a routine practice, not an optional discussion. Structured reflection supports learning, reduces burnout, identifies skills gaps early and strengthens team resilience over time.</li></ul><h3>3. Accountability Through Relational Safety</h3><ul><li>Compassion (Why it matters) Relational safety is created when staff and young people experience predictable, respectful responses especially after conflict or difficulty.</li><li>Action (How it shows up) Accountability provides clarity. The SPARK Care&trade; Framework defines shared standards of practice, ensuring every team member understands their role and responsibilities. This consistency builds trust, reduces escalation, and strengthens relationships.</li></ul><h3>How Our Values Support Better Outcomes</h3>When values are translated into clear, shared practice, outcomes improve across the organisation.<ul data-start="3700" data-end="4170"><li data-start="3700" data-end="3874">For leadership and inspection readiness Services can demonstrate how trauma-responsive values are applied consistently in daily care, supervision and team culture.</li><li data-start="3876" data-end="4048">For staff retention and wellbeing Staff who feel supported by structure, clarity and shared expectations are more confident and less likely to burn out or leave.</li><li data-start="4050" data-end="4170">For young people Predictable, regulated environments support emotional safety, trust and long-term stability.</li></ul>&nbsp;<h2>Frequently Asked Questions (FAQs)</h2>Q: What do we mean by trauma-responsive leadership? A: Trauma-responsive leadership recognises the impact of stress and trauma on both young people and staff. It prioritises predictability, reflection and clear expectations over reactive or punitive approaches. In practice, this means leadership that supports regulation, learning and consistency across teams.Q: How does reflective practice improve care quality? A: Reflective practice gives staff a structured way to review challenging situations, understand patterns and adapt responses over time. When reflection is embedded consistently, it supports learning, reduces burnout and improves the quality and safety of care.Q: Why is accountability important in care settings? A: Accountability creates clarity and consistency. When roles, expectations and shared standards are clearly defined, staff can work with confidence and trust. This consistency supports relational safety for young people and strengthens team cohesion.Q: How do AshDHD Learning&rsquo;s values relate to inspection and quality expectations? A: AshDHD Learning&rsquo;s values align with themes commonly assessed within inspection and quality frameworks, such as leadership, safety, consistency and reflective practice.However, Ofsted does not approve or accredit values frameworks or training providers. Our approach supports providers to demonstrate how trauma-responsive values are translated into everyday practice through existing supervision, documentation and quality processes.&nbsp;

Our Mission & Values for Trauma-Responsive Children's Care | AshDHD

Our Mission & Values

Meet Ash, founder of AshDHD. See how her unique lived experience in care and frontline management built the frameworks that create real change.

Our Values and Unmatched Expertise

Our MissionAshDHD Learning exists to support care environments where young people experience consistency, dignity and emotional safety, not because individual staff are exceptional, but because systems are designed to support good practice every day.Our mission is to ensure that staff teams are equipped with clear, repeatable frameworks that reduce burnout, improve confidence and support young people to feel understood and safe.Lived Experience as FoundationLived experience is central to how AshDHD Learning was formed not as a story but as a design principle.The SPARK Care&trade; and SWIFT+R&trade; frameworks were shaped by direct experience of the care system, including the impact of inconsistency, well-intentioned but ineffective responses and systems that fail to support either young people or staff.This perspective ensures that frameworks are built with realism, empathy and operational clarity at their core.Professional Practice:Alongside lived experience, AshDHD Learning is informed by frontline professional practice within supported accommodation and residential care settings.This includes experience across:<ul data-start="1928" data-end="2081"><li data-start="1928" data-end="1952">direct care delivery</li><li data-start="1953" data-end="1988">team leadership and supervision</li><li data-start="1989" data-end="2025">crisis response and safeguarding</li><li data-start="2026" data-end="2081">operational pressures within regulated environments</li></ul>This dual lens ensures that training is not theoretical or idealistic, but grounded in how care actually operates.Neurodivergent-Informed by Design AshDHD Learning is neurodivergent-informed at its core.The frameworks prioritise structure, predictability, reduced demand and regulation-first responses recognising how ADHD, Autism, PDA, FASD and overlapping profiles shape behaviour, communication and stress responses.These principles improve outcomes for neurodivergent young people and create calmer, more sustainable environments for staff.What Makes AshDHD Learning Different<ul data-start="2708" data-end="3041"><li data-start="2708" data-end="2797">Frameworks are built from lived and frontline experience, not adapted retrospectively</li><li data-start="2798" data-end="2880">Training focuses on systems and shared language, not individual resilience</li><li data-start="2881" data-end="2963">Compassion is translated into repeatable practice, not left to personality</li><li data-start="2964" data-end="3041">Consistency is designed into the environment, not expected under pressure</li></ul>AshDHD Learning bridges the gap between intention and implementation.Our Focus&nbsp;AshDHD Learning is currently focused on supported accommodation and semi-independent services where consistency, regulation and clarity are critical and where staff teams often lack frameworks that truly fit the context.

About AshDHD Training: Lived Experience, Real Frameworks

About us

Join AshDHD’s 6-Month Pilot Programme to embed trauma-informed frameworks, strengthen supervision, and measure real improvement in your care home.

