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8 June 10am- 12pmCherry Street SEND and Sensory Hub, WV3 0QW

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Autism & ADHD: What Every Parent Needs To Know

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Autism & ADHD: What Every Parent Needs To Know

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29 APRIL 2026

Join Steph Batey, Neurodiversity Consultant at Inclusive Teacher Company and gain clear insights and practical strategies to better support your child. Steph will give guidance, confidence, and understanding of Autism, ADHD and how the two co-occur.

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Autism & ADHD: What Every Parent Needs To Know

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Join Steph Batey, Neurodiversity Consultant at Inclusive Teacher Company and gain clear insights and practical strategies to better support your child. Steph will give guidance, confidence, and understanding of Autism, ADHD and how the two co-occur.

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Co-regulation: advice for coping with our children's - and our own - big emotions

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Co-regulation: advice for coping with our children's - and our own - big emotions

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Being a parent can be an incredibly rewarding experience. But it can also be challenging. When we're focused on nurturing and supporting our children, we can overlook the importance of our own mental health as parents. But the two are very much intertwined. And that's where co-regulation comes into it.

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What is co-regulation and how can it help parents and children?

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Coffee mornings and workshops: Navigating Barriers to School Attendance

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Coffee mornings and workshops: Navigating Barriers to School Attendance

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Coffee mornings to meet other parents and talk about your experiences. A SEND professional will also be in attendance to offer support. They also offer workshops to find out more about the Emotionally Based School Non-Attendance pathway and what parents and schools can do to support.

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Parent Connect - Navigating Barriers to School Attendance

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City of Wolverhampton Council sent this bulletin at 02-02-2026 08:25 AM GMT

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The national network for IAS services (IASSN) which reports directly to the Department for Education, has released the following statement on the risk of using AI tools in relation to the law and accessing legal guidance:

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City of Wolverhampton Council sent this bulletin at 08-01-2026 08:25 AM GMT

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Do you require IASS support to understand SEN Support or EHCP processes? Each Tuesday during term time, an IASS Caseworker is available for an in- person discussion at Cherry Street SEND and Sensory Hub from 1:00pm to 4:30pm. Drop in for a chat!

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Mental Health week - info for parents and carers

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Mental Health week - info for parents and carers

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This pack contains everything you need to take part in Mental Health week (9th - 15th February 2026) – from top tips and fun activities to information on how to take part in raising vital funds for children’s mental health.

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City of Wolverhampton Council sent this bulletin at 05-12-2025 08:25 AM GMT

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The IASS team would like to wish our readers a Peaceful Christmas and Hopeful New Year.

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Welcome to our
November 2025 E- Bulletin

Wolverhampton Outreach Service:
Parent & Carer training events

For parents and carers of children who already have a diagnosis of Autism and those who are currently on the diagnostic pathway. The workshop will give you the opportunity to meet other parents and carers and to swap advice and support. Gain an understanding of Autism and cover topics such as sensory differences, communication and interaction. Gain practical strategies you can implement at home to support your child.

For families of children/young people with a diagnosis of ADHD and those currently undergoing assessment. This workshop will help to develop your understanding of ADHD and gives the opportunity to talk to other parents and carers.

Parents and carers are invited to attend this session to receive a basic introduction to sensory processing and think about some of the challenges children face; including over and under sensitivities and how this can impact on their daily life. Gain some practical strategies you can implement at home to support your child.

For parents and carers of children with a diagnosis of autism and those currently on the diagnostic pathway.

The webinar will offer a basic introduction to autism, looking at topics such as communication and sensory differences, before discussing the underlying reasons for behaviour. Gain practical strategies that you can implement at home to support your child.

An informative session to help parents and carers understand masking in autism. Gain an overview of masking and explore how individuals may consciously or unconsciously hide aspects of their identity to avoid negative judgement and attention.

Learn to recognise the signs of masking, understand its emotional and developmental impact, and gain practical strategies to support your child.

This six week programme is for parents and carers of children aged 10 to 16, who have a diagnosis of autism or are on the pathway.

Each week will look at a different topic that impacts teenagers with autism; such as homework, sexuality and relationships. It is also an opportunity to meet other parents and carers, swap advice and support and to hear other people's experiences.

Licensed by the National Autistic Society and delivered by two trained facilitators.

Grand Theatre, Wolverhampton:
Relaxed accessible performances

Treat your family to the magic of theatre with the Wolverhampton Grand Theatre's relaxed performances this Christmas season.

During relaxed performances there will be a lowered volume, reduction of special effect lights and startling noises, open door access with free movement in and out of the auditorium, relaxed auditorium rules, sensory room, quiet spaces, changing rooms, live stream of the show and additional staff to help.

Elf The Musical- 16 November

Sleeping Beauty Pantomime- 11, 12 & 13 Dec

Discover more relaxed performances and purchase your tickets at:
Access & Inclusion | Wolverhampton Grand Theatre

Autism & self care-
toilet challenge and hygiene:
Wednesday 5 Nov at 10:00am

Join The Witherslack Group's 5 Nov 10am webinar on 'Autism & self care- toilet challenge and hygiene'

The session will provide a deeper understanding of the challenges autistic children may face around toileting and personal hygiene. Gain strategies and practical ways to help you support positive routines at home, build your child's independence and celebrate their progress.

Book your place at: Autism & Self-Care: Toilet Challenges & Hygiene

How to identify anxiety and
poor self- esteem:
Wednesday 19 Nov at 10:00am

Join The Witherslack Group's 19 Nov webinar 'How to identify anxiety and poor self esteem'.

Learn how to recognise signs of anxiety and low self- esteem, and gain supportive strategies such as compassionate communication, encouraging resilience, and helping your child build confidence.

Find out more and book your place at: How To Identify Anxiety & Poor Self-Esteem

Virtual SEN Conference
for professionals:
Wednesday 26 Nov-
10:00am to 3:00pm

Professionals in education are invited to join The Witherslack Group's virtual SEN conference on 26 November.

Gain practical strategies to support neurodivergent children and young people in mainstream schools. Sessions include:

Identifying the signs of SEN in students

Supporting dysregulated behaviour

supporting positive interventions

delivering neuro- affirming education.

Find out more and book your place at: Virtual SEN Conference: Supporting SEN In Mainstream Schools

Autism and Anxiety:
9 Dec Webinar

Join Autism West Midlands for their 9 Dec 10:00am free webinar 'Autism and Anxiety'.

Explore the causes of autistic anxiety, and learn about factors including changing the environment, meltdowns, shutdowns, burnout and managing anxiety.

Find out more and book at: Autism and Anxiety - Webinar | Autism West Midlands

PIP (Personal Independence
Payment) workshop:
17 Dec webinar

Join Autism West Midlands for their 17 Dec 10:00am free online workshop on PIP (personal Independence payment).

The workshop will help to build your understanding about PIP. The session covers eligibility, how to apply for PIP and organisations who might be able to support you with this application.

Book your place at: Personal Independence Payment (PIP) Workshop | Autism West Midlands

'Autism and Me' programme for
children aged 8- 12 years:
February 2026

Autism West Midlands offers it's free programme to children aged 8- 12 years with a diagnosis of Autism.

The three evenings, face to face small group sessions offers your child the opportunity to learn more about their condition, meet other children with similar experiences and gain supportive strategies that can help in their day- to day life.

The course takes place during the 17th, 18th & 19th February 2026 from 5.45pm to 7.15pm.
To register your interest visit: Autism and Me for diagnosed autistic children 8 - 12 years | Autism West Midlands

Too Good To Chuck:
Wolverhampton recycling initiative

Too Good To Chuck is an initiative which has resulted in many items, which would otherwise have been thrown away, being donated at the Anchor Lane and Shaw Road Household Waste and Recycling Centres.

The programme enables residents to give their unloved items a whole new life and help other local families in need at the same time.

Donated items include wooden furniture, beds, household items, decorative items, anything which can be re-purposed or restored and ultimately re-loved by someone else.

If you could benefit from receiving items donated to the scheme, complete the Too Good To Chuck application form and email to edbridgewood@gmail.com.

@wolvesiass

@wolvesiass

@wolves.iass

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Welcome to our November 2025 E- Bulletin For parents and carers of children who already have a diagnosis of Autism and those who are currently on the diagnostic pathway. The workshop will give you the opportunity to meet other parents and carers and to swap advice and support.

