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Ideas to Support Sensory Regulation (CPCF)

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Ideas to Support Sensory Regulation (CPCF)

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Ideas to Support Emotional Regulation (CPCF)

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Ideas to Support Emotional Regulation (CPCF)

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NASEN Coproduction and Partnership Toolkit

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NASEN Coproduction and Partnership Toolkit

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This toolkit aims to bring together free resources available to support school staff working with Parent carers and outside agencies.

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Coventry Parent Carer Forum for parent carers of children & young people with special educational needs and disabilities, and health needs, aged 0-25 and living in Coventry.

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This page covers:

1. What is an EHC Needs Assessment/When is an EHC needs assessment necessary?

2. Making an EHC Needs Assessment Request

3. What happens if the local authority decides that an EHC Needs Assessment is not necessary?

4. What happens if the EHC Needs Assessment goes ahead?

5. EHC Needs Assessment: What happens next?

6. What if I do not agree with the Local Authority about the EHC Needs Assessment?

The EHC Needs Assessment is sometimes called 'Statutory Assessment' and concerns:

Children in early years settings, for example nurseries

Children of school age

Young people (up to 25yrs) in Post-16 provision, for example colleges

An EHC needs assessment is an in depth assessment of a child or young person's special educational needs (SEN) and the help and support he or she needs to learn and make progress. The Local Authority (Coventry City Council) is responsible for carrying out EHC needs assessments in Coventry under the Children and Families Act 2014 and Chapter 9 of the SEND Code of Practice 2015 sets out this process in full. It is available to download at www.gov.uk/government/publications/send-code-of-practice-0-to-25

The needs assessment is a detailed look at your child or young person's difficulties and brings together information about:

What your child or young person can or cannot do

The special help and support he or she needs

The assessment will include information from:

Parents/carers

The child or young person

The nursery, school or college your child attends

Other professionals who work with and support your child

The assessment will determine if your child or young person needs an Education, Health and Care Plan (EHC plan).

When is an EHC needs assessment necessary?

The majority of children and young people with special educational needs will have their needs met at 'SEN Support' within a mainstream setting. This means that the nursery, school or college makes additional or different provision to meet their needs. This may include the involvement of other professionals and specialist support services, such as an Educational Psychologist or Sensory Support (see our guide on SEN Support for further information).

The SEND Code of Practice says:

In considering whether an EHC assessment is necessary, the local authority should consider whether there is evidence that despite the early years provider, school or post 16 institution having taken relevant and purposeful action to identify, assess and meet the special educational needs of the child or young person, the child or young person has not made expected progress (9.14).

The Local Authority has a duty to consider requests for an EHC needs assessment. In the majority of cases, the requests are made by the educational setting together with parents/carers and the young person, but requests can also be made by:

Parents (for children under 16)

Young people (between the ages of 16 and 25)

The SEND Code of Practice says:

The Local Authority must conduct an assessment of education, health and care needs when it considers that it may be necessary for special educational provision to be made for the child or young person in accordance with an EHC plan (9.3).

The child or young person's level of attainment and rate of progress

The child or young person's special educational needs

The support that is in place and what has already been done to help

The difference that the extra support has made

The child or young person's physical, emotional and social development and health needs

Where the young person is over 18 whether he or she needs additional time to complete education or training

Coventry Local Authority has developed criteria as a guideline to help them decide when it is necessary to carry out an EHC assessment. You can find this criteria at: www.coventry.gov.uk/sendcriteria

The SEND Code of Practice says:

In considering whether an EHC needs assessment is necessary, local authorities should pay particular attention to the views, wishes and feelings of the child and his or her parent, or the young person (9.12).

The "Family conversation" is a tool used to gain the views of parents and carers as part of the EHC needs assessment process. It normally takes place prior to a request being made, normally alongside the educational setting. The information gathered during the family conversation should then be used across agencies so families need only tell their story once.

Once the local authority receives an EHC assessment request it has 6 weeks to notify parents, school and everyone involved of its decision.

Timeline: EHC Needs Assessment: weeks 0-6

1. Request is made (by school, parent or young person)

2. Notification of receipt by Local Authority

3. Decision made within 6 weeks

The local authority's decision

The local authority must tell you why it thinks that an EHC needs assessment is not needed. It must also tell you about:

Your right of appeal

Independent disagreement resolution and mediation

How to get further advice and support

If you disagree with the local authority's decision you can contact the EHC Plan Co-ordinator who will be named on the decision letter and/or the SEND Information, Advice and Support Service which will be able to discuss your options with you.

The SEND Code of Practice says:

"The Local Authority should also provide feedback collected during the process of considering whether an EHC needs assessment is necessary, including evidence from professionals, which the parent, young person, early years provider, school and post 16 institution may find useful" (9.19).

Once a decision to move ahead with the assessment is made, the local authority will ask for advice from relevant professionals about your child or young person's education, health and care needs.

The local authority must ask for advice and information from:

Parents/carers or the young person

Your child or young person's early years setting, school or college - If your child has a vision or hearing impairment, the local authority must also seek information and advice from a suitably qualified teacher

Educational Psychologist

Health professionals who work with your child or young person. This might include a pediatrician, speech and language therapist, physiotherapist or occupational therapist

Social care

Anyone else you ask them to contact who may be able to give relevant advice

Timeline: EHC Needs Assessment weeks 6-16

1. Request for advice from professionals

2. LA considers advice received

3. LA decides whether to issue an EHC plan (within 16 weeks of original request)

The local authority will carefully consider all of the advice collected during the assessment and will decide whether an EHC Plan is necessary for your child or young person.

If the LA decides not to issue an EHC plan

If following the completion of an EHC needs assessment the local authority decides NOT to issue an EHC Plan it must notify you, the current educational setting and services involved and give reasons for the decision. This notification must take place as soon as practicable and at the latest within 16 weeks of the initial request.

