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At Chickerell we are committed to supporting ALL children to reach their full potential by providing the right support, at the right time, in the right place.

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Special Educational Needs and Disabilities Policy

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Special Educational Needs and Disabilities Policy

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Our SEND Policy is reviewed and updated each year.

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A report detailing the support available for children with SEND is updated each year to reflect the developments in the provision we can offer at Chickerell.

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Timely identification of a Special Educational Need is essential to ensuring the right support is put in at the right time. This document explains how a child may be identified as needing SEND support and placed on the SEND register. Children can be removed from the register if and when sufficient progress has been made. Class teacher and SENDCo involve parents/carers in these decisions. A diagnosis does not automatically require a child to be added to the SEND register if their needs can be met through Quality First Teaching which is our normal classroom practice.

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Guidance on the special educational needs and disability (SEND) system for children and young people aged 0 to 25, from 1 September 2014.

Applies to England

Documents

Details

This statutory code contains:

details of legal requirements that you must follow without exception

statutory guidance that you must follow by law unless there's a good reason not to

It explains the duties of local authorities, health bodies, schools and colleges to provide for those with special educational needs under part 3 of the Children and Families Act 2014.

The code, which applies to England, is for:

headteachers and principals

governing bodies

school and college staff

special educational needs (SEN) co-ordinators

early years providers

other education settings

local authorities

health and social services staff

Other SEND guides are also available.

Thank you for your feedback

Report a problem with this page

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Guidance on the special educational needs and disability (SEND) system for children and young people aged 0 to 25, from 1 September 2014.

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The Local Authority are committed to supporting children and young people with SEND and their families through a range of services.

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Our Local Offer provides information, advice and support for children and young people aged from 0 to 25 years with special educational needs and disabilities (SEND) and their families.

What is SEND?

Children and young people with SEND may have learning difficulties or disabilities that make it harder for them to learn. They may struggle to make friends, or their physical ability is affected. They often need extra help and support.

On the following pages, you can find information and signposting to help children, young people and their families get the right help and support to meet their needs.

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Our Local Offer provides information, advice and support for children and young people aged from 0 to 25 years with special educational needs and disabilities (SEND) and their families. Children and young people with SEND may have learning difficulties or disabilities that make it harder for them to learn.

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Local Authority Guidance on requesting an EHCP

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Local Authority Guidance on requesting an EHCP

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When the needs of the child are complex and cannot be met by the school through our SEND support, it may be necessary to request an Education, Health and Care Plan. In order to do this, the school has to provide evidence of what support has been provided already, the external professional advice sought and implemented, and the impact evaluated when making this request to the Local Authority. This is known as a Graduated Response. Further details are provided in this link to the Local Authority website.

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Most children and young people can have their needs met and receive the support they need without an EHC plan.

The graduated approach: assess, plan, do and review

If your child has SEND their current school or setting should put an 'assess, plan, do and review' model in place. This is known as a graduated approach.

The school or setting has funding to support this work and should use the services available on our Local Offer to help meet your child's needs.

All mainstream schools and educational settings have a person called a special educational needs coordinator (SENCO) who will know about the graduated response. It's helpful to talk to your SENCO to discuss your child's needs. Some useful questions are:

what's been done and what support is already in place?

are there services or professionals that could offer further support?

have different approaches been tried and reviewed?

has the school or educational setting got evidence of a graduated response?

If your child or young person needs more help

For a small number of children, a graduated response may not be able to fully meet their needs and they may need extra help. We might need to consider whether that help and support needs to be provided through an EHC plan.

We will agree a needs assessment if both of these apply:

the child or young person has, or may have SEND

they may need SEND support that they can only get through an EHC plan

If a needs assessment is agreed, it won't always result in an EHC plan. This could be because there isn't evidence of a graduated approach, or because:

the school or setting can support the child or young person through SEND support

the child or young person's needs are unclear

it's not clear what help they're getting at the moment

We start thinking about an EHC plan when a graduated approach is already in place and your child's needs are still not being met.

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What is an education, health and care (EHC) plan?

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Most children and young people can have their needs met and receive the support they need without an EHC plan. If your child has SEND their current school or setting should put an 'assess, plan, do and review' model in place. This is known as a graduated approach.

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Dorset SENDIASS is a local independent organisation that can offer support and guidance to parents/carers with concerns regarding SEND support.

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Dorset Special Educational Needs and Disability, Information, Advice and Support Service (SENDIASS)

We are a free, impartial and confidential service that provides information, advice and support to:

children and young people aged from 0 to 25 with special educational needs and/or disability (SEND)

parents and carers of children and young people with SEND.

We also work with:

the local council in Dorset

education and training providers

the voluntary sector

other agencies

We aim for parents and carers, children and young people to play an informed part in:

planning provision

agreeing outcomes to meet SEND

What support we can provide:

SENDIASS officers are trained in Special Educational Needs and Disability (SEND).

We will help you:

express your views for assessments or meetings

find other support

if there's a disagreement

by listening to your concerns and talking to you about your choices and options

Our service provides:

a helpline with 24-hour voicemail

email advice line

face-to-face support

help to prepare for meetings

written information

signposting to other services and people who can help

support through the Education, Health and Care (EHC) plan process

For further information or advice please

Visit our Facebook page

If you are a professional then please see our Professionals Page

In need of mental health support? View our information and signposting page

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Family Action's Dorset SENDIASS (SEND Information, Advice and Support Service) offers free, confidential, accurate and impartial advice and support to families living in Dorset with a child up to the age of 25 who has special educational needs or a disability (SEND). Learn more about our service today.

