TES SEN Show part 2 - Soundbeam and Evidence for Learning

I hope those of you on half term have had a lovely relaxing week. I would like to say mine has been relaxing but far from it. We've been busy making Dispense the Sense activity cards which we have for sale and also ready for upcoming events as well as planning for Christmas sensory stories and 12 days of Christmas activity boxes. Then we've been preparing for Flo's conference at the end of November. As well as general school work, rehearsing for Annie which I am performing in November and general life... well it's been busy and has flown by. 

I have planned a new autumn themed TACPAC and sensory story so will share those with you over the up and coming weeks (don't forget we have TACPAC and story massage resources free to download from our TES page - sensory_dispensary). We also have a few people interested in writing guest blogs which will be very exciting. If you have anything you would like to share or write about on our blog, please get in touch with us. Or if you have any topics you would like us to write about, please let us know. 

Anyway, the topic of today's post is the 2nd half of the TES SEN Show, I know it feels like forever ago now. 

Firstly, I wanted to talk about Soundbeam. Many of you will have probably heard of soundbeam and I hope it is in every school around the country, although I know it's not as we don't have one. 

'Soundbeam is an award-winning 'touch free' device which uses sensor technology to translate body movement into music and sound. It gives children and adults the opportunity, regardless of their impairments or disability, to play music.' 

Welch et al (2001) undertook a nation-wide research project known as PROMISE (Provision of Music in Special Education) which was funded by the Esmee Fairbairn Trust and supported by the Royal Institute for the Blind. 53 special schools across the country took part. The findings were mixed. They found that only 5% of participating children received music therapy. We all hear how beneficial it is however it's not so easy to gain funding for this and also very difficult to find a qualified music therapist. One of our partner schools employs an amazing music therapist for one or two days a week but he works all over and says himself that he is in such high demand as there is a lack of trained music therapists in our area and I'm sure many others. 

The results highlighted that headteachers placed a high value on music as part of their curriculum however there were no specific models of music curriculum as such designed for pupils with SLD or PMLD. The resources and types of music delivered in the participating schools were mainly percussion. The majority of music coordinators had no qualifications in music and music CPD was seen as 'adhoc' and depended mainly on local provision. 

It was also noted that music is a significant component in the daily lives of many of our pupils; radio in the morning at home, music played on the taxi, signify songs throughout the day, their favourite music incorporated into the day. I know we use music all the time. I'm sure Jo Grace would also add that music is a great way to support mental health and wellbeing. I'm going to bring out my inner teenager here and embarrassingly refer to One Tree Hill. One Tree Hill as a TV programme that related to me during my teenage years and had an inner theme of music. They portrayed the effect music has on people including young people growing up and learning to deal with the problems life throws at them. Music was seen as a healing power due to its relatable song lyrics and its power to set or change a mood. Music can set the 'feel' of an environment, as teachers, Hannah and I often use music for this reason. We are aware of how powerful our sense of smell is as it is linked to the emotional part of our brain and can transport us back to a memory. I think music can do the same for a lot of people, it definitely does for me. I have seen the power of music for my pupils, by the end of this term some of my class were responding to my signify songs for the start and end of a session. One of Hannah's pupils loves music, the music played or sung to her can often determine her mood. She knows what she likes and more importantly what she doesn't like!

So how can we incorporate effective music provision into the curriculum for our learners with SLD and PMLD? I think Soundbeam is a wonderful example of this. Soundbeam equipment allows our pupils with learning and physical disabilities to make music. It is a control box and sensor beams that track any movement the pupil makes to create sound. The 'beams' are incredibly clever, as demonstrated to us at the TES SEN Show. They are adjustable in order to be personal to every pupil. The length of the beam sensors can be altered for each child for those who whizz around the room to motivate them to control their movement within a smaller area or the sensitivity can be adapted such as for a child with very limited movement. There are so many learning opportunities to be gained by exploring this equipment, the first and most important I think is that the child can have completely independent control. In a world where they rely on others for so much, it is lovely to watch someone with PMLD, perhaps after hundreds of attempts, learn that they are controlling something. How about have them in charge of music in assemblies or the school nativity, record their own CD. I just think it's lovely. 

I have no training in music, and being honest I have always found music sessions for my SLD classes difficult beyond the drumming call and response rhythm type activities. But the lovely lady on the stall gave me the confidence and that's what is brilliant about Soundbeam, that you don't have to be an expert and you need no training. It is so simple to use and is led by the child! 

