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Tuesday 31st March 2026 from 1 - 2.30pm

Free Lego sessions for families with children with additional learning needs and disabilities. Primary school age from 6-11 years old.

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Flintshire - Makaton Signing for Babies, Toddlers and Families

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Flintshire - Makaton Signing for Babies, Toddlers and Families

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📢 Flintshire - Makaton Signing for Babies, Toddlers and Families 📢

6 week course starting Thursday 16th April 2026 until 21st May 2026. ✨

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0808 800 5000

It doesn’t have to be an emergency – you might be looking for guidance and support on issues affecting children. Whatever it is, our dedicated child protection specialists will be able to advise and take any necessary action.

It’s never too soon to talk to us. And what you share could make a life-changing difference to a child. Our specialist team will listen, advise and take any action needed.

You can contact our Helpline by calling 0808 800 5000 or emailing help@NSPCC.org.uk. Our voice Helpline is currently available 10am – 4pm Monday to Friday or you can email help@NSPCC.org.uk 24/7 - you don’t have to say who you are.

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You can contact our Helpline by calling 0808 800 5000 or emailing help@NSPCC.org.uk

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https://walkwithmeuk.co.uk/referral-process/

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"I'm already thinking about my actions when entering a discussion with my daughter now, and its changing, its been more harmonious in the house"

"I was pleased with the flow of the session and the similarities in the situation I am in and another attendee on the course"

"Great that I can prioritise what's important to focus on in her behaviour"

"Really helpful session, prioritising how to react to behaviours and which behaviours are most important to be identified"

"Recognising the progress made during the course has been satisfying"

"I've learnt to show an act of kindness or love even when I'm 100% mad with her"

"Good session, I feel like I'm getting a better understanding of the key and core elements of the course and the changes that I need to implement and adapt too, thank you"

"I have tools now to fall back on and I am
practising to de-escalate daily which is so helpful"

"This programme has been life changing"

"It has been a miracle"

"My child is slowly opening up to me"

"Using the NVR tools has helped so much to manage my adopted son, thank you"

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"I'm already thinking about my actions when entering a discussion with my daughter now, and its changing, its been more harmonious in the house" "I was pleased with the flow of the session and the similarities in the situation I am in and another attendee on the course" "Great that

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Safeguarding is the responsibility of all adults. Everyone has a duty to help keep children and young people safe. If you have a concern, it must be reported. Our Designated Safeguarding Lead (DSL) is Mr Phil Hamilton, and the Deputy DSL is Mrs Laura Gittins. Alternatively, you can contact Social Services directly on 01352 701000, or 0845 0533 116 for out-of-hours support. In an emergency, please call 999.

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Emotion regulation is the ability to manage our emotions. Emotion regulation is also known as emotional

self-regulation.

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Developmental and Emotional Milestones (0-18)

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Developmental and Emotional Milestones (0-18)

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Developmental and emotional milestones - Togetherness

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Home > Course factsheets > Developmental and emotional milestones Developmental and emotional milestones Information for parents to use alongside the First Five Years. Early years Your child’s early years shape their lifelong emotional wellbeing. This guide shares key information about emotional and developmental milestones, helping you respond in ways that nurture relationships and support emotional […]

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Your child’s early years shape their lifelong emotional wellbeing. This guide shares key information about brain development at each stage, helping you respond in ways that nurture relationships and support emotional health.

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Why is play so important to children? Play is how children learn, grow and connect. Play can help build a strong relationship between you and

your child and stimulate your child’s brain development. This leaflet is here to help you explore the power of play and discover

simple ways to support your child’s development. Whether you're a

parent, carer, or grandparent, we hope these ideas bring fun, smiles and spark connection.