If the local authority decides not to issue a draft EHC Plan it must tell you about:

Your right of appeal

Independent disagreement resolution and mediation

How to get further advice and support

Again, if you disagree with the local authority's decision you can contact the EHC Plan Co-ordinator who will be named on the decision letter and/or the SEND Information, Advice and Support Service which will be able to discuss your options with you.

If the LA does decide to issue an EHC Plan

If the local authority decides that an EHC Plan is necessary, they will send you a draft EHC Plan, together with a copy of all the advice and reports collected during the assessment.

The EHC Plan is a legal document written by an EHC Plan Co-ordinator of the Local Authority. It describes the special educational needs that your child or young person has and the provision needed for them to meet those needs and achieve outcomes.

The EHC Plan will also include any health and care provision which is needed. You can read more about Education, Health and Care Plans in our next guide 'Your guide to the EHC Plan.'

EHC Needs Assessment: weeks 16-20

1. Draft plan sent to parents/young people

2. Parents/young people have 15 days to give views and request an educational setting

3. Final EHC plan issued (within 20 weeks of initial request).

How long does the whole assessment process take?

The whole process should take no more than 20 weeks. View the 'EHC Assessment Process Timeline' below for a breakdown of what happens and when.

Timelines in Full

At any stage of the process you can talk to your Local Authority EHC Plan Co-ordinator. This person will be named in the letter you receive from the Local Authority to notify you that it has received a request for an EHC assessment.

The SEND Information, Advice and Support Service (SENDIASS) can give you impartial, confidential information and advice about the options open to you, discuss any concerns you may have and support you through the process.

The Local Authority must inform you of your right to appeal to the Special Educational Needs and Disability Tribunal Service (SENDIST) and the requirement for you to consider mediation should you wish to appeal.

The Local Authority will state this in its letter to you at the following stages:

1. If the Local Authority refuse to make an EHC assessment of your child or young person's special educational needs

2. If the Local Authority refuse to issue a draft EHC Plan following the assessment

You can find out more information about resolving disagreements in Chapter 11 of the Code of Practice. www.gov.uk/government/publications/send-code-of-practice-0-to-25 or in our sections on Resolving Disagr eements.
Other sources of EHC information
Personal Budgets

You are entitled to request a Personal Budget if your child has an EHC plan or has been assessed as needing a plan. A Personal Budget is an amount of money your Local Authority has identified to meet some of the needs in your child's EHC plan, if you want to be involved in choosing and arranging a part of the provision to meet your child's needs. You (or your representative) will need to agree this with your Local Authority. A Personal Budget can only be used for agreed provision in the EHC plan.

The Special Educational Needs Jungle also provides information on Personal Budgets which you may find useful.

Transport

The Department for Education has produced Home to School Travel and Transport Guidance. This guidance will help parents/schools/professionals understand the Local Authorities duty to have regard to the policy when carrying out their duties in relation to home to school travel and transport, and sustainable travel.

Coventry Local Authority's transport policy must be published as part of its Local Offer.

There is a separate document for post-16 transport to education and training.

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Dimensions of Health and Wellbeing is a free online tool that provides a personalised profile and self-care information to support adults, children, and young people in Coventry and Warwickshire. Please use Dimensions to create a personalised profile, identify strengths and support needs and explore the support options in the self-care flyers.

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The Dimensions of Health and Wellbeing is a free online tool providing self-care information to support adults, children and young people in Coventry and Warwickshire.

You can rate yourself or another person against a number of dimensions related to health and wellbeing.

The Dimensions tool is available 24/7 and creates a Dimensions report which provides information about self-care, local services and support.

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The Dimensions of Health and Wellbeing is a free online tool providing self-care information to support adults, children and young people in Coventry and Warwickshire. You can rate yourself or another person against a number of dimensions related to health and wellbeing.

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Autism Education Trust Guide for Parent Carers

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Autism Education Trust Guide for Parent Carers

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Community Autism Support Service CASS - Autism support across Coventry and Warwickshire

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If you live in Coventry or Warwickshire with a diagnosis of autism, or are awaiting a diagnosis, we may be able to help you, your parents or your carer.

You can start by calling the Navigation Team and ask about available support. Our team is made up of autistic individuals and those with lived experience, including parents or carers of autistic individuals.

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Home - Community Autism Support Service CASS

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Welcome to the Community Autism Support Service or CASS for Coventry and Warwickshire.

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NCMH (National Centre for Mental Health)

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What is a Sensory Library

A sensory library is a place where people can try out sensory equipment to help them cope with sensory challenges. Sensory libraries can be useful for people who are considering buying sensory equipment, or for children and young people with special educational needs and disabilities (SEND).

When is the Library open?

The Sensory Library is open once a month. Contact Coventry Parent Carer Forum for dates.

Where is the Sensory Library?

You can find the Sensory Library at Harmony Family Hub, Clifton Street, Hillfields, Coventry, CV1 5GR.

(Note that the Library opens one day a month.)

What is in the library?

A list of toys and other items that can be borrowed from the library will be added to this webpage soon.

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Sensory Library | Coventry Parent Carer Forum

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Sensory Library | Coventry Parent Carer Forum

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The ADHD Foundation Neurodiversity Charity - an integrated health and education service.

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Amazing Things Happen - by Alexander Amelines

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The 3 c pathway has made all the difference to my relationship with my child, thanks you act for Autism.

I think this training should be compulsory for all professionals and organisations who come in contact with children and adults with autism. thank you I loved the way you did activities aswell

Excellent workshop. I could be trained/coached by Tessa and Jayne all day long. They are both very engaging and makes you want to listen

Tessa and Jane have been absolutely brilliant. Their passion towards improving experiences for children with Autism is inspiring in itself and from the beginning you feel their passion and wealth of knowledge. Whilst working in challenging times with it all being virtual, it was still extremely helpful saving and I will definitely be recommending to people. Thank you so much.