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A national organisation offering support and guidance to parents/carers of children with SEND.

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(IPSEA) Independent Provider of Special Education Advice

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(IPSEA) Independent Provider of Special Education Advice

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IPSEA (Independent Provider of Special Education Advice) - helping children and young people with special educational needs and/or disabilities (SEND) get the education they are entitled to by law

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There are some great organisations, both local and national, that can offer support children with SEND and their parents/carers. If you are aware of an organisation that you would recommend to other parents/carers, then please let us know and we can share it here.

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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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A great little video for a simple explanation of Autism.

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Amazing Things Happen - by Alexander Amelines - Bing video

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Since 2016, this group of young people, ages 15-25, have shared their voices and lived experiences to steer, influence and advise the work we do. As well as advising on AET materials and strategy, Panel members speak at events, co-deliver training and support autism education networks.

Find out how this group of young people are supporting, co-producing and advising the AET.

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Helping you support autistic children and young people since 2007

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Ten percent of the population are believed to be dyslexic, but it is still often poorly understood. With the right support, the strengths and talents of dyslexic people can really shine.

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Ten percent of the population are believed to be dyslexic, but it is still often poorly understood.

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Lots of resources to help parents/carers develop speech and language at home in a fun and playful way.

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Welcome to the Parent Portal, our award-winning speech and language support website for parents, carers and families.

At Speech and Language Link, we understand that supporting your child's language learning, alongside everything else that life demands from you, can be challenging. The Parent Portal provides ideas and advice, information and activities for developing your child's understanding, talking and listening in a way that works for all of your family.

How to use the site? Visit the development tab to help you work out what the next steps are for your child's learning and then go to the stage-appropriate activities section. You don't always need to create a special time for working on listening and talking, use our everyday activities turn many routine tasks into support activities.

Our speech and language therapists have devised support videos for you. Check out the 'Can I have your attention please?' series to help get your child in the right frame of mind for learning and access super fun games and ideas to encourage a range of language skills.

Our activities are designed to fit around normal family life and by implementing some of them every day you can make a real difference to your child's language development.

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Supporting Parents and Carers who support children with SLCN - Speech and Language resources, information and activities

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Welcome to ADDISS, The National Train your child to do what you want them to do. Easy to follow steps for disciplining without yelling, arguing or smacking. proven successful programme. Attention Deficit Disorder Information and Support Service.
We provide people-friendly information and resources about Attention Deficit Hyperactivity Disorder to anyone who needs assistance - parents, sufferers, teachers or health professionals. Whatever you're looking for in ADHD, we'll do our best to help.

This website contains just a fraction of the information that we have on ADHD. If you would like to know more, visit our Bookstore. It has a wide range of resources about all aspects of ADHD and associated conditions, with special sections for parents, children, teenagers and professionals.

If you would like to talk to someone about ADHD, telephone us on 020 8952 2800, or you can send us an e-mail if you have any questions or need more information about anything you see on this site.

ADDISS is a proud member of ADHD Europe, an organisation founded to advance the rights of, and advocate on every level throughout Europe for people affected by AD/HD and co-morbid conditions in order to help them reach their full potential.

ADHD Awareness Month 2020 - Common Questions, Reliable Answers

Working in partnership with organisations around the globe, we've reached out to people with ADHD and their families across the globe to find the most commonly asked questions. We've taken these questions to world-leading ADHD experts, who have given us answers you can rely on! Check out these answers at adhdawarenessmonth.org. For more information, visit our 2019 project website on myths and facts at adhdisreal.org.

COVID-19 and ADHD

ADDISS is determined to continue supporting people with ADHD during these difficult times, and we appreciate the support of each and every one of our members and the ADHD community. For more information on how to access support during this crisis, pleasesee our Facebook page, where you can get in touch if you need us.

Please register to join our online support groups.

REGISTER HERE FOR ONLINE SUPPORT GROUPS

We know that this pandemic is creating new challenges for people with ADHD, so we'd like to share this guidance from the European ADHD Guidelines Group - click here to view a PDF article.

We now have a dedicated page listing several ways you can help support us in our work. Please follow HOW TO SUPPORT US
THIS LINK for more information.

We are pleased to announce a new and exciting way to support ADDISS that won't cost you a penny. In fact, it could even save you money on your online shopping! A NEW WAY TO SUPPORT ADDISS... THAT COULD EVEN SAVE YOU MONEY!

We have partnered with Savoo who will donate to ADDISS every time you search online via their website. In fact, you can make it even easier by making "https://www.savoo.co.uk/#addiss" your default search engine! It's totally free, and would help us a great deal.

All you have to do is follow this link, click "Support this cause", set up a free account, and start searching!

Savoo is also a great way to save money. If you visit Savoo, click "Support this cause", and set up an account you can find voucher codes for hundreds of your favourite shops including Boots, John Lewis, Amazon, and many many more. Every time you use one of those voucher codes Savoo will donate to ADDISS, and you will save money on your shopping!

And, if you're shopping with Amazon, use Amazon Smile instead of the normal amazon.co.uk - If you make ADDISS your chosen charity, Amazon will donate a small percentage of their profit from your purchase to ADDISS at NO COST to you!

For more information on this and other ways to support ADDISS, click here

WHO'S IN CHARGE AT YOUR HOUSE?
Put Yourself back in control.