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A free library of demonstration videos to help dyspraxic children learn everyday movement skills.

https://watchmedoit.mmu.ac.uk/?_gl=1%2A1kbkybp%2A_ga%2AMTE0NDEwMjM1MS4xNzcyMDU3Nzk5%2A_ga_GM9BQBMQVH%2AczE3NzIwNTc3OTgkbzEkZzAkdDE3NzIwNTc4MDAkajYwJGwwJGgxODQ3NzAzOTE2%2A_gcl_au%2AMTA3MDI4NDQ2MC4xNzcyMDU3ODAw

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Understanding the Strengths and Difficulties of Dyspraxia/DCD: A Guide for Parents

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Understanding the Strengths and Difficulties of Dyspraxia/DCD: A Guide for Parents

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Dyspraxia, also known as Developmental Coordination Disorder (DCD), is a neurological condition that affects movement, coordination, and motor skills, making everyday activities like getting dressed, handwriting, or participating in physical activities challenging. While it’s not a measure of intelligence, dyspraxia impacts how the brain processes information related to movement, often leading to difficulties with fine motor skills (e.g., buttoning clothes), gross motor skills (e.g., running, jumping), and spatial awareness. These challenges can affect daily routines at home, at school, or at work, sometimes causing frustration and reduced confidence.

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Developmental co-ordination disorder (dyspraxia) in children

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Developmental co-ordination disorder (DCD), also known as dyspraxia, is a condition affecting physical co-ordination that causes a child to perform less well than expected for his or her age in daily activities and appear to move clumsily.

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Developmental co-ordination disorder (DCD), also known as dyspraxia, is a condition affecting physical co-ordination. It causes a child to perform less well than expected in daily activities for their age, and appear to move clumsily.
This topic is about DCD in children, although the condition often causes continued problems into adulthood.

Find out more about DCD in adults.

Symptoms of DCD

Early developmental milestones of crawling, walking, self-feeding and dressing may be delayed in young children with DCD. Drawing, writing and performance in sports are also usually behind what is expected for their age.

Although signs of the condition are present from an early age, children vary widely in their rate of development. This means a definite diagnosis of DCD does not usually happen until a child with the condition is 5 years old or more.

Find out more about symptoms of DCD in children.

When to seek medical advice

If you're concerned about your child's health or development, talk to a GP or health visitor, or speak to a nurse, doctor or special educational needs co-ordinator (SENCO) at your child's school.

They may refer your child to an occupational therapist, paediatrician, or another health professional who can assess them and try to identify any developmental problems.

Find out more about diagnosing DCD in children.

Causes of DCD

Doing co-ordinated movements is a complex process that involves many different nerves and parts of the brain.

Any problem in this process could potentially lead to difficulties with movement and co-ordination.

It's not usually clear why co-ordination doesn't develop as well as other abilities in children with DCD.

However, a number of risk factors that can increase a child's likelihood of developing DCD have been identified.

These include:

being born prematurely, before the 37th week of pregnancy

being born with a low birth weight

having a family history of DCD, although it is not clear exactly which genes may be involved in the condition

the mother drinking alcohol or taking illegal drugs while pregnant

Treating DCD

There's no cure for DCD, but a number of therapies can help children to manage their problems.

These include:

being taught ways of do activities they find difficult, such as breaking down difficult movements into smaller parts and practicing them regularly

adapting tasks to make them easier, such as using special grips on pens and pencils so they are easier to hold

Although DCD does not affect how intelligent a child is, it can make it more difficult for them to learn and they may need extra help to keep up at school.

Treatment for DCD will be tailored to your child and usually involves a number of different healthcare professionals working together.

Although the physical co-ordination of a child with DCD will remain below average, this may be less of a problem as they get older and develop coping strategies. Some children may continue to have problems.

However, difficulties in school - particularly producing written work - can become much more prominent and require extra help from parents and teachers.

Find out more about treating DCD in children.

Dyspraxia or DCD?

While many people in the UK use the term dyspraxia to refer to the difficulties with movement and co-ordination that first develop in young children, this term is used less often by healthcare professionals.

Instead, most healthcare professionals use the term developmental co-ordination disorder (DCD) to describe the condition.

This term is generally preferred by healthcare professionals because dyspraxia can have several meanings.

