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What is THOUGHT-FULL?  A guide for parents

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What is THOUGHT-FULL?  A guide for parents

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Play Therapy is a type of therapy where play and art materials are used as the main way for people to express themselves.
Using play in therapy helps people to express themselves in their own way; especially if they are struggling to understand how they are feeling, or are finding it hard to put their experiences into words.

Play Therapy can be a particularly helpful approach for children in need of therapeutic support.

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Drawing and Talking is a safe and gentle therapeutic approach, which provides an effective way for children and young people (age 5 to 27) to process emotional pain or trauma they may be experiencing. Children are impacted emotionally by many different events, struggles or traumas.
Sometimes they are unable to make sense of how they are feeling and how those feelings are impacting on their happiness and ability to navigate the world.
Your child will work one to one with an adult who is a trained Drawing and Talking practitioner for 30 minutes, once a week over 12 sessions. Within the sessions, your child will draw anything they choose and will be encouraged to talk about feelings using storytelling language to help them make sense of their internal world.

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Zones of Regulation is a whole school approach. There is a Zones display in every classroom to support the development of a healthy emotional development.

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West Sussex SENDIAS (SEND Information, Advice and Support)

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West Sussex SENDIAS (SEND Information, Advice and Support)

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West Sussex SENDIAS (SEND Information, Advice and Support) Service provides information, advice and support to children and young people who have special educational needs and/or disabilities and to their parent carers.

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The West Sussex SENDIAS Website contains information about who we are, what we do and how we work as a service. The website also includes our leaflets, videos, blogs and events.

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Umbrellas - Littlehampton (Reaching Families

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Umbrellas - Littlehampton (Reaching Families

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Umbrellas is a support group for parent carers of children and young people with special additional needs and disabilities.

What we do:

We currently run monthly groups in Worthing, Littlehampton and Billingshurst.

Umbrellas is a great opportunity to meet other parent carers and share ideas.

Talk freely and get information that is relevant to your child and family.

Guest speakers visit our sessions.

See flyers on Events page for dates and times.

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We are running virtual groups weekly as well as in-person events monthly at Billingshurst, Littlehampton and Worthing, contact [email protected]

Umbrellas is a support group for parent carers of children and young people with special additional needs and disabilities.

What we do:

We currently run monthly groups in Worthing, Littlehampton and Billingshurst.

Umbrellas is a great opportunity to meet other parent carers and share ideas.

Talk freely and get information that is relevant to your child and family.

Guest speakers visit our sessions.

See flyers on Events page for dates and times.

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Umbrellas - Littlehampton (Reaching Families)

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We are running virtual groups weekly as well as in-person events monthly at Billingshurst, Littlehampton and Worthing, contact [email protected] Umbrellas is a support group for parent carers of children and young people with special additional needs and disabilities. We currently run monthly groups in Worthing, Littlehampton and Billingshurst.

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Oxford Reading eBooks

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Our free eBook library has been created to help children aged 3-11 to develop their reading skills at home.

All our eBooks are free to use, but you will need to register or sign in at the link below to read your book.

Please note, our eBooks are not optimised for mobile phones and are best viewed on a computer, laptop, or tablet .

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Free eBook library - practise reading with phonics eBooks - Oxford Owl

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Help your young child learn to read, and love to read, with our eBook library, containing hundreds of free eBooks. Developed for children aged 3-11.

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What else can I do?

General wellbeing and routines

Think about your child's general physical well-being, sleeping and eating. If your hunch is that your child needs more sleep then consider whether there are any changes that you could make to their routine that would mean that they get to bed a bit earlier. If you would like support with any area of parenting talk to your GP or speech and language therapist, or look for local parenting workshops.

Language model

Notice your child's language and whether they use relatively sophisticated words and complex sentences. If your child is still young and they are using advanced language this puts pressure on their still-developing speech motor skills. If you tend to use grown-up vocabulary or long and complex sentences when talking with them it may help if you keep things a little more simple - just while their speech-motor skills are still developing.

Pace of life

What is the pace of life like in your household and is there a way to slow it down a little? Often family life is just busy and that's just a fact of life - most parents will relate to that. But are there any times in the day when it gets really rushed and when it might be possible to do things a little differently to help everyone feel a bit more relaxed? Try thinking about one or two small, practical things that might take the time pressure off a little.

Remember

You are already, naturally, doing a lot that helps your child. You know your child better than anyone else and you instinctively tune in to what they need. Try doing just a little bit more of what you already do that seems to help.

Special Time

Special Time is a short, 5-minute play time that each parent or carer has with their child, 3-5 times a week. Go somewhere where you will not be disturbed, ask your child to choose something to play with and then play with them for 5 minutes.

Focus on really being present, giving your child your undivided attention. Listen to what they are saying rather than how they are talking.

Try practicing one the strategies that you have read about or that were talked about on the video (using more pauses when you talk, talking at a relaxed pace, not overdoing questions, really listening).