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Home | Act for Autism | Supporting & empowering people involved with autism

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The 3 c pathway has made all the difference to my relationship with my child, thanks you act for Autism. I think this training should be compulsory for all professionals and organisations who come in contact with children and adults with autism. thank you I loved the way you did activities aswell Excellent workshop.

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Watch me bloom when I have big feelings: A coping story for children with autism on how to manage emotions, practice social skills and navigate big feelings.: 1 (Daily Bloom coping stories) : Ledden, Grace: Amazon.co.uk: Books

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This website places cookies on your computer to improve your experience. By continuing to browse the site, you are agreeing to our use of cookies. For more details, see our privacy policy. I agree

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The British Dyslexia Association is the voice for the 10% of the population that are dyslexic

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Ambitious about Autism is the national charity for autistic children and young people. We stand with autistic children, young people and their families to champion rights, campaign for change and create opportunities.

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Graduated Approach for Neurodivergent Children and Young People

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Graduated Approach for Neurodivergent Children and Young People

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Information People and their Families Booklet

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Information People and their Families Booklet

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Wiggles, Stomps, and Squeezes Calm My Jitters Down (Calming My Jitters)

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Brief content visible, double tap to read full content.

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North Warwickshire & Coventry Dyslexia Association

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North Warwickshire & Coventry Dyslexia Association

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Supporters of NWCDA please click on their image to be taken to their web /facebook pa ge .

NWCDA welcomes you to this site

Founded by Lesley and Stuart Hill the Association came about when they identified the need for a support organisation for parents of dyslexic children in North Warwickshire. In 1992 NWCDA was registered as a charity and became affiliated to the British Dyslexia Association (BDA).

The objects of the Association have always been. To advance the education of persons handicapped by Dyslexia, and to promote better understanding of Dyslexia to the public at large

The Association works and has links with Local Education Authorities, other dyslexia organisations and charities.

We hope you will find within this site the information that you require.

Please use the links on the left to gain access to all of the information available.

If you are unable to find the answer to your questions please contact us.

Contact details are given at the bottom of this page.

Become a NWCDA member here .

2022

Telephone Helpline

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For more information

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Britney Winn Lee (Author), Jacob Souva (Author)

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The Boy with Big, Big Feelings (The Big, Big)

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The Boy with Big, Big Feelings (The Big, Big) : Britney Winn Lee, Jacob Souva: Amazon.co.uk: Books

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Coventry & Warwickshire Integrated Care System

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Guide to Neurodiversity in the Early Years

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Guide to Neurodiversity in the Early Years

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Ross W. Greene (Author) Format: Kindle Edition

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The Explosive Child [Sixth Edition]: A New Approach for Understanding and Parenting Easily Frustrated, Chronically Inflexible Children

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Now in a revised and updated 6th edition, the groundbreaking, research-based approach to understanding and parenting children who frequently exhibit severe fits of temper and other challenging behaviors, from a distinguished clinician and pioneer in the field.

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Louise Gooding (Author), Ruth Burrows (Illustrator)

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Wonderfully Wired Brains: An Introduction to the World of Neurodiversity

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Buy Wonderfully Wired Brains: An Introduction to the World of Neurodiversity by Gooding, Louise, Burrows, Ruth (ISBN: 9780241568163) from Amazon’s Book Store. Everyday low prices and free delivery on eligible orders.

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Some Brains: A Book Celebrating Neurodiversity

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Some Brains: A Book Celebrating Neurodiversity : Amazon.co.uk: Books

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Buy Brain Forest,The Large type / Large print by Menon, Sandhya (ISBN: 9780646856094) from Amazon’s Book Store. Everyday low prices and free delivery on eligible orders.

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Your Child is Not Broken: Parent Your Neurodivergent Child Without Losing Your Marbles

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Buy Your Child is Not Broken: Parent Your Neurodivergent Child Without Losing Your Marbles Main Market by Mavir, Heidi (ISBN: 9781035030576) from Amazon’s Book Store. Everyday low prices and free delivery on eligible orders.

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This is a wonderful and hopeful book. The powerful, perfectly crafted chapters reveal the crucial contribution that autistic teachers can make to education. The inspiring and diverse range of contributors also means that those lessons are drawn from many with their own experience and insight. It is a vital read for all those who care about autism and education. -- Professor Liz Pellicano, Macquarie School of Education, Macquarie University -- Peter Vermeulen

An essential read for any education leader or professional. It will open your eyes to the benefits of opening your ears and listening to autistic staff members. You, your school, and your learners will be the richer for it. -- Charlene Tait, Deputy CEO of Scottish Autism

When it comes to autistic pupils, schools are crying out for support. There is no better way to engage support than to listen to and accommodate autistic voices; especially those of autistic teachers and other autistic staff. This book echoes so many necessary and informed experiences, practices and means for real inclusion. It should always be 'Nothing about us, without us'. -- Dr. Wenn B. Lawson (PhD)

In this wonderful book autism is allowed to assume its rightful position as an exciting, challenging and enriching element to be celebrated in the diversity of our classrooms. Autistic teachers and school staff have so much to give; this book articulates the difficulties, certainly, but also shares the warmth, the enthusiasm and the humour that an open autism presence brings to our schools. Highly recommended. -- Dr Clare Lawrence, Senior Lecturer in Teacher Development and Head of Participatory Autism Research, Bishop Grosseteste University

Rebecca Wood brings together stories from the autistic teacher community that will impact conventional autism narratives and cultures of schools. This book challenges lazy, or harmful stereotypes about autism, but from the 'inside-out', and invites the reader to experience perspectives that are rarely explored, and yet vital to cultural learning and change. It is a landmark publication in recognising the strengths associated with autism in the teaching profession, and mitigating the challenges faced by autistic teachers. -- Richard Mills, AT-Autism, The John and Lorna Wing Foundation, University of Bath