For example, dyspraxia can be used to describe movement difficulties that happen later in life because of damage to the brain, such as from a stroke or head injury.

Some healthcare professionals may also use the term specific developmental disorder of motor function (SDDMF) to refer to DCD.

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Developmental co-ordination disorder (dyspraxia) in children

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Read about developmental co-ordination disorder (DCD), also known as dyspraxia, a condition that affects physical co-ordination.

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Please find attached an information leaflet about potty training which has been created collaboratively by several organisations and is supported by the government.

Website link: https://startingreception.co.uk/potty-training/#introduction

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Parenting and Family Support - Family Lives (Parentline Plus) | Family Lives

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Parenting and family support from Family Lives (formerly Parentline Plus) through our website, helpline 0808 800 2222, email service at askus@familylives.org.uk, live chat and local services.

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Communication resources - Learning Disability Charity - Leeds Mencap

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Our basic communication pack can be printed out and used with a visual timetable, for a now & next board, or to take on-the-go. REVIEWED JAN 25

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Use this template to create a visual timetable of your child's bedtime routine, you can use the printable pack of bedtime communication cards to help.

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Use this social story to explain the need for sleep to your child, as well as to offer help with understanding the social cues and routines that lead up to winding down – the pages are unnumbered so download, print and assemble into an order that reflect your child’s routine.

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This is a simple and lovely activity you can do by yourself or maybe as a family.  Although it is a simple activity research suggests that it can increase levels of happiness. The activity was developed by Martin Seligman known as the founder of Positive Psychology.

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Quick Read - Challenging Behaviour Guide

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Quick Read - Challenging Behaviour Guide

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This quick read challenging

behaviour guide gives tips

and strategies to help you

and your family member during

a period of new or increased

challenging behaviour.

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From around 6 months, babies become anxious and get clingy and cry when their parent or carer leaves them. This is a normal part of development, which young children usually grow out of by around 3 years.

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What's normal?

At around six months, babies will start to become anxious when their parent or primary caregiver leaves them. They'll also get quite clingy and cry. This is a normal part of development, which children usually grow out of when they reach around three.

When a child starts to experience separation anxiety it's a sign that they have begun to realises how much they rely on their carer. They will also have developed more awareness about what is going on around them. All this means they feel less safe when they don't have their carer close by. They may also feel upset in new situations or with new people, even if their carer is there. For a baby, it's particularly frightening to lose sight of their caregiver. Babies can panic that people or things may have gone for good, if they aren't able to see them.

When a toddler is separated from a parent or carer, it can feel to them as though they have been 'left'. They might think, "If you really loved me you would never leave me!" But the fact is that most toddlers will experience being separated from their parent or carer at certain times, and although they can find these times upsetting, the toddlers will learn to cope with them. If parents and carers can focus on consistently ensuring their child feels loved and understood, they'll learn that when they are left it will be OK, and that their carer will come back.

Levels of separation anxiety vary widely. Some toddlers may become upset initially when their parent or carer leaves, but are then able to enjoy playing with their toys, and other children and caregivers. But others might not be able to be settled so easily when the caregiver has gone, and comforting or distracting methods don't work on them.

In some situations, the fear of separation can become so intense that the child spends all their time monitoring where their parent or caregiver is, and not letting them out of their sight for a moment. In these cases, it's very possible that the child won't enjoy playing and interacting when the parent is gone. Usually, these responses to separation will lessen with time.

Also see: Relationship with the key person in a childcare setting

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From around 6 months, babies become anxious and get clingy and cry when their parent or carer leaves them. This is a normal part of development, which young children usually grow out of by around 3 years.

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A child needs an adult to help them to find ways to understand and express their difficult feelings. If a child feels anger very strongly, but hasn’t yet learnt what it is, it is likely to feel both unpleasant and overwhelming.

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Sometimes, the way we adults learn about what we are feeling, and how to calm down is by having someone be curious about us and giving us words to name the feelings.

In time and with help, we can then understand the feelings, talk about them and feel safe with them.