When the 5 minutes is finished thank your child for having a Special Time with you and then you can get on with other things, if you choose to.

Do special times with other children in the family so that things are fair. Older children or teenagers may not want to be offered 'Special Time' but may appreciate being asked if they get enough of your time.

Is there anything I shouldn't do?

Giving advice

Try not to say "slow down", "think about what you want to say", "calm down" or "take a deep breath." It is extremely hard for children to slow down or remember to think (especially when they are excited about what they want to tell you) and taking a deep breath increases rather than decreases physical tension.

Although you are trying to help what children need to know most is that you are listening to what they are saying rather than how they are talking.

Reminding your child to use techniques

If your child has been introduced to fluency techniques in their therapy it may be tempting to remind them to use these. While your intention is to help, slowing down or changing anything to do with speaking is incredibly difficult and it is normal for children to not remember to do it or not be able to do it for long.

When reminded to use fluency techniques children can get the impression that they should not stammer, that you are displeased by it, or that there is something wrong with stammering. When children feel under pressure to be fluent this can contribute to them feeling ashamed or guilty about stammering as they grow older.

You might first ask your child whether they find it helpful to have a reminder (some do) or if they would rather you just listen to what they say (most prefer this). Most of all children need to know that parents are not bothered about their stammer and are interested in what they're saying. This helps them feel good about themselves and confident about talking.

How should I talk about stammering with my child?

If your child is really unaware that they stammer then you don't need to say anything about it. However, sometimes even very young children are aware at some level of having difficulty getting their words out and when this is the case it is important to find a way of talking about it together that feels natural and right for you.

Acknowledge stammering

If your child does say or do something that suggests that they are noticing it, or are reacting to a moment of stammering, then don't be afraid to acknowledge it. Say something like "That got a bit sticky" (or bumpy) - don't worry there's no rush" in a warm but matter-of-fact way, just as you would if they were having difficulty with something else (like tying their shoelaces). This can be hugely reassuring for your child because it shows them that they are not alone and that you're not bothered about it.

Use neutral language

It's easy to end up talking about stammering in a subtly negative way and using language that suggests that being fluent is preferred. An example is saying to an older child "your speech has been really good lately" or asking "was it bad today?" Notice the language that you use and consider whether it has an unintended negative message. It is better to use neutral language. Talk about stammering more, or less, rather than speech being "bad" or "good." This is to safeguard against children developing a sense that stammering is bad or is something about them that should be 'fixed'.

My child speaks more than one language

Keep using both languages at home. Don't worry if your child switches between languages - this is normal. The most important thing for a child is to hear a model of correct language structure (it does not matter which language) so you can speak to your child in your chosen language and it will be good for their language development.

I am still worried

Go to our get help page

Read about the MPC assessment clinic

Call the MPC helpline on 020 3316 8100

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Top tips from the MPC - The Michael Palin Centre for Stammering

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What else can I do? General wellbeing and routines Think about your child's general physical well-being, sleeping and eating. If your hunch is that your child needs more sleep then consider whether there are any changes that you could make to their routine that would mean that they get to bed a bit earlier.

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Info on Primary stages from the Communication Trust

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(IPSEA) Independent Provider of Special Education Advice

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The pandemic has seriously affected IPSEA's ability to fund our advice and support services

If you want to make a real difference to children and young people's lives, then volunteering with us could be for you

All the fundraising inspiration you need to get started, helping us to support even more families of children with SEND

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(IPSEA) Independent Provider of Special Education Advice

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The pandemic has seriously affected IPSEA's ability to fund our advice and support services If you want to make a real difference to children and young people's lives, then volunteering with us could be for you All the fundraising inspiration you need to get started, helping us to support even more families of children with SEND

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Dyspraxia, a form of developmental coordination disorder (DCD) is a common disorder affecting fine and/or gross motor coordination in children and adults. It may also affect speech. DCD is a lifelong condition, formally recognised by international organisations including the World Health Organisation. DCD is distinct from other motor disorders such as cerebral palsy and stroke, and occurs across the range of intellectual abilities. Individuals may vary in how their difficulties present: these may change over time depending on environmental demands and life experiences.

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Dyspraxia at a glance...

What is Dyspraxia?

Movement Matters, an umbrella organization representing major national groups in the UK that represent people with coordination difficulties offers the following definition:

Developmental Coordination Disorder (DCD), also known as dyspraxia, is a common disorder affecting fine and/or gross motor coordination in children and adults. DCD is formally recognised by international organisations including the World Health Organisation. DCD is distinct from other motor disorders such as cerebral palsy and stroke, and occurs across the range of intellectual abilities. Individuals may vary in how their difficulties present: these may change over time depending on environmental demands and life experiences, and will persist into adulthood.