SPARK Care™ Training Platform

A digital framework for embedding consistent, neuro-smart, trauma-informed practice in supported accommodation and semi-independant settings.&nbsp;<h3>SPARK Care&trade; Training Platform</h3>Finding training that actually changes daily practice is a challenge across care settings.Many teams complete courses, attend workshops and leave with good intentions but without a shared structure, practice quickly becomes inconsistent again.The SPARK Care&trade; Training Platform was created to solve this problem.It provides a clear, digital framework that supports consistent, trauma-informed and neurodivergent-informed practice across staff teams without reliance on live delivery, consultancy or external facilitation.<h3>What the SPARK Care&trade; Training Platform Is</h3>The SPARK Care&trade; Training Platform is an on-demand digital training and practice system designed for supported accommodation and semi-independent services.It enables providers to:<ul data-start="2302" data-end="2469"><li data-start="2302" data-end="2330">train staff consistently</li><li data-start="2331" data-end="2369">embed shared language across teams</li><li data-start="2370" data-end="2416">support predictable, dignity-led responses</li><li data-start="2417" data-end="2469">onboard new staff without restarting the process</li></ul>The platform is built to fit the realities of care work - shift patterns, turnover, pressure and limited capacity.<h3>What&rsquo;s Included</h3><ul><li>Access to the SPARK Care&trade; Training Platform includes:<ul data-start="2673" data-end="3337"><li data-start="2673" data-end="2816">SPARK Care&trade; Foundations Training Core training covering the SPARK Spine and daily application of trauma-responsive, neuro-smart care.</li><li data-start="2818" data-end="2948">SWIFT+R&trade; Crisis Harness Training A structured, low-demand crisis response framework aligned with SPARK Care&trade; principles.</li><li data-start="2950" data-end="3116">Downloadable Practice Tools Including:<ul data-start="3001" data-end="3116"><li data-start="3001" data-end="3027">pocket reference cards</li><li data-start="3030" data-end="3056">quick-reference sheets</li><li data-start="3059" data-end="3081">reflection prompts</li><li data-start="3084" data-end="3116">visual aids for staff spaces</li></ul></li><li data-start="3118" data-end="3230">Role-Based Platform Access Staff and managers access training and resources appropriate to their role.</li><li data-start="3232" data-end="3337">Ongoing Access Training and tools remain available for refresher learning and staff onboarding.</li></ul></li></ul><h3>How the Platform Is Used</h3>The SPARK Care&trade; Training Platform is designed to be:<ul data-start="3432" data-end="3666"><li data-start="3432" data-end="3493">Staff-led - teams complete training at their own pace</li><li data-start="3494" data-end="3555">Provider-owned - implementation is managed internally</li><li data-start="3556" data-end="3615">Repeatable - consistent use across shifts and teams</li><li data-start="3616" data-end="3666">Sustainable - not dependent on individuals</li></ul>There are no fixed cohorts, start dates or time-limited programmes.<h3>What the Platform Is Not</h3>The SPARK Care&trade; Training Platform does not include:<ul data-start="3834" data-end="3985"><li data-start="3834" data-end="3864">live or in-person training</li><li data-start="3865" data-end="3892">consultancy or coaching</li><li data-start="3893" data-end="3918">bespoke care planning</li><li data-start="3919" data-end="3943">case-by-case support</li><li data-start="3944" data-end="3985">external audits or evaluation reports</li></ul>The platform provides structure and tools, not operational or clinical management.<h3>What the Platform Is Not</h3>The SPARK Care&trade; Training Platform is designed for:<ul data-start="4165" data-end="4362"><li data-start="4165" data-end="4202">supported accommodation providers</li><li data-start="4203" data-end="4232">semi-independent services</li><li data-start="4233" data-end="4290">managers and leaders seeking consistency across teams</li><li data-start="4291" data-end="4362">services supporting neurodivergent and trauma-affected young people</li></ul>It is suitable for non-clinical staff teams and leadership roles.<h3>Why a Platform-Based Model Works</h3>Consistency in care does not come from one-off interventions.It comes from:<ul data-start="4556" data-end="4645"><li data-start="4556" data-end="4575">shared language</li><li data-start="4576" data-end="4601">predictable responses</li><li data-start="4602" data-end="4624">clear expectations</li><li data-start="4625" data-end="4645">accessible tools</li></ul>A digital platform allows these elements to remain available, visible and repeatable even as staff change.It is suitable for non-clinical staff teams and leadership roles.<h3>Getting Started</h3>Once access is set up, staff can begin training immediately.There is no application process, no exclusivity and no minimum commitment period beyond the subscription terms.&nbsp;<h3>Frequently Asked Questions (FAQs)</h3>Q: Does this include support from AshDHD Learning? A: The platform provides training content and tools. It does not include live support, coaching or case consultation.Q: Is this Ofsted approved or accredited? A: No. Ofsted does not approve or accredit training providers or frameworks. The platform supports providers to evidence consistent practice through existing supervision and quality processes.Q: How long do staff have access to the training? A: Access remains active for as long as the subscription is in place.

SPARK Care Training Platform

Learn how the SPARK Care Framework's 6 steps (Safety, Belonging, Voice, Responsibility, Self-Acceptance, Integrity) build the foundation for self-esteem.

The Six Pillars Explained

<div class="calendly-inline-widget" data-url="https://calendly.com/ashleydevonia/15min" data-processed="true"><div class="calendly-spinner" style="text-align: center;"><div class="calendly-bounce1"><h2 style="text-align: left;">The Six Pillars Foundation: Your &ldquo;How-To&rdquo; for Consistent Care</h2>The Six Pillars Foundation underpins everything within AshDHD Learning. They are not aspirational values they are the psychological architecture beneath every SPARK Care&trade; action.Each pillar represents a core human need that must be met for young people and staff to feel safe, connected and confident. Through the SPARK Care&trade; Framework, these principles are translated into practical, repeatable daily practice, turning compassion into consistent, observable action.The Six Pillars were adapted for care settings through frontline experience and lived experience within the care system, grounded in one central truth:Predictability builds safety and safety builds self-esteem.Together, the pillars provide a blueprint for creating emotionally safe environments and reflective, confident teams.<h2 style="text-align: left;">What the Six Pillars Represent</h2>The Six Pillars describe the essential foundations that support stability, trust, and recovery in care environments. Each one directly influences how staff communicate, regulate, and repair in everyday interactions.Safety: Every young person needs to feel physically and emotionally safe before they can think, learn or trust. Safety is established through predictable routines, calm adult responses and early recognition of distress.Belonging: Belonging is reinforced when connection continues after conflict. Repair reminds the young person that the relationship is not withdrawn when things go wrong.Voice: Voice bridges safety and responsibility. When young people are offered real, supported choices they learn that their views matter and their agency is respected.Responsibility: Responsibility is built through guidance, not shame. Young people learn that choices have meaning and that adults remain supportive while holding boundaries.Self-Acceptance: When emotions are validated rather than punished, shame reduces. Staff model that feelings are information, not defiance.Integrity: Integrity grows through calm, honesty and consistency. Trust is built and rebuilt through predictable adult behaviour over time.<h2 style="text-align: left;">From Theory to Daily Practice</h2>The Six Pillars translate complex trauma-informed and psychological theory into clear, practical structure. They bridge regulatory expectations with the lived reality of care environments, giving staff a repeatable way to create safety, reflection, and accountability.<h3 style="text-align: left;">Building Predictable and Safe Environments&nbsp;</h3>A child who feels unsafe cannot thrive and a staff member who feels unsafe cannot care.SPARK Care&trade; practices such as Predict &amp; Preload and Safety &amp; Downshift make safety visible by embedding calm, predictabilit and clarity into everyday routines. Emotional stability becomes something staff do, not something they hope for.<h3 style="text-align: left;">Leadership and Accountability Through Structure</h3>For managers and senior staff the Six Pillars provide a shared reference point for supervision, reflection and quality assurance.They support leaders to:<ul data-start="3661" data-end="3810" style="text-align: left;"><li data-start="3661" data-end="3695">guide reflective conversations</li><li data-start="3696" data-end="3738">build staff confidence and consistency</li><li data-start="3739" data-end="3810">evidence trauma-informed leadership through practice, not paperwork</li></ul>This allows leadership accountability to be demonstrated through how care is delivered, not just how it is described.<h2 style="text-align: left;">Applying the Six Pillars in Daily Practice</h2>The Six Pillars sit at the heart of the <a href="https://www.ashdhdlearning.co.uk/cm/spark-care-framework" target="_blank" rel="noopener">SPARK Care&trade; Framework.</a> While SPARK provides the daily rhythm of practice, the Pillars define what each action is building internally for the young person.This makes practice both usable and measurable in real-world care.Examples include:<ul data-start="4288" data-end="4796" style="text-align: left;"><li data-start="4288" data-end="4433">Review daily routines Use SPARK steps to identify where stress or inconsistency appears such as transitions, handovers or mealtimes.</li><li data-start="4435" data-end="4599">Develop leadership understanding Support managers to connect SPARK actions to Pillar outcomes (for example, Predict &rarr; Responsibility, Repair &rarr; Belonging).</li><li data-start="4601" data-end="4796">Protect principles under pressure Use the SWIFT+R&trade; Crisis Harness to ensure that safety, dignity and repair are maintained during incidents not abandoned when pressure increases.</li></ul>The result is a shared language of care that remains consistent in calm moments and in crisis.<h2 style="text-align: left;">Frequently Asked Questions</h2>Q: What are the Six Pillars of the AshDHD Framework? A: The Six Pillars are Safety, Belonging, Voice, Responsibility, Self-Acceptance and Integrity. They form the psychological foundation beneath every SPARK Care&trade; action and guide how staff build emotional safety, consistency and trust in daily practice.Q: How do the Six Pillars improve care quality? A: They provide a clear structure for trauma-informed practice. By translating abstract principles into predictable routines and shared language, the Six Pillars help teams move from intention to consistency, reducing stress for both staff and young people.Q: Can teams apply the Six Pillars immediately? A: Yes. Each Pillar is directly linked to practical daily actions through the<a href="https://www.ashdhdlearning.co.uk/cm/spark-care-framework"> SPARK Care&trade; Framework</a>, allowing teams to embed the principles into routines, interactions and supervision without additional systems.Q: Are the Six Pillars aligned with Ofsted expectations? A: The Six Pillars are aligned with key themes commonly assessed by Ofsted such as safety, consistency, leadership, reflection and positive relationships.However, Ofsted does not approve or accredit frameworks or training providers. The Six Pillars support providers to evidence how trauma-informed practice is applied in daily care, rather than replacing regulatory requirements.</div><div class="calendly-bounce3" style="text-align: left;"></div></div></div>