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City of Wolverhampton Council sent this bulletin at 01-10-2025 08:25 AM BST

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Would you like support to understand your child's behaviours and gain practical strategies on how to support them? Join the Wolverhampton Outreach Service for their series of workshops at Cherry Street SEND and Sensory Hub, 9:30 - 11:30

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This guide provides advice for parents when supporting their autistic child with doing their homework.

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Learn about some of the possible reasons why your child might struggle with their homework and some strategies you can use to help your child finish their homework.

Why might your autistic child find homework hard?

Your child might be having difficulty because:

the homework does not meet their level of ability and need so they find it too difficult, become frustrated and then don't want to work at home

they don't understand why they have to do work for school when they're at home

it's not be clear to them what work needs to be done if they have difficulty with processing instructions or writing, and are not supervised when recording homework

they feel too tired after a long day at school or there may be too many distractions at home for them to concentrate

they have difficulty with organising, sequencing and prioritising tasks and may misjudge how long to spend doing homework

they feel that the work has to be perfect, and struggle to begin a task because of anxiety.

If your child has a demand avoidant profile their need to be in control may drive them to avoid the demands of homework. The PDA Society has further information, including strategies to try at home.

How to help your child with their homework

Make sure it's achievable

If your child is having difficulty with their homework, talk to their teacher. The teacher may not have much experience of teaching autistic children and may appreciate being given some information and resources about autism in education and how it particularly affects your child.

Ask about the topics that the group is studying and make sure the teacher is planning homework that suits your child. If you feel the homework is too easy or too hard, then discuss it with their teacher.

If the teacher will not adapt the homework, then discuss this with the SENCO, additional support for learning staff member or the most appropriate member of teaching or support staff. The school has a duty under the Equality Act 2010 in England, Wales and Scotland and the Disability Discrimination Act 1995 in Northern Ireland to make reasonable adjustments for any pupil with a disability.

If your child has an education health and care plan (EHCP), a statement of special educational needs (statement of SEN) or a coordinated support plan (CSP) and it doesn't include difficulties that your child has with homework, then you could ask for an early annual review to have it included.

If you feel that your child's educational needs are not being adequately met you may wish to contact our Education Rights Service for specific advice.

Support your child with motivation

Your child may have difficulty transferring working at school to home. Visual supports can really help autistic children to be more focused, so ask at school if they could have a visual timetable that extends to your child completing homework. A teacher could talk your child through this on days when homework is set.

A social story™ is another useful way to explain to a child about a school day and you can include a part about doing homework.

Try using a motivator, an item or activity that your child really likes, and include a picture/symbol of it on a visual timetable that your child can follow. For example, this could show 'homework first, then computer time' as this may encourage them to start homework.

Try to alternate the motivator, for example one day it might be 'homework then computer' and the next day it could be 'homework then watching a favourite video'. It also helps to use positive words of encouragement when your child is working well, especially if your child is anxious about the homework. Reward and encourage small steps by using targeting and specific praise.

If it does become extremely difficult for your child to work at home, ask school if they have a homework club, or speak to the headteacher to ask if they would considering setting one up.

Check your child is given clear instructions

It will help your child if the teacher uses clear and direct language to give precise instructions for homework, stating specifically what your child needs to do and when it needs to be done by.

If your child struggles with language processing, then they may need more time to note down homework. Written instructions breaking the homework down further can also be helpful. Flow charts, mind maps, spider diagrams or bullet points are more helpful than verbal explanations.

If your child has problems recording their homework in a homework diary, ask the teacher and/or teaching assistant if they can help them or adapt the way it's done. For example, if homework is written up on a white board for children to copy, could your child be supervised while doing this or could they have a printout of the homework?

Ask the teacher if they could simplify the way they present homework, by highlighting the important words on a homework sheet, using visual supports or bullet points. If the child has problems writing, could they use a computer to do their homework?

You could ask if your child can use a dictaphone, either to record the teacher's instructions about homework, or their own notes-to-self about the homework tasks, and listen to them at home.

Think about when and where to do homework

The best time to start homework will depend on your child. You may want to give them some time for a break after the school day, rather than going straight into starting homework. Or you could try starting straight after school.

You may wish to start homework before a preferred or fun activity, using a visual timetable to show your child what will be happening. It can help to do homework at the same time each day so it becomes part of a routine.

If possible, keep an area of your home free for your child to use to do their homework. It might help to set up a desk or table that they can work at. Ideally, it should be away from any distractions like the television. It helps if you ask other siblings not to interrupt them while they are working. Let your child know you are available if they need your help.

Help them with organisation and timing

If your child finds it difficult to concentrate on work for a long time, you may need to sit with them first to help keep them focused. You could start by getting them to work for just a short time and then build up gradually. It could help to use a timer to show how long they need to spend on the homework.

Communicate with your child's school

Keep the school up-to-date with how your child is progressing with homework. Ask the school if they can set up a home-school communication book or diary, so can you can keep in touch with them or keep in contact by talking to the class teacher, SENCO/additional support for learning staff member, headteacher or other appropriate member of staff about any homework issues you have.

There may be times when your child has more difficulties than usual and finds it particularly hard to concentrate, or behaves in a way that affects their ability to do homework. This might happen when there are significant changes in the family, or when your child is ill or anxious.

If doing homework causes extreme problems during this time, then see if it's possible for your child not to have homework for a while. You can always go back to trying to get your child to engage in it again by re-introducing it gradually.

Getting further help

You may find that you need to secure extra help for your child in school.

Our Education Rights Helpline provides impartial, confidential information, advice and support on education rights and entitlements for parents and carers of pre-school and school-age autistic children to help them get the educational support their child needs.

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Homework - a guide for parents and carers

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Learn about some of the possible reasons why your child might struggle with their homework and some strategies you can use to help your child finish their homework.

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City of Wolverhampton Council sent this bulletin at 03-09-2025 08:33 AM BST

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We hope you have enjoyed the summer holidays and the glorious weather!

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A mental health first aid kit for parents: Who to ask and what to do

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A mental health first aid kit for parents: Who to ask and what to do

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This is a really useful guide for parents to use if you are concerned about your child's mental health.

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According to charity The Mental Health Foundation, mental health problems affect around one in six children and include things like depression, anxiety and conduct disorder (a type of behavioural problem). The charity says eating disorders and self-harm also commonly occur in children. A Parents' Toolkit opinion poll, commissioned in partnership with parenting website Netmums, revealed that nearly 1 in 3 parents have noticed a deterioration in their child's mental health over the past 6 months and while 50% of parents would ask a health practitioner/teacher or other qualified expert for help - of the respondents who said their child has experienced challenges with their mental health - 37% said "I have experienced barriers in seeking help for my mental health issue in my child"

1. What to do when you're concerned about your child's mental health

You may have noticed changes in your child - changes of mood, altered sleeping patterns, withdrawal from family life and/or friendship groups. These could be signs that they're experiencing anxiety or other issues around their mental health.

If you're concerned about your child's mental health, you can speak to their school or GP. The GP may refer your child to Child and Adolescent Mental Health Services (CAMHS), which provides specialist care from psychologists, psychiatrists, nurses and social workers. Between 2020-2021 the average wait for mental health services in England was more than two months. Here are some things you can do whilst you and your child are waiting to access these services.

Your GP will be able to regularly listen to your child, discuss your own concerns and suggest local services that may be of help. Don't be afraid of going back to your GP if you feel you need more support and advice.

Arrange to meet the pastoral team at your child's school, or encourage your child to seek out and speak to them. They might be able to help make school easier or less pressured for your child.

Local charities can be a good source of support. Search online for nearby support groups and charities. Alternatively, national mental health charity Chasing the Stigma runs the ' Hub of Hope ' website, which allows you to search easily for local mental health charities.

Where possible, try and encourage your child (and your whole family) to eat healthily, get some exercise and a good night's sleep. If they're having trouble sleeping, gentle activities like reading, walking or drawing and art may help them to relax.

According to the NHS, a mental health emergency is when your child feels like they may seriously harm themselves or someone else, they feel suicidal or are in extreme distress. There are different services you can access, depending on the severity of the situation. They are listed below from less severe to the most severe scenario.

If your child is under 19 and needs to talk to someone, they can call Childline on 0800 1111. Or they can text YM to 85258 for free 24/7 support. You can also call the YoungMinds parents helpline.