An individual's coordination difficulties may affect participation and functioning of everyday life skills in education, work and employment. Children may present with difficulties with self-care, writing, typing, riding a bike and play as well as other educational and recreational activities. In adulthood many of these difficulties will continue, as well as learning new skills at home, in education and work, such as driving a car and DIY. There may be a range of co-occurring difficulties which can also have serious negative impacts on daily life. These include social and emotional difficulties as well as problems with time management, planning and personal organisation, and these may also affect an adult's education or employment experiences.
http://www.movementmattersuk.org/default.aspx

The Dyspraxia Foundation adds to the Movement Matters description, recognising the many non-motor difficulties that may also be experienced by people with the condition and which can have a significant impact on daily life activities. These include memory, perception and processing as well as additional problems with planning, organising and carrying out movements in the right order in everyday situations. Although dyspraxia may occur in isolation, it frequently coexists with other conditions such as Attention Deficit Hyperactive Disorder (ADHD), dyslexia, language disorders and social, emotional and behavioural impairments.

The Dyspraxia Foundation also provides support to people affected by verbal dyspraxia (also known as 'childhood apraxia of speech') which can occur alongside motor coordination difficulties, or as a separate condition. A definition and information about verbal dyspraxia is provided separately.
Dyspraxia Foundation ( 2015)

What causes Dyspraxia?

For the majority of those with the condition, there is no known cause. Current research suggests that it is due to an immaturity of neurone development in the brain rather than to brain damage. People with dyspraxia have no clinical neurological abnormality to explain their condition.

How would I recognise a child with Dyspraxia?

The pre-school child

Is late in reaching milestones e.g. rolling over, sitting, standing, walking, and speaking

May not be able to run, hop, jump, or catch or kick a ball although their peers can do so

Has difficulty in keeping friends; or judging how to behave in company

Has little understanding of concepts such as 'in', 'on', 'in front of' etc

Has difficulty in walking up and down stairs

Poor at dressing

Slow and hesitant in most actions

Appears not to be able to learn anything instinctively but must be taught skills

Falls over frequently

Poor pencil grip

Cannot do jigsaws or shape sorting games

Artwork is very immature

Often anxious and easily distracted

The school age child

Probably has all the difficulties experienced by the pre-school child with dyspraxia, with little or no improvement

Avoids PE and games

Does badly in class but significantly better on a one-to -one basis

Reacts to all stimuli without discrimination and attention span is poor

May have trouble with maths and writing structured stories

Experiences great difficulty in copying from the blackboard

Writes laboriously and immaturely

Unable to remember and /or follow instructions

Is generally poorly organised

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Movement Matters, an umbrella organization representing major national groups in the UK that represent people with coordination difficulties offers the following definition: Developmental Coordination Disorder (DCD), also known as dyspraxia, is a common disorder affecting fine and/or gross motor coordination in children and adults. DCD is formally recognised by international organisations including the World Health Organisation.

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PDA Society

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Transforming lives and changing attitudes

We are the UK's leading charity for people on the autism spectrum and their families. Since 1962, we have been providing support, guidance and advice, as well as campaigning for improved rights, services and opportunities to help create a society that works for autistic people.

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We are the UKs leading charity for autistic people and their families. Since 1962, we have been providing support, guidance and advice, as well as campaigning for improved rights, services and opportunities to help create a society that works for autistic people.

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Newsround has made a special programme about autism.

It's a condition that affects the way you live your life and see the world around you.

Our presenter Rosie was born with it. She says even though living with autism is difficult, it makes her unique and who she is.

As well as telling her own story, you'll find out how Ben, Tony and Lenny are affected by the condition.

Lots of children with autism get bullied at school and find it hard to get jobs when they grow up.

In our special film Rosie wants to tell the world what autism is and help people understand what it's like to live with it.

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My Autism and Me - a Newsround Special - CBBC Newsround

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Newsround has made a special programme about autism. It's a condition that affects the way you live your life and see the world around you. Our presenter Rosie was born with it. She says even though living with autism is difficult, it makes her unique and who she is.

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Amazing Things Happen - by Alexander Amelines

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Relaxing Sounds to help children sleep from CBeebies Radio.

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Relaxing Sounds to help children sleep from CBeebies Radio.

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Help your child settle down, relax and fall asleep to these relaxing, calming sounds from CBeebies Radio.

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Are you finding it difficult to get your little one to settle down?
Calming Sounds on CBeebies Radio is here to help.

Each of the sounds will play continuously for eight hours to avoid your little one being disturbed.

What is Calming Sounds?

Calming sounds is a brand new collection of audio on CBeebies Radio designed to help your little one relax.

There are eight sounds to choose from which allows you to experiment and find which one works best:

Waves, birdsong, rain, car journey, spaceship, white noise, pink noise and brown noise.

How can I find the calming sounds?

The collection of sounds is available on the CBeebies Radio website, or you can save this page to your home screen to use whenever you like.