The Six Pillars Foundation: Your “How-To” for Consistent Care

The Six Pillars: The Foundation Beneath SPARK

Learn how to apply the 6 practical SPARK steps (S² to K) in your daily care routines to build calmer, more consistent, and trauma-informed teams.

SPARK in Everyday Practice: The 6 Daily Steps

Frontline care is hard.You&rsquo;re managing emotions, risk, time pressure and competing expectations often all at once. In those moments, abstract theory isn&rsquo;t helpful. What helps is clarity.SPARK is designed to give you that clarity.It&rsquo;s a simple, shared decision-making structure that helps staff respond consistently and calmly especially when emotions are high.This is not about being perfect. It&rsquo;s about having a reliable starting point when things feel difficult.<h3 data-start="872" data-end="903">What SPARK Is (On Shift)</h3>SPARK is a 6-step daily practice tool used to guide staff responses in real time.You don&rsquo;t &ldquo;run through&rdquo; all six steps every time. You use them flexibly to help you pause, prioritise safety, reduce escalation and repair connection.The steps appear on your SPARK Pocket Card and are designed to be remembered under pressure.<h2 data-start="1243" data-end="1264">The S&sup2; - K Steps</h2><h3 data-start="1266" data-end="1309">1. S&sup2; - Safety &amp; Scan (The Pause)</h3>What it is: Before speaking or acting, pause. Scan the young person (body, mood, signals) and the environment (noise, space, safety).Why it matters: This moment stops impulsive reactions and helps you respond to what&rsquo;s actually happening not assumptions.<h3 data-start="1587" data-end="1633">2. S - Safety &amp; Downshift (The Calm)</h3>What it is: Lower your voice. Slow your pace. Soften your body language. Safety comes before correction.Why it matters: You can&rsquo;t co-regulate if you&rsquo;re dysregulated. This step makes you the calm anchor in the room.<h3 data-start="1869" data-end="1917">3. P - Predict &amp; Preload (The Preview)</h3>What it is: Give warnings before change. Use clear, simple previews: "In ten minutes, we&rsquo;ll need to leave. I&rsquo;ll remind you again at five." &ldquo;Once this episode finishes, we&rsquo;ll head out.&rdquo;Why it matters: Predictability reduces anxiety and prevents escalation especially for neurodivergent young people.<h3 data-start="2192" data-end="2238">4. A - Adjust &amp; Choice (The Control)</h3>What it is: Shrink the demand. Offer two realistic choices: &ldquo;Do you want to do this now or after a break?&rdquo; &ldquo;Would it help to do this together or on your own?&rdquo;Why it matters: Choice restores a sense of control and reduces power struggles without removing boundaries.<h3 data-start="2466" data-end="2512">5. R - Regulate &amp; Model (The Anchor)</h3>What it is: You actively co-regulate. You model the calm you want them to borrow. This might include slow breathing, grounding through posture or using a discreet regulation aid (such as a fidget or sensory tool on your lanyard).Why it matters: Your nervous system is a tool. When staff visibly use regulation strategies, it gives young people permission to do the same without instruction or shame.<h3 data-start="2746" data-end="2792">6. K &ndash; Kindness &amp; Repair (The Reset)</h3>What it is: Return after a rupture. Acknowledge what happened and restore connection: &ldquo;That was tough. We&rsquo;re okay. Let&rsquo;s reset.&rdquo;Why it matters: Repair builds trust. It shows that mistakes don&rsquo;t end relationships and that safety is unconditional.<h3 data-start="3061" data-end="3096">How SPARK Helps You on Shift</h3>SPARK was created by a former frontline assistant manager who understands burnout and pressure.Used consistently, it helps because:<ul data-start="3233" data-end="3503"><li data-start="3233" data-end="3316">It reduces burnout by giving you a clear plan when situations feel chaotic.</li><li data-start="3317" data-end="3412">It builds team consistency so everyone responds using the same language and priorities.</li><li data-start="3413" data-end="3503">It increases confidence by replacing guesswork with a shared professional structure.</li></ul>When you know what to do next, your stress reduces and your effectiveness increases.<h3 data-start="3598" data-end="3642">How Seniors and Shift Leads Use SPARK</h3>For Seniors and Deputies, SPARK supports reflective practice without blame.<ul data-start="3721" data-end="3963"><li data-start="3721" data-end="3829">In handovers: &ldquo;Where did we use Predict &amp; Preload well today?&rdquo; &ldquo;Where did Repair matter most?&rdquo;</li><li data-start="3831" data-end="3963">After incidents: The Staff Mirror tool uses the SPARK steps to reflect on what happened which focuses on learning, not fault.</li></ul>This keeps reflection practical, supportive and consistent.<h3 data-start="4031" data-end="4048">A Reminder</h3>SPARK isn&rsquo;t about getting it right every time.It&rsquo;s about:<ul data-start="4110" data-end="4199"><li data-start="4110" data-end="4137">pausing before reacting</li><li data-start="4138" data-end="4171">protecting safety and dignity</li><li data-start="4172" data-end="4199">returning to connection</li></ul>Consistency grows through practice, not perfection.&nbsp;<h3 data-start="4382" data-end="4415">Frequently Asked Questions</h3>What do the S&sup2;&ndash; K steps mean? They are the six practical steps of the SPARK Care&trade; Framework: Safety &amp; Scan, Safety &amp; Downshift, Predict &amp; Preload, Adjust &amp; Choice, Regulate &amp; Model and Kindness &amp; Repair.How do I use SPARK daily? Use the steps as a guiding structure for your responses especially in moments of stress or uncertainty. The SPARK Pocket Card helps keep them visible.How does this help support workers? It replaces guesswork with clarity, reduces decision fatigue and helps staff feel more confident and supported on shift.

