When Thomas first started at Aileen’s, he displayed frustration and often lashed out at other children. He needed support with his personal self-care skills, language and socialisation with children of his own age.

Thomas family had issues with transport, so Aileen was able to drive to his home every morning to pick him up. They’d go back to her house and have breakfast together before the other children arrived for the day. At lunch time, the children would get out their lunch boxes. Thomas had never had a lunch box, so Aileen bought him one; that way he could have his lunch just like the other kids.

Throughout the day, Thomas took part in routines like kai times and regular outings such as music and movement, gymnastics, and playgroup.

Having this consistency and structure in his daily life supported Thomas’s feeling of security.

Aileen also set positive limits for Thomas by giving clear directions for what she expected of him. This guidance helped him anticipate what was to come, to better understand how to cope with different situations, and how he could thrive.

Aileen arranged extra support and visits from his language and speech therapist and early intervention teacher. Barnardos staff, other Educators and support workers soon noticed positive changes in Thomas. Particularly how, with Aileen’s daily support, Thomas’s language started improving.

Aileen employed a number of other strategies and resources to encourage and strengthen his emotional well-being and his sense of belonging. She offered Thomas a positive, respectful and safe learning environment that was enjoyable, rewarding, challenging, and fun.

After a year with her, Thomas is now more socially competent and confident every day. He is now ready for his next step – transitioning to school.

Learning that goes extra mile