A common concern for people living in the community with a learning disability is that exposure to the attractions and pressures of wider society can occasionally result in increased vulnerability to many forms of exploitation by others.

Before moving to Ty Machen, James lived at home with his family and was in just this position. He was keen to make friends and seek more independence, but this left him vulnerable in his local community. Because of his learning disability, he didn’t always understand when it was appropriate to approach people. Because of his love of dogs, James would often approach dog owners, sometimes inadvertently putting himself in danger.

As a vulnerable young man, some people took advantage and manipulated James into
giving them money. James also struggled to eat healthily and exercise.  He was keen to develop friendships he could rely on but unfortunately at that stage, James did not have the skills and support he needed to make this a reality.

When he moved into Ty Machen, James was keen to work closely with the staff team to
help him identify and plan towards achieving his very specific goals. One of the outcomes identified was living more independently and with his key worker, James discussed the best ways that he might achieve this. It was agreed that he should initially be supported on public transport and shopping trips to assist him in developing his social skills. Through mentoring and a consistent approach, he also developed practical skills to help him carry out essential daily living tasks. James planned weekly meals, wrote a shopping list, learnt to budget and developed his cooking skills.

To help improve his social skills further, James’ support team worked hard to create opportunities for him to have fun and mix with people in a relaxed and inclusive environment. He joined a football and darts team, whilst continuing with existing interests, such as helping out at an allotment. Friendships started to form and his communication skills improved so much that he felt ready to take on college courses in cookery and computing. He discovered the Internet which enabled him to
access local activities and information.

James made real progress during his time at Ty Machen and the option of moving to supported
living was discussed regularly with him. He was excited and nervous about the change. To ensure he was comfortable and ready, James’ support team spent time with him discussing the advantages and disadvantages of supported living, ensuring that he felt confident in his choice. Before he moved, James took his key worker to have afternoon tea at his new setting. He was thrilled to be able to show off his new home and the experience helped him to prepare for the change.

Having now moved into his new home, James is enjoying his increased independence and
is very happy in the supported living setup. If he wants to develop and adapt his routine, his support team remains on hand to listen and advise. He continues to take college courses, play sports and spend time at the allotment.

The life skills developed at Ty Machen have served him well in his ‘new life’ and he now feels more confident in unfamiliar situations and in building and maintaining friendships.

*Names have been changed to protect privacy

Losing a parent is devastating for any young person, but for those who have trouble
communicating it can be especially difficult.

Daniel has severe autism and can’t express his thoughts or feelings using words. When his mother
passed away, the support team at Hampton Road worked closely with Daniel and his family to ensure that he felt supported through a confusing and difficult time. They felt that setting achievable outcomes with Daniel, would provide a vital focus in his life and opportunities for personal accomplishment.

Music therapy and aromatherapy sessions gave Daniel the opportunity to develop
relationships with others and practice relaxation skills. Around the period
when Daniel lost his mother, he also began 1:1 art therapy sessions at Hampton
Road.  Being sensitive to noise, Daniel enjoyed the sessions as they provided him with a safe, secure environment in which to express himself and explore the world. He began to feel calmer and happier as a result.  Daniel continues to develop his artistic skills and with the help of the support staff, has since enjoyed entering Christmas card and calendar competitions.

As his confidence has grown, signing sessions have been introduced to Daniel’s weekly routine at Hampton Road.  For the first time he can now signal to let people know what he wants and is interacting more with other people. He has also completed courses in writing, reading and
numeracy at his local college. Daniel can now copy words and symbols, plus recognise different coins.

With his communication improving, Daniel has felt ready to work towards taking trips in
the house car.  Although he is confident travelling on buses and trains, Daniel still feels nervous in cars.  A tailored programme has been developed with Daniel and he practices certain confidence-building techniques at the same time every week. It’s hoped that with regular practice, Daniel will eventually feel ready to travel to new places with his friends.

The focused therapy sessions built his confidence to such an extent that two years after his mother passed away, Daniel felt ready to travel with his Key Worker to visit his father in France. He had only previously felt safe to fly on a plane with his mother, but with the help of the support team he overcame this challenge and spent some quality time with his family. Daniel’s Key Worker remains in regular contact with his father and brother and helps to organise family visits.