Call a local NHS urgent mental health line

These helplines in England are free and can offer 24-hour advice and support for your child. You can speak to a mental health professional about your child and get an assessment to help decide on the best course of care. In Scotland NHS24 has links to services, while people in Wales can access these helplines and in Northern Ireland there is Lifeline. To find one local to you, type 'local urgent mental health' into your search engine.

If you cannot speak to your local NHS urgent mental health helpline or you're unsure what to do, call 111. This number is for when you urgently need help for your child's mental health, but it isn't an emergency. You may be able to ask for an emergency appointment or speak to a mental health nurse over the phone.

If your child or someone else's life is at risk, call 999. For example, if they've taken an overdose or seriously injured themselves, or if you don't feel you can keep yourself, your child or someone else safe.

This is really important. The NHS website states: "A mental health emergency should be taken as seriously as a physical one. You will not be wasting anyone's time."

3. General tips for helping your child through a mental health crisis

Try to remain calm and positive with your child. Remember to be kind to yourself too - if you do lose your patience, apologise to your child and forgive yourself. Every child is different so you'll need to tailor your actions depending on the age of your child and their particular circumstances.

Keep everyday routines going where possible. Be realistic about what you can achieve. Talk to your child and agree with them about how best to let the important people in your child's life know what is happening with them.

Keep it simple, a day at a time in manageable steps, so today is better than yesterday. Focus on what helps and avoid what doesn't. Try and stick to the plan, making sensible changes as you go along. Make a plan for emergencies too, so that you all know what to do if it's needed.

It's important to listen to your child, rather than necessarily offering advice. Follow your child's lead and encourage them to share so that they know you really understand. Speaking less and listening more helps you understand how your child feels, and helps them know you realise what they're going through.

Take care of your own wellbeing so that you can be there for your child, especially when everyone is having a hard time. Talk to other adults about your worries and frustrations, but try not to overshare with your kids.

For more advice on looking after your family's mental health, there are some useful tips in this series of animations Families Under Pressure, developed by King's College London, South London and Maudsley NHS Foundation Trust and The Maudsley Charity.

There are other helplines, textlines and online services available that you and your child can look at together:

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A mental health first aid kit for parents: Who to ask and what to do

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If you're worried your child needs help with their mental health because of anxiety or other issues, here are some tips to help you access professional help and support your child in the meantime.

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City of Wolverhampton Council sent this bulletin at 01-07-2025 08:20 AM BST

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Support sessions for parents of children with Autism and/or ADHD

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Support sessions for parents of children with Autism and/or ADHD

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Support sessions for parents of children with Autism and/or ADHD (no diagnosis needed).

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Supporting your Autistic child to revise at home 

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Supporting your Autistic child to revise at home 

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This blog post is one of three posts written for parents looking for ways to support their child’s learning. In this blog, there is a focus on revision support for students, but all three blog posts explore different ways you can support your child with their study skills, including reading and writing which all impact revision.

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Revision support for students: GCSEs and A-levels

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Explore different methods of revision support for students, andhow Aim Forward can help your child thrive in their GCSEs and A-levels.

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Here is some helpful advice linked to supporting your child through the Year 6 into 7 transition.

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Supporting Your Child Through the Move to Year 7 

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Wolverhamton Information, Advice and Support Service (IASS) May 2025 E- Bulletin.

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City of Wolverhampton Council sent this bulletin at 01-05-2025 08:25 AM BST

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Wolverhamton Information, Advice and Support Service (IASS) April 2025 E- Bulletin.

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City of Wolverhampton Council sent this bulletin at 02-04-2025 08:25 AM BST

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Having trouble viewing this email? View it as a Web page.

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On this page, if you scroll down to the 'Parent Support Offer', you will find a variety of links to services available for parents.

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SEND Early Identification and Support Services | City Of Wolverhampton Council

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A team of highly qualified Specialist Teachers, SEND and Inclusion Support Officers, Teachers of the Deaf, Teachers of the Visually Impaired, Higher Level Teaching Assistants, Deaf Tutors and Habilitation Specialists all working to support children and young people, their schools, and their families in Wolverhampton with special educational needs.

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Working with families from South Asian Communities - Autism and Learning disabilities

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Working with families from South Asian Communities - Autism and Learning disabilities

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Chai Mithai is a project that challenges myths surrounding learning disability and autism in South Asian communities. They are a team made up of disabled people and family members from South Asian communities, as well as experienced professionals who work with people with a learning disability and autism.

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School anxiety and refusal - a guide for parents

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School anxiety and refusal - a guide for parents

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It's normal for children and young people to feel worried about something that's happening at school - for example, when starting a new school or during exams. Sometimes, however, school can become challenging, stressful or distressing over a much longer period of time.

If your child is feeling anxious about school, or not able to go, it can be exhausting for both of you. Mornings in particular can become really stressful for the whole family, as you try to juggle your child's feelings alongside the need to get them to school and get on with your other responsibilities such as work. Even if you manage to get your child to the school gate, you might know how difficult they're going to find the day - or know that you'll be facing the same problem tomorrow morning.

If you're in this situation, we've got advice to help you explore what's going on with your child, make changes at school that can help, and find the support you need if your child can't go to school.

Young people can feel anxious about school for lots of different reasons. They might be worried about making friends or fitting in, find schoolwork or lessons confusing, feel pressured to learn in a certain way or find their relationships with teachers difficult.

Sometimes, going through difficult experiences outside of school - such as bereavement, an illness in the family or being a young carer - can also make it harder for a child to feel settled at school.

For some young people, the school environment isn't right for them, and trying to fit into it can create a huge amount of stress. This might be the case if they are struggling with their mental health, or have a neurodiverse condition or Special Educational Need (SEN) such as autism, ADHD, dyslexia or dyspraxia. This can make the school environment anxiety-provoking and exhausting, especially if their condition or need is undiagnosed or not being well supported.

Young people might show they're feeling anxious about school by:

not wanting to get up and get ready

saying they can't go

worrying a lot about small issues, such as having the right equipment for a lesson

feeling sick, or having stomach aches or headaches

not sleeping well

not doing schoolwork, or their grades dropping

being angry or upset, or acting out - at school or at home

withdrawing - seeming low, quiet or depressed

It's often difficult for your child to articulate the problem. They may be in a heightened state of stress and not know why or feel able to explain. Your child probably wants to feel able to be in school, just as much as you want them to be there. In many cases it just doesn't feel possible.

Sometimes it can be difficult to work out what's making your child feel anxious, and the first step is often helping them to identify exactly what's worrying them. Once you understand the problem, you'll be in a much better position to make changes that can help.

Young people can find it hard to explain what's causing their feelings, and might not be able to answer direct questions like 'what's going on?' Using an anxiety iceberg can help to open up the conversation - giving you a more relaxed way of exploring together what's causing their anxiety.

Watch our video to find out how to make an anxiety iceberg with your child.

If you're making an anxiety iceberg with younger children, you might want to draw images on the iceberg, or encourage them to write simple words. With older children and teenagers, you can ask them to write key words and phrases on the iceberg, or do this as a mind map, with 'school' in the middle and all the things they're finding difficult around the outside.

Through this exercise, you might identify worries such as arriving at school, finding the environment noisy or overwhelming, finding lessons confusing, feeling lonely through the day, or feeling uncomfortable during specific subjects.

Once you understand what's going on for your child, you can use their anxiety iceberg or mind map to communicate with the school and ask for specific changes.

Follow these steps to start a conversation with the school:

Here are some examples of things you can ask the school for:

Remember that even though this situation can be really tough for you and your child, it's a good idea to maintain a positive relationship with the school. Recognise the support they're offering and any changes they're making. This will help you work together to make things better for your child.

Building a relationship with the attendance team at my son's school was hugely helpful, we were talking with them each day.

If your child isn't going to school at the moment, it might feel incredibly stressful and tiring. You might be worried about when they will be able to get back to school or the impact on their education. Or you might feel overwhelmed because you're juggling this alongside work and other family commitments. Things are probably feeling tough for your child too.

During this time, it's important to keep working with teachers and other staff to try strategies that can help your child get back to school. Keep encouraging them to take achievable steps towards attending too. When the right support is in place, it's often easier for a young person to get back into their usual routine if they can return to school as quickly as possible.

If your child's anxiety about school has built up to the point where they can't go, it's a good idea to get them some professional mental health or SEN support. Find out how to do this further down the page.

Alongside requesting professional help, try to:

The school's SEN and attendance policies should be on their website. Knowing what these are can support you during meetings with the school.