You can even download the sounds for free using the BBC Sounds app, which means you can use them at any time - even if you don't have an internet connection.

You can also listen to calming sounds through your smart speaker by asking for them directly. Just say, "Open CBeebies and play the calming sounds of... waves / birdsong / rain / car journey / spaceship / white noise / pink noise / brown noise."

Benefits of Calming Sounds

Claire Benton, Head of Audiology, Nottingham:

"Many children find these sounds relaxing and listening to them can help a child feel calm enough to fall asleep.

"We naturally cycle through light and deeper sleep and have moments close to waking during the night.

Usually we don't notice these and fall back to sleep - but if the environment has changed between falling asleep and these lighter sleep phases this can then trigger a wakeful response which can be problematic.

Playing calming sounds could get round this issue if a child tends to fall asleep listening to audio."
Having relaxing sounds on in the background can also hugely help those children with tinnitus or sensitivity to sounds.

The quiet around bedtime can make it difficult to manage your tinnitus, feeling anxious or stressed about not sleeping can make it worse - so listening to quiet, relaxing sounds can be a big help.

For children who are sensitive to sounds, having relaxing sounds on can ease anxiety and there is emerging evidence that having them on all night can help 're-set' the auditory system over time.

Having these sounds available so easily is a fabulous resource for families."

Dr Anna Weighall, cognitive developmental psychologist:

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CBeebies Radio - Calming Sounds from CBeebies Radio

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Are you finding it difficult to get your little one to settle down? Calming Sounds on CBeebies Radio is here to help. Each of the sounds will play continuously for eight hours to avoid your little one being disturbed. What is Calming Sounds?

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Getting your child's sleep back on track!

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Getting your child's sleep back on track!

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Without any school to get up for, many kids have enjoyed a more relaxed bedtime sleep schedule. And now they're heading back to class, we need to make sure they're rested and school-ready by getting them into good sleeping habits.

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Sleep hygiene is about ensuring that both the environment and our habits are best placed to promote a good sleep. Difficulty getting to sleep, poor sleep quality and daytime tiredness are all indicators that sleep hygiene could benefit from a tweak or two.

Easy ways to improve sleep hygiene include ensuring that your child's bedroom is a quiet, calm and darkened place to rest. Too much mess can make their minds too busy at bedtime, so clear away the clutter and try to put any exciting activities, like that computer game with the next level beckoning, out of sight. Make sure the temperature is comfortable and ensure that the rest of the house is peaceful too - so they don't want to avoid sleep out of fear of missing out on the fun downstairs.

Devices should be switched off an hour before bedtime to avoid both too much stimulation and too much blue light which can interfere with the production of sleep-inducing chemicals in our brains. Similarly, for younger kids, don't make that bedtime story too exciting with voices and actions!

Caffeine should be avoided from early afternoon or even earlier depending on bedtime - this includes colas, energy drinks and chocolate. Another surprising thing to avoid just before bedtime is exercise; whilst plenty of daytime activity, especially outdoors, is great for children, if it's too close to bedtime that can be too stimulating. Outdoor exercise also allows children to be exposed to daylight, something that may be in short supply as the nights draw in, but which is great for adjusting our sleep-wake cycle to day or night mode.

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Can't sleep, won't sleep? Five ways to get your child's sleep back on track

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Sleep hygiene is about ensuring that both the environment and our habits are best placed to promote a good sleep. Difficulty getting to sleep, poor sleep quality and daytime tiredness are all indicators that sleep hygiene could benefit from a tweak or two.

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Probably the best TED Talk ever.... Rita Pierson

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Probably the best TED Talk ever.... Rita Pierson

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Every kid needs a champion | Rita Pierson | TED

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A decent night's sleep will help children to learn more effectively and make them less susceptible to minor ailments,

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Ms Watts is in school to work with children who need additional support with their emotional well-being. We have been mindful that we might need to offer additional support to help address any challenging behaviours or social and emotional struggles children may be facing.

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Miss Lewry, our Family Support Manager, is able to offer a wide range of emotional and practical support. This could be regarding sleep, eating/diet, toileting issues, behaviour at home, financial difficulties, parenting support. Miss Lewry has a wide range of resources to use and agencies she is able to signpost you to so, if you are having difficulties with any of the above, please do contact her.

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A course for parents of a child with autism

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A course for parents of a child with autism

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Training provided by the West Sussex Social Communication team.
Topics covered include:
Topics covered in ASCSURE course by session:

· Session 1: Autism: What does it mean?
Develop understanding of autism, discuss experiences of getting a diagnosis and identify how autism can affect families
· Session 2: Communication: Develop understanding of communication difficulties and strategies to improve communication and interaction skills for the autistic child/young person (CYP).
· Session 3: Sensory Needs
Consider how sensory information and sensory experiences may be processed differently by autistic CYP, share strategies to help with sensory needs
· Session 4: Anxiety
Improve understanding of the signs of distress that autistic children may display and consider approaches to support self-regulation.
· Session 5: Socialisation
Explore the difficulties autistic CYP may have with socialising and developing relationships including siblings and strategies to develop their understanding of others and social situations and interactions
· Session 6: Adolescence and Independence
Consider ways to encourage independence and manage adolescence

To get an application for for the course, please contact Mrs Lewis .