It can be especially hard to for a parent or carer to keep a child in mind if they didn't have the support they needed when they were younger, or if they find these aspects of caring for a child testing.

It's also hard when they are in a stressed place themselves, for example when in the shops, getting the food together, or worrying about money, having difficulties in our relationship with a partner.

When thinking about a child's aggressive behaviour, it's important to consider the parent or carer's emotional wellbeing too. Is it the child or the parent or carer that is having a difficult time? Is it the child, or the parent or carer who has less patience?

You could also help the parent or carer think about how they may have handled situations with their child when they were aggressive. For instance, had they handled a situation in a way that meant the child had started to expect that their aggressive behaviour could bring something positive, like getting attention?
Taking a look at your own feelings:
If you, as a practitioner, are struggling to cope with a child's aggressive behaviour, you may like to reflect on some of these questions too. When you encounter physically aggressive behaviour you could find it very hard to keep a child's feelings in mind. This could apply if the action caused paint to you yourself or to another adult or child. The first feeling that may come to you may be to retaliate. It is important to notice that urge, but to then respond in a helpful way.

It's important you do still acknowledge the pain you've felt, but in a way that prevents the child being overwhelmed by shame. Verbally aggressive behaviour may also make it hard to keep thinking of the child. You may be hurt yourself by the comments they've made, or shocked (for example, if a small child has sworn).

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A child needs an adult to help them to find ways to understand and express their difficult feelings. If a child feels anger very strongly, but hasn't yet learnt what it is, it is likely to feel both unpleasant and overwhelming.

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Young children, and even small babies, will be aware that someone has died and that the adults in their life are grieving. They might express their feelings in lots of different ways, like being clingy, changing their eating or sleeping habits, being restless or having more tantrums. It’s important to talk about the loss with them.

Tell your child in person as soon as you can about the bereavement. Try to do this in an intimate and safe place, where the child can freely express what they feel. You might want to explain that the loved one has died and that they will not be able to see that person again. Give space for a child to ask questions. If a child asks a question that you don’t know how to answer, it is OK to say that you will think about it and talk to them again later when you have more information.

Keep your routines at home as stable and predictable as you can, and as easy for you as possible.

Share time together with your child and try to make time for play. Play is a good way to help children process their feelings.

Try to look after yourself as much as you can. That way, you will have more resources to look after your child too.

If someone has died as a result of coronavirus, you might not have had the opportunity to say goodbye or to mark the death as you usually might. It might help your child and the whole family to perform grief rituals, like drawing pictures, planting a tree in memory of the person or starting a memory box with significant objects such as photos, pieces of cloth, bracelets.

Stories can be used to shape a child’s understanding. For example, take a look at: Someone I Know Has Died (Trish Phillips), Never Too Young to Grieve: Supporting Children Under 5 After the Death of a Parent (Winston’s Wish), Missing Mummy (Rebecca Cobb), I Miss You: a First Look at Death (Pat Thomas), Dear Grandma Bunny (Dick Bruna), The Little Flower Bulb: Helping Children Bereaved by Suicide (Eleanor Gormally), Someone has died suddenly and support guide (Brake, Sudden charities).

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Information and resources to help children learn to talk.

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Tiny Happy People is here to help you develop your child's language skills. Explore our simple activities and play ideas and find out about babies and toddlers' amazing early development.

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Children’s language development and parenting advice - BBC Tiny Happy People

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A chatty child is a happy child, so Tiny Happy People is here to help you develop your child’s communication skills through simple interaction and play.

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Draw six things that make you feel happier when you are feeling sad or upset. Next time you feel sad, use this wheel to protect you.

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You use the 5-4-3-2-1 method (a mindfulness/grounding technique) to quickly shift your focus from overwheming thoughts to the present moment by engaging your 5 senses.

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Making social stories and scripts to support your child

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Making social stories and scripts to support your child

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Support for Parents from Action For Children

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Making social stories and scripts to support your child

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Social stories can be helpful for autistic children who struggle with social situations or changes in routine. How to make a story with words or pictures.