In the longer term, like many young people, Daniel wanted to live more independently, but he struggled with some day to day living such as cooking meals and eating properly.  The Hampton Road support team developed a weekly timetable and routine with Daniel as soon as he arrived. Again, through building his confidence steadily, he has now developed the skills to cook his own lunch and dinner and is given ongoing support with healthy eating. As a result, he is now managing his diet better and maintaining a healthy weight.  These sessions sparked Daniel’s interest in food and he is now attending cookery courses at a local college. To celebrate his recent birthday, Daniel’s Support Worker helped him to prepare a special meal for his family and friends. Everyone enjoyed the celebration and his family and friends were very impressed with Daniel’s progress.

With many areas of Daniel’s life looking so positive, it would be easy to feel that outcomes have been achieved, but the Hampton Road team understand that reviewing is an important part of the support process. As such, they are keen to develop further outcomes with Daniel and keep him engaged in striving for further independence.

*Names have been changed to protect privacy

Rosie had seemingly straightforward goals in life, she longed to be like ‘any other girl’ and go shopping, choose nice clothes and enjoy herself with friends.

Prior to arriving at Courtwick Park, Rosie had a difficult time, which unfortunately meant that these everyday activities were beyond her. Alongside her existing autism and severe learning disability, she had been misdiagnosed with mental health needs and given medication that caused a severe adverse reaction. It was therefore particularly important that the team at Courtwick Park supported Rosie in a way that would benefit her and was tailored carefully to her specific needs.

Upon her arrival, Rosie integrated well into home life and lived happily alongside her peers. Consensus Support puts a high emphasis on this period of integration, as it can help to break down many of the barriers within a person’s life when they are at ease within their surroundings,
enabling the focus to be placed squarely on a person’s outcomes.

The primary aim for Rosie was to resolve her communication difficulties in order that she could become more independent and create
opportunities for her future. On arrival at Courtwick Rosie only spoke through repeating conversations or words she had heard (echolalia) and her own conversations were said through shouting and laughing.

One of the first steps the manager of Courtwick Park took was to introduce a relaxed style of communication with Rosie, by ensuring the
support team adopted a consistent approach to talking to Rosie as you would talk to a friend. By doing this, Rosie was encouraged to actively listen and speak spontaneously (i.e. not using echolalia) This was a huge step for Rosie, with the breakthrough noted by her father who told the team that this had never happened before. This is an ongoing process and Rosie continues to work on her conversational skills, concentrating on appropriate language.

The next step was for Rosie to go into town for a shopping trip, something that seemed unimaginable when she first arrived at Courtwick. It
was an important goal of Rosie’s to choose her own clothes and something that the support staff at Courtwick Park knew would provide a focus.

Rosie required two members of staff to take her out, they needed to be both people she was comfortable with and also who were able to manage her occasionally challenging behaviour. The support workers accompanied Rosie on the bus to Worthing, where they headed for the high street. The support workers had explained to Rosie that she could choose something to wear for her upcoming 30^th birthday party. At first she seemed to show little interest, until she spontaneously said ‘pretty’ whilst looking at one of the dresses. They then went to another four shops; this was a big step as the team had only expected to go into one shop on the first trip. After having some trouble with finding something that Rosie could say she liked, the team changed tactic and asked Rosie to show them a colour she liked instead. This worked; she chose a turquoise colour and went on to buy trousers and a top. After having lunch, Rosie enjoyed the bus journey home and the sense of achievement drew Rosie’s focus away from any potential inappropriate behaviour.

After the success of Rosie’s first shopping trip, she now understands the need to show her support worker the colours and styles that she likes. The support team are hopeful that as Rosie’s communication improves and the more she goes shopping, the more her confidence will build to make more choices not only over her clothes, but other aspects of her daily life.

Due to the careful support she has been given with her speech, Rosie is now able to speak appropriately. She holds full conversations with the Manager of Courtwick Park and over time, she will be encouraged to build on this and develop her conversational skills further with other members of the team.

Rosie’s parents have been delighted with her progress, saying that she looked lovely in her chosen clothes at her recent birthday party.

Rosie is keen to build on the success she has achieved so far, continuing to learn to converse appropriately, choosing more of her own clothes and ultimately developing her independence to a level that she can use public transport effectively.

For more information on Courtwick Park click here

Freephone 0808 166 1420 or email enquiries@consensussuppport.com

*Names have been changed to protect privacy

A breakdown in communication at home can often be the catalyst to a move to residential accommodation. Under normal circumstances, this can be a difficult period in a person’s life, however when that person suffers from Asperger’s Syndrome and is reliant on routine, the disruption becomes all the more amplified.