A highly compelling and original book that is a 'must read' for anyone interested in inclusion and education. Insights gained from the personal narratives and experiences of autistic teachers provide powerful opportunities for discussion and reflection on what truly inclusive environments and practices could, and should, be. Written in a highly accessible and engaging style, this book helpfully challenges the dominant narratives of autism through illustrating inclusive practices and connecting these with current research theories and priorities. -- Sarah Parsons, Professor of Autism and Inclusion, University of Southampton, UK

This book provides a wide range of insightful and illuminating perspectives from rarely heard voices: autistic teachers. The authors not only discuss their own personal experiences but give practical suggestions on how to support autistic teachers and how their particular interests can be used to benefit the school. This polyphonic work is hopefully the beginning of a larger and long overdue discussion of how we can make our schools a more inclusive place for all. -- Annelies Verbiest, co-author of The Everyday Autism Handbook for Schools.

This excellent anthology of voices from autistic professionals and academics is an immensely valuable read, and one which fills an urgent gap in autism understanding. This book will be a vital tool not just for teaching staff aiming to understand autistic perspectives, but for increasing the expectation within educational fields for the voices of autistic professionals to be heard, valued and learned from. -- Chris Bonnello, autistic advocate, author and specialist education teacher

If there is one place where we can start building a more inclusive society, it is at school. It is the children of today who will shape society tomorrow. Of course, this mission can only succeed if today's school itself is inclusive. And it's not just about the students, it's about the teachers as well. Like no other, this book shows the added value of autistic teachers.

An honest insight into the world of autistic educators, sharing their passion for the profession and showing the true depth of empathy that they have for their students.

This book is a valuable resource for all educators, parents and policy makers, as well as autistic people considering a career in education and those wishing to support their autistic pupils and colleagues.

We must nurture our autistic and otherwise neurodivergent educators and recognise their true value not just to autistic students but to the profession as a whole.

-- Kabie Brook, Autistic activist and advocate, Co-founder of Autism Rights Group Highland, National Autistic Taskforce Directoris a must-read for anyone dedicated to making our schools more inclusive and accessible. -- Meghan Ashburn ~ Creator of Not an Autism Mom and That Au-Some Book Club, Educational Consultant, author, and teacher

Finally, a book that harnesses the professional experience and personal insights of autistic educators! Learning From Autistic Teachers

This book offers a rare degree of insight into what autism is, and what it means in a school environment. These autistic educators have seen what autistic children go through in education, from both sides. Schools will always be neurodiverse places, both among the children and the staff; to be truly inclusive, they need to get to grips with what neurodiversity means in practice. The writers here are exceptionally well placed to help them to do that. -- Fergus Murray, autistic teacher and co-founder of Autistic Mutual Aid Society Edinburgh (AMASE)

Schools that aim to be informed by the neurodiversity paradigm must engage with neurodiversity amongst school staff as well as pupils. Harnessing the expertise of neurodivergent school staff can promote creative and effective solutions to the challenges of true inclusion. This must-read volume of perspectives from autistic educationalists makes an essential contribution to that effort. -- Professor Sue Fletcher-Watson, Professor of Developmental Psychology, University of Edinburgh

There are a number of books which focus on how to make a school setting inclusive for students who have been diagnosed with autism. This book focuses on the experiences of autistic teachers where each individual shares their struggles and successes and provide information on what worked for them to be successful teachers. It is also about self-discovery and the importance of understanding autism at a personal level. This is a useful book for anyone who is interested in understanding lived experiences, and for those who are considering of making organisations inclusive for staff with different needs and strengths. -- Dr Prithvi Perepa, Lecturer in Autism Studies, University of Birmingham

This book should be on the syllabus of any teacher training program. Each chapter provides expert insight into the strengths and challenges faced by autistic educators with vivid and empathic illustrations of their day-to-day lives. Contributors make compelling calls for systems-wide adaptations of school environments to accommodate sensory, communication, and other differences. It also provides the next generation of autistic educators with practical strategies for navigating educational contexts, and using autistic strengths to benefit the most marginalized students. Both autistic and non-autistic school professionals will learn much from this book. -- Kristen Bottema-Beutel, Ph.D., Associate Professor of Special Education at Boston College

When we consider autism and education, the focus is inevitably on children and their learning.
The authors of this book challenge this by bringing together an array of autistic voices from the
UK teaching profession. Contributors share their diverse experiences; in doing so, they demonstrate
the importance of recognising autism across the ages and the impact a culture of diversity
and inclusion can have on both staff and students alike....This book would be useful to educators, researchers and autistic people wishing to gain an introductory understanding of the strengths and challenges of being an autistic teacher in the UK education system.

-- Barbara Sandland, University of Birmingham, MA Autism (Children), PGCE Special Educational Needs

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Learning From Autistic Teachers: How to Be a Neurodiversity-Inclusive School

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Buy Learning From Autistic Teachers: How to Be a Neurodiversity-Inclusive School by Wood, Crane, Happé, Morrison, Alan, Moyse, Ruth (ISBN: 9781839971266) from Amazon's Book Store. Everyday low prices and free delivery on eligible orders.

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Autism Central for Parents and Carers | Autism Central

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Autism Central offers a wealth of resources for parents, carers and personal assistants of autistic people in England – from articles and learning materials to signposting you to services and support in your local area.

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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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A website about autism, for autistic young people - so that everyone can gain a better understanding of what autism actually is.

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Autism West Midlands | Supporting the Autistic Community

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We use our passion and expertise to enrich the lives of people on the autism spectrum and those who care for them.

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4 times as many boys are diagnosed autistic as girls. This is not an accurate picture.