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Every term we offer Family Thrive sessions for parents. This is a six week course which  introduces you to Thrive and how it works in practice.  The course covers:

The Thrive Approach

How our brains develop

How your right brain talks to your left brain!

Why play and creativity are so important to you and your child

How to support your child at times of change and difficulty

Every day trigger times and how to keep calm

How to be a behaviour detective

If you are interested in participating, please contact us at

thrive@georgiangardens.co.uk

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Parent Workshop (with the added bonus of a cuppa and cake!)

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We will be running a parent workshop to tell you more about the Thrive approach as well as the Zones of Regulation. Both of these are whole school approaches to supporting children with identifying and managing their emotions.

The workshop will give you some information about how we use these approaches in school as well as take away resources for you to use at home.

The workshop will be on Tuesday 1st February at 2pm in the hall. If you would like to come along, please can you let us know so we have an idea of numbers. You can either email thrive@georgiangardens.co.uk or text us on 07849 14966. We will send a reminder out nearer the time.
This workshop is currently only open to parents of children at Georgian Gardens.

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Find out more about dyslexia here, where you will find expert articles and videos.

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Find out more about dyslexia here, where you will find expert articles and videos.

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What do I do if I am not happy about something?

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What do I do if I am not happy about something?

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At Georgian Gardens School we operate an ‘open door’ policy. Parents and carers are encouraged to speak with the class teacher about any concerns they may have. They will be able to discuss additional support children are receiving. If you wish to discuss your child’s needs further please contact the SENCO who will be able to talk about how the School can support children with SEND. The School’s Complaints Policy is on our school website on the 'Policies' page. This includes complaints around SEND and Looked after children. The policy can also be obtained through request of a paper copy from the school office. Please follow this policy if you would like to make a formal complaint. In the first instance discussions would be encouraged by the class teacher, SENCO and Headteacher to try and resolve any issues.

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The world of Special Educational Needs and Disabilities has so many acronyms and confusing words.  Here is a handy jargon buster...

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The West Sussex Local Offer is a fast, easy way to find local services specialising in educational needs, disabilities, education and more.

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In school, we use the GL Assessment Dyslexia Screener and the Dyscalculia Screener.  The  Screeners are assessments that identify  tendencies in children.  The screeners are not a diagnosis.  They recommend intervention strategies to help the children achieve their potential.
We are unable to diagnose dyslexia or dyscalculia as a school.  You are able to find private assessors through the PATOSS website.

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If you wish to find a tutor or assessor in your area, please log-in and then complete the postcode and distance information and download a listing. If this is the first time you are using this site to download materials you will have to register first and then log-in.

The Index is a list of Patoss members willing to have their names given to other professionals or parents seeking tutors, assessment or advice. They will provide specialist teaching and/or carry out assessments - for teaching, exam access arrangements or Disabled Students' Allowance.

All those on the list are Patoss members who have an approved qualification. Details include qualifications, special professional interests, and preferred age ranges.

The information in this Index refers to teachers of students with Specific Learning Difficulties we believe to be properly qualified. No responsibility whatsoever either in contract or in negligence is accepted by Patoss for the qualification or suitability of any person in the Index. It is the responsibility of the person using the information to ensure that any particular person chosen is able to provide the service required.

While we are continuing to develop the website you can confirm individuals who have an Assessment Practising Certificate by checking on the SASC website. www.sasc.org.uk

Pointers when Looking for a Tutor or Assesssor Pointers for Tutors & Assessors

Find out what these icons mean

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If you wish to find a tutor or assessor in your area, please log-in and then complete the postcode and distance information and download a listing. If this is the first time you are using this site to download materials you will have to register first and then log-in.

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Breathing Exersices to Support Regulation

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Breathing Exersices to Support Regulation

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Assistive Technology - Powerpoint Speak Aloud

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Assistive Technology - Powerpoint Speak Aloud

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ColorVeil: Reduce eye strain, help with Dyslexia and Visual Stress

A screen color filter over any application you are using

Helps users with Dyslexia and Scotopic Sensitivity Syndrome

Reduce eye strain along with screen brightness

Easily customize the color and opacity of the filter

Match the prescription from the optometrist

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Dim screen brightness, reduce eye strain, and save energy. It helps with eye strain, Dyslexia, Scotopic Sensitivity Syndrome, or Visual Stress.

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Learn how to touch type with the BBC Dance Mat Typing game. It’s a fun introduction to touch typing game for kids and covers levels 1, 2, 3, 4.