SPARK in Everyday Practice: The 6 Daily Steps (S² to K) | AshDHD Learning

Learn how AshDHD's ND-Smart Trauma Care Overlays help care teams adapt communication, support sensory regulation, and reduce escalation for neurodiverse children.

Neuro-Smart Practice Overlays

SPARK Care&trade; includes Neuro-Smart Practice Overlays which are practical lenses that help staff adapt how they use SPARK for neurodiversity, mental health and environmental needs.The overlays are not a separate framework. They are the way SPARK flexes to meet different brains, bodies and stress responses.They support the shift from asking &ldquo;what&rsquo;s wrong?&rdquo; to understanding &ldquo;what&rsquo;s needed right now?&rdquo;<h3 data-start="840" data-end="868">What the Overlays Do</h3>The overlays help staff interpret behaviour through a neuro-smart, trauma-responsive lens by asking:<ul data-start="972" data-end="1190"><li data-start="972" data-end="1024">What&rsquo;s happening in their body and nervous system?</li><li data-start="1025" data-end="1083">Is this sensory, emotional, cognitive or demand-related?</li><li data-start="1084" data-end="1137">What does safety look like for this young person?</li><li data-start="1138" data-end="1190">How can I reduce demands while protecting dignity?</li></ul>This reframes behaviour from &ldquo;won&rsquo;t&rdquo; to &ldquo;can&rsquo;t right now&rdquo;&nbsp;without removing boundaries or expectations.<h3>How the Overlays Work in Practice</h3>Rather than adding new steps, the overlays guide how each SPARK step is applied.Examples include:<ul data-start="1454" data-end="1733"><li data-start="1454" data-end="1517">Reducing language load when processing is low (Words Few)</li><li data-start="1518" data-end="1588">Increasing predictability during transitions (Predict &amp; Preload)</li><li data-start="1589" data-end="1668">Adjusting environments to reduce sensory overload (light, noise, clutter)</li><li data-start="1669" data-end="1733">Lowering demands while preserving agency (Adjust &amp; Choice)</li></ul>This ensures staff respond to distress accurately, not reactively.<h3 data-start="1812" data-end="1836">Why This Matters</h3>Without a neuro-smart lens:<ul data-start="1866" data-end="1991"><li data-start="1866" data-end="1909">sensory overload can look like defiance</li><li data-start="1910" data-end="1950">shutdown can look like disengagement</li><li data-start="1951" data-end="1991">avoidance can look like manipulation</li></ul>The overlays help staff meet unmet neurological needs before escalation, creating calmer, safer and more consistent care.<h3 data-start="2125" data-end="2160">Embedding Neuro-Smart Practice</h3>Over time, the overlays become part of everyday language and reflection.Staff move from:&ldquo;They just kicked off for no reason.&rdquo;to:&ldquo;I think sensory overload was the trigger we needed to downshift earlier.&rdquo;This builds confidence, consistency and emotional safety across teams.&nbsp;

Overlays: Neurodiversity, Mental Health, Culture & Environment | AshDHD Learning

Discover the SPARK Care Framework UK—AshDHD’s evidence-based model for consistent, trauma-informed care, structured supervision, and measurable improvement.