Frequently, for many reasons, girls are diagnosed later (on average up to 6 years later), missed or misdiagnosed, causing long term mental health problems with too many girls feeling too anxious to attend school as a result.

Currently the assessment tools used to screen for autism are male-centric. We want to see tools in place that reflect multiple presentations and needs so that no child's need goes unrecognised or unsupported. We are currently pilot-validating the Internal Presentation of Autism Checklist that sits within our white paper Autism, Girls and Keeping it All Inside , so expect that to change soon. Our survey had 1123 responses in a week, so there are many people who feel strongly about having screening tools which feel representative. Our vision is for a system that enables autistic girls to thrive, to feel understood and to achieve the best educational outcomes.

Our aim is to raise awareness of autism in girls and others who present in an internal way with health, social care and educational professionals and to bring change. Not only to the way that autistic girls are assessed and subsequently supported but to the narrative, with updated and positive terminology used to describe autistic traits.

Our private Facebook group supports both autistic girls and women and their extended families, but there are many more who need our help. We are now a registered charity, fundraising to enable us to both fund projects which offer face to face support and campaign for real change.

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We are a small registered charity working to support, educate, and bring change. Here you will find lots of resources.

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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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Spectrum Gaming is an online community for autistic young people. The aims of Spectrum Gaming are to enable autistic young people to develop meaningful friendships; to help them understand and develop a positive perspective of their differences; and to advocate for the needs of autistic young people

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All Cats Are on the Autism Spectrum: An affirming introduction to autism

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Buy All Cats Are on the Autism Spectrum: An affirming introduction to autism Illustrated by Hoopmann, Kathy (ISBN: 9781787754713) from Amazon’s Book Store. Everyday low prices and free delivery on eligible orders.

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Ymkje Wideman-van der Laan (Author), Rob Feldman (Illustrator)

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Autism Is...?: Volume 1 (Autism Is...? Books)

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Buy Autism Is...?: Volume 1 (Autism Is...? Books) by Wideman-van der Laan, Ymkje, Feldman, Rob (ISBN: 9781475102710) from Amazon’s Book Store. Everyday low prices and free delivery on eligible orders.

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Dyslexia West Midlands | Dyslexia assessments for children, students & adults.

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We offer tuition for children and adults, assessments, screenings and short courses. We also give advice to parents, employers and adults. Call 0333 577 9422. info@dyslexiawestmidlands.com

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Contact - for families with disabled children | Contact

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We are Contact, the charity for families with disabled children. We support families, bring families together and help families take action for others.

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eric - The Children's Bowel and Bladdr Charity

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eric - The Children's Bowel and Bladdr Charity

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With your help, we can keep offering free support to those who need us.

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Fragile X Help & Support | Fragile X Society | UK

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Details of the information and support the Fragile X Society provides to individuals and families affected by Fragile X. Contact us for help and advice.

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FASD is the term used to describe the lifelong impairments that can result from brain damage caused by alcohol exposure before birth. These impairments might become evident as difficulties with physical activities, speech and language, memory, learning and behaviour issues. Offering support, education, training, research and information on Foetal Alcohol Spectrum Disorders (FASD).

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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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Olaf is a three-year-old fox red Labrador therapist and a published author. He was invited to speak at the Cheltenham Literature Festival 2023. Olaf is a family pet registered with the Pets As Therapy (PAT) Charity. His job is to make people smile when, with his human mum (a specialist teacher and mindfulness coach), he visits hospitals and schools.

Every Thursday morning, Olaf goes to Battledown Special School. He enjoys his visits so much that he set his second book there! Team Olaf to the Rescue is a heartwarming story about his classroom adventures (it very cleverly rhymes!). With help from his merry band of canine mates, Olaf saves the school's Christmas celebrations and gives the children a party they will never forget. All the dogs in Team Olaf are Olaf's real friends whom he sees every day on his walks. They all play a vital role in the story, showing kindness, creativity, and bravery. Fun activities are added to stimulate the reader's imagination and memory.

Battledown School uses Makaton as part of their teaching and learning, so we included their symbols in the book to enable more of Olaf's human friends to enjoy it. We were delighted Makaton wanted to be involved in our project and are grateful to the Team for their expertise and patience. They provided symbols for the concepts/story words and explained where to place them on the page, so that the story makes sense to the Makaton reader.

Olaf's first book, Mr. Olaf the Therapist, is a mindfulness scrapbook, diarying his experiences in a mainstream school and his work in the NHS. As a PAT dog, Olaf visits Cheltenham General Hospital where he is a valued member of the Knightsbridge (Gastric) and Critical Care Teams. He has been doing this for over two years but is still banned from the staff rooms because of the doughnuts... It is a privilege and humbling to be welcomed so warmly by patients, their families, and Olaf's NHS colleagues. Olaf also shares his lifestyle wisdom with self-care activities and mindfulness questions to help us reflect on our own work/life balance.

Olaf gives all the proceeds from his books to the Pets as Therapy charity. He attends promotional PAT events e.g., Crufts and Goodwuff.

For more information about PAT and/or to buy Olaf's books, please visit Pets as Therapy.

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Makaton is a unique language programme that uses symbols, signs and speech to enable people to communicate. It supports the development of essential communication skills such as attention and listening, comprehension, memory, recall and organisation

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Not Fine in School is a parent-led organisation empowering families & raising awareness of school attendance barriers (school refusal/ anxiety/ SEND/ bullying)

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Information plays an important role in helping people understand and come to terms with Obsessive-Compulsive Disorder (OCD).

We're here to educate, offer hope and support people through the difficult times, right through to recovery and everything in between, we are OCD-UK.

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OCD-UK | A national OCD charity, run by, and for people with lived experience of OCD

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Information plays an important role in helping people understand and come to terms with Obsessive-Compulsive Disorder (OCD). We're here to educate, offer hope and support people through the difficult times, right through to recovery and everything in between, we are OCD-UK.