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It may be small, but our Bubble Room is a popular room with the children. The sensory equipment is used to support children in learning to manage their own sensory needs. Due to its popularity, the Bubble Room is timetabled and can be used by children who have been identified as having sensory needs through the use of a sensory profile or by Occupational Therapy/Child Development Centre.

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The Zones of Regulation is used with children who can sometimes find it difficult to regulate their own behaviour when they feel certain emotions. If used properly, it can help children to think about their actions and develop problem-solving abilities when it comes to self-control.
It is an approach which works best when used at home and school so there is consistency for your child. Because of this, once your child has completed sessions with Ms Watts, she will invite you into school to share the tools and language you can use within the home.

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Following the Government Announcement on 4th January 2021 we are open only for critical workers and vulnerable children. Information on home learning for those children not in school has been sent to all parents by Ping.
Please take a look at our new information for prospective parents:
Virtual Tour with our Headteacher
Introduction to Early Years

A Day in the Life of an Early Years Pupil

An Interactive Map of the Inside of our School

I am delighted that you are visiting our website and I would like to take this opportunity to let you know a little bit more about us! We are a school that is at the very heart of its community. We pride ourselves in knowing every pupil as an individual and want to ensure that we provide every pupil with a chance to thrive whilst they are at school.

Emotional wellbeing comes first at Georgian Gardens and as one of the only 'Thrive' Schools in West Sussex we are fortunate to have trained staff who are always available to help both our pupils and their families. We have a full time learning mentor to support pupil well-being and our family support worker is always available to parents if they require support with just about anything at home.

Pupils at Georgian Gardens are offered a rich and broad curriculum. The Arts play a major part in our school and we hold the Arts Mark Gold which recognises the quality of provision both in the visual and wider arts categories. Many pupils take part in musical tuition and all pupils have a day a term with a music and dance specialist teacher. We even have our own rock band!

The school was recognised for its excellence in sports provision last year and was awarded the highest Platinum Award, highlighting the excellent range of opportunities on offer to our pupils.

Our range of extra-curricular opportunities is very diverse! We really believe in trying to find the 'thing' that inspires your child's 'passion', which ignites them and helps then to grow. We have clubs where pupils can learn French, learn to knit, play chess, extensive sports clubs and even an opportunity to learn how to build a battery powered car!

As we all know, things have had to be slightly altered now, as we find ourselves in difficult times due to Covid-19. However, we are still striving to make further developments to the excellent facilities at the school and we are delighted to announce that we have had a brand new library installed over the summer holiday. We have also had a new potting area created in our gardens, as we love to get the children outside to grow flowers, fruit and veg.

As a school we always work closely with our families to strive towards the very best outcomes for your child. As Headteacher, I sincerely believe that we should not simply expect children to fit into a 'system', but that we should work together to create an environment in which your child feels happy safe and secure, enabling them to flourish both emotionally and academically in their own dynamic ways.

I hope this website, together with our prospectus and video tours will give you an insight into our happy school. I am always happy to speak to prospective families about the school and welcome you to contact me via the school office or to attend one of our virtual school tours in November, please contact our school office for more information.

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Georgian Gardens Community Primary School

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Following the Government Announcement on 4th January 2021 we are open only for critical workers and vulnerable children. Information on home learning for those children not in school has been sent to all parents by Ping.

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The ASC Team works with schools and families to promote the educational, social and emotional development of children and young people with social communication needs including autism.
They also offer training for staff and parents who have children with a new diagnosis of autism.

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In school we use The Communication Trust

Speech, Language and Communication Progression Tools  to identify children who may be struggling to develop their speech, language and communication skills. They can also be used to track progression of these skills over time or following interventions. Mrs King uses these tools before she makes a referral to the NHS Speech and Language Therapist.

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We are very lucky to have our own full time Specialist Speech and Language Assistant, Mrs D. King.
If concerns are raised about a child's speech and language by a teacher or parent, Mrs King is able to assess any difficulties and, if required, refer to the Speech and Language Therapy Service. Mrs King also provides ongoing speech and language sessions using the therapy goals set by the NHS Speech and Language Therapist or a range of other resources.

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Speech, language and communication resources for parents
https://www.thecommunicationtrust.org.uk/resources/resources/resources-for-parents/

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A fun mix of yoga, movement and mindfulness classes!

