Our Outcomes

The support we provide to brain injured children and young people is unique because we work to understand the child or young person’s changed and often hidden needs following their brain injury.    Their initial baseline cognitive assessment looks at a minimum of 17 key skills across five domains, that are essential for learning and life.  We also gather lots of other essential information and reports, which is important, but very time consuming work.

Together these provide a complete picture of the individual’s hidden difficulties; many of which have not been identified.  This is then used to compile a baseline from which to measure progress.  After agreeing some goals with the individual and their family, we then formulate a plan of stimulating activities and fun tasks aimed at helping them to achieve their long term and short term goals.    

Our non-clinical work addresses a range of physical, communication, cognitive, emotional and behavioural issues to facilitate lasting improvements for brain injured children.

Why is this needed?

None of the children and young people we work with have received any meaningful Cognitive Rehabilitation Therapy or support.  Despite receiving essential 1-1 SEN interventions at school, these kids remained years behind their peers and the SEN support was not aiding their ongoing recovery; because it is not designed to.   Research and the lived experience of families shows that for many, this will continue to have a negative life-long impact.   Our Children and Young People’s Service aims to reverse these trends.

What difference do we make?

The following children and young people have all sustained an acquired brain injury.  However they all have different causes; levels of severity; age at the time of injury; effects and life impacts.

Each baseline score shows the child or young persons level of functioning before we started working with them. 

The tables shown below indicate that:

  • from their baseline assessment: brain injured children and young people do not recover well post brain injury, with just SEN support, and
  • from their outcomes: with appropriate support they have the potential to improve their cognitive skills. 

AGED 9  and 4 years after a Non-Traumatic Brain Injury
2019 Baseline Functioning 2020 IMPROVEMENT
REASONING 187 / 800 307 / 800   +  120
MEMORY 76 / 800 311 / 800   +  235
ATTENTION 178/800 334  / 800   +  156
COORDINATION 200 /800 502 / 800    +  302
PERCEPTION 81 / 800 494 / 800   +  413


AGED 18 and 3 years after a severe Traumatic Brain Injury
2019 Baseline Functioning 2020 IMPROVEMENT
REASONING 301 / 800 426 / 800   +  125
MEMORY 181 / 800 304 / 800   +  123
ATTENTION 463 / 800 573 / 800   +  110
COORDINATION 47 / 800 309 / 800   +  262
PERCEPTION 158 / 800 374 / 800   +  216


Aged 22 and 10 years after 2 X Traumatic Brain Injuries
2019 Baseline Functioning 2020 IMPROVEMENT
REASONING 207 / 800 208 / 800   + 1
MEMORY 57 / 800 125 / 800   + 68
ATTENTION 441 / 800 601 / 800   + 160
COORDINATION 176 / 800 214 / 800   + 38
PERCEPTION 312 / 800 403 / 800   + 91

Future needs

Following an acquired brain injury, a brain does not work as efficiently as it did prior to the injury.  Progress can therefore be slow.  Despite these children and young people making progress, they all still have a long way to go in terms of their ongoing development and recovery when compared to their peers.  Also many of our children come from disadvantaged backgrounds which research shows, places them at an even higher risk of poorer long-term outcomes.  We will therefore continue to work with these children and young people to ensure they make the best possible recovery and achieve their full potential. 

We invest in brain injured children and young people so that they will have the best chance of a bright future!

"Families and professionals spend time focusing on the negative aspects of ABI. Families need to be properly supported as 'resilience' is key to delivering successful outcomes for children and young people."
Roberta De Pompeii; USA
"Brain development is complex and prolonged. Brain plasticity is influenced by a range of factors. Plasticity provides a base for neuro-rehab therapies and treatment"
Professor Bryan Kolb; Canada
"NHS clinicians struggle with what intervention to prioritise in paediatric neuro-rehabilitation due to limited clinical time and the complexity of needs. Children, clinicians, parents and schools all have different neuro-rehabilitation priorities"
Recolo; United Kingdom
"Participation in teen sports and normal activities leads to improved quality of life for children and young people post brain injury and helps to maximise outcomes"
Claire Willis; Australia
"Thousands of children and young people living in the UK today without the help and support that can make a huge difference to their lives"
Dalton Leong; Chief Executive of the Children's Trust
"Our 10 year study proves that family-led home-based neuro-rehab interventions deliver the best outcomes for children and young people"
Lucia Braga; Brazil
"Case management for children and young people post acquired brain injury is 'pivotal' to successful outcomes and must be local"
Deborah Andrews; New Zealand
"Poor parenting styles affects children's behavior; increases their learning disability; and has a negative impact on emotions; anxiety; anger management post brain injury"
Andrea Palacio-Navarro; Spain
"Often families don't have the financial capability to access services. We need to rethink how we deliver neuro-rehab services to children and young people"
Vicki Anderson; Australia
"We need to harness the power of brain plasticity for treating children and young people with brain injury. Stressful experiences alter brain development of a child, especially at the key ages of 0-3 and at ages 10-16"
Professor Bryan Kolb; Canada

OUR MISSION: To work to remove inequalities for children & young people affected by acquired brain injury; and provide effective support to their families that makes a real difference.

Council for Disabled Children Community Funded Charity Excellence Lottery Funded