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The Body Scanner! Mindfulness for Children

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The 5-4-3-2-1 Method: A Grounding Exercise to Manage Anxiety

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The 5-4-3-2-1 Method: A Grounding Exercise to Manage Anxiety

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The 5-4-3-2-1 Method: A Grounding Exercise to Manage Anxiety

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Mental Health Foundation | Good mental health for all

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Explore information to help you understand mental health and get advice on how you look after your own mental health or support someone you know with theirs.

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How many hats do you wear? Parent, child, spouse, friend, employee, employer? Whatever roles you're responsible for, when your child's mental health declines, and you're expected to work as if it hasn't, it can add an additional layer of stress to an already challenging situation.

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Supporting parents with children suffering with mental health illnesses. Learn more about our mission, access support services, and join our online community.

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Place2Be is a children and young people's mental health charity with almost 30 years' experience working with pupils, families and staff in UK schools.

We provide mental health support in schools through one-to-one and group counselling using tried and tested methods backed by research. In addition, we also offer expert training and professional qualifications.

Why it's important

1 in 5

children and young people have a probable mental health condition, and many continue to have these problems into adulthood.

50%

of those with lifetime mental health problems first experience symptoms by the age of 14.

1 in 10
boys aged 5-19 with a mental health condition are suspended in some form from school.

Find out more about our work

How we help

Mental health support in schools

Our in-school mental health service supports the wellbeing of pupils, families and staff.
Find out more

Our mental health services in schools

We provide mental health services in schools that contribute to a whole-school approach to mental health.
Find out more

Counselling training and placements

Gain experience and skills with our child counselling training and placements.
Find out more

Place2Be is part of our school family. It is more than an office, more than a therapy room and more than a collection of counsellors.

Glyn Ellis - Headteacher, Haslingden Primary School

My daughter had become a different person - one we didn't recognise - but since counselling we see signs of our old loving daughter coming back.

Parent

If you have problems or worries you get a chance to talk to a person you trust. When I grow up I want to help children like Place2Be helps children.

Eight-year-old girl

Your support makes it possible

Thousands of vulnerable children and families depend on our work every single day. We simply cannot reach them without your help. There are so many ways to lend your support.

Place2Be's counselling service in primary schools has the potential to return £8 to society by improving long-term outcomes for each child.

Make a donation

How you can help

Fundraise for us

Raise money to transform children and young people's mental health. Browse ideas, tips and advice.

Get fundraising inspiration

Take part in an event

Run, cycle, walk. Trek to great heights or tackle some muddy obstacles. Take a look at our fundraising events.

Take on an event

Partner with us

See how your organisation can help us to support more children, families and school staff across the UK.

Find out more

Our impact

In the last school year

6,901

pupils were supported through one-to-one counselling.

33,327

pupils booked their own appointments o speak to our mental health professional.

After one-to-one counselling with Place2Be

76%

of children with severe difficulties show an improvement in mental health, according to parents.

64%

of pupils whose difficulties impacted their learning in class improved, according to teachers.

75%

of children and young people found it easier to make and keep friends, according to parents and carers.

Place2Be: mental health support in schools

Hear from children and teachers about the impact of Place2Be.

News & blogs

Eating Disorders in Children and Young People: a major public health concern

Clara Faria and Professor Tamsin Ford reflect on the impact of eating disorders on children and young people's mental health.

Read more

New report from NHS England shows increase in children experiencing mental health difficulties

Published today, the report reveals that 1 in 5 children and young people now have a probable mental health condition.

Read more

The BAFTA Roadshow with Place2Be arrives in North-West London

BAFTA and Place2Be team up to bring the BAFTA Roadshow to North-West London.

Read more

Sign up to our newsletter

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Improving children's and young people's mental health - Place2Be

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Place2Be provides mental health counselling support and training to schools to improve the emotional wellbeing of children, young people, families, teachers and staff.

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YoungMinds | Mental Health Charity For Children And Young People

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YoungMinds are a mental health charity for children, young people and their parents, making sure all young people can get the mental health support they need.

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A Guide to Sensory Integration for Parents

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A Guide to Sensory Integration for Parents

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Coventry and Warwickshire Partnership NHS Trust

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Understanding Sensory Needs and their impact on Anxiety

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Understanding Sensory Needs and their impact on Anxiety

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Coventry and Warwickshire Partnership NHS Trust

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Understanding Sensory Needs and their impact on Anxiety

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When things get too loud: A story about sensory overload (Sensory Series)

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Buy When things get too loud: A story about sensory overload (Sensory Series) by Alcott, Anne (ISBN: 9789083160801) from Amazon’s Book Store. Everyday low prices and free delivery on eligible orders.

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Neurosensory Divergence: Autistic Languages: A Roadmap To An Equitable Life For Autistic Children

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Buy Neurosensory Divergence: Autistic Languages: A Roadmap To An Equitable Life For Autistic Children by Daniel, Helen (ISBN: 9781915771414) from Amazon’s Book Store. Everyday low prices and free delivery on eligible orders.

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Sensational Kids: Hope and Help for Children with Sensory Processing Disorder (Spd)

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Buy Sensational Kids: Hope and Help for Children with Sensory Processing Disorder (Spd) Illustrated by Miller, Lucy Jane (ISBN: 9780399167829) from Amazon’s Book Store. Everyday low prices and free delivery on eligible orders.

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In order to fit in with expectations from others, some autistic people will closely observe people around them and copy their behaviour. This is known as ‘masking’. Read more about masking and how it can affect people’s lives.