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Once events have finished, they will be coloured in red.

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This booklet aims to provide an understanding of the differences between regular demand avoidant behaviours and Pathological Demand Avoidance (PDA).

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Toolkit for parents and carers of children with additional learning needs. 

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Toolkit for parents and carers of children with additional learning needs. 

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A highly recommended read. 😊

This toolkit is for parents/carers/families to better understand how the ALN system works in Wales and the support available if your child is considered to have ALN. It explains the legislation, and other documents that make up the ALN system.

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How to Put on My Jacket READY FOR SCHOOL

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How to Put on My Jacket READY FOR SCHOOL

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How to Put on My Jacket READY FOR SCHOOL

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Dressing is a complex skill that needs plenty of practice.

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Learning to dress independently is an important life skill. Dressing is a complex skill that needs plenty of practice.

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Get free educational materials from Nessy to help you teach your children. These can be used to support learning from home or at school.

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The main Nessy Learning channel is packed with animated videos to teach spelling rules, develop writing, grammar, phonics, times tables, telling the time and much more.

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nessy dyslexia "reading and spelling" "learn to read" "learn to spell" "spelling strategies" phonics abc

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Nessy - Learning happens when it's fun! You've found the Land of Ness. The place for learning to read, write, spell and do math the fun way. Our family owned company, led by educational experts creates products and award winning teaching videos based upon the Science of Reading.

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Understanding and Supporting my Child’s ADHD

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Understanding and Supporting my Child’s ADHD

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

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ADHD resources for children and young people and their carers

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ADHD resources for children and young people and their carers

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Working with the ADHD Foundation, Transformation Partners in Health and Care have produced a new set of booklets for children, teenagers and their parents and carers. The booklets are aimed to help learn about what attention deficit hyperactivity disorder (ADHD) is, how it affects people, and ways that children and young people can achieve their potential and thrive. There is so much more to ADHD than many people realise and often young people with ADHD will say that they feel misunderstood, especially in school.

The booklets have been created with contributions from young people and adults with ADHD.

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Transformation Partners in Health and Care

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ADHD resources for children and young people and their carers - Transformation Partners in Health and Care

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New booklets on ADHD for children, young people and parents/carers, by the ADHD Foundation and Transformation Partners in Health and Care.

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https://neurodivergencewales.org/en/parents-carers/information-for-parents-carers/parents-and-carers-virtual-advice-sessions/parents-and-carers-virtual-advice-sessions-melissa-hutchings/

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Niwrowahaniaeth Cymru | Neurodivergence Wales | National Neurodivergence Team

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Parents & Carers Virtual Advice Sessions - Catrina Lowri, Neuroteachers & Lucy Johnson, The Autsons - Niwrowahaniaeth Cymru | Neurodivergence Wales | National Neurodivergence Team

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Catrina Lowri, Neuroteachers & Lucy Johnson, The Autsons – Pathological Demand Avoidance Downloads Presentation Slides Download PDF

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PowerPoint slides.

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Niwrowahaniaeth Cymru | Neurodivergence Wales | National Neurodivergence Team

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Parents and Carers Virtual Advice Sessions - Nathalie Shek, Helping Kids Shine - Sleep - Niwrowahaniaeth Cymru | Neurodivergence Wales | National Neurodivergence Team

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Nathalie Shek, Helping Kids Shine – Sleep Downloads Presentation Slides Download PDF

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Despite her struggles with reading and writing, Beatrice is a natural and brilliant storyteller. With the help of a kind-hearted teacher, Beatrice uses an old-fashioned tape recorder so she can speak her words and then play them back, as a technique for learning in whole new way. With her new approach, Beatrice is able to show her classmates who she really has been all along.