This was the situation that faced Matthew when he arrived at Grovelands Farmhouse. In Matthew’s case, a breakdown at home led to him developing low self-esteem as he felt people had let him down. He became aggressive towards his parents and had even threatened to commit suicide.

Prior to moving to Grovelands Farmhouse, Matthew was on a mental health ward. He had high intelligence and needed a safe place to live
but due to his aggression, finding a suitable home was a challenging task. Throughout all of the challenges Matthew had faced, he had
maintained a keen interest in working with trains and aspirations to go to university and gain a degree in sports science. Following a period of
introduction and transition, Grovelands Farmhouse was deemed the most suitable place for Matthew. When he moved in May, he was initially anxious of being in a residential environment as he felt he had been wrongly placed.

The support team at Grovelands Farmhouse worked closely with Matthew to manage his anxiety and also in helping him to become more
independent through refining his daily living skills, with a view to ultimately targeting supported or independent living. The support team identified that Matthew reacted well when spoken to on an equal level. He had previously experienced people talking down to him or patronising him and it had caused him great frustration. They would talk to him about his hobbies and interests, which is when Matthew would vocalise his interest in trains along with his desire to complete a Degree in Sports Science.

In the short time he has been there, Matthew has settled well at Grovelands Farmhouse and he has made great strides through the support
he has received. He has gained some voluntary work on both the Lavender and Tunbridge Wells lines, combining his love of trains with a desire to gain some meaningful and practical work experience.

Matthew has also enrolled on a Sports Science course at college, where the team support him in getting the necessary help and equipment
needed for him to achieve his goals. This has seen him provided with a mentor present at some of his lectures, along with computer equipment to help him keep up.

The support team are now preparing him for life beyond Grovelands Farmhouse in the hope that he can move initially into supported
living when a suitable home becomes available. This has been a fast turnaround for Matthew and is a good example that each person’s journey with Consensus Support is taken and facilitated at the pace they set.

For more information on Grovelands Farmhouse click here

Freephone 0808 166 1420 or email enquiries@consensussuppport.com

24b Main Road offers accommodation for six individuals with learning disabilities and complex needs. The service provides  four bedrooms and a further two independent flats. Main Road is situated within a beautiful rural village of Dorrington offering access to local resources and facilities; there are excellent transport links to the town of Shrewsbury where individuals using the service are supported to access other facilities including colleges, swimming and other fun filled activities.

To contact us for more information click here

Freephone 0808 166 1420 or email enquiries@consensussupport.com

To download a brochure, click on the icon below

‘Dance with a difference’, a dance group featuring Polwell Lane resident Elaine Reilly, will have to wait until February 2013 to find out whether they have made it to the live finals of Britain’s Got Talent.

The local dance group is run on a Friday night for people with both physical and learning disabilities. Not content with entertaining the community of Kettering, the group have taken the first step on the road to fame by applying to audition for Britain’s Got Talent.

Having been selected for the first round of auditions as a precursor to the show itself, Dance with a Difference embarked on a week of intense rehearsals recently to perfect the routine.

On the day itself, there was a 6:00am start for everyone to make it to Birmingham for the start of auditions at 9:00am. Despite a long day with plenty of waiting around, everyone had a fantastic day and put on a highly entertaining performance.

Everyone at Consensus will have their fingers crossed that they will have the chance to perform for Simon Cowell and his fellow ‘BGT’ judging panel. Nevertheless, the experience has already been an enjoyable and memorable one for Elaine and her fellow group members.

For more information on Polwell Lane click here

Freephone 0808 166 1420 or email enquiries@consensussuppport.com

Henson Court is a large bungalow close to the lively town of Kettering. The house has 4 bedrooms, each has its own bathroom.

The support staff at Henson Court are highly skilled in identifying and communicating risks to those they support, whilst empowered to be imaginative with the support they offer and the opportunities they provide. They are specifically trained to work with learning disabilities and associated complex needs including autism spectrum condition and challenging behavior, through programmes such as PECS and TEACCH.