SPARK Care™ Framework

The SPARK Care&trade; Framework is a neuro-smart, trauma-informed practice model designed to support consistent, dignified care in supported accommodation and related care settings.It provides staff teams with a clear, shared structure for everyday interactions reducing inconsistency, lowering escalation and supporting predictable responses across shifts.SPARK Care&trade; bridges relational care principles with the practical structure required in neurodivergent-informed environments, supporting staff to apply trauma-informed care reliably under real-world pressure.<h3>What Is the SPARK Care Framework?</h3>At its core, SPARK Care&trade; is a six-step daily practice framework.It gives staff a simple, repeatable guide for responding to young people, from calm moments through to distress and recovery, using shared language and predictable actions.Rather than relying on individual instinct or experience, SPARK Care&trade; provides a common reference point for teams, supervision and leadership.<h3>The SPARK Spine: Six Daily Steps</h3>SPARK is an easy-to-remember structure that supports consistent decision-making in real time.S&sup2; - Safety &amp; Scan Pause before responding. Notice body language, emotional state and environmental factors.S - Safety &amp; Downshift Secure calm before correction. Lower voice, slow pace and stabilise safety first.P - Predict &amp; Preload Reduce uncertainty through warnings, visuals and clear transitions.A - Adjust &amp; Choice Lower demand and offer realistic options to restore agency.R - Regulate &amp; Model Use your own calm to support co-regulation. The adult nervous system leads.K - Kindness &amp; Repair Always return after rupture. Restore dignity, connection and trust.This shared structure supports consistent care language across teams and shifts.<h3>What &ldquo;Neuro-Smart&rdquo; Means in Practice&nbsp;</h3>Many trauma-informed approaches assume a level of emotional regulation, verbal processing or cognitive flexibility that is not always available to neurodivergent and young people.SPARK Care&trade; is neurodivergent-informed by design.It prioritises:<ul data-start="2748" data-end="2876"><li data-start="2748" data-end="2782">predictability over persuasion</li><li data-start="2783" data-end="2817">reduced demand over compliance</li><li data-start="2818" data-end="2849">regulation before reasoning</li><li data-start="2850" data-end="2876">repair over punishment</li></ul>This allows trauma-informed principles to remain effective when supporting young people with ADHD, Autism, PDA, FASD and overlapping needs.<h3>Beyond Behaviour Management</h3>SPARK Care&trade; is not a behaviour management tool.Each SPARK action is designed to support the development of the six self-esteem foundations:<ul data-start="3210" data-end="3297"><li data-start="3210" data-end="3220">Safety</li><li data-start="3221" data-end="3234">Belonging</li><li data-start="3235" data-end="3244">Voice</li><li data-start="3245" data-end="3263">Responsibility</li><li data-start="3264" data-end="3283">Self-acceptance</li><li data-start="3284" data-end="3297">Integrity</li></ul>Through repeated, predictable interactions, everyday care moments become opportunities to build emotional safety and trust over time rather than short-term compliance.<h3>Leadership, Supervision and Consistency</h3>For managers and senior staff, SPARK Care&trade; provides a shared framework for leading practice consistently.It supports:<ul data-start="3648" data-end="3832"><li data-start="3648" data-end="3688">structured reflection in supervision</li><li data-start="3689" data-end="3725">shared expectations across teams</li><li data-start="3726" data-end="3780">consistent language in handovers and documentation</li><li data-start="3781" data-end="3832">clearer identification of skills gaps and drift</li></ul>By embedding a common practice model, leadership oversight becomes practical and observable, rather than dependent on policy statements alone.<h3>How SPARK Care&trade; Is Implemented</h3>SPARK Care&trade; is implemented through the <a href="https://www.ashdhdlearning.co.uk/cm/spark-care-training-platform" target="_blank" rel="noopener">SPARK Care&trade; Training Platform.</a>The platform provides:<ul data-start="4124" data-end="4280"><li data-start="4124" data-end="4169">on-demand training for staff and managers</li><li data-start="4170" data-end="4201">downloadable practice tools</li><li data-start="4202" data-end="4231">shared language resources</li><li data-start="4232" data-end="4280">ongoing access for onboarding and refreshers</li></ul>Implementation is staff-led and provider-owned, allowing services to embed SPARK Care&trade; at a pace that fits their operational realities.For managers and senior staff, SPARK Care&trade; provides a shared framework for leading practice consistently.It supports:<ul data-start="3648" data-end="3832"><li data-start="3648" data-end="3688">structured reflection in supervision</li><li data-start="3689" data-end="3725">shared expectations across teams</li><li data-start="3726" data-end="3780">consistent language in handovers and documentation</li><li data-start="3781" data-end="3832">clearer identification of skills gaps and drift</li></ul>By embedding a common practice model, leadership oversight becomes practical and observable, rather than dependent on policy statements alone.<h3>What SPARK Care&trade; Is Not</h3>SPARK Care&trade; does not:<ul data-start="4478" data-end="4653"><li data-start="4478" data-end="4521">replace existing policies or procedures</li><li data-start="4522" data-end="4566">provide therapy or clinical intervention</li><li data-start="4567" data-end="4619">offer live consultancy or bespoke implementation</li><li data-start="4620" data-end="4653">guarantee inspection outcomes</li></ul>It provides structure and clarity, not operational management.<h3>Why SPARK Care&trade; Works</h3>Consistency in care does not come from motivation alone.It comes from:<ul data-start="4831" data-end="4927"><li data-start="4831" data-end="4851">shared structure</li><li data-start="4852" data-end="4877">predictable responses</li><li data-start="4878" data-end="4898">accessible tools</li><li data-start="4899" data-end="4927">leadership reinforcement</li></ul>SPARK Care&trade; provides a framework that supports these elements day after day across staff changes, pressure and complexity.<h3>Learn More</h3>To understand how SPARK Care&trade; is delivered through the digital platform, visit:To understand how SPARK Care&trade; is delivered through the digital platform, visit:<a href="https://www.ashdhdlearning.co.uk/cm/spark-care-training-platform" target="_blank" rel="noopener">SPARK Care&trade; Training Platform</a> &nbsp;<h3>Frequently Asked Questions (FAQs)</h3>Q: What is the SPARK Care Framework? A: SPARK Care&trade; is a neuro-smart, trauma-informed practice framework designed to support consistent, dignified care in supported accommodation and related care settings.It uses a clear six-step structure (S&sup2;&ndash;S&ndash;P&ndash;A&ndash;R&ndash;K) to guide staff responses in everyday interactions, supporting predictability, regulation and shared practice across teams.Q: Who is the SPARK Care&trade; Framework for? A: SPARK Care&trade; is designed for:<ul data-start="1111" data-end="1288"><li data-start="1111" data-end="1168">supported accommodation and semi-independent services</li><li data-start="1169" data-end="1216">managers, senior staff and frontline teams</li><li data-start="1217" data-end="1288">services supporting neurodivergent and trauma-affected young people</li></ul>It is suitable for non-clinical staff teams and leadership roles seeking greater consistency and clarity in daily practice.Q: How does the framework work in practice? A: SPARK Care&trade; provides staff with a shared, repeatable process for responding to young people from calm moments through to distress and repair.Each step supports predictable adult responses and is designed to reduce escalation, improve regulation and embed shared language across shifts and supervision.Q: How does SPARK Care&trade; support measurable improvement? A: SPARK Care&trade; supports measurable practice by providing:<ul data-start="1900" data-end="2049"><li data-start="1900" data-end="1935">a consistent practice framework</li><li data-start="1936" data-end="1986">shared language for supervision and reflection</li><li data-start="1987" data-end="2049">standardised tools that support internal quality assurance</li></ul>Evidence of impact is demonstrated through existing provider-led processes, such as supervision records, incident reviews, reflection tools and documentation rather than external evaluation.Q: Is SPARK Care&trade; recognised or approved by regulators? A: No. Ofsted and other regulators do not approve, accredit or endorse specific frameworks or training providers.SPARK Care&trade; is designed to align with themes commonly assessed during inspection, such as leadership, safety, consistency and reflective practice. It supports providers to evidence how trauma-informed and neurodivergent-informed care is applied in daily practice.

 SPARK Care Framework | Neuro-Smart Trauma-Informed Model | AshDHD Learning

Discover the SWIFT+R™ Crisis Model, AshDHD's trauma-informed framework for safe and consistent de-escalation, emotional regulation, and reducing incidents.