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Brilliant Bea: A Story for Kids with Dyslexia and Learning Differences

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Despite her struggles with reading and writing, Beatrice is a natural and brilliant storyteller. With the help of a kind-hearted teacher, Beatrice uses an old-fashioned tape recorder so she can speak her words and then play them back, as a technique for learning in whole new way. With her new…

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Information Sheet

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Things to remember if you’re struggling with maths.

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5 Top Tips for Parents - Supporting a Child Struggling with Maths 

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5 Top Tips for Parents - Supporting a Child Struggling with Maths 

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Developing skills in children.

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Togetherness is the new face of inourplace, the NHS emotional health digital learning hub funded in your area to provide your family with free access to expert learning about childhood development, wellbeing, brain changes, and much more to help you to connect with your children and make sure they thrive.

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Raising emotional health worldwide The Solihull Approach model: An integrated framework for transformational change. 30 years of NHS service, rigorous clinical research and proven methodologies to deliver results. Learn For parents, carers and grandparents For parents, carers and grandparents, a range of tools tailored to developmental age. Start your online learning journey Learn For teens […]

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ADHD & Autism: Supporting Dysregulated Behaviour

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The ADHD Foundation Neurodiversity Charity explore ideas and tips for supporting children experiencing dysregulated behaviour.

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Pooky Knightsmith (Author) Format: Kindle Edition

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How to Support Your Autistic Child with Food, Eating and Mealtimes: A practical Guide for Parents, Carers and Other Supporting Adults

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How to Support Your Autistic Child with Food, Eating and Mealtimes: A practical Guide for Parents, Carers and Other Supporting Adults eBook : Knightsmith, Pooky: Amazon.co.uk: Books

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Eating a healthy, balanced diet is an important part of maintaining good health, and can help you feel your best.

This means eating a wide variety of foods in the right proportions, and consuming the right amount of food and drink to achieve and maintain a healthy body weight.

This page covers healthy eating advice for the general population.

People with special dietary needs or a medical condition should ask their doctor or a registered dietitian for advice.

Food groups in your diet

The Eatwell Guide shows that to have a healthy, balanced diet, people should try to:

eat at least 5 portions of a variety of fruit and vegetables every day (see 5 A Day)

base meals on higher fibre starchy foods like potatoes, bread, rice or pasta

have some dairy or dairy alternatives (such as soya drinks)

eat some beans, pulses, fish, eggs, meat and other protein

choose unsaturated oils and spreads, and eat them in small amounts

drink plenty of fluids (at least 6 to 8 glasses a day)

If you're having foods and drinks that are high in fat, salt and sugar, have these less often and in small amounts.

Try to choose a variety of different foods from the 5 main food groups to get a wide range of nutrients.

Most people in the UK eat and drink too many calories, too much saturated fat, sugar and salt, and not enough fruit, vegetables, oily fish or fibre.

The Eatwell Guide does not apply to children under the age of 2 because they have different nutritional needs.

Between the ages of 2 and 5 years, children should gradually move to eating the same foods as the rest of the family in the proportions shown in the Eatwell Guide.

Fruit and vegetables: are you getting your 5 A Day?

Fruit and vegetables are a good source of vitamins and minerals and fibre, and should make up just over a third of the food you eat each day.

It's recommended that you eat at least 5 portions of a variety of fruit and vegetables every day. They can be fresh, frozen, canned, dried or juiced.

There's evidence that people who eat at least 5 portions of fruit and vegetables a day have a lower risk of heart disease, stroke and some cancers.

Eating 5 portions is not as hard as it sounds.

A portion is:

80g of fresh, canned or frozen fruit and vegetables

30g of dried fruit - which should be kept to mealtimes

150ml glass of fruit juice or smoothie - but do not have more than 1 portion a day as these drinks are sugary and can damage teeth

Just 1 apple, banana, pear or similar-sized fruit is 1 portion each.

A slice of pineapple or melon is also 1 portion, and 3 heaped tablespoons of vegetables is another portion.

Adding a tablespoon of dried fruit, such as raisins, to your morning cereal is an easy way to get 1 portion.

You could also swap your mid-morning biscuit for a banana, and add a side salad to your lunch.

