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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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SEND tips and advice - BBC Parents' Toolkit - BBC Bitesize

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Activities, advice and personal stories about parenting and special educational needs and disabilities to help you support your family.

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Welcome to Holy Family's SEND Padlet!

At Holy Family, the care for the SEND children is at the core of our values and we are passionate about including them in all aspects of school life. Our teachers ensure that every child is provided with an appropriate level of challenge and makes steady progress.

We have effective systems in place to make sure that the school’s staff have a good understanding of each child’s strengths and needs and bespoke support is offered when required.

We endeavour to work closely and in partnership with parents of SEND students and, when deemed necessary, seek the support of outside agencies.

The SENDCO’s surgery runs every Monday 3.30 pm - 4.30 pm.

Please email to book an appointment: m.scullion@holyfamily.waltham.sch.uk

Monika Scullion - SENDCO

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Monika Scullion - SENDCO

m.scullion@holyfamily.waltham.sch.uk

Gabriela Pietrzyk - Assistant SENDCO

g.pietrzyk@holyfamily.waltham.sch.uk

Maureen Murray - Year 7 Transition coordinator

m.murray@holyfamily.waltham.sch.uk

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Website Annual SEND Report for Governors 2024 (1)

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Waltham Forest SEND Service | The Hub - Waltham Forest Education Hub

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This page introduces the Waltham Forest SEND service and includes information about the team, the EHC process, provision and integration. Click on the sections below to find out more.

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Local Offer: Special Educational Needs and Disability (SEND)

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Read about SEND provision, our Local Offer in the borough, as well as education, health and care plans.

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Guidance to Parents about Exam Access Arrangements

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Parent carers can often help pinpoint problems frequently experienced by families with disabled children. This knowledge is useful to professionals to help them improve how services are delivered, so they better meet family's needs.

When parents and professionals work together, recognising each other's expert knowledge, informed decisions are made which make the best use of people's time and money. Including parents in their decision- making processes has helped Local Authorities and Health professionals develop services that are relevant and right for the disabled children and their families in their areas.

WFPF focus on four main areas of participation which we believe make a positive difference. The aim of the forum will be to become involved at the appropriate stage or progress of local policies to develop these four areas on behalf of all forum members.

The more informed that parents are, the more they will feel confident and able to make appropriate choices for their children and families. A local constituency of well-informed parents develops knowledge of what works best for all disabled children and young people.

Such knowledge is an essential ingredient in shaping effective services that best meet local needs. It underpins successful consultation and parents' participation.

Consultation is a step up from simply giving information as it requires a two-way communication. Professionals should consult with parents on existing services, seeking their views on how services can be improved, and good practice shared from other areas.

Another reason for consultation could be when changes to services are planned. In this instance, as many parents as possible should be informed about proposed changes to a service and invited to give their ideas and raise any concerns about the proposals before final decisions are made. The professionals who are carrying out the consultation will then need to reply to the parents' responses, setting out clearly what has changed as a result of parent feedback and where it has not been possible to make changes, explaining why.

Many parents do not have the time or choose not to get involved in full participation. However, all parents have opinions about the services their children receive so consultation is an important and relatively simple way of capturing a wide range of views.

The purpose of parent participation is to enable parents to get involved in service planning and decision making so that services meet the needs of families with disabled children and resources are not wasted on services which parents and families do not take up.

Effective parent participation happens when parents have conversations with and work alongside professionals, in order to design, develop and improve services. This conversation benefits everyone. Working with parents helps professionals to understand what needs to happen to develop services that meet families' needs.

Working with professionals helps parents understand the complexity involved and the challenges faced by the professionals who must bring about that change. Working together and sharing knowledge enables parents and professionals to find solutions that work.

'Co-production is about trust and builds upon transparency, open communication with equal value being given to each participant's contribution. Co-production happens when all team members together agree outcomes, co-produce recommendations, plans, actions and materials as a collective.

It is an approach which builds upon meaningful participation and assumes effective consultation and information sharing. In its essence, co-production is a dynamic group process and happens in the room when there is equal value for each participant's contribution and when there is a meaningful proportion of participants who are service users (in this case parent carers) present.

Parents and Carers are not there just to illustrate the experiences of services users but rather to take responsibility to help shape future experiences and be an active part of delivering the solutions.

VOLUNTEER PARENT REPRESENTATIVES

Parent carers are encouraged to become parent reps which enables them to take more responsibility through representing the parent carer's perspective in meetings. This has been seen to increase their own levels of confidence, well-being and resilience.