The SWIFT+R™ Crisis Model: How It Works in Practice

The SWIFT+R&trade; Crisis Model is a 6-step, trauma-responsive framework for managing high-risk moments when a young person enters fight, flight or freeze.It is the emergency harness within the SPARK Care&trade; system used when prevention has not been enough and safety must be restored calmly, predictably and with dignity.This is not a restraint model. It is a low-demand, neuro-smart de-escalation framework designed to reduce escalation, protect relationships and support reflective recovery after incidents.SWIFT+R&trade; was developed by our founder, Ash Derges, drawing on over five years of frontline experience in supported accommodation and children&rsquo;s residential care, alongside lived experience of the care system. It exists to solve a common problem in crisis response which is too much talking, too much pressure and too little safety.&ldquo;The goal isn&rsquo;t to gain control it&rsquo;s to give safety back to the young person and to yourself.&rdquo;<h3 data-start="1356" data-end="1400">What Happens in a Crisis (&ldquo;The Red Zone&rdquo;)</h3>The red zone is the peak of a crisis.At this point:<ul data-start="1460" data-end="1615"><li data-start="1460" data-end="1508">The young person&rsquo;s thinking brain is offline</li><li data-start="1509" data-end="1551">The nervous system is in survival mode</li><li data-start="1552" data-end="1615">Reasoning, consequences and long explanations will not work</li></ul>This is why traditional approaches often fail. Too many words, intense eye contact or escalating demands increase threat and prolong the crisis.SWIFT+R&trade; is designed for this exact moment. Its purpose is to reduce threat signals, support co-regulation and bring the nervous system back toward safety without shame, force or abandonment.<h2 data-start="1975" data-end="2017">The SWIFT+R&trade; Crisis Model: Step-by-Step</h2>This is the practical, in-the-moment structure staff use during crisis. It is simple, memorable and carried on a pocket card for real-world use.<h3 data-start="2167" data-end="2190">S - Safe Stance</h3>Your first intervention is your body.Adopt a non-threatening, side-on posture. Keep hands visible and open. Lower your physical presence where possible (for example, sitting rather than standing over).This immediately signals safety and reduces perceived threat.<h3 data-start="2468" data-end="2489">W - Words Few</h3>In crisis, language overloads the brain.Use short, low-and-slow phrases (3&ndash;5 words):<ul data-start="2577" data-end="2628"><li data-start="2577" data-end="2593">&ldquo;You&rsquo;re safe.&rdquo;</li><li data-start="2594" data-end="2607">&ldquo;I&rsquo;m here.&rdquo;</li><li data-start="2608" data-end="2628">&ldquo;We&rsquo;ll sort this.&rdquo;</li></ul>Avoid explanations, questions or emotional processing at this stage.<h3 data-start="2705" data-end="2737">I - Immediate Regulation</h3>Do not talk, regulate.Offer one simple co-regulation option:<ul data-start="2806" data-end="2847"><li data-start="2806" data-end="2816">&ldquo;Water?&rdquo;</li><li data-start="2817" data-end="2837">&ldquo;Breathe with me.&rdquo;</li><li data-start="2838" data-end="2847">&ldquo;Walk?"</li></ul>This gives the nervous system something concrete to engage with other than panic.<h3 data-start="2937" data-end="2963">F - Focus &amp; Adjust</h3>Watch, don&rsquo;t force.Notice breathing, muscle tension, eye contact and movement. Adjust your distance, volume or presence based on what you observe.This step ensures staff respond to the young person, not just the script.<h3 data-start="3200" data-end="3231">T - Time-In, Time-Bound</h3>This is not time-out.Stay present with a clear, predictable micro-plan:&ldquo;I&rsquo;ll stay with you for three minutes, then we choose.&rdquo;Time-in prevents abandonment while time-bound structure reduces overwhelm.<h3 data-start="3450" data-end="3481">+R &mdash; Repair &amp; Reconnect</h3>This step is non-negotiable.Within 24 hours (or as soon as safe), staff always return to restore dignity and connection:<ul data-start="3609" data-end="3664"><li data-start="3609" data-end="3628">&ldquo;That was tough.&rdquo;</li><li data-start="3629" data-end="3644">&ldquo;We&rsquo;re okay.&rdquo;</li><li data-start="3645" data-end="3664">&ldquo;We start fresh.&rdquo;</li></ul>Repair teaches that relationships survive distress and mistakes.<h3 data-start="3737" data-end="3782">After the Crisis: Reflective Recovery (+R)</h3>SWIFT+R&trade; does not end when behaviour settles.The +R creates a structured recovery process:<ul data-start="3881" data-end="4023"><li data-start="3881" data-end="3915">A non-blame debrief with staff</li><li data-start="3916" data-end="3972">A separate repair conversation with the young person</li><li data-start="3973" data-end="4023">Reflection on triggers, responses and learning</li></ul>This learning feeds directly back into:<ul data-start="4065" data-end="4140"><li data-start="4065" data-end="4080">Care planning</li><li data-start="4081" data-end="4108">Environmental adjustments</li><li data-start="4109" data-end="4140">Future prevention using SPARK</li></ul>Crisis becomes information, not failure.<h3 data-start="4193" data-end="4236">Building Staff Confidence Under Pressure</h3>Crisis moments are stressful for staff too.SWIFT+R&trade; gives teams a shared plan, which:<ul data-start="4392" data-end="4529"><li data-start="4392" data-end="4420">Reduces decision fatigue</li><li data-start="4421" data-end="4445">Increases confidence</li><li data-start="4446" data-end="4484">Improves consistency across shifts</li><li data-start="4485" data-end="4529">Lowers escalation intensity and duration</li></ul>When staff feel safe and structured, co-regulation becomes possible.<h3 data-start="2267" data-end="2315">From Crisis to Culture: Reflective Debriefing</h3>The +R (Repair &amp; Reconnect) step applies not only to the young person, but to your team.Instead of blame-led incident reviews, SWIFT+R&trade; provides a shared reflective language for debriefing and supervision. Managers can ask:<ul data-start="2548" data-end="2691"><li data-start="2548" data-end="2601">Did our response protect their sense of safety?</li><li data-start="2602" data-end="2652">Did &ldquo;Words Few&rdquo; reduce shame or increase it?</li><li data-start="2653" data-end="2691">Was repair completed or avoided?</li></ul>This turns crisis from a failure into a measurable learning moment, strengthening consistency, confidence and leadership credibility over time.<h3 data-start="1081" data-end="1135">The SWIFT+R&trade; &harr; Six Pillars Connection</h3>Each practical SWIFT+R&trade; step protects the same psychological foundations your team builds every day through SPARK Care&trade;.<ul data-start="1259" data-end="2188"><li data-start="1259" data-end="1415">S - Safe Stance Protects: Safety A non-threatening posture signals &ldquo;you are safe&rdquo; to the survival brain before words are even processed.</li><li data-start="1417" data-end="1575">W - Words Few Protects: Self-Acceptance Fewer words prevent overload and shame, avoiding the &ldquo;I am bad&rdquo; narrative that escalates distress.</li><li data-start="1577" data-end="1717">I - Immediate Regulation Builds: Responsibility Modelling co-regulation teaches regulation as a skill, not a punishment.</li><li data-start="1719" data-end="1879">F - Focus &amp; Adjust Builds: Voice &amp; Integrity Responding to body cues shows the young person they are being listened to even without words.</li><li data-start="1881" data-end="2029">T - Time-In, Time-Bound Protects: Belonging Staying present with structure breaks abandonment cycles common in trauma histories.</li><li data-start="2031" data-end="2188">+R - Repair &amp; Reconnect Builds: Belonging &amp; Integrity Repair proves that connection survives conflict and that dignity is non-negotiable.</li></ul>This is how trauma-informed values remain intact when it matters most.<h3 data-start="4606" data-end="4650">Alignment With Best Practice Expectations</h3>SWIFT+R&trade; reflects sector-recognised principles by prioritising:<ul data-start="4716" data-end="4825"><li data-start="4716" data-end="4745">Low-arousal de-escalation</li><li data-start="4746" data-end="4777">Dignity and proportionality</li><li data-start="4778" data-end="4801">Relationship repair</li><li data-start="4802" data-end="4825">Reflective learning</li></ul>The model aligns with guidance emphasised across NICE, Ofsted expectations, the Restraint Reduction Network&trade; and BILD ACT without functioning as a restraint or compliance system.<h3 data-start="1494" data-end="1524">How SWIFT+R&trade; Is Delivered</h3>SWIFT+R&trade; is delivered through the <a href="https://www.ashdhdlearning.co.uk/cm/spark-care-training-platform" target="_blank" rel="noopener">SPARK Care&trade; Training Platform</a>, alongside SPARK Care&trade; Foundations.This ensures that:<ul data-start="1650" data-end="1812"><li data-start="1650" data-end="1703">Crisis response is consistent with daily practice</li><li data-start="1704" data-end="1749">Staff do not switch models under pressure</li><li data-start="1750" data-end="1812">Repair, reflection and learning are embedded, not optional</li></ul>Access to SWIFT+R&trade; includes:<ul data-start="1843" data-end="2040"><li data-start="1843" data-end="1880">On-demand crisis training modules</li><li data-start="1881" data-end="1933">Clear step-by-step guidance for red-zone moments</li><li data-start="1934" data-end="1985">Integrated repair and reflective recovery tools</li><li data-start="1986" data-end="2040">Alignment with supervision and leadership practice</li></ul>This platform-led approach prevents fragmented training and supports whole-team consistency across shifts and staff turnover.&nbsp;<h2 data-start="5495" data-end="5524">Frequently Asked Questions</h2>What does SWIFT+R&trade; stand for? Safe Stance, Words Few, Immediate Regulation, Focus &amp; Adjust, Time-In (Time-Bound) + Repair &amp; Reconnect.Is SWIFT+R&trade; a restraint model? No. It is a de-escalation and co-regulation framework focused on safety, dignity and relational repair.How does it reduce incidents? By reducing threat, sensory overload and staff panic leading to fewer, shorter and less intense escalations.Is repair really necessary after every incident? Yes. Repair is essential for rebuilding trust, supporting emotional recovery and preventing repeated escalation.&nbsp;