In the evening, have a portion of vegetables with dinner and fresh fruit with plain, lower fat yoghurt for dessert to reach your 5 A Day.

Starchy foods in your diet

Starchy foods should make up just over a third of everything you eat. This means your meals should be based on these foods.

Choose wholegrain or wholemeal varieties of starchy foods, such as brown rice, wholewheat pasta, and brown, wholemeal or higher fibre white bread.

They contain more fibre, and usually more vitamins and minerals, than white varieties.

Potatoes with the skins on are a great source of fibre and vitamins. For example, when having boiled potatoes or a jacket potato, eat the skin too.

Milk and dairy foods (and alternatives)

Milk and dairy foods, such as cheese and yoghurt, are good sources of protein. They also contain calcium, which helps keep your bones healthy.

Go for lower fat and lower sugar products where possible.

Choose semi-skimmed, 1% fat or skimmed milk, as well as lower fat hard cheeses or cottage cheese, and lower fat, lower sugar yoghurt.

Dairy alternatives, such as soya drinks, are also included in this food group.

When buying alternatives, choose unsweetened, calcium-fortified versions.

Beans, pulses, fish, eggs, meat and other proteins

These foods are all good sources of protein, which is essential for the body to grow and repair itself.

They're also good sources of a range of vitamins and minerals.

Meat is a good source of protein, vitamins and minerals, including iron, zinc and B vitamins. It's also one of the main sources of vitamin B12.

Choose lean cuts of meat and skinless poultry whenever possible to cut down on fat. Always cook meat thoroughly.

Try to eat less red and processed meat like bacon, ham and sausages.

Eggs and fish are also good sources of protein, and contain many vitamins and minerals. Oily fish is particularly rich in omega-3 fatty acids.

Aim to eat at least 2 portions of fish a week, including 1 portion of oily fish.

You can choose from fresh, frozen or canned, but remember that canned and smoked fish can often be high in salt.

Pulses, including beans, peas and lentils, are naturally very low in fat and high in fibre, protein, vitamins and minerals.

Nuts are high in fibre, and unsalted nuts make a good snack. But they do still contain high levels of fat, so eat them in moderation.

Oils and spreads

Some fat in the diet is essential, but on average people in the UK eat too much saturated fat.

It's important to get most of your fat from unsaturated oils and spreads.

Swapping to unsaturated fats can help lower cholesterol.

Remember that all types of fat are high in energy and should be eaten in small amounts.

Eat less saturated fat, sugar and salt

Too much saturated fat can increase the amount of cholesterol in the blood, which increases your risk of developing heart disease.

Regularly consuming foods and drinks high in sugar increases your risk of obesity and tooth decay.

Eating too much salt can raise your blood pressure, which increases your risk of getting heart disease or having a stroke.

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NHS 111 Wales is available 24 hours a day, every day. You can call if you are feeling ill and unsure what to do. You can also access a wide range of health information on conditions, treatments and local health services.

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Eating a varied diet is good for your health, but many people don't achieve this. Some autistic people have a restricted diet, eating only a limited range of food. Others may over-eat. This guide explores common issues, including pica, and ways you can help.

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Our guidance aims to help you address common eating difficulties for autistic people.

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https://www.elft.nhs.uk/sites/default/files/2023-05/nutrition_and_dietetics_leaflet_-autism_v1.pdf

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📅 Date: Wednesday 15th October
⏰ Time: 10am - 11am

We know managing ADHD and anxiety can be challenging for your child. That's why we're hosting a webinar with Anne-Marie Harrison, Education Director at Ideas Afresh, as she shares top tips and practical strategies to help support, navigate and manage your child's needs.

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Join our webinar with Anne-Marie Harrison from Ideas Afresh to discover practical strategies and expert tips to help your child manage ADHD and anxiety with confidence.