We are currently fundraising for a Soundbeam, hopefully by the end of the year we will have it and can share with you the impact it has for our pupils. If you have any stories of using Soundbeam, please share them, we would love to hear them. You can also view many lovely videos on their website. Make sure also take a look at their autumn newsletter here. 

Cheng et al (2009) Researching and developing music provision in Special Schools in England for children and young people with complex needs, Australian Journal of Music Education 2(22) 

Another topic I would like to talk about is recording of evidence. We currently use tapestry, however we feel it has many limitations. Hannah had read up a little on Evidence for Learning and when we spotted them at TES SEN Show, we were quick to head over and pick their brains. 

Evidence for learning is an IPAD app assessment record tool similar to Tapestry. However, there are notable differences. Firstly, Evidence for Learning is a system which can be personalised to each child, where as Tapestry was designed for the EYFS framework although I know it also includes the p-scales. Well we all know they are on their way out anyway and many schools use other assessment systems such as PIVATS, MAPP, Routes for Learning, B Squared, Individual Learning Plans and many more which don't fit with the Tapestry framework. We end up uploading evidence to tapestry as learning journals for parents but also filing evidence in assessment folders and highlighting PIVATS lozenges to link to pupil outcomes as well as annotating ILPs. It is very time consuming. Evidence for learning can be designed for each pupil's personal targets and even further than this can include steps of progress towards a target for example the 4 learning areas of MAPP; fluency, prompting, maintenance and generalisation. Other benefits are that it can be used offline, it can be shared with parents who can comment and upload their own evidence, it can produce printable learning journeys and assessment document evidence. Evidence for Learning could be used to record ALL progress in ALL areas such as ILP targets and progress towards EHCP targets, PIVATS or other assessment framework targets, physio or MOVE targets, pretty much anything and any other wow moments you want to record. 

This is in no way endorsed and we do not currently use this product, however on returning to school we passed it on to our leadership as we felt that as teachers, this was a tool which could be an effective way of capturing evidence as well as being practical. Swiss Cottage School also use Evidence for Learning and are big advocates for it. You can give it a go with a 14 day free trial. Contact them for more details. 

If you are back at school tomorrow we hope you have a great start back. 

Here is a link to Flo's forum in November where Hannah and I will be attending. It's an opportunity not to miss if you can convince your school to let you go! 

A huge thank you

Well half term is finally here, this term has been a long one. I was going to write this blog post about the TES SEN Show, however I really wanted to dedicate this one to the incredible TAs I am fortunate enough to work with. I dashed to a meeting after school on Friday and when I returned to my classroom I found it magically transformed. There are now amazing sensory Halloween decorations hung up in the classroom from the ceiling and on the windows and doors. I could not believe (well I actually can) that my fabulous team would stay behind on the last day of term, without me even mentioning anything to them and them thinking I’d disappeared somewhere, and transform the room all so that our lovely group of children would come back to an engaging sensory environment. That is why I want to dedicate this blog to them, because that is just the kind of people they are and I am grateful for them every day.

This term hasn’t gone without its challenges. Firstly four days into the term I got shingles which meant I was signed off work for ten days. As a teacher with a brand new class and team, this is incredibly frustrating beyond this discomfort of the shingles. I didn’t feel like we’d got into a routine yet and I felt really lost not being there. But my team stepped up to the mark of course and did an amazing job. Shout out to Becky who led the class for me which is difficult in itself without brand new apprentices and also supply staff. I got regular updates and was thrilled to know that one child was sitting at the breakfast table for 5 minutes and that another had tried popping candy. I came back to annotated planning and assessment notes on my wall, I literally couldn’t have asked for any more from them. As well as me being off we have had a few staff changes this term and a new pupil but we have pulled together as a team. Our class are mostly boys aged 13/14 so they are at that age when hormones are running riot in their bodies which has given us extra challenges this term too.