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YOGA | MINDFULNESS | RELAXATION FOR KIDS!
Screentime that gives kids SUPERPOWERS! ⬇️ D O W N L O A D T H E C O S M I C K I D S A P P ⬇️ 🍏Apple: https://apps.apple.com/us/app/cosmic-kids/
🛍️Android: https://play.google.com/store/apps/details?id=com.cosmickids
🖥️ Desktop (great for teachers!): https://app.cosmickids.com/
📺 Roku: https://rb.gy/44r8d -------------------------------------------------------------------- Why watch on the App? ⬇️
🎬 Access the complete Cosmic Kids video library including exclusive episodes
📱 View on any computer, TV, smartphone and tablet
🚸 Safe viewing: no commercials, links or suggested videos
💪 Support us to keep making content! Follow Jaime! ❤️
• Facebook - https://www.facebook.com/cosmickidsyoga/
• Twitter - https://twitter.com/CosmicKidsYoga
• Instagram - https://www.instagram.com/cosmickidsyoga/
• TikTok! - https://www.tiktok.com/@cosmickidsyogatiktok Learn to Teach Kids Yoga with Jaime 🧘‍♀
https://cosmickids.com/learn/

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Online Specialist SEND resources for children with a range of Special Educational Needs.
https://classroom.thenational.academy/specialist

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Home Schooling Videos for Primary Aged Children

https://senresourcesblog.com/2021/01/08/home-schooling-videos-for-primary-aged-children/

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Here you will find answers to questions that we are often asked about Down’s syndrome.
https://www.downs-syndrome.org.uk

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Support and information for families and individuals, after receiving a diagnosis of a rare chromosome disorder or an autosomal dominant single gene disorder.
https://www.rarechromo.org

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An overview of services at Western Sussex Hospitals

https://www.westernsussexhospitals.nhs.uk/services/paediatrics/

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West Sussex Young Carers supports young carers under 18 with information, support, advice and signposting.
https://www.westsussex.gov.uk/education-children-and-families/young-carers/

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The UK's leading charity for people on the autism spectrum and their families.
https://www.autism.org.uk

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Aspens help children, young people and adults with a range of disabilities and complex needs, as well as those on the autism spectrum.
https://www.aspens.org.uk

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For families with disabled children and young people in Sussex.

https://amazesussex.org.uk

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We are fortunate to have a full time Learning and Behaviour Mentor, Ms Watts.
Learning Mentors provide guidance and support to young people and children who have difficulty learning because of emotional, social or behavioural difficulties. A Learning Mentor can help students overcome the difficulties that impact their learning.

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We have 5 Thrive Practitioners in school: Mrs Lewis, Miss Lewry, Ms Watts, Mrs Smith and Mrs Villiers.  They have completed training to become licensed Thrive practitioners.
Mrs Lewis and Miss Lewry are also Family Thrive Practitioners.

For more information speak with one of our practitioners or you can visit theThrive website.

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The Thrive Approach® is appropriate for anyone working with children and young people - such as in education (early years settings through to primary schools, secondary schools, special schools and pupil referral units), social care, healthcare, local authorities and community groups, as well as for parents and carers.

Based on established neuroscience, attachment theory and child development, the Thrive Approach provides training and an online profiling and action-planning tool to equip adults with the knowledge, insights and resources needed to develop the relationships that help children and young people to flourish and learn.

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Home - The Thrive Approach to social and emotional wellbeing for children and young people

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The Thrive Approach® is appropriate for anyone working with children and young people - such as in education (early years settings through to primary schools, secondary schools, special schools and pupil referral units), social care, healthcare, local authorities and community groups, as well as for parents and carers.

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Information about local and national services for children, families and professionals.
https://westsussex.local-offer.org/search_services

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Children who have been identified as having sensory needs through the use of a sensory profile or by Occupational Therapy/Child Development Centre, are able to use our sensory circuit equipment as part of their timetable in order to help them self regulate.

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Dyscalculia is a math learning disability that impairs an individual's ability to learn number-related concepts, perform accurate math calculations, reason and problem solve, and perform other basic math skills.

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Dyscalculia is a specific and persistent difficulty in understanding numbers which can lead to a diverse range of difficulties with mathematics. It will be unexpected in relation to age, level of education and experience and occurs across all ages and abilities.

Mathematics difficulties are best thought of as a continuum, not a distinct category, and they have many causal factors. Dyscalculia falls at one end of the spectrum and will be distinguishable from other maths issues due to the severity of difficulties with number sense, including subitising, symbolic and non-symbolic magnitude comparison, and ordering. It can occur singly but often co-occurs with other specific learning difficulties, mathematics anxiety and medical conditions.

(BDA Definition)

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Dyscalculia - British Dyslexia Association

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What is Dyscalculia? Dyscalculia is a specific and persistent difficulty in understanding numbers which can lead to a diverse range of difficulties with...

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Dyslexia is a learning difficulty which primarily affects reading and writing skills. It can also impact on information processing, remembering key information and organisational skills.

It is important to remember that there are positives to thinking differently. Many children with dyslexia show strengths in areas such as reasoning and creativity.