The 1 2 3 Magic programme is highly recommended by ADDISS as behavioural intervention for children with ADHD and other challenging behaviours. We have now trained over 200 practitioners to deliver this programme to parents in the UK. Please contact us to find if there is a group running near you.

Buy the 1-2-3 Magic Book on-line now for £13.50 including Postage and packing.
Just click here.

NOW AVAILABLE
The Tipping Points
By Phil Anderton PhD
What professionals should recognise as the social impact of ADHD.
Retired police officer Phil Anderton brings us a unique book looking at how young people with poorly managed ADHD are at risk of following a path into crime, substance misuse, anti-social behaviour and personal danger, and outlines ways to reduce those risks with easy to follow and pragmatic text and checklists. The book, the first of its kind also has advice for magistrates and the police when coming into contact with these young people.
Order your copy now for
£9.99 plus £1.50 postage
You can buy it online now. Just click here

"As an adult who has ADHD, from childhood, and I have had my fair share of issues with the police and courts as a consequence, I really appreciate the interest in this subject being taken by Phil Anderton. This book should be read by anyone and everyone who deals with youngsters who have the disorder, if the people who looked after me had recognised my Tipping Points and done right by me, I might not have the criminal record that I have."
Gary Sendall, Founder WADDSUPP, adult ADHD support group in the Wirrall

"Many books seek to promote awareness of ADHD among the public but very few do so with as splendid a combination of science and compassion as does Mr. Anderton in this up-to-the-minute summation of what parents and others should know about ADHD and its management."
Professor Russell Barkley, SUNY Upstate Medical School

"This book is very welcome – it takes the lessons from the scientific study of ADHD and applies them to a social and justice perspective. It deserves to be read widely, especially by those who doubt whether the individual's vulnerability of ADHD is relevant to how society should react."
Professor Eric Taylor, King's College London, Institute of Psychiatry, London

"Phil Anderton, an experienced police officer, has seen that many who get in trouble with the law have ADHD. In this book he clearly describes what ADHD is and makes very practical suggestions for how those with ADHD can be powerfully helped by appropriate treatment. His approach is sensible, compassionate, and desperately needed."
Professor Thomas E. Brown, Ph.D. Dept of Psychiatry, Yale University School of Medicine

S

RAISING FUNDS FOR ADDISS AND RAISING AWARENESS. ADHD is REAL

You can help raise funds for the national ADHD Charity ADDISS. At the same time you will be helping to raise awareness about ADHD by purchasing our Shopping Trolley Token Keyrings and/or the National ADHD Charity Wristband. Maybe you'd even like your own personal ADDISS Stress Brain! Click the picture for larger images and order details.

JUST IN! The New ADHD Jewellery is now on sale. Beautifully crafted jewellery made specially for the ADHD Community. Click on the photo to visit our products page to see a larger picture.

Phone: 020 8952 2800

Press enquiries
020 8952 1515

e-mail: info@addiss.co.uk

ADDISS
P O Box 340
Edgware
Middlesex
HA8 9HL

Registered Charity 1070827

Please give your support and help to raise much needed funds by making a donation to ADDISS.

We have now teamed up with Just Giving.com to create a secure method for making donations to ADDISS or for raising funds through various events.

To receive email updates of news and events please add your email address

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Welcome to ADDISS, The National Train your child to do what you want them to do. Easy to follow steps for disciplining without yelling, arguing or smacking. proven successful programme. Attention Deficit Disorder Information and Support Service. We provide people-friendly information and resources about Attention Deficit Hyperactivity Disorder to anyone who needs assistance - parents, sufferers, teachers or health professionals.

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Special Needs Jungle provides parent-centred information, news, resources and informed opinion about SEN, disability, children’s health and SEN politics

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We have an Educational Psychologist (Dr Rachel Meyrick) and a Specialist Teacher (Lucy Brookes) allocated to the school for support and advice, including training for staff as well as direct work with identified children. We have a termly planning meeting where any requests for additional support can be discussed.

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The Education and Early Help (SEND) Teams are a local council service responsible for:

coordinating education, health and care (EHC) needs assessments

producing EHC plans

This team used to be called the 0 to 25 SEND Assessments Team.

They work to statutory guidelines as set out by:

the Education Act 1996

the Children and Families Act 2014

the SEND Code of Practice: 0 to 25 years

The role of the teams is to:

arrange the placement of children and young people with EHC plans (or statements of SEN) in school

make arrangements for any special provision to meet the children and young people's needs

oversee the annual review process

Members of the Education and Early Help (SEND) Teams

The Education and Early Help (SEND) Teams are made up of:

SEN provision leads

educational psychologists

SEN family workers

a SEND team manager

SEN provision leads oversee EHC needs assessments and write EHC plans. They work with families to make sure children and young people with EHC plans have the right support and school placement.

Localities on a map of Dorset

See a map of our localities. Enter your postcode to see which locality you live in:

Contact your local Education and Early Help (SEND) Team

Find an Education and Early Help (SEND) Team in your locality:

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The Education and Early Help (SEND) Teams are a local council service responsible for: coordinating education, health and care (EHC) needs assessments producing EHC plans This team used to be called the 0 to 25 SEND Assessments Team.

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In addition to the Local Authority Educational Psychologist, there may be some occasions when the school may engage the services of a private Educational Psychologist to carry out assessments and provide advice as part of the Graduated Response that might not be possible with the Local Authority colleagues. Any referrals will be discussed fully with parents/carers and your views will be sought. Dr Side will also meet with you after the assessment to offer feedback and for support to be discussed and agreed in partnership with school and parents/carers.