We had an observation on Friday, the last day of term. The last couple of weeks have been really tough, we have been battling to find strategies that work to support our pupils very complex sensory needs and the diversity of the group. We got a strong good and I was over the moon. Sometimes it’s not about that outstanding but the journey. We did a TAC PAC session and some of the pupils went to the shops to choose a new floor mat as our door entrance gets slippery (we started with a walk to the end of the street at the beginning of term and now we are able to go to a shop!!!). It is the same session I have delivered every day. I don’t really believe in show lessons for observations, although I understand why teachers do it. There is a lot of pressure to get outstanding and prove you are good at what you do. With some classes they respond really well to the amazing resources (which we can’t afford every day) and activities of an observation lesson but I know my pupils probably wouldn’t. I had faith that what we do every day is good. It might not be outstanding but it is what our pupils need. I was cursing having an observation on the last day of term but actually it was a nice round up of the journey we have been on as a class this term and it highlighted that despite a lot of turmoil the children have achieved lots. Some were signifying which area of the body they preferred, another anticipated his favourite part. That’s what it’s all about for me, the children discovering about themselves and that they have the power to communicate what they want when we can facilitate it for them and them being happy.

We sometimes get to the end of the day and ask ourselves how we got through it, well the answer is simple: by working together, with humour and by focusing on the achievements however small and however clouded by chaos they might be.

My team are a crazy lot but they never fail to put a smile on my face and bring me back down to earth with encouragement and support when I am stressing. Any crazy idea I have they jump on board with – how about a residential – yeh let’s do it. If I say we're making our own facemasks today, they get stuck in and try it out with the children or if it's crazy hairdressers week they all go home with brightly coloured UV hair too! If I forget to get breakfast, I can guarantee that one of my team with have already thought about it and have nipped to Asda the night before. And then there's fat Fridays. I'm giving away classroom secrets how. The girls always keep the cupboard stocked up with goodies on a Friday and it keeps us going. If they disappear out of our cupboard now school peeps, I'll be checking who has read this blog ;-) 

They all get on board with my fundraising efforts for the new sensory room, planning events and emailing businesses in their spare time. Another shout out to Becky who came with me yesterday on a SATURDAY to collect a cheque kindly donated by Boston netball club and I know the others would have come if they were not working (yes most of them have another job – I don’t know how they do it). 

But most of all, the thing I am grateful for is that they understand the children, they are patient and wait for them to initiate communication, when they are sometimes at the end of aggression, they never take it personally and are empathetic to work out what is upsetting the child. They care.

Teaching Assistants who work with special needs children are supermen/women. I strongly feel that they should be entitled to the SEN allowance that SEN teachers get. I have worked in both mainstream and special schools and I see the work our SEN TAs do. They are teachers, nurses, carers, physios, salts, behaviour management specialists and much more. They are superheroes.

Shout out to all SEN TAs you are amazing, it was where my career started as an apprentice TA in a primary school for children with Autism and I couldn’t have asked for a better starting block. No teacher could do it without you. 

And here's Demi trying out Becky's pregnancy pillow which she brought in for one of our pupils - and it's proving a success! 

I hope everyone has a lovely half term! 

The Tes SEN Show

If you have read our last blog, you will know that Hannah and I traveled down to London last week for the Tes SEN Show. Although a lot of the show is aimed at supporting pupils with SEND in mainstream and for SLD learners we did find a few great stands for PMLD. This is a completely free event to attend which is incredible really as nothing seems to come free anymore. The event seemed very well organised from the badge entry, bag checks on the door, your free bag including a very informative guide, the many seminars and CPD sessions and the free parent and practitioner talks going on throughout the day. TES do a wonderful thing for the SEND community by organising this event, I would just love to see more of a representation for our PMLD learners next year as whoever we spoke to, people mentioned the rise in pupils with PMLD. I wanted this blog post to highlight some of the companies we spoke to throughout the day that were relevant to our work with people with PMLD.

One of the first stands we came across was C Potential. C Potential, based in London, are a charity for people with cerebral palsy and complex needs. They offer many services including speech and language therapy, music therapy and also run their own school. One of the most exciting things we chatted to them about was Mollii Suits, something we didn't know much about. We saw this mannequin with a paneled 'suit' attached and it immediately caught our attention. The very knowledgeable team explained to us how the suit works. This explanation is taken from their website 'It has conductive elastic sewn into it with electrodes located at the major muscles. A completely painless electro-stimulation is conducted via silver wires to 58 electrodes on the inside of the garment. These target muscle groups and prompt natural reflexes which relieve muscle tension and help build control of low muscle tone.' The suit can improve range of movement, fine motor control, help learn new movement patterns and ease chronic pain and spasticity. C Potential offer free assessment for Mollii suits and are independent as they do not directly sell the suits. The suits are £4,100 exc VAT so are very pricey, however the ladies at C Potential explained that many parents apply for grants. The company that make them offer an additional service for growing children to reduce additional cost.