We also encourage parents to feedback their views on services through regular surveys and questionnaires as well as in face to face meetings and events.

Download the Parent Representative Document HERE

VOLUNTEER PARENT CHAMPIONS

We have recently added Parent Champions to our volunteers. In this role, parents talk to other parents either in their school or within their particular community(Mosque, Church, Synagogue etc) about the forum and gather parental feedback about services- this may involve arranging coffee mornings in schools or taking groups of parents to coffee shops to gather feedback and then to feedback to the steering group.

Download the Parent Champion Document HERE

If you would like to be a parent rep or a parent champion, please email: walthamforestparentforum@live.co.uk

Parental feedback is key to the work of the parent forum. We seek to gather and understand the experiences and views of families in many ways. This can be through one to one conversations, support groups or via surveys.

This knowledge is then used to inform work with providers and decision-makers. Feel free to email any feedback you have of your experiences of services in Waltham Forest.

We have also produced several 5 minute focus surveys to gather views -

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Waltham Forest Parent Forum | Join Us Today | Participation

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Waltham Forest Parent Forum support and participate in a number of local and national initiatives. Find out how you can get involved as a member of the Forum.

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Parents’ Guide to CAMHS | Guide for Parents

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A guide for parents and carers to CAMHS and CYPMHS mental health support for children and young people including how to access and work with services.

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Our A-Z guide gives you advice on how to help your child with their feelings and behaviour, as well as mental health conditions and life events. We'll also show you where you can get help.

For information and advice on the cost-of-living crisis, including where to find financial support for you and your family, read our guide to money and mental health.

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Parents' A-Z Mental Health Guide | Mental Health Advice

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Our A-Z guide to support has information and advice on how to help your child with specific mental health conditions, and difficult feelings & life events.

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(IPSEA) Independent Provider of Special Education Advice

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When should a local authority carry out an EHC needs assessment?

If a local authority (" LA ") is requested to carry out an EHC needs assessment by a parent, young person, school or college, they must consider:

whether the child or young person has or may have special educational needs ("SEN"); and

whether they may need special educational provision to be made through an EHC plan.

If the answer to both of these questions is yes, they must carry out an EHC needs assessment.

This test is set out in the law (section 36(8) of the Children and Families Act 2014). This means these are the only questions the LA should be asking when considering whether or not to carry out an EHC needs assessment.

The SEN and Disability Code of Practice, which is statutory guidance issued by the government, contains further detail on what LAs should consider. At paragraph 9.14 the Code states that " 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". The LA should pay particular attention to:

evidence of the child or young person's academic attainment (or developmental milestones in younger children) and rate of progress;

information about the nature, extent and context of the child or young person's SEN;

evidence of the action already taken by the school or other setting;

evidence that where progress has been made, it has only been as the result of much additional intervention and support over and above that which is usually provided;

evidence of the child or young person's physical, emotional and social development and health needs, drawing on relevant evidence from clinicians and other health professionals and what has been done to meet these by other agencies.

When should I request an education, health and care ("EHC") needs assessment?

If a child or young person has a learning difficulty or a disability which is holding them back at school or college, and the parents of the child or the young person (or the young person themselves) believe that the school or college is not able to provide the help and support which is needed, then a request should be made to the Local Authority (" LA ") for an EHC needs assessment.

You can do this at any time.

You can only ask for an EHC needs assessment if the child or young person has, or may have, SEN - it does not apply where there are only health or social care needs. Remember that under the law, a child has SEN if they have a learning difficulty or a disability which calls for special educational provision. You can read more about the definition of SEN here.

For children under 16, the parent makes the request. This includes children from age 0 to 5, where parents should make a request if they believe that the child will need extra help at nursery or when they start school.

In the case of a young person (over 16 and up to 25), they can make the request themselves. If the young person is not able to understand, remember or communicate decisions about the educational support they need, their parent or carer can make the request on a young person's behalf. There is more information about how the law applies to young people here .

Should I speak to the school or college first?

Yes - it will be helpful to speak to the school or college about your worries before writing to the LA. You should speak to the relevant class or subject teacher, the school SENCO or the person at the college responsible for SEN provision, and the head teacher or the principal.

What if the school or college offers to write on my behalf?

Anyone acting on behalf of a school or post-16 institution is able to write and request an EHC needs assessment. However, if you make the request yourself you can be sure that the request has definitely been made. If the school or college is willing, you could ask them to write a letter which supports your own application.

How should I make the request?

You should make a written request and keep a copy of your letter. Your letter should set out why you believe your child has or may have special educational needs, and why you believe they may need special educational provision to be made through an EHC Plan. You can use as a template for your request.