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I am a freelance Educational Psychologist based in the South West of the U.K.

I work with children and young people from pre-school to sixth form. I work with children and young people directly in schools using the Plan-Do-Review process (working in partnership with settings and parents to identify outcomes and an action plan to meet the outcomes).

I support settings to meet the needs of children and young people with a range of special educational needs, some of these needs include; anxiety or anger related difficulties, Attention Deficit Hyperactivity Disorder, Autism Spectrum Disorder, attachment difficulties, specific learning difficulties, moderate learning difficulties and profound and multiple learning difficulties.

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Dr Jeremy Side - Educational Psychologist_Home page

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I am a freelance Educational Psychologist based in the South West of the U.K. I work with children and young people from pre-school to sixth form. I work with children and young people directly in schools using the Plan-Do-Review process (working in partnership with settings and parents to identify outcomes and an action plan to meet the outcomes).

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We have a Speech and Language Therapist allocated to the school who, along with various colleagues, regularly provides treatment sessions within school, as well as in a clinic setting, for children who have been referred. Reports and programmes for follow up support in school are provided. School can make a referral if parents/carers and/or teachers have concerns about the development of a child's speech and/or language. All referrals are completed in partnership with the parent/carer.

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What is speech therapy?

Our speech and language therapists provide life-improving treatment, advice, support and care for children and young people who are experiencing challenges with their communication, or with their eating, drinking and swallowing.

We aim to work in partnership with parents and carers, and other key people in the child or young person's environment to support their

understanding of words and sentences

use of words and sentences

communication and interaction

dysfluency (stammering)

speech sounds

voice

We also help children and young people who have physical difficulties with swallowing, eating and drinking. Some children we support may have other identified needs such as cleft palate, hearing impairment and special educational needs and disability (SEND).

How do we work?

Speech and Language Therapists use specialist skills and a variety of methods to assess a child or young person's needs and determine if further support is needed. We work in partnerships with the child or young person, their parents/carers and family and other professionals such as teachers, early years setting staff, occupational therapists, doctors and heath visitors to provide quality care and the most appropriate support for your child. The support we provide to your child is based on their needs, it is individual to them. It is vital that the supportive approaches identified by the therapist are practiced at home with family encouragement and assistance.

Education staff at your child's early years or school setting are also key partners in supporting your child or young person by following the advice and personalised programmes of support provided by the therapist.

Where do we work?

The service works across Dorset and aims to offer support in the most appropriate setting for your child. This may be in a health centre, children's centre, school, nursery or at home. A number of our appointments are offered virtually. We are a teaching trust and therefore it is possible that your child may be seen by a student speech and language therapist under the direct or indirect supervision of a qualified speech and language therapist.

Please see our locations for current clinic locations, which include details of accessibility and parking.

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Speech and language therapy service (Children & young people's)

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Paediatric speech and language therapy Children and young people's speech and language therapy

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The X Change is a central registry for many of the organisations that support parents/carers of children with SEND with information and opportunities.

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A local charity that can provide supported holiday activities as well as a source of support and advice.

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Diverse Abilities | Dorset's Disability Charity | Children & Adults

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Diverse Abilities | Dorset's Disability Charity | Children & Adults

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A great organisation for signposting to other local support organisations. They run an annual information event at Kingston Maurward in the Autumn term but are a great source of information all year round.

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Dorset Parent Carer Council (DPCC) is an independent voluntary organisation that formed in June 2009. The DPCC are the parent carer forum recognised by the Department of Education, Dorset Council and Dorset Clinical Commissioning Group and are members of the National Network of Parent Carer Forums. (you can find out more about the NNPCF here)

DPCC is run by parents & carers for parents & carers of children and young people age 0 - 25 with special educational needs or disability (SEND) who live in Dorset.

Our aim is to improve services for our children and young people by ensuring that families' voices are heard by planners and decision-makers. Signposting and communication are key to what we do and wherever possible, we aim to work in co-production.

The work we do shapes local, regional and national services and policy.

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Dorset Parent Carer Council (DPCC) is an independent voluntary organisation that formed in June 2009.

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An independent support organisation offering social opportunities for children with ASC and their families hosted and supported by Chickerell Primary Academy.

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'Open - but please contact us (see the contact us page) in the first instance to ensure there are places available and please do not attend if you or your children have Covid symptoms'. Supported and Endorsed by Chickerell Primary Academy

their families. A-Stars is a club for children aged 5 or over, and young adults with an How do I get started? Due to number limitations please contact the group in the first instance either by emailing: admin@astars.org.uk Also, no more than 2 adults can accompany your child or children at any one time. Thank you. or by contacting someone on the contact page. We may have a waiting list in place.
'As a offering of support to our families at this time of financial difficulty we have suspended the need to pay subscriptions for the following period: 1st Oct 2022 to 31st March 2023. Therefore entry and attendance to the group is free of charge over those months'.

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home a stars astars aspergers autism asd asc weymouth dorset budmouth club parents children support

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'Open - but please contact us (see the contact us page) in the first instance to ensure there are places available and please do not attend if you or your children have Covid symptoms'. Supported and Endorsed by Chickerell Primary Academy their families.

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A helpful leaflet from the Specialist Teaching Team with ideas on how you can support reading in a fun way at home.

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Supporting Reading At Home DL leaflet (1)

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Another in the series of leaflets from the Specialist Teaching Team.