We then found our way to the Move stand. We have spent a lot of time researching the Move Programme as we are working towards introducing it at our school in the near future. Move is a physical programme that aims for each child to reach their full potential in sitting, standing, walking and transitioning. Move is a personalised approach, working collaboratively with parents, professionals and the child. When we visited Castlewood school in Coventry, we spent a lot of time talking to Jodie Dunn about the Move programme, she also presented on Move at Flo Longhorn's Best of British Special Education Forum earlier this year. We saw the Move programme in action as we were shown around the school and looked through learning journals and videos to see amazing progress and the impact it as had on the families as well as the child. Move delivers training sessions around the country as well as coming into schools to deliver whole school training. From what I have seen of Move we would strongly recommend looking into it. To read some lovely success stories click here.

Also on their stand were Mount Industries Furniture who are also an Enham Trust Social Enterprise. They are beginning to work closely with the Move Programme to design specialist furniture for classrooms for pupils with complex needs and disabilities. They had a couple of pieces on show including a round table with grip holes to support standing as well as a stepped storage unit. He discussed how personal the furniture could be. We gave the example of one of our pupils who loves music or another who is motivated by light and he said it would be great to put a music or light up panel at the top. It seemed like a great idea to us to be able to personalise furniture to fit the needs of your room practically but also as additional apparatus to support the physical development of your pupils. We expressed that if they ever wanted a tester for their products we would jump at the chance! We hope to hear more about their developments soon. Another lovely aspect of Mount Industries Furniture is that part of their work with Enham Trust is proving people with disabilities with employment opportunities.

I have spent a lot of time this year researching sensory rooms (another topic I would like to write more about in the future). We have been putting all of our energy into fundraising for a new sensory room. Unfortunately our old sensory room is in a state of disrepair and wasn't always appropriately used. There are sadly a lot of articles out there that highlight the misuse of sensory rooms, the ;turn everything on and send your class in' approach. However, when I was designing our room I found lots of wonderful new products that I am very excited about. Firstly magic carpets or interactive floors are incredible. Our children loved the one at Alton Towers. I especially love the versions you can upload things to yourself such as your current topic, story or pupils in your class. I have spent months looking through the Spacekraft catalogue and I will share with you some of favourite products in a future post. Spacekraft and Sensory Guru were at the Tes Show providing people with technical sensory wonders all day. The interactive floor was a hit!

In the next post I will write about Soundbeam, Evidence for Learning, Calvert Trust and Smart Box.

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Not the best photo of us, but just to show that we rocked our Sensory Dispensary t-shirts all day!

Another trip to Tiger!

Yesterday, Hannah and I went along to the Tes SEN Show in London. It was our first time at this free event. We had a great day, although there wasn't that many stands for PMLD we still managed to spend quite some time chatting to some fabulous people on the MOVE and Evidence for Learning stand.

We had a little time in the middle of the day to venture out before one of the exhibitor workshops later in the afternoon. I have spent a lot of time in London since I was little and know it quite well, however this was a new area of London but I loved it. We got off the tube at the station Angel, one stop on the Northern line from Kings Cross. I can only describe it as a great town within a city. It had everything on one street that you could possible want and the fabulous Business Design Centre which was a great exhibition space. Anyway, we ventured back a few meters towards the shopping centre and were surprised to pass a few stands giving away FREE innocent drinks - we get nothing free in Boston! Hannah needed a birthday card so we went for a browse in Paperchase.

 Anyone who knows me will know that I am a list freak, I have lists of lists, it has become quite an obsession, so I am slighly like a child in a sweet shop looking at the various pretty post it notes and journals! I have decided I need a new note pad as I have already filled up the notes pages in this years diary. Being a PMLD teacher I had a feel of the different sequin and squidgy ones but then found this...

I spent my childhood dancing and idolosing Darcey Bussell so a pink, glittery, squidgy ballerina notepad was just perfect! I look forward to using it in the many parent meetings I have coming up this week.

Next we found ourselves in Tiger. Hannah and I had a planning meeting last week to come up with some initial ideas for our next topic 'seasons' and of course we will be doing a very sensory Halloween week. Well Tiger was just full of sensory Halloween goodies! I took lots of snaps to share with you all.