This can help if your child is unable to go to school for a longer period of time and you need to ask for more support, including provision of alternative full-time education.

Encourage your child to get up, do some studying and stop for lunch at the same times they would if they were in school. This will make adapting back to school easier. Explain to your child that if they cannot go to school, they will need to study at home - at least until alternative arrangements are put in place. Ask the school to help you facilitate tasks and activities your child can do and use online resources such as BBC Bitesize.

Not going to school could leave your child feeling really isolated. Make sure they stay connected to the outside world by seeing friends and family, doing activities they enjoy and getting outside for walks and exercise.

Speaking to friends online can be really important if your child is feeling isolated at home. Sometimes, however, you might notice that your child is spending lots of time gaming or on their phone, and that this is getting in the way of important daily activities like spending quality time with family, learning, or sleeping and eating well. If this is becoming a problem, have a look at our guide to gaming or guide to social media for more information and advice.

Local authorities must provide alternative education if a child of compulsory school age is unable to attend school over a longer period of time. If your child cannot attend school because of a mental or physical health issue, the local authority should provide an alternative as soon as it is clear that they will be away from school for more than 15 days (either consecutively or over time). Find out how to request alternative education.

Getting back to school after weeks or months may feel extremely difficult for your child, but you and the school can help make it more manageable. Here are some things you can do to help:

Set small, achievable targets, such as visiting the building outside school hours or attending one lesson.

Request a home visit from a school staff member so your child can check in while feeling safe, see that the school cares and discuss any strategies that might help them.

Ask for a reduced timetable, with regular reviews to discuss building back up at a manageable rate.

Discuss changing classes or sets if your child thinks this would help.

Focus on qualifications needed for what your child wants to do next, perhaps dropping a less relevant GCSE to reduce stress.

My son wasn't questioned about his absence when he did feel able to pop in for favourite lessons, helping to ease him back into full days of education.

If your child is struggling with anxiety and it's affecting their day-to-day life, learning or relationships, it's a good idea to find some professional support. Speaking to the GP and finding them a counsellor or therapist are two good places to start. You can find more information about GPs, counsellors and other mental health services in our guide to getting support from mental health services.

If there is no other obvious reason for your child's inability to attend school, they may have an undiagnosed Special Educational Need (SEN) such as dyslexia, autism or ADHD.

If you think this is the case:

Speak to the school's SENCO or your GP to ask for a referral for an assessment.

While you are waiting for an assessment, you can also ask the SENCO to refer your child for support from other professionals, such as an Educational Psychologist or Speech and Language Therapist. These professionals can identify specific needs and make recommendations for additional support the school can put in place - even if your child hasn't had a formal diagnosis yet.

SEN support at school
If your child is diagnosed with SEN, extra support and adjustments should be put in place at school to help them attend and learn. This is called SEN support, and should be available within the school's existing resources. Speak to the school's SENCO in the first instance about how the school will support your child.
Education, Health and Care (EHC) plans
If you do not think your child's needs can be met by the school's existing resources, you can ask the local authority to carry out an Education, Health and Care needs assessment (EHC needs assessment). If the local authority decides your child needs additional support, they will then make an Education, Health and Care plan (EHC plan). This outlines how the extra support they need will be provided. Find out more about EHC plans.
Your Local Offer
Your Local Offer is the information, support and services available for young people with SEN, and for their parents and families. You can find out what support is available in your area by going to your local authority's website and searching for their Local Offer.

While we take care to ensure that the organisations we signpost to provide high quality information and advice, we cannot take responsibility for any specific pieces of advice they may offer. We encourage parents and carers to always explore the website of a linked service or organisation to understand who they are and what support they offer before engaging with them.

We have more tips and advice on supporting your child with school, and information about how you can get in touch with our Parents Helpline.
This page was reviewed in December 2022. It was created with parents and carers with lived experience of supporting their child or young person with school anxiety. We will next review the page in 2025. YoungMinds is a proud member of PIF TICK - the UK's quality mark for trusted health information.
Whether you love the page or think something is missing, we appreciate your feedback. It all helps us to support more young people with their mental health.

Please be aware that this form isn't a mental health support service. If your child is in crisis right now and you want to talk to someone urgently, find out who to contact on our urgent help page.

At YoungMinds we take your privacy seriously. If you'd like to read more about how we keep the information we collect safe, take a look at our privacy policy.

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School Anxiety and Refusal | Parent Guide to Support

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If your child is anxious about school, or refusing to go to school at all, read our tips and advice on how you can support their mental health.

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Support for parents when children are struggling with their mental health

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Support for parents when children are struggling with their mental health

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If you're worried about your child or young person’s mental health or wellbeing, you can speak to the team at YoungMinds over the phone or chat to them online. Their Helpline advisers can provide information, advice and support to help you take the next step.

Remember, it’s okay to reach out for help. We all need a little extra support sometimes, and they hear from parents and carers just like you all the time.

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It's okay to reach out for help. Your situation is unique and no parent has all the answers. We all need a little extra support sometimes, and we hear from parents and carers just like you all the time.

So, if you're worried about the mental health and wellbeing of a child or young person up to the age of 25, you can chat to us by phone, email or webchat.

Our Parents Helpline is also accessible for those who are hard of hearing or speak English as an additional language. If English is not your first or preferred language, we can arrange for a language translator to support you on a call with one of our helpline advisers. Or if you would like to use our webchat or email service, we offer a digital translation service.

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Parents Mental Health Support | Advice for Your Child

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Practical tips, advice and where you can get help if your child or teenager is struggling with their mood, feelings, or their behaviour seems different.

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Emotional Based School Non Attendance advice

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Emotional Based School Non Attendance advice

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Here is a parent guide for Emotional Based Non School Attendance (EBSNA), so you can access guidance if your child is struggling to attend school. Even though this guidance is from Somerset Council, it is still really useful and has a lot of helpful links.

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Parents/ Carers EBSA Guidance | Support Services for Education

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This webpage is designed to help parents/carers to support children who have concerns about going to school, known as Emotional Based School Avoidance.

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Wolverhamton Information, Advice and Support Service (IASS) January 2025 E- Bulletin.

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Welcome to our

January 2025 E-Bulletin

Wishing all of our readers a Happy New Year!

Checking a draft EHCP
Tuesday 28 January 2025 at 10:00am
Cherry Street SEND and sensory hub, WV3 0QW
Book at: https://www.eventbrite.co.uk/e/checking-a-draft-ehcp-education-health-and-care-plan-tickets-1088695881689?aff=oddtdtcreator

Join Wolverhampton IASS for a workshop on supporting parents and carers through the process of reviewing a draft EHCP.

Discover:

- What information should be include in reviewing your child's draft EHCP

- The importance of the parents/carers views and the child/ young person's wishes and feelings being captured

- The importance of their SEND needs and required provisions being truly reflective of their current circumstance

- The importance of SMART targets which are measurable, specific, realistic and achievable

- How to provide your views and feedback on the draft EHCP and request any amendments

Our January sessions are:

Reception class 2025
applications open

Parents and guardians of children who will start school for the first time in September 2025 are being urged to apply for places online now.

Applications for reception class places at infant and primary schools in Wolverhampton is now open. The online application process is quick and easy, and families have until the deadline date of 15 January 2025 to register their preferences.

To apply, please log on to School admissions and complete the short application process as soon as possible: School admissions | City Of Wolverhampton Council

Wolverhampton children and young people with SEND aged 11- 18 who have an interest in music are invited to attend inclusive band building and music making sessions on Tuesday's 6:30pm to 7:15pm term time.

Autism West Midlands:
Rising to the challenge

Join Autism West Midlands from 6 th January for 'Rising to the challenge'; their free six week training programme available to parents and carers.

If you want to develop your understanding of Autism and how to support your child through learning topics such as understanding Autism, communication, the social world, sensory differences, anxiety, happiness and wellbeing, click below to book your place:
Rising to the Challenge, Black Country | Autism West Midlands

Peer support sessions

Ambitious About Autism are offering parents and carers of autistic children in the Midlands, access to free information sessions led by those with lived experience of autism.

January's sessions include understanding autism, supporting toileting, understanding meltdowns and shutdowns, mental wellbeing, understanding executive functioning and supporting autistic parents.