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Help your child with Maths DL leaflet (1)

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More great suggestions from the Specialist Teaching Team, this time for fun ways to develop memory skills.

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Visual processing and memory skills DL leaflet AB (1)

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A multi-sensory approach to learning spellings has been shown to be effective - for children to see, hear and touch the words they are learning in many different ways can help to master those tricky words. A leaflet with some great ideas from the Specialist Teaching Team.

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Help your child with spelling DL leaflet

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A free interactive resource to help children 'overlearn' their alphabet to help develop spelling skills.

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Free English uppercase and lowercase interactive alphabet arc to help students learn letter names, order, and shape.

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A child-friendly explanation of dyslexia.

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Dyslexia is a learning difficulty that lots of people have. It affects about one in ten people in the UK, including adults as well as children.

If somebody has dyslexia, they may have difficulties with their reading, writing or spelling.

It doesn't affect intelligence and it is not a disease or an illness - it is a condition that someone is born with.

The British Dyslexia Association hold an annual event called Dyslexia Week to raise awareness of the condition.

In 2020, the week will run from 5-11 October.

Read on to find out more about dyslexia and also check out our Newsround Special on it here.

Getty Images

What is it like having dyslexia?

Some people learn special techniques to help them to live with dyslexia on their own, whilst others may need special support to help them to do this.

Figures suggest that even though the condition is quite common, there are a lot of people who are living with it without knowing that they've got it. This means that they are 'undiagnosed'.

As with many learning difficulties and conditions, not everybody with dyslexia has the same experience.

Some people might struggle with their reading and writing, while another person with dyslexia might find maths more tricky.

One experience that is quite common is finding it difficult to remember things.

This can affect tasks like going to the shop or remembering what to pack for a particular trip.

People with dyslexia often have good skills in other areas, such as creative thinking and problem solving.

Another way that people with dyslexia might experience the condition is finding that words move about on the page when they try to read.

This can make school work difficult to complete without special help and support.

Radio 1 DJ Mollie King, who has dyslexia, explained: "The prospect of reading out loud in class filled me with dread. It got to the stage where I was so panicked that I'd make up an excuse to leave the room when it was my turn. That's when my teacher suggested I get tested for dyslexia."

When I was diagnosed with dyslexia at the age of 10, it came as a huge relief. I'd been feeling like I was stupid and somehow worse than my classmates, and I didn't understand why. But with the diagnosis, everything clicked into place. I knew I wasn't worse than everyone else - I was just different.

How do you manage dyslexia?

There are lots of different ways that children with dyslexia manage their condition. It also depends on their experience of it and how it affects them.

Some children who struggle to remember things may use a voice recorder to set reminders.

Children who have trouble reading might use a coloured overlay over the top of their text to help them to read.

"Reading through a coloured sheet really helps - the colour that works for me is yellow," explains Mollie. "If I put it over, it means I can read from left to right and it stops the words popping out on the page."

Others may benefit from special learning techniques or personal tutoring.

Dyslexia is caused by differences in the language areas of the brain and the connections between them.

It often runs in families and it can affect people of any age from any country.

Dyslexia can't be cured and people who are born with dyslexia have it all their lives - but it can usually be managed if a person is given the right support.

People with dyslexia can go on to be as successful as somebody without the condition - like successful businessman Sir Richard Branson.

Speaking to BBC Newsbeat, Mollie King has some great advice for anybody who is living with dyslexia.

"You're not alone - it's something to be proud of we shouldn't be embarrassed or ashamed and really focus in on those things you are good at," she said.

"For me it knocked my confidence because I couldn't keep up with the pace they read at [in school]. Focus on those things that you're good at - maybe you're sporty or maybe you're very creative."

Dyslexia isn't something that defeats you. The key is being diagnosed as early as possible. It breaks my heart that there could be people out there struggling through life unnecessarily because they've not been diagnosed, and are still feeling stupid the way I did. The better we all understand dyslexia, the more we can help people who have it to reach their full potential.

Getty Images/BBC

If you watched CBBC's music talent show 'Got What it Takes?' then you may remember Georgie.

Georgie has dyslexia and finds it hard reading things like song lyrics.

"It's something that I've found difficult and people don't always understand what it means to have dyslexia" Georgie said.

Georgie says she didn't wanted 'to make a big deal' out of having dyslexia and says it's just something she has.

But she still finds it hard and and hopes that other kids know that it's ok to struggle sometimes.

"I've had so many supportive messages, it's been amazing and that's why I wanted to talk about having dyslexia, I want other people know it's a completely normal thing."

Georgie isn't alone, she even had a special message from musician Freya Ridings who also has dyslexia.

"It was so amazing to get the message from Freya, she has achieved all the things she's achieved.

"That makes you feel as if nothing can stop you from doing the things you want to do."

And, Georgie said Freya is right: "Dyslexia is a superpower!"

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Dyslexia is a learning difficulty that lots of people have. It affects about one in ten people in the UK, including adults as well as children. If somebody has dyslexia, they may have difficulties with their reading, writing or spelling.

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Special educational needs and disability - BBC Bitesize

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All the latest BBC Bitesize content about special educational needs and disability.

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Read Write Inc information for parents/carers

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Read Write Inc information for parents/carers

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Information for parents/carers on how to support the Read Write Inc approach to teaching phonics at home.