To contact us for more information click here

Freephone 0808 166 1420 or email enquiries@consensussupport.com

To download a brochure, click on the icon below

We live in a world where we are genetically hardwired to be social creatures. As a species we are not blessed with the tools of survival afforded to other animals. The ability to communicate, interact and understand each other has given us the ability to form groups and relationships, the capacity to adapt, share knowledge and the gift of empathy which allows us to appreciate how our actions can affect others. Without these genetic traits it is difficult to imagine our survival and growth as a species.

We are also judged as individuals on our ability to master these skills.

Imagine being born into the world as someone who does not have these skills instinctively and the need to learn them appears pointless and just too hard. This is the Autistic experience. This was Alice’s experience.

Alice

Alice grew up in Essex. Initially Alice attended mainstream primary education but it soon became clear that she had a mild learning disability and attended special needs schools. As she got older Alice developed epilepsy and began to display an increasing number of ‘challenging behaviours’. Attempts to confront Alice’s behavioural problems were based on typical ‘neurotypical’ thinking.

A neurotypical child will typically discover and accept that negative behaviours are wrong by learning that their actions have an undesirable emotional reaction from others. So for example, I hit my brother Fred; Fred cries, my Mum is angry at me. I love my brother Fred, to see him cry makes me feels guilty. I love my Mum and I crave her love and acceptance, her anger threatens that. Therefore I learn that hitting Fred causes me to feel bad and threatens acceptance from those I care about. I understand the emotional and social impact that my behaviour has and learn to adapt more positive ways to express my emotions.

Because Alice did not have the capacity or the desire to fit into the social and emotional ‘rules’ that those around her operated under, she experienced a never ending cycle of confusion, anger and anxiety. In Alice’s eyes she was the centre of her world and the thoughts, desires and opinions of others held no relevance to her. Her reality was the only reality and the concept that anyone could think differently was incomprehensible to her.

Through her teenage years Alice developed her own unique expectations of how the world around her should comply with her needs. Alice believed that every person she came into contact with should have a detailed understanding of her, especially of things that ‘triggered’ her anxiety. For example, Alice wanted to be called ‘Alice’. She did not want people to address her by including her surname or using Miss, or Ms or by using terms of endearment. Understandably, this was exactly what people frequently did do. When this happened Alice would become incredibly anxious, angry, abusive and sometimes aggressive. Being very egocentric, and unaware of the rules around personal space, Alice would often barge past people to get to where she was going, When challenged on this she would become incensed. Conversely, if in a crowded environment, people would have to move closely past Alice, with a polite “excuse me”, Alice would become agitated. These examples are some of many.

These experiences meant that Alice lived in a state of almost constant anxiety. Any activity that involved interacting with others presented a major ordeal for her. Despite her egocentricity Alice had a good understanding of her ‘difference’ to others. She would see through her family, peers and the media how society operated. She knew that people valued friendships, relationships, groups, niceness, tolerance and all the social norms that we take for granted. Although she didn’t understand them she knew that not to have those values set her apart somehow. Although she did not understand the emotional and social impact of her behaviours she knew that they elicited a mostly negative response.

Despite the difficulties she encountered, Alice succeeded in developing independence skills, as being independent was very important to her. Alice attended several different residential schools, interspersed with periods of living with her family. During this time Alice was finally given a diagnosis of having an autistic spectrum condition. Although this meant that she did begin to receive more autistic specialist support, Alice still lived with others who did not have a good understanding of her condition and this continued to create conflict in her daily life. Alice eventually achieved her goal of having her own home within a supported living scheme. Although this was successful for a while, this was still an environment where Alice was not receiving specific support tailored to her needs. This, coupled with a greater presence in the community, meant that Alice’s anxiety became even more profound, leading to her constantly coming into conflict with her neighbours, supporting staff and members of the public. Alice was frequently at risk of harming others and of being harmed herself.

Alice and St. Mary’s Court

In early 2009, Alice was offered a tenancy in a new supported living scheme in Harlow, St. Mary’s Court.

St. Mary’s Court was commissioned to provide specialist autistic spectrum support in a supported living setting. Alice would be one of eight tenants living in individual flats within the scheme. Care support was to be provided by Consensus.

Alice was to have access to autistic specialist professional support, through Consensus, which included continuous support from Consensus’ Positive Behavioural Support Team. Staff working within the team would be trained in autistic spectrum conditions.