Who should I write to?

The LA's website should set out clearly how a request can be made. If it is not clear, you should write to the most senior person at the LA, usually called the Director of Education or Head of Children's Services. You can find out the name and contact details of the most senior officer on the LA's website, by calling the LA or by asking at the school or college.

When should I hear back?

The LA must reply within six weeks (this is required by regulation 4(1) of the Special Educational Needs and Disability Regulations 2014). They should always reply to you as a parent or young person - even where the request was made by the school or college.

We have model letters which you can use to ask for information from the school and LA which may help you evidence that the test for an EHC needs assessment is met. If you did not have this information when you made your request, you could submit any helpful evidence you obtain before the LA's decision is due and ask the LA to consider it.

Make a note of the six week deadline for the LA's reply. If they do not respond in time, you can use our model letter to complain to the LA .

What will the LA's response say?

If the LA agrees to carry out an assessment, various people will need to be approached for advice. The page on what an EHC assessment involves has more information.

If the LA refuses to carry out an assessment, you have the right to appeal against this decision. The letter should explain that there is a right to appeal to the First-tier Tribunal (Special Educational Needs and Disability), and should contain details of a mediation service for you to contact. You can find more information on how to appeal here .

If you haven't been able to find the answer to your question on this page, see our .
Making a request for an EHC needs assessment Complaining if the LA does not respond

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When should a local authority carry out an EHC needs assessment? If a local authority (“LA”) is requested to carry out an EHC needs assessment by a parent, young person, school or college, they must consider: whether the child or young person has or may have special educational needs (“SEN”); and whether they may need special educational provision to be made through an EHC plan.

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Waltham Forest's Special Educational Needs and Disability Information, Advice and Support Service (SEND IASS)

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As a teacher, aiding the growth of dyslexic learning is a great opportunity to help improve the attainment of one of your pupils and a chance to implement your teaching skills to the max. However, without the right tools, it can be a challenging task for you, and a frustrating one for the pupil. This Dyslexia Awareness Week, we're helping teachers everywhere support their dyslexic pupils.

What is dyslexia?

To understand how to help a pupil with dyslexia, it's helpful to know what dyslexia is, and what it means for the person living with it. It's important to remember that a dyslexic pupil's struggles are not related to a lack of intelligence or willfulness.

Dyslexia is a neurological learning difficulty (or learning difference) which is commonly known for how it affects reading and writing skills. However, dyslexia is actually more about information processing, as dyslexic people have difficulty processing and remembering information they see and hear, which then goes on to affect learning and the acquisition of literacy skills. Dyslexia exists on a spectrum, and dyslexic people's symptoms range from mild to severe.

What causes dyslexia in children?

Whilst the exact cause of dyslexia isn't known, it often runs in families. Genes inherited from parents can cause dyslexia to appear in children. People of all intellectual abilities can develop dyslexia and it's no indication of a child's intelligence.

Is dyslexia a disability?

Dyslexia is classified as a disability according to the Equality Act 2010 as it's a lifelong condition that affects normal day-to-day activities. However, many people refer to dyslexia as a common learning difficulty. As dyslexia is officially classified as a disability, it means that "reasonable adjustments" must be made for dyslexics in schools and workplaces. It's important to understand that dyslexia isn't a learning disability though as a person's intelligence isn't affected.

How does dyslexia affect learning?

Dyslexia mainly impacts reading, writing and spelling. As a result, children with dyslexia may take longer to do written work and take notes. Motor learning can also be affected meaning children with dyslexia might struggle to distinguish left from right. Tying shoelaces and getting dressed can also be impacted by dyslexia.

Children with dyslexia often have difficulty with short-term and working memory, meaning they struggle to hold more than one or two points in their head at one time. A found that dyslexics may struggle more with phonological working memory . They may also have problems in other areas, such as reading maps, or organisational skills. However, many dyslexic people show strengths in other areas such as reasoning, and in visual and creative fields.

How can teachers identify students with dyslexia?

One in ten pupils have some form of dyslexia, spanning every ability level and every culture, so you will undoubtedly encounter dyslexia at some point in your career as a teacher.

Although some children are diagnosed with dyslexia before they start school, the symptoms usually become more obvious once school starts and the focus on learning to read and write begins.

What are the symptoms of dyslexia?