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Read Write Inc. Phonics – Learning to read at home Parents films The films below show parents and carers how we teach children to read and write with Read Write Inc. Phonics.If your child is in a school that teaches Read Write Inc. or if you have bought a parent pack, the films will help you and you…

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Learning relies on memory - working, short term memory and the longer-term ability to retain and recall information. Here are some fun memory games to play with your children to help develop memory skills.

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Why MentalUP Memory Games?

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We recommend the MentalUP which is developed by academicians and pedagogues and is filled with educational brain teasers.

MentalUP Educational Games will enable your child to use technology in a beneficial way.

MentalUP is an online innovative games resources for teachers and parents.

MentalUP does brain training well. Its games are easy to understand while challenging the skills which they are designed to stretch.

MentalUP is a UK-based award-winning scientific-educational application containing cognitive learning games for K-8 learners.

MentalUP developed by game designers and academics incorporating innovative teaching methods to offer dozens of mind games.

CONTENTS OF THE MEMORY IMPROVEMENT GAMES

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Memory Games for Kids Online & Free | MentalUP

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You can boost your skills with MentalUP's memory games for kids online, memory card games, memory match games, memory board games, working memory games.

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A child-friendly explanation of Autism.

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On Friday 2 April it's World Autism Awareness Day.

The aim of the day, which is organised by the United Nations, is to raise awareness of autism and highlight what can be done to improve the quality of life for autistic people.

Here's everything you need to know about the condition.

What is autism?

Autism spectrum disorder (ASD) - its medical name - is the name for a range of conditions which affect how a person communicates and interacts with the world around them, as well as their interests and behaviour.

It's not a disease or an illness, but a condition that somebody is born with. People who are born with autism have it all of their lives. Some people prefer to call it 'autism spectrum condition' (ASC) instead of ASD.

You cannot tell that somebody is autistic by looking at them.

It is estimated that about one in every 100 people in the UK is autistic, with more boys than girls diagnosed with the condition - though there are lots of theories about why this may be.

No one knows why people are born with autism, but there's lots of research going on into what causes it.

What is Asperger syndrome?

One form of autism is called Asperger syndrome. Tyler is 11 years old and has Asperger syndrome.

Following the death of his grandma, Tyler suffered from depression and mental health problems.

But, with the help of counselling, he got better and has now written a book all about his condition, his life and how he overcame his problems.

Someone with Asperger syndrome may find it hard to express themselves and how they feel. They may want to make friends and socialise with people just like everybody else, but they might find it very difficult.

Generally, people with Asperger syndrome don't have as many problems with talking, but they might still find it difficult to understand language, so they could struggle to understand how other people are thinking or feeling.

They may have above average intelligence, as they don't have the learning disabilities that many autistic people might have.

However, they may have specific learning difficulties and could need additional support, just like anybody else who is autistic.

How does autism affect people?

Autism affects different people in different ways.

This is why it might take time for someone to be diagnosed, as there isn't one simple list of symptoms and signs to look out for.

Anne revealed that she didn't actually get diagnosed until she was 45, back in 2003.

It can affect the way someone communicates with people, so a person might seem more shut off from those around them because they struggle to interact with them.

Autistic children might choose to play on their own rather than in groups or they might be a lot quieter than everybody else.

It can also have an impact on how a person makes sense of the world around them.

Someone who is autistic might be over-sensitive or under-sensitive to sounds, touch, tastes, smells, light or colours. They might wear special headphones to cancel out sounds so that the noise of the world around them isn't overwhelming.

People who are autistic can be really good at remembering things so they might have a lot of knowledge about one particular subject.

Newsround explores mental health

Because autism affects people differently, some people don't need a lot of help, but others might need extra support throughout their life.

For someone who is autistic, everyday life can be confusing and chaotic.

Their brain works differently so just communicating with people can be really hard.

Simple things like talking to other people, and reading people's body language and expressions can be difficult. Some people will be able to speak, while others may not be able to speak at all. They might use sign language to help with this.

An autistic person might seem like they're not interested in people and find it hard to make friends and meet new people.

They might also find it hard to use their imagination or be creative, so made-up games in the playground might be quite difficult for someone with autism to take part in.

Many autistic people find comfort in having a routine, so it is quite common to want to repeat things. Doing the same things every day can help - for example, playing the same games or eating meals at the same time - or they may engage in repetitive behaviours like turning light switches on and off, opening and closing doors, or lining up objects.

It can be frustrating not being able to communicate in the way that they might like, so this frustration might come out through their behaviour.

More of your inspiring stories

1. Be understanding - While you might find it difficult if somebody who is autistic doesn't want to talk to you or play with you, it's not their fault that they feel that way. They might even be frustrated about it themselves. Be patient and remember, the most important thing is not to take it personally. If you think someone is being rude or unfriendly to you, remember that they don't mean to be. If you're upset about anything, go speak to an adult that you trust about it.

2. Be accepting - The world can be a confusing place for autistic children and adults, and they may behave in a way that you think is a little strange. They might make noises or flap their hands, for example. Be kind and let them behave in a way that they are comfortable with. Don't stare or single somebody out because they are behaving differently.

3. Don't make assumptions - Don't make assumptions about what autistic people are like. It affects different people in different ways. For example, just because somebody who is autistic might struggle to communicate, it doesn't mean they struggle to understand what is being said around them.

4. Ask - If you are at all unsure about anything, go speak to an adult that you trust. You can speak to them about ways you might be able to help your friend with autism to make sure that they are OK.

World Autism Awareness Week 2021 takes place from 29 March to 4 April.