Book your place at:
Midlands delivered by Contact and Ambitious about Autism | Autism Central

Kidz to Adultz: 13 March Coventry

Join Kidz to Adultz on Thursday 1 3 th March 202 5 at Coventry Building Society Arena, CV6 6AQ for their free exhibition dedicated to supporting children and young people with additional needs.

Try out adaptive products, meet experts, join educational seminars from guest speakers, and gain information on financial or legal advice.

To book your free place visit:
Kidz to Adultz Middle - Kidz to Adultz Exhibitions

Share your thoughts
on local pharmacies

The City of Wolverhampton Council is inviting residents to complete a short survey about local pharmacy services. Your views will be used to update the city's Pharmaceutical Needs Assessment, which reviews current pharmacy services and identifies gaps to make sure pharmacy services meet the needs of our community now and in the future.

Complete the survey by Sunday 12 January to share your feedback.

O2 National Databank

Data is essential to everyday life - from banking and job hunting to simply staying in touch. But many people in the UK are struggling to stay connected and access these vital services.

If your family is experiencing data poverty or living on a low income, mobile provider O2 is offering free data sim cards through the National Databank, to support those in need.

To see if you are eligible and find your closest hub visit:
What Is The National Databank | Free Mobile Data For Digital Inclusion | Good Things Foundation

@wolvesiass

@wolvesiass

@wolves.iass

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Tuesday 28 January 2025 at 10:00am Cherry Street SEND and sensory hub, WV3 0QW Book at: https://www.eventbrite.co.uk/e/checking-a-draft-ehcp-education-health-and-care-plan-tickets-1088695881689?aff=oddtdtcreator Join Wolverhampton IASS for a workshop on supporting parents and carers through the process of reviewing a draft EHCP.

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Here is a variety of parent support for various needs, such as Autism, ADHD and general SEND.

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SEND Advice and Support from Witherslack 

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SEND Advice and Support from Witherslack 

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Explore their library of advice and guidance to support neurodivergent children and young people. Covering:

ADHD

Autism

Mental Health

Speech, Language and Communication

EHCPs

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SEN Support, Advice, and Resources - Witherslack Group

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A library of free SEN support, advice, & resources created by SEN professionals for parents & carers of children & young people with special educational needs.

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Our Assistant SENCO, Mrs Beech, is a qualified ELSA and can support students in school who have emotional or social needs.

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Wolverhampton Outreach support various students in school and have also been involved in providing CPD for staff. In addition, they offer support for parents via different sessions, which are listed here.

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The Early Bird Plus programme is a fantastic 10 week programme from the National Autistic Society that aims to support the parents of Primary School aged (4-9 years) children with Autism.

Expertly delivered by staff from the Wolverhampton Outreach Service and Tettenhall Wood School, the programme supports parents in understanding their child's diagnosis, exploring how their child experiences Autism and in building a support network for now and the future.

Parents are encouraged to attend alongside professionals from their child's school, so that consistency can be established across both settings.

Parents that have previously attended the course said:

"All of a sudden, everything slotted in to place and finaly we were all able to get some sleep!"

"This programme has been priceless in helping me to understand what my daughter needs. The staff have been so supportive and friendly. They've made a huge difference to the lives of everyone in our family."

There is no charge for the Early Bird Plus Course.

For further information on the Early Bird Plus course, please download the leaflet in the downloads section to the right of this page. Visit autism.org.uk. Alternatively please email RWatson1@aatrust.co.uk

To apply for a place on the programme please download a copy of the application form in the downloads section to the right of this page and return it to: Wolverhampton Outreach Service, Autism Coordinator, Tettenhall Wood School, Regis Roaf, Wolverhampton, WV6 8XF

Please note that places are allocated on a first come first served basis with a maximum of 6 families per programme.

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The Wolverhampton Outreach Service are proud to offer support to the parents of children with Special Educational Needs or Disabilities (SEND) and those currently undergoing assessment.

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Staff have received subject specific adaptive teaching CPD. They are able to apply this knowledge in the classroom, allowing them to deliver quality first teaching with adaptive strategies for students where needed.

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EDEN is our SEND base in school. Mrs Beech or one of our Teaching Assistants will always be in there throughout the day. Students may access EDEN for various reasons, such as:

Sensory breaks

Opportunities to regulate

Modified timetables

Social time support

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"Wolverhampton Sensory Inclusion are a team of Qualified Specialist Teachers of the Deaf, Qualified Specialist Teachers of the Visually Impaired, Specialist Higher Level Teaching Assistants and a Deaf Tutor."

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Rachael Armstrong

My name is Rachael Armstrong and I am the Sensory Inclusion Service Team Leader. I lead the team of Specialist Teachers and Higher Level Teaching Assistants within the Early Identification and Support Services Team. I am a qualified specialist Teacher of the Deaf and teacher, having previously carried out the role of SENDCo, Specialist Learning support Teacher and mainstream teacher in schools.

I have been a Specialist Teacher for 17 years and I have led the Deaf and Hard of Hearing Team for just over 3 years and Sensory Inclusion Service for 12 months, a busy but enjoyable role.

I am passionate about supporting pupils who are Deaf / Hard of Hearing within mainstream classrooms.

Natalie Hughes

My name is Natalie Hughes, I am a newly Qualified Habilitation Specialist working for Wolverhampton Sensory Inclusion Service.

I have spent some time already with the team completing my placement whilst training for this role, and I'm looking forward to supporting children and young people with vision impairments.

I have experience of offering person centred support ensuring that holistic needs and risks are supported, and have experience of working with other professionals & parents/ carers to ensure that individual needs are addressed.

I have previous employment experience of working with both young people and adults with substance misuse issues, social housing, and probation services.

Cathryn Corbett-Butler

My name is Cathryn Corbett-Butler. I am a QTVI (qualified teacher of children and young people with visual impairments). I have been a qualified teacher for 25 years, teaching in mainstream primary schools for 16 years, having experience of teaching pupils with a visual impairment. I have worked in the Sensory Inclusion Service for 9 years.

I have personal experience of a visual impairment and visual impairment in my family. I have worked in an opticians while training to be a teacher. I work tirelessly to provide the best support to children and their families with a visual impairment to help them achieve their full potential.

Natalie Babb

My name is Natalie Babb, I am a Teacher of the Visually Impaired and started working for Wolverhampton Sensory Inclusion Service in January 2023. I have been teaching for 13 years and have previously worked as PMLD lead and PMLD class teacher in a Special School and a Specialist Early Years Teacher.

Having worked with pupils with a variety of complex and profound medical and sensory needs, I am passionate about ensuring all pupils have a personalised and holistic approach to their learning. I also enjoy supporting families and staff to build their knowledge and understanding of different visual conditions and how to support each pupil to make progress and enjoy their education in accordance with their individual needs and abilities.

Stephanie Mountain

My name is Stephanie Mountain and I am Teacher of the Deaf with the Wolverhampton Sensory Inclusion Service, which I joined in 2022. Before this post, I have worked as a mainstream teacher in primary schools across Telford, Shropshire and Sheffield, working in Keystages 1 and 2. I have also held roles as a team leader in specialist holiday provision for children with additional educational needs and worked as a care assistant for children with complex needs. My passion for this role developed during the pandemic, where I was able to teach more consistently on a 1:1 basis with children with special educational needs. Working outside of a 'typical' classroom and having had experience of teaching deaf children previously, led me on a path to train as a Teacher of the Deaf. I am passionate about supporting children from birth right through to adulthood and love using books to access literacy and emotional understanding.

Louise Reid

My name is Louise Reid, I am a Qualified Specialist Teacher of the Deaf who has been working for the Sensory Inclusion Service here in Wolverhampton for the past 10 years. I previously worked as a Teacher at Doncaster School and College for the Deaf for 10 years.

I am enthusiastic about supporting Deaf/Hard of Hearing Children and Young People (CYP) and their families and am delighted when CYP reach their full potential.

Danielle Smith

My name is Danielle Smith, I am the Deaf Tutor for Wolverhampton Sensory Inclusion Services. I started this role in March 2023 but before this I worked for several councils in mainstream schools, being part of a Deaf provision. I believe the experience and knowledge I have accumulated over the past 13 years has led me to this role. I am passionate and enthusiastic for British Sign Language (BSL) to be used throughout schools and encouraging it to be part of daily use for hearing children/ staff to support their Deaf/ Hard of Hearing peers/ pupils.

I am excited for the future of the children and families I support and them being able to access the wider world through BSL.

