What People Say


Click on the circles below to find out more about our work with each of these families:

Noah - an early intervention
Elsa - a middle years intervention
Lenny - a middle years intervention
Amber - an intervention in adolescence
You can read more feedback on Therapy with us below:

Hey guys we just wanted to give you an update on how things are going since we were signed off BUSS…

We’ve continued the games, especially the tactile games as we feel the most benefit from them, feely bag is firmly part of our school run routine. And he absolutely loves doing the walking backwards up the wall into a handstand, he was very wobbly the first few times he did it he looked like a drunk crab, but now he does it so well and he even got me doing it!

We’ve noticed massive differences in his peer to peer relationships, his behaviour around playing with other kids and not having to be in control all the time have massively improved. He’s now able to play out with the kids on the street without us worrying he’s causing trouble. And school, well, we can’t remember when he was last on Red (school traffic light system) it’s been a long time, and it’s so nice not to have that worry picking when picking him up. He seems to be enjoying going to school now and for the first time today he said ‘Dad I actually like going to school’ which literally made me nearly fall off my chair! Further to this we are able to leave him at holiday clubs and camps now without any issues, prior to BUSS he was almost banned from a couple of holiday clubs in the area due to his behaviour.

His swimming lessons have also improved massively he’s been stuck on Stage 4 for about a year but suddenly since starting BUSS he’s passed a couple more stages and he was even teaching me when I took him swimming last weekend.

Thank you so much for all you did for us it’s been life changing, we still call the games the Jenna and Laura games.


“In just a short period of time Sarah has had a tremendous impact in Leeds in developing and testing out the BUSS model. It is one of the best decisions I have made to support her secondment. The BUSS model and impact this is having is recognised by our strategic boards where she has presented her findings.”


“BUSS is such a positive intervention to be part of, it just brings a smile to your whole being. Thank you for recognising the need and developing the intervention.”


“At TouchBase we strongly recommend Sarah Lloyd and her team. We believe in what Dr Bruce Perry states that the more science literate our society can become the better off we will all be. As a practitioner in trauma recovery and as an adoptive mum I can vouch that we must get this model into the hands of those who are parenting and teaching as this will be a lifeline to many and will change the trajectory for so many children and young people who would otherwise have been misunderstood and misinterpreted.”

“The BUSS Model makes sense. The BUSS Model offers a framework to support children who have survived developmental trauma to re-build their sensory systems. It aims to put the bricks back in the wall for children who have experienced missed opportunities in their development due to neglect, trauma or adversity, by helping them to feel safe in their body, develop a sense of self and support their regulation.
What Beacon House loves about the BUSS Model is that it aligns with the Neurosequential Model of therapeutics and supports the attachment piece by empowering and equipping parents and carers with a tool-box of practical and fun based sensory re-building activities that they can incorporate into their everyday life. As a service we value its simplicity and inclusivity and are currently planning how to incorporate the BUSS model into our service.”

BUSS in Education

“BUSS has had a much wider impact in our school than the school readiness programme. Staff who were involved in LEAPlets began to identify children who were looked after or vulnerable across the school whose foundation sensorimotor systems were underdeveloped and who were really struggling with the demands of the classroom and playground. We’d noticed how much they seemed to struggle in terms of attention and focus, but started to look more closely at what their core stability was like – whether part of the problem was that they were having to use a lot of energy just sitting in their chairs or writing. We worked with Sarah to develop a ‘Core Body Builders’ group that took in children across the classes in key stage two, and started working in school to fill in the gaps in their foundation sensorimotor systems. We were quite shocked to see how many gaps there were for some children, and really pleased that we’d decided to pay attention to it and are seeing real benefits to this approach. We’re also surprised by how intuitive it now feels and we wonder why we didn’t know this before! In the early years we trained all staff in BUSS and made a decision to take out all desks and chairs, so that their whole environment involved floor based play and learning. PE is completely geared around BUSS and helping to build good bodily regulation as a platform for learning, friendships and play.”

“From speaking to Sarah about her observations of children who have experienced trauma and adverse early childhoods, it was clear that at Grimes Dyke there were many children who fitted this brief. Whilst the majority of the children had not experienced the care system, they had various trauma filled lives which had impacted upon their early development. Just by walking around school with Sarah and looking at the way children sat at tables, moved around school or sat to eat lunch demonstrated how many of our children had undeveloped systems. Once we identified the two key year groups and took part in the training we were off, the staff through themselves into the programme and truly believed in it’s potential. They were quickly celebrating the impact of children being able to concentrate for longer, write at greater length or use everyday tools such as a knife a fork more comfortably. Word spread around the staffroom and very soon other teachers were trying some of the basic techniques such as regular ‘tummy time’ and allowing children to work on the floor where possible. We’ve seen the impact of Buss at Team GD and will continue to build the principles into every day learning at Grimes Dyke.”

“Investing in this work to realise a positive impact on educational outcomes for children who have experienced care is something I envision becoming an embedded part of the ‘offer’ for looked after children in the early years.”



"It was really interesting thinking in an integrated way about the impact of regulated trauma. Really loved the model of creating a shared narrative around the child with family and wider super system ahead of assessment. I also loved the “trying it out” time for parents!"

Clinical Psychologist

"I found it interesting, thought-provoking, and enlightening. A lightbulb moment!"

Foster parent

“The best thing is that the strategies are easy to do – don’t focus on feelings and emotional issues. Children might enjoy the practical suggestions rather than trying to explain ‘why’ they’re doing something they shouldn’t.”

Adoption Support Social Worker

"Thank you all for your amazing support all the way through – the training and supervision is fantastic and so thoughtful. Honestly the best training I have done!"

Aeron, Senior Occupational Therapist & BUSS Level 3 Trainee

"It was so useful to get a real understanding of how and why our son acts and thinks the way he does"

Adoptive Parent

“Very inspiring trainer: so passionate and knowledgeable with a cheeky sense of humour brought everything alive.”

Residential Support Worker

“I will really be able to integrate some of this into my Theraplay practice, as well as when training adopters.”

Social Worker

"I can see how this can be applied to many children"

Teaching assistant

“I got a real sense that Sarah wants people to learn and be confident to use this approach.”

Independent Fostering Agency Manager

"All aspects of the worship were useful! Especially the practical activities, I can definitely implement most aspects of the workshop into my working day"

Deputy Head Teacher

"The most interesting part was listening to Sarah explain the model in such an informative engaging, warm, and passionate way"

Associate Dean of Learning and Teaching at the Tavistock Clinic

“Thank you, really motivated to incorporate this into school”

Special Educational Needs Co-ordinator (SENCO)

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