Whilst great for decoration, this skeleton would also be great for SLD group learning about the body and our bones. If teachers want to purchase a skeleton from a school resource shop as a science resource they can be ridiculously expensive!

Who doesn't love candy floss? It instantly makes you think of the fair. I love candy floss as it's a great taste experience for pupils who aren't able to swallow. This one from Tiger is apple flavour so very halloweeny! We purchased this to use in a future sensory story. We'll see how long it lasts and whether or not the staff can resist temptation.

We bought both of these to create a spooky sensory umbrella. I loved the glittery spiders! Glitter yes... real spiders not so much. Hannah is the designated spider remover!

Also great for decoration or on an umbrella. Poundland also have great value Halloween lights at the minute. 

I had to get another of these. I bought one last time (different theme) for one of my children's sound item in the sensology box. They absolutely love it and quickly learned to press the button on the top. Another one of my children also loves it and tries to sneak it from their box so I had to buy another!

I love these they are so tactile. I bought a few hearts for a pupil last year whose favourite thing was that hearts pump. They also came in handy during doctor week this term. It would be nice to incorporate these into Halloween week some how. 

These are bowls but we thought they would be great to hang things off or act as large scoops as they are quite shallow. 

Lovely lights. 

These are great for children who need something bigger to grip or for children who may be tactile defensive, a lot of people hate the texture of chalk. 

I love a confetti cannon! We thought this would be a lovely sensory experience for the bonfire night fireworks sentence of our sensory story. The only trouble is with the repetition needed of a story this would soon get incredibly expensive, but they are lovely none the less. 

A cause and effect activity, visual stimulation as well as translating to a practical life skill. 

Musical instruments a plenty and fairly good value. 

We loved playing with the slimy starfish last time but the floating UFO is new. It could be great for visual awareness and tracking. May also encourage releasing an item for some children. 

A lovely resource for a role play area for SLD children or in an EYFS area. 

Great for hand eye coordination. 

I have one of these currently in my outside area for use during 5 minutes down time. One child loves pushing it back and forth between an adult. It is a great multi sensory activity - proprioceptive, auditory, visual. So much fun. Hopefully it'll last me a little while. It has managed a week so far. 

Extendable fishing nets! More hand eye coordination development opportunities. 

Another addition to next terms sensology boxes - an auditory experience but also cause and effect. 

Lovely mark making pattern wheel. It's really chunky too. 

After this blog has been posted, I will be uploading a competition to our Facebook page to be in with a chance to win a set of our Dispense the Sense PMLD activity cards. All you need to do is like our page, share our competition post and tag a friend who you think may be interested in our blog. 

Good luck and have a great week. 

The power of social media

Well what a busy week. We apologise that our social media accounts have been quite quiet and we have been rather slow replying to people. Getting back to work has been a juggling act and unfortunately I was off work ill last week meaning this week has felt like the beginning of term all over again. It feels like I have run a marathon this week. Those of you that follow my personal twitter account will also know that I’m rehearsing for Annie in November so it’s been a bit chaotic.

Anyway, today’s blog post will be about the value of social media. Many schools are wary of Facebook and other networking sites due to unprofessionalism, pupils or parents finding you and I can totally understand that. When we became teachers or chose to work in a school we agreed to adopt a level of professionalim when we signed up. However, there is a breadth of knowledge that is being shared across social media if you haven’t yet have a look.

Firstly, there’s Facebook. Facebook is slightly quieter in the world of SEN which is surprising as it’s a lot less annoying than being restricted to 140 characters on twitter. If you look wide enough to find the groups and pages there are a few great ones. I have recently joined a few of the SEN groups primarily as a way of networking to promote the blog, however I have found that people are sharing some great resources and support. Recently, a teacher posted about a child with proprioceptive difficulties and she must have had over 20 responses, including one from me which I think is great. People across the web do not know your child or have any pre-conceived ideas or the one we sadly hear a lot – but we’ve already tried that – they purely look at the behaviours, trigger points and other useful information and give ideas based from their own experience which is great. Obviously no names both child or school are ever mentioned! Here are a few groups I really like.