Rebecca Wood

My name is Rebecca Wood and I am a Qualified Teacher of the Deaf. I have previously carried out roles of a Teacher of the Deaf in a Hearing Resource base and also as a Primary School Teacher in mainstream schools across the West Midlands.

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Sensory Inclusion Service | City Of Wolverhampton Council

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Wolverhampton Sensory Inclusion are a team of Qualified Specialist Teachers of the Deaf, Qualified Specialist Teachers of the Visually Impaired, Specialist Higher Level Teaching Assistants and a Deaf Tutor.

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Wolverhampton Information, Advice and Support Service

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Wolverhampton Information, Advice and Support Service

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This is primarily support for parents. They offer impartial information, advice and support on matters relating to a child or young person’s special educational needs or disability from birth to 25 years.

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Home | Wolverhampton Information, Advice & Support Service

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Impartial information, advice and support on matters relating to a child or young person's special educational needs or disability from birth to 25 years.

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Supporting your child with their homework

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Supporting your child with their homework

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It can be difficult to know the best way to support your child with their homework, especially when they may struggle with aspects of their learning. There is lots of advice under the Parents tab on our Academy website. We have also linked a website here that gives useful advice.

All information should be clear on Google Classroom - if you or your child have any questions about the homework, we would advise you to contact the teacher in the first instance. For Year 7 - 9 parents, you may also find our knowledge organisers useful to support during homework tasks (found under the Parents tab on our Academy website).

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Supporting learning at home is vitally important to your child’s view of education and achievement.

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School can make referrals to the Reflexions service, to work with students on the following:

low mood

exam stress

problems with sleep

low self esteem

anxiety

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Reflexions Service | Wolverhampton Information Network

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Free webinars for parents, run by 'Parentkind' (team of parenting experts and professionals). They cover a range of support, e.g. transition, mental health, exam stress, etc.

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We’ve curated this series of free webinars for parents, run by our team of parenting experts and professionals.

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An organisation supporting people with Autism and their families.

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Autism West Midlands | Wolverhampton Information Network

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An organisation supporting families who have a child with Dyslexia, or suspected Dyslexia.

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If your child is, or may be, dyslexic then we have information, resources and training available to help you to ensure that your child is able to reach their full potential.

You can also find information in our Supporting a Child or Young Person: A Guide for Parents booklet on how to support your child at home, working with your school to secure a diagnosis and support, and what support the law entitles a young person with dyslexia to and how to access it.

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Information, resources and training to help parents ensure their child can reach full potential.

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"BBC Bitesize Parents' Toolkit is the place for mums, dads, carers, and the whole parenting community to find stories, expert advice and fun activities that will help you support your child in a changing world. Parents, we've got you!" If you scroll down the page, you will find SEND based advice.

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Top tips, expert advice and fun activities to help you support your child’s wellbeing and learning in a changing world. Parents, we’ve got you.

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Free Virtual SEND events and webinars for parents.  Further information can be found on the link.

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SEN Events, Webinars & Conferences - Witherslack Group

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Join 30,000 parent, carers and professionals at our events, webinars and conferences.

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Exam Stress and Anxiety:

A Guide for Parents and Carers.

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Free school holiday activities with food during school breaks

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Free school holiday activities with food during school breaks

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The Holiday Activities and Food (HAF) Programme provides eligible children and young people with free holiday activities and food in the long school holidays. The City of Wolverhampton Council has been awarded funding from the Department for Education to deliver a Holiday Activities and Food (HAF) Programme, as part of a national scheme. The council will be delivering HAF through a network of providers at a wide variety of venues across the city.

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Unique HAF code numbers

You can choose and book free HAF activity sessions from a selection that will be on offer. You will be asked to input a code when booking.

Letters confirming HAF eligibility including a child's unique HAF code number are mailed out shortly before each big school holiday. If you have lost or mislaid your letterOR if your child has become eligible within the past few months, you can obtain code numbers from the dedicated HAF helpline 01902 916994 which goes live shortly before each main school holiday.

#YES Half Term Activity and Food Programme

Any school age child resident in the City of Wolverhampton is eligible to take part in the #YES Half Term Activity and Food Programme and no HAF code is required.

This is funded entirely by the City of Wolverhampton Council as is not connected to the DfE HAFProgramme.

We regret that children living outside the City of Wolverhampton but attending a Wolverhampton school are not eligible to participate in the #YES half term scheme.

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Accessing free school holiday activities with food during school breaks

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You can choose and book free HAF activity sessions from a selection that will be on offer. You will be asked to input a code when booking. Letters confirming HAF eligibility including a child's unique HAF code number are mailed out shortly before each big school holiday.

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Voice4Parents is a parent forum and represents the views and voices of Parents and Carers of Children and Young People in Wolverhampton with SEND.

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Welcome to Voice4Parents Website Wolverhampton's Parent Carer Forum

Voice4Parents represents the views and voices of Parents and Carers of Children and Young People in Wolverhampton with SEND.

Please be aware we do not advocate for individual families.

As a Parent Carer Forum, our core steering group membership is made up of parents and carers whose children and young people (0-25 years) have a wide range of special educational needs and disabilities (SEND).

We aim to ensure the views of parents and carers are considered and valued to improve and shape future service provision for children, young people and their families across education, health and social care services within the local area.

We do this by;

Voice4Parents is part of the regional and National Network of Parent Carer Forums.

All parents and carers commitment to Voice4Parents is on a voluntary basis.

What do we do?

Voice4Parents is a Parent Carer Forum, our core steering group membership is made up of parents and carers whose children have a wide range of additional needs. All parents and carers commit to Voice4Parents on a voluntary basis. Our aim is to improve and shape future services for children and young people with special educational needs and disabilities (SEND) by working in coproduction with service providers across education, health and social care.

We do this by representing the views of the wider group of parents and carers. We are part of the regional and National Network of Parent Carer.

We do this by:

* Attending monthly steering group meetings
* Attending strategic meetings in relation to special educational needs and disability
* Attending regional Parent and Carer Forum network meetings
* Consulting with the wider group of parents in a variety of ways
* Responding to consultations on service development and local and national policies
* Co-producing new working policies and practices
* Sign posting parents and carers to service that are available​

We aim to ensure the views of parents and carers of children and young people aged 0-25 are considered and valued to improve and shape future service provision across education, health and social care services within Wolverhampton.

We do this by;

We do this via :

Parents and carers are often referred to as the 'experts' around their own child's additional needs and therefore bring a wealth of expertise and experience that influence and steer the work of the forum and their strategic role in engaging with professionals. Steering group members have been fully engaged in all aspects of the Special Educational Needs and Disability Reforms and with the implementation of new working practices in Wolverhampton.

Please email Voice4Parents at admin@voice4parents.co.uk and the Chair or administrator will get in touch with you. You can also speak to a member of the Voice4Parents Steering group directly at events, coffee mornings and consultations or click their photo in the 'meet the team' tab to contact them via email directly.

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Voice4Parents | SEND | Wolverhampton, UK

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Voice4Parents represents the views and voices of Parents and Carers of Children and Young People in Wolverhampton with SEND.

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In June 2024, St Edmund's Catholic Academy was externally assessed for the prestigious Inclusion Quality Mark (IQM). The report that followed included lots of praise, such as "St Edmund's Catholic Academy is a wonderful Academy that champions inclusivity". We are very proud of our inclusive ethos and how it was recognised that “Every teacher at St Edmund’s is a teacher of Special Educational Needs and Disabilities (SEND).”

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The experts at Guide Dogs have put together this information and advice for families of children with visual impairments.

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Discovering your child has a vision impairment can be a worrying and confusing time but we're here to give emotional and practical support to you and your family.

We know that consistent and informed support for the whole family, including grandparents, brothers and sisters, is invaluable for parents of a child with a vision impairment - that's why our experienced experts have put together this information and advice.

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Guide Dogs' Family Support gives the families of children with visual impairment emotional, practical support, advice and information. We provide emotional and informed support for the whole family. Find out more here

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RNIB Shape and Share events bring children and young people with a vision impairment and their families together for peer support, to share experiences and take part in fun activities virtually via Microsoft Teams.

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Each event offers:

A chance to meet other families

Activities, games or crafts for younger children

Engagement opportunities for young people

Support, information and discussion for families on a range of topics relating to everyday life at home, education, transitions, social life and leisure, mobility and independence

Opportunities to have your say, shape and get involved in local and national campaigns

Information about wider services from RNIB and partner organisations.