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AuDHD: Practical Strategies For Co-Occurring Neurodivergence

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AuDHD: Practical Strategies For Co-Occurring Neurodivergence

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📅 Date: Wednesday 24th September
⏰ Time: 10am - 11am

AuDHD, the diagnosis of autism and ADHD, is more common than many realise. Join us on Wednesday 24th September for a webinar to learn all the insights of the co-occurring conditions, with Colette Longden, National Training Director from Blueprint Learning.

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AuDHD: Practical Strategies For Co-Occurring Neurodivergence

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Join Colette Longden for a free webinar, exploring what AuDHD is, how neurodiversity’s overlap, and practical strategies to support your child.

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Dyslexia: Early Signs & The Diagnostic Process

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Dyslexia: Early Signs & The Diagnostic Process

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📅 Date: Wednesday 8th October
⏰ Time: 10am - 11am

Join us and Emma Speight, Dyslexia Specialist Tutor from The British Dyslexia Association, for an insightful webinar where she'll explore practical strategies and top tips to help support children with dyslexia.

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Dyslexia: Early Signs & The Diagnostic Process

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Join Emma Speight, Dyslexia Specialist Tutor, for a webinar on practical strategies and tips to support your neurodivergent child with dyslexia.

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📅 Date: Wednesday 1st October
⏰ Time: 10am - 11am

New to your ADHD journey, or simply looking for a helpful refresher? We’re here to support you every step of the way. Join us for a webinar in celebration of ADHD Awareness Month, with Colette Longden, National Training Director from Blueprint Learning.

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New to your ADHD journey or looking for a refresher? Join us on 1st October for an insightful webinar exploring ADHD and practical strategies to support you every step of the way.

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10 Top Tips to Support your Child's Development (birth - 4)

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10 Top Tips to Support your Child's Development (birth - 4)

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Sleep Hygiene - Betsi Cadwaladr Health Board

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Sleep Hygiene - Betsi Cadwaladr Health Board

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Nature-based wellbeing activities and play for families.

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Emotional Health, Wellbeing and Resilience

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Here, you can discover new ideas about where you can go and what you can do when playing outside, including some of the best beaches, parks, playgrounds, woods and nature reserves in North Wales. View by Location

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Supporting your Child’s Transition to Year 7

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Supporting your Child’s Transition to Year 7

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‘Are you a Parent / Carer of a child with additional needs?
Would you like to meet in a safe andsupportive environment and receive information from professionals and service providers?

Pop along to our monthly parent Support Group for a cuppa and a chat. You will be made to feel very
welcome.

The next session is: 10:00 am until 12:00 Noon
Wednesday 17th September 2025
Wednesday 15th October 2025
Wednesday 19th November 2025
Wednesday 17th December 2025

At: Deeside Leisure Centre (Chester Road West, Queensferry, Deeside, Flintshire, CH5 1SA)
For more information please contact: Email: Julie@standnw.org or Call: 07562691161’

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Deeside Leisure Centre, Chester Rd W, Queensferry, Deeside CH5 1SA

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parent / carer support group: Deeside – STAND North Wales

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Are you a Parent / Carer of a child with additional needs?Would you like to meet in a safe andsupportive environment and receive information from professionals and service providers? Pop along to our monthly parent Support Group for a cuppa and a chat. You will be made to feel verywelcome.The next session is: 10:00 am until 12:00 NoonWednesday 17th September 2025Wednesday 15th October 2025Wednesday 19th November 2025Wednesday 17th December 2025At: Deeside Leisure Centre (Chester Road West, Queensferry, Deeside, Flintshire, CH5 1SA)For more information please contact: Email: Julie@standnw.org or Call: 07562691161

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Upcoming Webinar - Autism and Teenagers - 18.12.2025 from 10 - 12

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Upcoming Webinar - Autism and Teenagers - 18.12.2025 from 10 - 12

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Click on the link to register.

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Microsoft Virtual Events Powered by Teams

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Microsoft Virtual Events Powered by Teams

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Toilet Anxiety & Toilet Phobia - Advice Sheet

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Toilet Anxiety & Toilet Phobia - Advice Sheet