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Autistic Girls Network White Paper: Keeping it All Inside

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Autistic Girls Network White Paper: Keeping it All Inside

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Autistic Girls Network - Reasonable Adjustments at School

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Autistic Girls Network - Reasonable Adjustments at School

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You have the diagnosis and probably a ton of medical jargon. How on earth are you meant to explain this to your child who is, if they have been diagnosed young, still learning to write their name?

Many parents have this worry as they don't want their child to think of themselves as abnormal or be worried about who they are, but I can confirm that your child probably already knows they are different. Not telling your child could cause more harm, as if they know they are different but don't know why, they will end up confused and have low-self esteem.

Children are very observant, especially when they are around their peers and hear comments about them when adults think they're not listening, so chances are they already know, but just don't have a word for it yet.

The first step is to address your own views on the subject so that you don't pass on any worries to your child. Every parent has worries, and it is natural to ask yourself how your child will struggle, but even without a diagnosis your child is still autistic and they just need the right accommodations to thrive.

Create a safe space for your child so that you can calmly have this conversation. Have to hand their favourite snacks, a cuddly blanket and keep the room clear of extra people.

Start simple with things they already experience, such as "so you know how loud sounds hurt your ears?" or "I've found out why some foods taste really bad to you." Then lead into the facts, that this is because they are autistic, that it isn't anything to worry about and that it just means their brain works differently to other people's.

If they are older and can handle a bit of terminology, explain that they have different sensory needs or may need help with their social skills, but try and avoid negative words such as 'disorder' or 'struggle'. This is your child's first introduction to having a diagnosis, and it needs to be positive.

Be open to questions, even if you don't know the answers. You can use this as a bonding experience by looking at different resources together or looking up autistic creators. You can shop for stim toys together and make a list of safe foods and safe spaces.

Your child may be upset. It's only natural to have big feelings when a new thing comes into play, and a diagnosis can be a very big thing even if they don't quite understand it yet. Just reassure them that you are there for them, you will learn with them and it is not a thing to 'overcome' or 'beat', it is who they are and that is wonderful.

End the conversation showing them some celebrities or creators who are autistic and show them how autistic brains are wonderful in their differences. Make a list together of the positives of being autistic relating to your child, so that they can have something to look back on if they have a hard time.

Not only is this the first conversation you will have with your child about their diagnosis, but it will be your beginning on being an advocate for your child. Your child will look to you to check if it is okay to be authentic as an autistic person, and if they have your support and acceptance then they will continue to grow and accept themselves.

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Telling your child they're autistic | Autistic Girls Network

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Parents worry as they don't want their child to think of themselves as abnormal, but your child probably already knows they are different.

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Talking about and disclosing your autism diagnosis

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Information about the different experiences and views autistic people have of discussing and disclosing their diagnosis.

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Your personal family hub app for local family information in Coventry.

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Coventry & Warwickshire ICB (Neurodiversity)

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Coventry & Warwickshire ICB (Neurodiversity)

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This is version one of the webpage so we would welcome any feedback to enhance it. Please send feedback here.

This is a collaborative webpage created for those with an interest in the Coventry and Warwickshire strategy for autistic people including:

Neurodivergent children and parents/carers

Neurodivergent adults

Professionals

General public

We have developed this webpage to:

Create a central webpage for Coventry and Warwickshire autism strategy and work

Ensure there is one webpage with all links within it to neurodevelopmental resources in Coventry and Warwickshire

Provide an easy to navigate co-produced page for people in Coventry and Warwickshire to access

Avoid Duplication and confusion

Promote resources and available support - local, regional, and national

The webpage is a central place to outline the All-Age Autism Strategy - 2021-2026 for Coventry and Warwickshireand local resources.

Taken from the All-Age Autism strategy;

'Autism touches the lives of many people living in Coventry and Warwickshire and can affect many aspects of life, from school to healthcare to employment, housing and social lives. As such, the strategy takes an all age and whole life approach and encompasses children, young people, adults, older adults and their parents and carers with the following vision:

Autistic people and their families are able to live fulfilling and rewarding lives within a society that accepts and understands them. They can get a diagnosis and access support if they need it, and they can depend on mainstream public services to treat them fairly as individuals, helping them make the most of their talents.'

There are 5 priorities within the strategy as below.

This the joint five-year Autism Strategy for adults, children and young people across Coventry and Warwickshire and is owned by the following organisations and partnership boards:

Warwickshire County Council

Coventry City Council

NHS Coventry and Warwickshire Clinical Commissioning Group

The Warwickshire Autism Partnership Board

All partners to this strategy are committed to commissioning high quality autism services and support and will work with partner organisations to improve the lives and opportunities for autistic children, young people, and adults. This 5-year local strategy has been co-produced with support from a wide range of people, including autistic people and their families and people working in services and organisations that support autistic people.

Within Coventry and Warwickshire we have the Information for Neurodivergent People and their Families E-booklet resource. This aims to bring together the different information and advice offered locally.

The E-booklet was produced by professionals from different organisations, neurodivergent people and their families. It provides useful information about services and support available for those who are diagnosed or who self-identify as neurodivergent and those who care for and support them.

The E-booklet is designed to be accessible and has links to useful webpages and also videos. When you open the E-booklet you can click on the save icon to save this document.

Within the E-booklet and its resources you can find information on:

Section One: Outlines some of the current understanding of neurodiversity, enabling you to consider your own views and preferred language.

Section Two: With so much information available, it can be difficult to know where to start. This section provides information about support and services that maybe useful to understand the support you need.

Section Three: Includes frequently asked questions about a number of issues. We have collated useful information and advice to help answer these questions. You can access this information and resources, whether you have a diagnosis, you are seeking a diagnosis, identify as neurodivergent, or just exploring.

Links to the easy read and printable versions of the E-booklet can be found at the bottom of this page.

The Dimensions of Health and Wellbeing is a free online tool that provides information to support adults, children, and young people in Coventry and Warwickshire. You can rate yourself or another person using the Dimensions, to create a profile which can highlight a person's areas of strength and areas where they may benefit from support. It provides trusted information about, local services, national support and resources such as videos, apps and books.