SWIFT+R™ in Crisis Practice for Trauma-Informed De-escalation | AshDHD Learning

The SWIFT+R™ Crisis Model

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This Privacy Policy explains how we collect, use, disclose, and safeguard your information when you visit our website ashdhdlearning.co.uk

Privacy Policy

<h2>Privacy Policy</h2>Effective date: November 2025AshDHD Learning ("we", "our", or "us") is committed to protecting and respecting your privacy. This Privacy Policy explains how we collect, use, disclose, and safeguard your information when you visit our website ashdhdlearning.co.uk, in accordance with the UK General Data Protection Regulation (UK GDPR) and the Data Protection Act 2018.<h3>1. Information We Collect</h3>We may collect and process the following data about you:<h4>a) Personal Data You Provide</h4>NameEmail addressPhone numberAddressJob application data (if applicable)Any other information you voluntarily submit via forms or correspondence<h4>b) Automatically Collected Data</h4>IP addressBrowser type and versionTime zone settingOperating systemPages visited and time spentWe use cookies to help improve your experience. Please see our [Cookie Policy] for more information.<h3>2. How We Use Your Information</h3>We may use your personal data for the following purposes:To respond to enquiries and provide customer supportTo deliver services you&rsquo;ve requestedTo improve our website and user experienceTo send marketing communications (with your consent)To comply with legal obligations<h3>3. Legal Basis for Processing</h3>We rely on the following legal bases:Consent &ndash; when you have given us clear consentContract &ndash; when processing is necessary for a contract with youLegal obligation &ndash; where we&rsquo;re legally required to process dataLegitimate interests &ndash; when necessary for our legitimate business interests<h3>4. Sharing Your Information</h3>We do not sell your data. We may share your information with:Service providers and partners who support our website and servicesLegal and regulatory authorities when requiredThird parties involved in business transfers<h3>5. Data Retention</h3>We only retain your data for as long as necessary to fulfil the purposes we collected it for, including satisfying legal, accounting, or reporting requirements.<h3>6. Your Rights</h3>Under UK GDPR, you have the right to:Access the personal data we hold about youRequest correction of inaccurate dataRequest erasure of your data (right to be forgotten)Object to processing or restrict processingRequest data portabilityWithdraw consent at any time (if processing is based on consent)Lodge a complaint with the ICO (Information Commissioner&rsquo;s Office)<h3>7. Data Security</h3>We implement appropriate technical and organisational measures to protect your personal data from loss, misuse, unauthorised access, disclosure, alteration, or destruction.<h3>8. International Transfers</h3>If we transfer your data outside the UK, we ensure appropriate safeguards are in place (e.g., Standard Contractual Clauses or adequacy decisions).<h3>9. Third-Party Links</h3>Our site may contain links to third-party websites. We are not responsible for their privacy practices.<h3>10. Changes to This Policy</h3>We may update this policy from time to time. Changes will be posted on this page and, where appropriate, notified to you by email.<h3>11. Contact Us</h3>If you have any questions or concerns about this policy or your personal data, please contact us:ash@ashdhdlearning.co.uk 01782 706155 Ebenezer House, Ryecroft, Newcastle-Under-Lyme, Staffordshire, England, ST5 2BE