If you have any more questions about the condition or want to find out more, speak to an adult that you trust - maybe a parent, teacher or another relative - or you can speak to your local doctor, who will have lots of information and advice if you need.

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Autism spectrum disorder (ASD) is the name for a range of conditions which affect how a person communicates and interacts with the world around them, as well as their interests and behaviour.

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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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Marcus has autism and ADHD. Symptoms of ADHD include inattentiveness, hyperactivity and impulsiveness.

He says some of the things people get wrong about ADHD are "we're just naughty, and obnoxious and don't listen at all".

He says these views can be quite "upsetting", but he sees ADHD as his super power.

Watch Marcus, who is an ADHD Foundation Young Ambassador, tell Newsround about how ADHD affects him and how his service dog Cocoa helps him

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Marcus: How ADHD affects me and why being different is good - CBBC Newsround

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Marcus has autism and ADHD. Symptoms of ADHD include inattentiveness, hyperactivity and impulsiveness. He says some of the things people get wrong about ADHD are "we're just naughty, and obnoxious and don't listen at all". He says these views can be quite "upsetting", but he sees ADHD as his super power.

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Support for Parents from Action For Children

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How can I support a child with ADHD? - Support for Parents from Action For Children

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If your child has ADHD, it's useful to understand how they may behave and what they might need from you.

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A link to a further padlet providing information on how to support your child's language development.

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We can offer a broad range of 1:1 and group pastoral interventions to support children experiencing Social, Emotional and Mental Health difficulties. Follow this link which will take you to the Wellbeing padlet on the school website.

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Fine motor skills are required to develop fluent handwriting.

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Affiliate and Referral links are used below to promote products I love and recommend. I receive a commission on any purchases made through these links. Please see my disclosure policy for more details.

There are tons of fine motor activity ideas out there for babies, toddlers, and preschoolers. But if you have an older child who may not be interested in those "baby activities" you may be scratching your head about what to do. So I've come up with some age-appropriate fine motor activity ideas for older kids, particularly those who are 6 and up.

Fine motor skills are important for future school activities and handwriting, which is why you find so many activities for younger ones. Children under the age of 6 are building all those skills needed for participation in the school environment and self-help skills such as dressing, eating, and bathing.

But older children need to keep these skills up in order to continue to be successful. They may not be interested in putting circle cereal on tooth-picks anymore pouring and transferring objects with bubble tongs anymore. But there are lots of ways for them to get fine motor practice in, in an age appropriate way.

Fine Motor Development for Ages 6+

This is what your child's gross motor and fine motor development looks like at age 6 or above.

Fully developed eye-hand coordination

Use all eating utensils appropriately

Help with household chores (sweeping, moping, dusting etc)

Able to take care of pets (feeding, grooming, walking etc)

Draw detailed and complex shapes or pictures

Begin to develop writing and handwriting habits and skills

Participate in sports activities

Have hobbies they enjoy and complete independently

Learn a musical instrument

Begin computer skills and use video games

Are able to draw with greater control and precision

Can ride a two-wheeled bike

Learn swimming skills

Move in time to the beat or rhythm of music

Able to twist and spin in one place

Are able to combine motor skills such as running and kicking or moves to music

Keep scrolling for a printable version of this list.
Fine Motor Activities for Older Kids

Fine motor activities involve bilateral coordination, crossing midline, gross motor skills, and focusing on activities that use the smaller muscles of the hand. Posture and core stability are also important for successful fine motor skills, so many of these activities will involve gross motor and fine motor movements.

1. Art classes

2. Gymnastics

3. Yoga

4. Swimming

5. Roller blading or roller skating

6. Team sports (such as baseball, football, soccer, hockey, volley ball etc)

7. Wrestling

8. Tennis

9. Horse back riding (especially grooming and pre-riding care)

10. Taking care of a pet (dog, cat, bird etc)

11. Origami (paper folding art)

12. Cooking and baking

13. Music lessons (particularly piano, string, or woodwind instruments)

14. Jewelry making

15. Coloring books (those with more detailed designs)

16. Puzzles (those with 50+ pieces or more detailed pictures)

17. Dance

18. Playing croquet

19. Crocheting

20. Wood working

21. Building

22. Computer coding or building computers

23. Mechanical work

24. Board games

25. Playing capture the flag

Printable List of Fine Motor Activities for Older Kids

If you would like a printable option of this developmental checklist and 25 fine motor activity ideas, simply subscribe to my blog by putting your e-mail address in the box below.

You will receive a confirmation e-mail, asking you if you want to subscribe (double check your spam or promotions tab for gmail if you don't see it in your inbox). After you click that button to confirm, you will receive the download automatically to your computer.

You May Also Like:

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25 Fine Motor Activities for Older Kids (Ages 6+)

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Affiliate and Referral links are used below to promote products I love and recommend. I receive a commission on any purchases made through these links. Please see my disclosure policy for more details. There are tons of fine motor activity ideas out there for babies, toddlers, and preschoolers.

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A child's Special Educational Need will fall into one or more of the 4 broad areas of need as defined by the Code of Practice.

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Advice and guidance for supporting a child for whom you may have concerns regarding fine and gross motor skills.

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This leaflet was produced through a consensus process led by Movement Matters, which involved relevant stakeholders and organisations from across the UK.

What is DCD?

Developmental Co-ordination Disorder (DCD), also known as Dyspraxia in the UK, is a common disorder affecting fine or gross motor co-ordination in children and adults.

This lifelong condition 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 experience.