It was fully recognised within the team that autistic specific support would be at the heart of any care package. St. Mary’s would have a range of tenants, each with varying independence skills but all with an autistic spectrum condition. This meant that identifying each individual’s specific communication support needs would be essential. In addition to this, some tenants would require structure, routine and predictability to effectively manage their anxiety and allow them to maximise their potential for independence. This could come into conflict with the supported living ethos, i.e. the need to provide choices and the risk of choices becoming overwhelming. A balance would need to be achieved.

The use of ‘visual’ communication tools became commonplace at St. Mary’s Court; these allowed tenants to manage their daily lives whilst reducing their anxiety. The forms that these schedules took were specific to the needs of the individual. One tenant, for example, would require pictures on his communication board representing a whole days activities; while another would require just two pictures at a time (Now and Next).

Alice’s hard fought independence would need to be maintained whilst giving her the opportunity to access support to manage her anxiety. Alice made all the decisions in her life. Staff would provide advice and non-judgemental guidance in how to manage her day to day interactions with others.

A collaborative ‘problem solving’ approach was adopted to address the root of the issue causing Alice’s anxiety. Alice would approach staff and express anxiety about a particular experience she had faced or was about to face. Often, Alice would express intent to respond to the situation in such a way that would result in a negative outcome. Once the specific issue was identified, staff would break down the options that Alice had. Staff would work with Alice to identify the ‘concrete consequence’ of the negative outcome and then identify, with Alice, other options that would result in a positive outcome. One useful tool to use in this scenario is a problem solving map. The scenario here is – Alice is approached by a member of the public and asked for the time. Alice’s initial response is to threaten to hit them and be verbally abusive.

In this example, Alice is shown a visual representation of her options. Each option is discussed and the concrete consequence of each action is shown.

The result is that Alice is able to see the options available to her to solve the problem (positive and negative). Because the consequences are concrete she can clearly see which option will cause her less anxiety and additional problems. Alice will then choose which option is favourable and is able to visually strikethrough the discarded negative option.

Another useful tool to use is role-playing. By ‘rehearsing’ situations that Alice may find difficult to manage, she is able to see, in real terms, what the outcome of her actions might be. Using the same scenario as above, the staff member can pretend to be Alice. They can act out each of the possible responses and Alice can visually see how each of the scenarios will play out, making it more likely she will choose the positive outcome.

Social stories are also effective for Alice. Alice has difficulty controlling her weight due to over eating. Alice is unlikely to respond favourably to being told that she should lose weight without seeing this in context. To this end, Alice was told a story about another lady with autism who also lived in her own flat. ‘This lady was very independent but had trouble managing her diet. Eventually the lady put on so much weight that she had to have a carer come in and provide her with support to meet her personal hygiene needs because she was no longer able to do this for herself. She also needed a carer to help her get out and about because she had problems with her mobility’. This was effective for Alice because it gave context to the problem and demonstrated concrete consequences to the behaviour, i.e. loss of independence. This then became a powerful motivator for Alice.

Conclusion

Alice came to realise that engaging with the staff on a daily basis, to express her anxieties and accept advice and guidance, had positive effects. Alice felt less judged and that the reasons for her challenging behaviours were understood. Alice could be resistant to the idea that her ‘triggers’ could be changed but change did occur, even without her realising it.

Alice still experiences many difficulties, however, she is more able now to maintain relationships with other people, react in less damaging ways to situations that trigger her anxiety and demonstrate an understanding of others in a way that is effective for her. Most importantly, Alice lives in an environment that allows her to maintain her independence whilst providing the support she needs to interact with others in a way that reduces risk. Alice can continue to integrate herself within the local community whilst knowing she has a safe refuge and support from people who understand her needs.

For more information freephone 0808 166 1420 or email enquiries@consensussupport.com  

*names have been changed to protect privacy

Within support services, many people talk about the importance of routine in managing challenging behaviour, but how does this work and what impact does it actually have in practice?

Phillip arrived at Strawberry Fields directly from school. He had been diagnosed with severe myopia, hydrocephalus, right-sided hemiplegia and severe learning disabilities, hence a period of comprehensive transition was put in place to minimise the stress involved in the move.

Along with everyone who supported him, Phillip was involved in establishing a plan to support him in his daily living activities. The emphasis was placed on establishing a structured daily routine to help him reduce his anxieties. It was planned that the resulting outcomes would see a reduction in Phillip’s previously aggressive challenging behaviour and for Phillip to manage his continence independently.