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Cookie Policy

<h1 class="cookie-policy-h1">Cookie Policy</h1><div class="cookie-policy-date-container">Effective date: November 19, 2025Last updated: November 19, 2025</div><h2>What are cookies?</h2><div class="cookie-policy-p">This Cookie Policy explains what cookies are, how we use them, the types of cookies we use (i.e., the information we collect using cookies and how that information is used), and how to manage your cookie settings.Cookies are small text files used to store small pieces of information. They are stored on your device when a website loads in your browser. These cookies help ensure that the website functions properly, enhance security, provide a better user experience, and analyse performance to identify what works and where improvements are needed.</div><h2>How do we use cookies?</h2><div class="cookie-policy-p">Like most online services, our website uses both first-party and third-party cookies for various purposes. First-party cookies are primarily necessary for the website to function properly and do not collect any personally identifiable data.The third-party cookies used on our website primarily help us understand how the website performs, track how you interact with it, keep our services secure, deliver relevant advertisements, and enhance your overall user experience while improving the speed of your future interactions with our website.</div><h2>Types of cookies we use</h2><div class="cky-audit-table-element"><div>Necessary<div class="cky-category-des">Necessary cookies are required to enable the basic features of this site, such as providing secure log-in or adjusting your consent preferences. These cookies do not store any personally identifiable data.</div><div class="cky-table-wrapper"><table class="cky-cookie-audit-table"><thead><tr><th>Cookie</th><th>Duration</th><th>Description</th></tr></thead><tbody><tr><td>JSESSIONID</td><td>session</td><td>New Relic uses this cookie to store a session identifier so that New Relic can monitor session counts for an application.</td></tr><tr><td>__cf_bm</td><td>1 hour</td><td>This cookie, set by Cloudflare, is used to support Cloudflare Bot Management.</td></tr><tr><td>_cfuvid</td><td>session</td><td>Cloudflare sets this cookie to track users across sessions to optimize user experience by maintaining session consistency and providing personalized services</td></tr><tr><td>m</td><td>2 years</td><td>Stripe sets this cookie for fraud prevention purposes. It identifies the device used to access the website, allowing the website to be formatted accordingly.</td></tr><tr><td>OptanonConsent</td><td>1 year</td><td>OneTrust sets this cookie to store details about the site's cookie category and check whether visitors have given or withdrawn consent from the use of each category.</td></tr><tr><td>rc::a</td><td>Never Expires</td><td>This cookie is set by the Google recaptcha service to identify bots to protect the website against malicious spam attacks.</td></tr><tr><td>rc::c</td><td>session</td><td>This cookie is set by the Google recaptcha service to identify bots to protect the website against malicious spam attacks.</td></tr></tbody></table></div></div><div>Analytics<div class="cky-category-des">Analytical cookies are used to understand how visitors interact with the website. These cookies help provide information on metrics such as the number of visitors, bounce rate, traffic source, etc.</div><div class="cky-table-wrapper"><table class="cky-cookie-audit-table"><thead><tr><th>Cookie</th><th>Duration</th><th>Description</th></tr></thead><tbody><tr><td>_ga_*</td><td>1 year 1 month 4 days</td><td>Google Analytics sets this cookie to store and count page views.</td></tr><tr><td>_ga</td><td>1 year 1 month 4 days</td><td>Google Analytics sets this cookie to calculate visitor, session and campaign data and track site usage for the site's analytics report. The cookie stores information anonymously and assigns a randomly generated number to recognise unique visitors.</td></tr></tbody></table></div></div><div>Performance<div class="cky-category-des">Performance cookies are used to understand and analyse the key performance indexes of the website which helps in delivering a better user experience for the visitors.</div><div class="cky-table-wrapper"><table class="cky-cookie-audit-table"><thead><tr><th>Cookie</th><th>Duration</th><th>Description</th></tr></thead><tbody><tr><td>_calendly_session</td><td>21 days</td><td>Calendly, a Meeting Schedulers, sets this cookie to allow the meeting scheduler to function within the website and to add events into the visitor&rsquo;s calendar.</td></tr></tbody></table></div></div><div>Uncategorised<div class="cky-category-des">Other uncategorised cookies are those that are being analysed and have not been classified into a category as yet.</div><div class="cky-table-wrapper"><table class="cky-cookie-audit-table"><thead><tr><th>Cookie</th><th>Duration</th><th>Description</th></tr></thead><tbody><tr><td>cal_anonymous_id</td><td>session</td><td>Description is currently not available.</td></tr></tbody></table></div></div></div>&nbsp;<h2>Manage cookie preferences</h2><a class="cky-banner-element">Consent Preferences</a><div>You can modify your cookie settings anytime by clicking the 'Consent Preferences' button above. This will allow you to revisit the cookie consent banner and update your preferences or withdraw your consent immediately.Additionally, different browsers offer various methods to block and delete cookies used by websites. You can adjust your browser settings to block or delete cookies. Below are links to support documents on how to manage and delete cookies in major web browsers.Chrome:&nbsp;<a target="_blank" rel="noopener noreferrer" href="https://support.google.com/accounts/answer/32050">https://support.google.com/accounts/answer/32050</a>Safari:&nbsp;<a target="_blank" rel="noopener noreferrer" href="https://support.apple.com/en-in/guide/safari/sfri11471/mac">https://support.apple.com/en-in/guide/safari/sfri11471/mac</a>Firefox:&nbsp;<a target="_blank" rel="noopener noreferrer" href="https://support.mozilla.org/en-US/kb/clear-cookies-and-site-data-firefox?redirectslug=delete-cookies-remove-info-websites-stored&amp;redirectlocale=en-US">https://support.mozilla.org/en-US/kb/clear-cookies-and-site-data-firefox?redirectslug=delete-cookies-remove-info-websites-stored&amp;redirectlocale=en-US</a>Internet Explorer:&nbsp;<a target="_blank" rel="noopener noreferrer" href="https://support.microsoft.com/en-us/topic/how-to-delete-cookie-files-in-internet-explorer-bca9446f-d873-78de-77ba-d42645fa52fc">https://support.microsoft.com/en-us/topic/how-to-delete-cookie-files-in-internet-explorer-bca9446f-d873-78de-77ba-d42645fa52fc</a>If you are using a different web browser, please refer to its official support documentation.</div>&nbsp;Cookie Policy generated by&nbsp;<a target="_blank" rel="noopener noreferrer" href="https://www.cookieyes.com/?utm_source=CP&amp;utm_medium=footer&amp;utm_campaign=UW">CookieYes - Cookie Policy Generator</a>

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▸ Please note that for your privacy, no data from forms is stored on this website.
<a href="/cm/privacy" title="privacy" target="_blank" rel="noopener">View our privacy policy</a>
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