All children and young people aged 0-25 with a vision impairment, their siblings, parents and family members are welcome to attend.

There is no cost to attend any of our shape and share events.

Our Children, Young People and Family (CYPF) teams can provide information and advice for parents and young people. Please contact us on [email protected] or call our Helpline on 0303 123 9999.

2024-25 Event Programme

We have a packed programme of virtual events for 2024-25 to allow families across the UK to get involved, no matter where you are. Each family attending will receive a pack of resources for the event so that you can fully engage in the activities on offer.

These events are aimed at the whole family. If you have queries about the suitability of an event for your child, please contact us.

Please note that during our virtual events we may take screenshot images or recordings of the activities and participants, which may be featured in internal and external RNIB media. This will be fully explained during the event, including how you can opt out and not be featured. Your decision does not in any way affect your involvement in the event and we assure you that we will not use any footage or images without your consent.

Date: Saturday 29 June 2024

Time: 10.00am - 12.00pm

Come and join us in getting back to nature by creating bug friendly areas in your garden. Whether you want to make somewhere for the worm that lives at the bottom of the garden, a fun setting for an ugly bug ball, or a place for ants like Flik to build a colony, we can help you create the best environment for all bugs to thrive.

Booking deadline: Saturday 7 June 2024

Date: Saturday 13 July 2024

Time: 10.30am - 12.30pm

Come and join us as we pay a visit to Willy Wonka's famous chocolate store, where we will help him celebrate World Chocolate Day in style. We will create some amazing chocolate treats and immerse ourselves in the colourful, spectacular, magical world of Wonka.

Booking Deadline: Saturday 22 June 2024

Creepy and cool Halloween makeup tips

Date: Friday 25 October 2024

Time: 19.00pm - 20.30pm

In this Halloween session we will explore some spellbinding makeup tricks to turn you into your favourite spooky characters, alongside some great ghoulish goings on.

Booking deadline: Friday 3 October 2024

Spooktacular family fun time

Date: Saturday 26 October 2024

Time: 10.30am - 12.30pm

Let us put a spell on you in our spooktacular Halloween party! Join us for some hocus pocus, 'fangtastic' fun, and tantalising trick or treats.

Booking deadline: Saturday 4 October 2024

Date: Saturday 7 December 2024

Time: 10.30am - 12.30pm

Join us as we start the festive season in style with fun activities to get everyone into the Christmas spirit. A session full of good cheer and festivities, celebrating all things Christmas as only RNIB knows how.

Booking deadline: Saturday 15 November 2024

Date: Saturday 22 February 2025

Time: 10.30am - 12.00pm

Do you like to toss or flip your pancake? Brush up these skills when you join us to celebrate Shrove Tuesday. We will be mixing and stirring up some delicious treats and exploring weird and wacky toppings to tickle your taste buds.

Booking deadline: Saturday 1 February 2025

Date: Saturday 8 March 2025

Time: 10.30am - 12.30pm

For all budding bookworms! Let's celebrate World Book Day together in style. Join us for an amazing adventure: whether you're a David Walliams, Julia Donaldson or Enid Blyton fan, we will have something for everyone.

Booking deadline: Saturday 15 February 2025

Important note:

Places are limited so to ensure fair access for all families submitting a booking form does not automatically guarantee a place. Submitted forms will be processed by the booking deadline date for the event and confirmations sent out shortly after.

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If you're affected by sight loss, we're here for you

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RSBC - Sight Loss Support for the Whole Family

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RSBC - Sight Loss Support for the Whole Family

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This is a service supporting children, young people and their family affected by sight loss.

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Families First - Sight loss Support for the whole family - RSBC

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Our Families First team are here to support young people, children and their family affected by sight loss. Learn more about our service.

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British Blind Sport aim to ensure that sport and leisure facilities are accessible to every blind or partially sighted person in the UK, with the intention of improving their physical health and self-esteem.

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British Blind Sport aim to ensure that sport and leisure facilities are accessible to every blind or partially sighted person in the UK, with the intention of improving their physical health and self-esteem.

Adults and children are encouraged to participate at whatever level they choose be it grassroots or up to international competitive level.

Blind and partially sighted people who enter competitions nationally and internationally need a sight classification. British Blind Sport provide this service to enable competitive participation on a fair and equal basis.

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British Blind Sport aim to ensure that sport and leisure facilities are accessible to every blind or partially sighted person in the UK, with the intention of improving their physical health and self-esteem. Adults and children are encouraged to participate at whatever level they choose be it grassroots or up to international competitive level.

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Visually Impaired and Blind Football Development Sessions

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Visually Impaired and Blind Football Development Sessions

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These local sessions are all about enjoying football. They will involve football practices and inventive games to help improve fundamental multi skills and social skills within the group.

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Visually Impaired and Blind Football Development Sessions

Activity Information

The session is all based around enjoyment of playing football.

The sessions will involve football practices and inventive games to help improve fundamental multi skills and social skills within the group.

All coaches are DBS checked, first aid and safeguarding certificated.

The session is based within a sports hall and all players will need to wear suitable shoes for this. (Not football boots)

THIS SESSION DOES NOT RUN DURING HALF TERM.

Blind Football, Partially Sighted Football
Meeting Point
The sports hall has a parking area and a reception area which will be the place to meet for the start of the session.

This activity also runs on these dates:

Mon, 1 Jul 2024 (18:00 - 19:00)

Mon, 8 Jul 2024 (18:00 - 19:00)

Mon, 15 Jul 2024 (18:00 - 19:00)

Disclaimer: The information relating to the sports clubs and organisations which are included in the British Blind Sport Activity Finder have been provided by the specific clubs and organisations. British Blind Sport accepts no responsibility for the accuracy of this information. British Blind Sport Activity Finder may include hyperlinks to third-party websites which are not under the control of British Blind Sport.

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Visually Impaired and Blind Football Development Sessions

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These are recreational sessions for young player between the ages of 8-16 to access Football Fun.

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Lots of strengths identified, including:

The attendance of SEND pupils is excellent and as a result, the school has been selected as a case study by the Regional Schools Commissioner in order to share good practice.

Teachers are supported in their planning as a result of the exceptional communication systems that are in place for SEND pupils. Teachers and support staff have access to a range of strategies and current advice from external professionals and as a result, pupils are successful in the classroom. They clearly recognise that all teachers are teachers of SEND.

Parents of pupils with SEND needs spoken to today report that their children are very happy at school. They feel that their views are sought and that their concerns, when raised, are listened to.

Recommendations were also provided, which are being worked on.

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Here, you will find screenings for parents, resources for families of children receiving occupational therapy, and tools to help you child develop and thrive. You’ll find therapist-approved activities, self-regulation strategies, handwriting help, and tips for parents.

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Welcome, Parents!

Use these occupational therapy resources for parents to help kids thrive using OT home programs and therapist recommended tips and strategies for the home. This is your parent resource center for all things kids!

As parents, you know how demanding and challenging parenting can be. Children develop at such different rates and no one child is like any other. Sometimes, having a better idea of how a child develops, and having tools in your back pocket that meet specific needs in the family can make all the difference. Learning at home (and building essential skills) can use free materials or items typically found in the home. Let's talk resources for parents!

Having a set of occupational therapy activities for the home can be pivotal in helping kids thrive as they get more practice and the family is fully "in" on achieving specific goals. This helps carryover of skills SO much easier for the child. On this page, you will find resources and tools to help kids thrive at home using OT home programs, tips and tools for achieving success with functional skills at home, and how to help kids succeed in developing skills.

Occupational therapists know all about connecting with parents and providing resources and tools to parents. Here, you will find ideas and activities that will help kids flourish! I've tried to put together items here that will meet the needs of parents. If you are looking for something specific, be sure to search in the search bar. You can also let me know if there is something specific you need. Chances, are, if you are looking for a certain item or information on a specific topic, than others are too!

Pediatric Occupational Therapy Tips for Parents

As a reminder, the information found on The OT Toolbox is not a means of intervention or a replacement for therapy. If you have any concerns about your child's development, contact a local occupational therapist who can perform an individualized evaluation and interventions.

TIPS for parents to help your child thrive in teletherapy

With therapy sessions now moved to online settings, and children receiving teletherapy as their source for occupational therapy intervention, you may be wondering HOW to help your child thrive in virtual therapy sessions. Here are common teletherapy activities that can serve as a starting point. Remember that occupational teletherapy is a virtual version of face-to-face occupational therapy sessions.