An individual's co-ordination 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.These difficulties may also affect an adult's education or employment experiences.

When and how is DCD identified?

Though formal identification of DCD rarely occurs prior to a child's 5th birthday, parents and teachers may notice that a very young child has co-ordination difficulties or delays in motor development when compared with peers.

As soon as a child is old enough to be diagnosed, a paediatrician or occupational therapist can assess the child through observation and an evaluation of the child's motor performance via standardized parent questionnaires and tests.

Multiple sources of information should be used when assessing a child for DCD. These will be collated from parents, teachers and the child/young person. In addition, formal testing is often carried out by a health professional (e.g. Occupational or Physiotherapist) and confirmed by a medical practitioner.

A diagnosis is made when there are significant motor difficulties that are not due to a visual impairment, neurological disorder or other medical condition.

How might DCD affect my child at home?

Your child's movements may generally appear awkward. S/he may have difficulties with some or all of the following:

Self-care (e.g. washing, toileting, dressing - doing up buttons, tying shoe laces, putting clothes on the right way around).

Physical play and sports especially in playing team games, including ball skills.

Handwriting and drawing.

Using tools (e.g. a toothbrush, cutlery, scissors).

Doing crafts and playing with construction toys.

Some children may also experience:

Social difficulties (e.g. difficulty in groups especially maintaining friendships).

Emotional difficulties (e.g. low self-esteem).

DCD may exist with other conditions (such as ADHD, Autism, Dyslexia and Specific Language Impairment). In these cases, the child may have a complex profile and a range of difficulties.

Who should I talk to if I think there is a problem?

GP: In the first instance you should discuss any concerns about your child's development with his/her GP for advice regarding further assessment and support.

Teacher: Discuss concerns that you have about your child with his/her class teacher, to establish if they are having difficulties outside of the home environment. Discuss your child's strengths and how to build on these to support your child's development.

SENCo: Discuss specific strategies (e.g. recording information in class, inclusive approaches for PE; assistance with planning and organisation).

Local support groups: Who will provide support for children with DCD and their families.

Local community sports facilities (e.g. judo clubs, swimming classes): Talk to coaches about your child's needs.

Transition teams: Plan ahead with school staff for transitions at school and into employment.

What can I do to help my child?

There is much that you can do to help your child at home.

In order for your child to succeed, you will need to support his/her learning and encourage him/her to participate in activities.

Make adjustments at home to encourage greater independence and participation (e.g. elasticated shoes, trousers, easier fastenings on clothes, strategies for organisation and time management).

Provide opportunities for regular practice of activities and exercises by involving your child in everyday activities such as cooking (mixing, spreading), household chores (folding clothes, putting away cutlery, mopping the floor) and simple games (catching a ball, hop scotch).

As your child practices and improves, gradually increase the demands of the task (e.g. catching a smaller ball, cutting around more complex shapes).

Let your child choose activities that they particularly enjoy or wish to try.

Praise your child for effort, as well as achievement.

Celebrate successes and attribute them to your child's hard work and effort.

Try to make sure your child practices meaningful, 'functional' tasks that s/he will come across in everyday life e.g. decorating biscuits with icing rather than meaningless finger exercises.

Use your child's interests as a focus for motivation (e.g. cutting out newspaper pictures of their favourite sport).

Encourage practice at every opportunity. 'Little and often' is best for learning - ten minutes every day rather than one long session each week.

Try to ensure that your child practices movement skills in a variety of different ways so that they can generalise to new situations (e.g. different activities for ball skills: throwing and catching with different size balls of different weights, with the child in different positions).

Break down tasks into smaller units to be learned; make sure that your child knows what they are working towards and what the end goal looks like (e.g. the different components in learning to tie a shoelace).

Support your child when they are learning a task (e.g. hold their coat as they do up the zip but gradually reduce this support as they become more confident and start to succeed on their own).

Encourage the use of 'thinking skills' (cognitive strategies) such as goal setting, self monitoring, problem-solving activities e.g. ask your child to say what aspect of the task they need to focus on to be successful (throw the ball higher/harder to get it in the net).

What might health and educational professionals offer?

Levels of intervention will be determined by the specific needs of your child and the impact this has on his/her everyday activities at home, school and in play.

The type of intervention will be informed by the individual needs of your child, agreed goals and the research evidence. Intervention may include school based activities and/or parent/teacher information sessions, Physiotherapy or Occupational Therapy in a group or individual setting.

Where else can I go for information?
www.movementmatters.org.uk Click here to download this leaflet.

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This leaflet was produced through a consensus process led by Movement Matters, which involved relevant stakeholders and organisations from across the UK. Developmental Co-ordination Disorder (DCD), also known as Dyspraxia in the UK, is a common disorder affecting fine or gross motor co-ordination in children and adults.

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A sensory circuit is a form of sensory integration intervention. It involves a sequence of physical activities that are designed to alert, organise and calm the child. The sensory circuit aims to facilitate sensory processing to help children regulate and organise their senses in order to achieve the ‘just right’ or optimum level of alertness required for effective learning. The circuit should be an active, physical and fun activity that children enjoy doing.

Sensory circuits should ideally be completed at school but they can be done at home too. Sensory circuits are a great way to both energise and settle children so they can focus and engage better in the classroom but can be used to help regulation at home.

Sensory circuits are designed to start with alerting activities, move to an organising phase and then finally to a calming phase.

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Example sensory circuit info and ideas for home

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A simple story to share with your child if they have questions about their ADHD diagnosis.