For more information about dyslexia have a look at the British Dyslexia Association Website:

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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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Referrals to the Speech and Language Therapy Service

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Referrals to the Speech and Language Therapy Service

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Some children find talking and listening harder than others. They might find it hard to understand what words and sentences mean. Some struggle to find the right words or sounds to use and put them in order. These children may need help from a speech and language therapist to develop good communication skills.
If you have any concerns about your child's speech and language, we would encourage you to talk to your child's teacher in the first instance.
If there are ongoing concerns, we can make referrals to the Speech and Language Therapy Service.
For more information have a look at their page:
https://www.sussexcommunity.nhs.uk/services/servicedetails.htm?directoryID=16363

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The resources are aimed at people with additional learning needs, they're loosely grouped into themes, including resources aimed at helping people understand the changes COVID has bought about.

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The resources are aimed at people with additional learning needs, they're loosely grouped into themes, including resources aimed at helping people understand the changes COVID has bought about. At the bottom of the page you will find resources aimed at mainstream learners.

I have vetted the resources to ensure all are free, some are usually subscription services but do not appear to be asking for credit card details - of course I am only human so do still assess for yourself, I can make mistakes. Curating this list has been a joy, when the world went into Lockdown the kindness of the people and organisations listed here leapt into view.

The Sensory Projects offers online and in person training, which you can find out more about by exploring the tabs above. The Sensory Projects also has free and purchasable resources, which again you can find using the tabs above.

I will be sharing more content via social media and I am always happy to make new friends interested in learning and inclusion:

Picture credit Gerd Altmann

Literacy Linked Activities To purchase class packs (or group packs) of sensory stories from The Sensory Projects at reduced prices click here .
Communication Resources and Activities

Social and Physical Activities

Numeracy Linked Activities

Humanities, Science and Technology Linked Activities

Mixed Resource Packs from or for Special Schools

Also likely to be of interest:

PMLD link is a journal that shares ideas and information relating to supporting people with profound and multiple learning disabilities, subscription for a year is cheap and gives you access to ALL back issues - lots of ideas and insights within.

These Facebook groups are also very relevant to those supporting people with profound disabilities:

COVID19 specific resources

Mainstream and mixed resources

List of online organisations offering free subscription to their services

We're offering a downloadable copy of one of our KS1 maths activity books. Here's our social media links + the direct link to the book/offer:
https://www.rubytuesdaybooks.com/learningathome/
https://twitter.com/RubyTuesdayBks
https://www.facebook.com/RubyTuesdayBooks/
https://www.instagram.com/rubytuesdaybks/
We have loads of KS1 science worksheets and resources available here
And KS2 science worksheets and resources here

Read Write Inc live streamed phonics sessions on Facebook and YouTube for children
Set 1 Speed Sounds at 9.30 am and again at 12.30 pm
Set 2 Speed Sounds at 10.00 am and again at 1.00 pm
Set 3 Speed Sounds at 10.30 am and again at 1.30 pm

Or for when school is done for the day:

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COVID19 educational resources - The Sensory Projects

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The resources are aimed at people with additional learning needs, they're loosely grouped into themes, including resources aimed at helping people understand the changes COVID has bought about. At the bottom of the page you will find resources aimed at mainstream learners.

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We use the following checklist in school and with parents to give us an idea of where a child might be experiencing a sensory sensitivity- it is not a diagnostic tool but provides a quick ‘snapshot’.  It may help to pinpoint any areas of need, to support staff to plan strategies for the child and young person.
We also use it to write a 'sensory profile' so everyone in school is aware of things a child may find difficult.

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The Learning and Behaviour Advisory Team work directly with WSCC maintained Mainstream schools offering consultation and training in all areas relating to learning and behaviour where difficulties in these areas may be impacting on pupils making progress in school.
Strategies for all pupils discussed are tailored to suit the individual’s needs within what is appropriate and possible within school resources. Interventions recommended for both learning and behaviour are evidence-based following National and local guidance.

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Phone consultations information for parents.
https://schools.westsussex.gov.uk/Page/2045
Booking page for parents.
https://bookings.bookinglab.co.uk/west-sussex/login

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What is Thrive?

We know that children learn best in school when they are happy and settled. At Georgian Gardens we are using the Thrive Approach to help us develop our pupils’ emotional and social well-being.

Thrive helps us to check children’s readiness to learn, to identify any gaps and then plan to meet them. Through doing so, we will be able to make sure that all of our pupils have what they need to make the best possible progress in their learning.

For more information, have a look at the Thrive page and Padlet on our website.

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We have worked hard to make sure all of our rooms are communication friendly.  How have we done this?  We have used this checklist to help us.

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We are very proud to have been the first Primary School in West Sussex to achieve this award in 2020. This award was recently renewed in October 2024.

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Welcome to our Padlet page!  It contains information about SEND provision at Georgian Gardens as well as useful information and links to outside agencies.

The Assistant Headteacher Inclusion/SENCO at Georgian Gardens Community Primary School is Mrs Claire Lewis. Telephone: 01903 771555; Email: office@georgiangardens.w-sussex.sch.uk

The Special Educational Needs Governor is Mrs Gemma Arkinstall.