Here are tips that can make occupational therapy teletherapy a success for your little one.

Common red flags parents MIGHT see

Parents are many times looking for "red flags" or an indication that their suspicions are correct about a concern with development or function. You will find resources here on many different topics relating to red flags.

Here are clothing sensitivity red flags, or things to consider when kids are irritated by or hate certain types of clothing or fabrics.

Here are pencil grasp red flags, or considerations when a child holds their pencil incorrectly or can't seem to establish a functional pencil grasp.

Here are sensory processing red flags, or those gut feelings you have about sensory-related considerations you might have about your child.

Here is information on vision red flags and things you may be wondering about such as how vision might be impacting your child's ability to read, learn, or catch a ball.

Here is information on hand dominance, ambidexterity, or mixed dominance and what to consider if your child uses both hands for things like writing, playing, or sports.

There are also resources for advocacy and for helping to explain things like sensory processing disorder to others.

Finally, you will find many activities and ideas for playing with kids, and fun ways to work on specific areas through play!

Advice for New parents

There are many resources and tips here on The OT Toolbox related to new parenting and strategies to help babies and toddlers thrive.

Here are 5 things that occupational therapists wish parents knew about pencil grasp.

Here are ways to encourage floor play with babies and toddlers and why this is such an important play activity for young children.

Here are learning and play ideas for babies and toddlers.

Toys like blocks can build so many skills. Here is more about child development and playing with blocks.

Parent Resources on child Development

Here are resources and tips related to child development. These are the very things that therapists wish parents knew.
Development of eye-hand coordination Development of oral motor skills Visual motor integration developmental milestones Development of bilateral coordination and how this skill impacts feeding Executive Functioning Skill development Boost child development with rhyming games Scissor Skills development Grasp development Developmental progression of pre-writing lines
Parenting Books Recommended by Therapists

These are parenting books guided by development. They are book lists that build skills in children and are parenting resources to help kids thrive.
Executive functioning books for parents Books about primitive reflexes Kids crafts based on popular children's books
Parent Toolbox

Parent Resource Hub

Use the activity ideas on these pages to address a variety of needs and developmental areas. Activities can be added to home programing. Consult with your chi;ds occupational therapist for intervention strategies. The activities, tips, and ideas on this site are not a replacement for therapy. They are only intended as educational.
Handwriting Pencil Control Executive Functioning Skills Visual Motor Skills Mindfulness for Kids Bilateral Coordination Activities How to Teach Impulse Control Vestibular Activities Attention Activities Occupational Therapy Activities Scissor Skills Auditory Processing Activities Organization Activities Proprioception Activities Crafts for Kids Cooking with Kids Child Development Sensory Play Kindergarten Learn and Play Preschool Activities Toddler Activities

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Welcome, Parents! Use these occupational therapy resources for parents to help kids thrive using OT home programs and therapist recommended tips and strategies for the home. This is your parent resource center for all things kids! As parents, you know how demanding and challenging parenting can be.

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We have Academic Mentors working within various curriculum areas in school, who are able to provide individual or small group learning interventions.

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An information and resource booklet for parents and carers of children and young people with ADHD.

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This guide gives a practical approach for parents and carers to use at home.

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A Family Hub is a place where children, young people and their families can go when they need support. Find your local Hub via this link and see all of the support on offer in your community.

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Family Hubs | City Of Wolverhampton Council

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A Family Hub is a place where children, young people and their families can go when they need support.

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This guideline covers recognising, diagnosing and managing attention deficit hyperactivity disorder (ADHD) in children, young people and adults. It aims to improve recognition and diagnosis, as well as the quality of care and support for people with ADHD.

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This guideline covers recognising, diagnosing and managing attention deficit hyperactivity disorder (ADHD) in children, young people and adults. It aims to improve recognition and diagnosis, as well as the quality of care and support for people with ADHD.

In September 2019, we amended the recommendation on assessment for people starting medication for ADHD to indicate that an ECG is not needed before starting stimulants, atomoxetine or guanfacine if cardiovascular history and examination are normal and the person is not on medicine that poses an increased cardiovascular risk. For details, see update information.

Recommendations

This guideline includes new and updated recommendations on:

It also includes recommendations on:

Who is it for?

Healthcare professionals

Commissioners and providers

People with ADHD, and their families and carers

Is this guideline up to date?

December 2021: We have found no new evidence that affects the recommendations. For more information, see the surveillance decision.

Guideline development process
How we develop NICE guidelines
This guideline updates and replaces NICE guideline CG72 (September 2008), NICE technology appraisal guidance 98 (2006) and NICE evidence summaries ESUOM8, ESNM19 and ESNM70.

Your responsibility

The recommendations in this guideline represent the view of NICE, arrived at after careful consideration of the evidence available. When exercising their judgement, professionals and practitioners are expected to take this guideline fully into account, alongside the individual needs, preferences and values of their patients or the people using their service. It is not mandatory to apply the recommendations, and the guideline does not override the responsibility to make decisions appropriate to the circumstances of the individual, in consultation with them and their families and carers or guardian.

All problems (adverse events) related to a medicine or medical device used for treatment or in a procedure should be reported to the Medicines and Healthcare products Regulatory Agency using the Yellow Card Scheme.

Local commissioners and providers of healthcare have a responsibility to enable the guideline to be applied when individual professionals and people using services wish to use it. They should do so in the context of local and national priorities for funding and developing services, and in light of their duties to have due regard to the need to eliminate unlawful discrimination, to advance equality of opportunity and to reduce health inequalities. Nothing in this guideline should be interpreted in a way that would be inconsistent with complying with those duties.

Commissioners and providers have a responsibility to promote an environmentally sustainable health and care system and should assess and reduce the environmental impact of implementing NICE recommendations wherever possible.

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Attention deficit hyperactivity disorder: diagnosis and management

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This guideline covers recognising, diagnosing and managing attention deficit hyperactivity disorder (ADHD) in children, young people and adults. It aims to improve recognition and diagnosis, as well as the quality of care and support for people with ADHD

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Black Country CAMHS are offering a variety of free virtual workshops for parents/carers.  You can call Andrea Engartner on 01922 607400 to book.

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2024/2025 Parent Carer Workshops Co-Production Groups for Children and Young People Wolverhampton CAMHS Ambassadors

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Special Educational Needs and/or Disability (SEND) update June 2025

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Special Educational Needs and/or Disability (SEND) update June 2025

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Inside this edition:

1. City of Wolverhampton Council's definition of inclusion
2. Findings from our SEND Quality Assurance work
3. Parent carer forum update
4. SEND Self-Evaluation Framework (SEF) Review
5. SEND and Inclusion Improvement highlight report

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City of Wolverhampton Council sent this bulletin at 26-06-2025 03:41 PM BST

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1. City of Wolverhampton Council’s definition of inclusion

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This website includes a variety of useful resources and online peer groups that children and young people can sign up for.

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GROVE | Neurodivergent Mentoring & Education

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Free webinar - Managing Challenging Behaviour At Home

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Free webinar - Managing Challenging Behaviour At Home

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Have you got a question or two about how to manage challenging behaviour? Join this surviving the summer holidays webinar with Colette Longden, Parenting Team Trainer at The ADHD Foundation Neurodiversity Charity, to gain practical strategies and insights to support your child.

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Join us to gain practical strategies and advice for managing challenging behaviour at home.

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Morning routines with PDA teenagers can feel like navigating a minefield where every request becomes a battleground. This video tackles exactly that challenge, offering six practical strategies that transform chaotic mornings into collaborative starts to the day.

The video walks through each approach and the supporting notes dive much deeper with conversation scripts and step-by-step frameworks.

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Pooky Knightsmith: Neurodivergence & Mental Health

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PDA Teen School Mornings: From Battle to Balance

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"Let us pray for a Church that listens with patient ears and sees with tender eyes"

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"Let us pray for a Church that listens with patient ears and sees with tender eyes"

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Deacon Mark Paine was recently in Rome at an event focused on the value of Neurodiversity in the World of Education. He has also shared his faith journey and discussed neurodivergence on the All Kinds of Catholic podcast.

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“Let us pray for a Church that listens with patient ears and sees with tender eyes”

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Deacon Mark Paine shares an address he gave in Rome focused on the value of Neurodiversity