The support team at Strawberry Fields recognised the importance of employing a variety of visual, audio and direct communication methods to help Phillip to differentiate between different areas of his daily life.     

His key worker worked closely with Phillip to gain his trust and build his confidence. Phillip was supported to familiarise himself with his personal routine and ensure that he knew what was happening at each stage. Once this was completed successfully, his key worker helped other staff in learning the routine and putting it into practice. One key aspect of his personal routine was that Phillip was given five minutes to be on his own in his room after his shower, to relax and get ready for the upcoming day. This helped Phillip’s level of anxiety hugely, as his key worker recognised that if he didn’t have his time alone; Phillip would become very anxious after breakfast and display increased levels of challenging behaviour throughout the day.

Staff also incorporated picture cards of activities and meals, which helped Phillip to gain a greater understanding of what he could be doing and what options were available to him at any given time.

Phillip has always loved his music, but when he listened to it too much, he could become frustrated and agitated. Periods in the day were set aside and incorporated into his routine for Phillip to listen to his music. This would take place every day at around 4.30pm for an hour before tea and after afternoon activities. Phillip would regularly ask staff when he could ‘play it’ and staff kept the response the same ‘after activities before tea.’ Phillip understood the response and it acted as a signpost to his routine. He would listen to the same CD throughout the week and then on a Saturday it would be changed, which again helped to reduce Phillip’s anxieties.

Phillip liked to phone his mother each week, but would get anxious about when he would next speak to her. The support team therefore put a routine in place with his mother whereby they would speak at the same time each Tuesday. This helped his support workers to calm his anxieties as they could tell him exactly when he would speak to his mother next.

As well as developing these effective routines, the support team helped Phillip in other key areas of his daily living such as continence management and healthy living.

Phillip was supported in developing a structured toileting routine to reduce his incontinence. Staff would assist him as part of his personal care routine, after meal times and before and after any activity away from Strawberry Fields (e.g. Day Centre / in the local community)

Phillip also goes out for a 30/45 minute walk every day with a member of the support team, which is steadily improving his weight, balance and posture.

A key factor in ensuring all of the routines that have been put in place have worked is consistency. Staffs have worked hard to ensure that the approach adopted has remained the same for a prolonged period of time to assist Phillip. Each achievement has been recognised along the way and it has enabled Phillip to live a more fulfilling, positive life.

There have of course been times where things have needed to be changed and this has had a negative effect, but staff soon identify any issues and discuss them in order to agree a reversion within the routine or slightly alter it so that it works for Phillip. The Consensus Behaviour Practitioner is always on hand for guidance to ensure that the best approach is adopted when dealing with these changes.

The support strategies in place have meant that Phillip can now recognise how much he has developed since first moving to Strawberry Fields. As he has gradually achieved his outcomes, his anxieties have reduced and he is now able to accept if a routine needs to be changed. This has enabled him to do a lot more independently and build his self-confidence. Consequently, he has been keen over time to access new opportunities and build relationships with those around him. Everyone is starting to see Phillip’s great sense of humour and he is now an active member of the Strawberry Fields community.

These outcomes have been achieved steadily over a number of years and they have represented significant results and improvement in Phillip’s life. Phillip’s family have been very supportive of Strawberry Fields over the years and are proud of the progress he has made, having developed his daily living skills through careful, structured support.  Only this year Phillip has enjoyed his first holiday, where he enjoyed staying in a caravan for a long weekend. He enjoyed his day trip to London so much that he requested to return the following day. The fact that Phillip managed the complexity of the crowded environment of London is an incredible achievement and further evidence of the progress he has made.

Phillip is now excited about what the future holds, with holidays, education and potential employment opportunities top of his wish list.

For more information on Strawberry Fields click here

Freephone 0808 166 1420 or email enquiries@consensussuppport.com

Deansbrook is an innovative service designed to support individuals whose complex needs and behaviours are difficult to support in social care services. The service supports individuals offering a service that develops their skills and reduces barriers to inclusion.

In the community providing flexible accommodation, Deansbrook is able to offer appropriate living environments to meet individual needs. The service comprises of four individual flats and a bungalow; each flat offers two en-suite bedrooms and shared living accommodation including kitchens and living rooms.

To read Mike’s Success Story click here

To contact us for more information click here

Freephone 0808 166 1420 or email enquiries@consensussupport.com

To download a brochure, click on the icon below