• Early Years KS1 and SEN teachers - ideas, resources and displays
• Special Needs and Sensory Play Ideas 
• Intensive Interaction Users - really great as it's world wide
• Special Needs Equipment - Buy Sell Swap UK ONLY - This is great as you can get some fab 2nd hand and sometimes new items. Check your schools policy about 2nd hand items and whether or not you can claim back the cost. We often spend a lot of our own money, like many other teachers. However, this year we are making an effort not to. Well that is until we run out of class budget which we likely will if we keep happening upon a Tiger!

On Facebook there are many support groups for particular diagnoses, many for ASD but also Rett, Global Development Delay, Cerebral Palsy and many more. In one of our previous posts which was guest written by a parent of a child with Cockayne Syndrome, she spoke about the support she had received from a Facebook page and how valuable it had been to speak to other parents going through the same situation. You can find that blog post here.


Here are a few of my favourite pages with great information and ideas posted regularly.

• Parallel London
• PMLD Sensory teaching 
• 2010 Inclusion for ALL
• The SEND Parent's Handbook
• Notanurse_but is a group set up to raise awareness of parents of critically ill children and those with complex needs. 

There are so many more.

If you work in the world of SEN or have a child with additional needs, add Joanna Grace to Facebook or find her photo albums as they are filled with so many wonderful ideas and she has a wealth of knowledge. She often says she has many long train journeys and she enjoys filling the time by replying to people, she will always offer advice where she can or at least point you in the right direction with her many SEND contacts.


Right, in my opinion if you are a SEND parent or teacher twitter is the place to be. I have been on twitter for quite a while, embarrassingly since my teenage years when I fell into the trap as many do, of tweeting embarrassing things that no one would ever be interested in such as what I was having for tea! Thankfully, I have over 12k tweets now so I don’t think anyone would have the tolerance to scroll back that far, phew! Over the last few years twitter has seen an influx in users, especially tweeting about SEND which is great. I can put a post up asking for advice or commenting on something and I will always get a reply from someone which is lovely. Twitter can be very confusing as Hannah is the first to say, I am slowly getting her up to speed! A simple retweet (sharing in Facebook terms) can really help get the word out there and help you make links with others. The SEND twitter world is a really friendly place to be, I would say I have lots of virtual colleagues now who have widened my knowledge and my perspectives.

On Twitter there are many chats at various times during the week. My favourites are PMLD chat which takes place on the first Monday of every month and SENexchange who host chats every Wednesday evening. Each chat has a theme and puts up questions during the session. Anyone can reply with their thoughts, experiences, ideas etc using the hashtag. Many of the hosts then create a story thread displaying all of the tweets during the chat. I was fortunate enough to be asked to host one of the PMLD chats by Jo Grace back in March. My topic I think was supporting people with PMLD to engage in their community or something like that, it was quite a while ago now. It definitely tested how quickly I could tweet as so many people got involved which was lovely. However, we could always do with more people getting involved. It acts as great CPD as well as networking. There is always something to be learned from others and I really think twitter is the place for that!

You just have to get used to commenting using only 140 characters!

I recently saw a display board someone had made for their staff room which was a ‘who to follow’ board which I thought was amazing. I loved that a school had recognised how much there is to networking via twitter. I really hope if you are not on twitter you consider setting up an account. In your Bio put that you are a SEN/ PMLD teacher or a parent then you can easily be identified and people will include you in their discussions and follow you. 

Here is my list of who to follow ( I am sure I have missed many off but I will say it is your challenge to search for yourselves and find many more wonderful people)

Now of course, the first step is you should be following us on Facebook and twitter!

· @sensorydispense

· @littlevoicelucy – me

· @HannahMarieU – Hannah

· @douggs64 – Founder of Parallel

· @TheLaceys17 – PMLD department at castlewood school

· @Point5PMLD

· @SensorySP – Sensory Spectacle

· @PatelVijita – Principle of Swiss Cottage

· @CP_Consortium – Chancing Places, if you can get involved with campaigning, please do!

· @SENexchange

· @caroljallen

· @Keithpark1park

· @lesstaves

· @PMLDchat

· @HirstwoodT

· @PMLDlink

· @SoundTracks16

· @jo3grace


That’s just a very short list of who to follow first, from there you will be able to find many more!

If you have set up a twitter account as a result of this post, please let us know and we will definitely give you a follow and welcome you to the twittersphere! 

I would also like to take the opportunity to thank everyone who has shared our blog across social media. We are really grateful for everyone's support and lovely words of encouragement, it means a lot to us. It also shows you the power of social media!