Since developing the tool, the Dimensions Team has delivered an accessible version which expands the tool to meet the needs of our neurodiverse community, in addition to those looking for information and support for their mental health and wellbeing. The new version has been co-designed with input from clinicians, Voluntary Community Social Enterprise partners, and people with lived experience.

This short animation explains who can use the Dimensions tool and how it can support you.

Please visit the Dimensions website today to create your own Dimensions profile to identify your strengths and support needs. You can also explore the support options available to you in the self-care flyers.

Why did we change the Dimensions?

If you regularly use the Dimensions of Health and Wellbeing tool, we have explained why the changes have been made here.

Autism Central for Parents and Carers is a national resource that has a whole wealth of resources available, the website is aimed at family members or carers of an autistic children or adults. The website says:

'As parents and carers of autistic children, young people and adults, it can be hard to find help when you're trying to get the right support. Autism Central aims to make it easier to learn more about autism and services available to you.'- find out more here.

The Academy is not a School, College or Academy in the traditional sense of the word. You don't need to be academically minded to attend and there are no tests, exams or assessments. The Academy offers a wide range of trauma informed courses and workshops designed to empower your mental health and wellbeing, provided by a number of Partner organisations working together.

Courses are delivered face to face and via online group sessions. All Academy courses and workshops are completely FREE OF CHARGE and open to anyone over the age of 18 living in Coventry and Warwickshire who wants to better manage or understand their mental health and wellbeing. Friends, family, staff, and carers are encouraged to attend as we strongly believe in learning together to get the most out of the courses on offer.

Guide to Reasonable Adjustments for Autistic Adults

The Guide to Reasonable Adjustments for Autistic Adults was co-produced by a number of autistic Experts by Experience and staff working in the Neuro-liaison and Adult Neurodevelopmental Teams.

The guide has been adapted from the original mental health-based version, to include suggestions for implementing reasonable adjustments in a wider range of contexts. We hope that this toolkit will encourage you to think about how you can make some really small but powerful changes, to help reduce some of the inequalities autistic people face when trying to access support services.

One Page Profiles

The one-page profile is a quick way to understand someone's interests, environments they thrive in and how best to support them. It's a conversation starter...something that isn't medical, which might help to reduce anxiety and build connection. It means people don't have to re-tell their story over and over and can help you to build the trust of the person you are working with. The conversation becomes person to person, rather than clinician to client.

(Ben Begg, Autistic Expert by Experience)

One page profiles guidance for professionals

One page profiles guidance for clients

Editable one page profile example 1

Editable one page profile example 2

Editable one page profile example 3

If you have any further queries about any of the resources, please contact Sarah Leddy, Clinical Lead Speech and Language Therapist in the Neurodevelopmental Liaison Project Team:sarah.leddy@covwarkpt.nhs.uk.

News & Resources
Neurodevelopmental and Autism Stakeholder newsletters 4Ps reasonable adjustments framework endorsed
Neurodiversity Celebration Week (18th to 24th March)
FREE ONLINE EVENTS FOR FAMILIES TO MARK NEURODIVERSITY CELEBRATION WEEK 2024
World Autism Acceptance Week (2nd to 8th April)
Free events in Coventry and Warwickshire focus on the experiences of autistic people and employment support for Autism Acceptance Week 2024 Advocacy Awareness for Autism NEW COVENTRY & WARWICKSHIRE RESOURCE PROVIDES UNIQUE INSIGHT INTO NEURODIVERGENT LANGUAGE
Wrong Size Fits All short film

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Neurodiversity & Autism - Happy Healthy Lives

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Be & Feel Loved Case Study - Baby Week 2024

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Child Friendly Cov is a campaign to ensure that Coventry is a child and young person friendly city - a place where children and young people feel valued, supported and enjoy themselves.

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Coventry Parent Carer Forum for parent carers of children & young people with special educational needs and disabilities, and health needs, aged 0-25 and living in Coventry.

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Coventry Family Health and Lifestyle Service (0-19 years) :: South Warwickshire University NHS Foundation Trust

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The Coventry Family Health and Lifestyle service includes Health Visiting, Infant Feeding, Family Nurse Partnership, School Nursing, MAMTA, Stop Smoking in Pregnancy, and Be Active Be Healthy, provided by the South Warwickshire University NHS Foundation Trust.

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The Coventry City Council website provides online services, information and advice for residents, businesses and visitors.

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Wellbeing resources for parents and carers

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We've launched a new series of six webinars on looking after yourself as a parent or carer of an autistic person. Each episode features a conversation with Dr Naomi Fisher and Eliza Fricker on a different wellbeing topic.

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Welcome to PANS PANDAS UK. This is our Home page.

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Working together to better understand absence from school & find effective solutions to attendance barriers

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The Brain Charity helps people with all forms of neurological condition to lead longer, healthier, happier lives.

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Tourettes Action is a support and research charity working to improve the lives of people living with Tourette Syndrome. Our services include online live-chat and email support, a befriender network, information, webinars, events and resources.

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Noddy No-nonsense Guide to SEN Law - Matrix Chambers

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Download the 2025 Noddy Guide to SEN Law.

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School Exclusions: A Helpful Guide for Parents, Guardians and Carers

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We are an independent group of parent carers of children and young people aged 0-25 with special educational needs and disabilities (SEND) and health conditions. We work alongside Coventry City Council and local health agencies to improve services for all our children with additional needs. Join us!

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The national charity Contact are currently working to support local parent carers to create a new parent carer forum for Coventry. If you live in Coventry and have a child or young person aged 0-25...

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Join the #UnderstandMyEpilepsy campaign and help ensure young people with epilepsy get the support they need to be safe and included at school.