Some symptoms of dyslexia in school-age pupils are:

Unpredictable and inconsistent poor spelling

Putting letters and figures the wrong way round

Reading slowly or making errors when reading aloud

Visual disturbances when reading such as letters and words moving around or appearing blurred

Answering questions well verbally, but having difficulty when writing the answers down

Struggling to learn sequences, such as the days of the week or the order of the alphabet

How does dyslexia affect phonological awareness?

Phonological awareness is the ability to recognise that words are made up of smaller units of sound, and that changing those sounds can create new words with new meanings. This is a key symptom of dyslexia, and helps to identify whether a pupil has dyslexia (a special need which requires reasonable adjustments to be made) or is struggling academically for another reason.

A child with poor phonological awareness may not be able to correctly answer the following questions:

What sounds make up the word "hot", and are these different from the sounds that make up the word "hat"?

What word would you have if you changed the "p" sound in "pot" to a "h" sound?

How many words can you think of that rhyme with the word cat?

What does dyslexia look like in teenagers and adults?

Sometimes, dyslexia goes undiagnosed in a pupil until secondary school or even into adulthood. Some of the symptoms of dyslexia in older children and adults can include:

Poorly organised written work that lacks expression (for example, even though they may be very knowledgeable about a certain subject, they may have problems expressing that knowledge in writing)

Difficulty planning and writing essays, letters or reports

Difficulties revising for examinations

Trying to avoid reading and writing whenever possible

Difficulty taking notes or copying

Poor spelling

Struggling to remember things such as a PIN or telephone number

Struggling to meet deadlines

How can you help dyslexic students?

If you suspect that a pupil has undiagnosed dyslexia, there are a number of things you can do to make sure the child gets the assistance they need. You can either speak to the senior leaders at your school, another teacher who has experience with dyslexic children, or the pupil's parents - if you feel comfortable to do so.

Whether or not a pupil has a diagnosis, the below strategies can help any school child who struggles with reading and writing.

Teaching strategies for dyslexia in schools

Dyslexic students can still thrive in a classroom environment with the right support from teachers. Understanding the limitations dyslexia can cause is a great way of creating strategies that give dyslexics the confidence they need to grow and learn in school.

Use fonts for dyslexics - Technology offers numerous innovative tools to help those who live with dyslexia. For reading strategies for dyslexia, font add-ons make words more legible. One of these fonts is . This font can be used for word processors or can be used as a browser plugin

Encourage computer use - Letting a pupil with dyslexia submit work on a computer for every lesson is advised, as handwriting can be torturous for pupils. A computer lets the pupil use spellchecker and helps with grammar and punctuation, while you can still see the quality of the content outside of dyslexia.

Mark work based on effort and ideas - whilst dyslexic students may struggle with spelling and grammar, their thinking and creativity deserve to be recognised. Make sure you praise their work and avoid using a red pen to point out spelling mistakes.

Work with parents - meet regularly with parents to discuss how their child is doing in school and ask about any strategies that are working well at home. Every dyslexic child is different and some strategies may work better for others.

How can teachers make classrooms dyslexia-friendly?

Making your classroom more accessible to dyslexics is a great way to ensure that they thrive and feel comfortable in a learning environment. Here are some top tips for your classroom:

Post visual schedules on walls and read them aloud

Offer coloured bookmarks so students can focus on a line of text

Provide letter and number guides so students know how to write correctly

Use large text print for handouts

Use audiobooks and videos in lesson plans

Use text-to-speech software

Provide a laptop/computer for typing up work

Give students with dyslexia extra time on tasks/homework

Give students extra time to read text in class

Provide study buddies to help dyslexic students with reading and writing

Have multisensory tools in your classroom such as flashcards and puppets to help teach

What is Dyslexia Awareness Week?

The British Dyslexia Association is holding Dyslexia Awareness Week . Here are some ways schools can help empower students with dyslexia:

Sharing information about dyslexia using their Dyslexia Awareness Week packs

Inviting relevant people to share their thoughts on and experiences with dyslexia, such as a dyslexic former pupil or a member of staff, a senior dyslexic member of the faculty, a member of the SEND team, or someone from the community who has dyslexia.

Setting some time aside to invite questions and comments from everyone who is participating.

Helpful links to more information on dyslexia in schools

British Dyslexia Association - https://www.bdadyslexia.org.uk/

NHS Dyslexia - https://www.nhs.uk/conditions/dyslexia

Dyslexie Font Plugin - https://www.dyslexiefont.com/

SEND Careers with Engage

If you would like a new role teaching in a SEND setting on a permanent, long-term, or short-term basis, full or part-time, our expert SEND team will be able to find the perfect role for you at one of our fantastic partner schools.

Register with Engage!

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Supporting Dyslexia In Schools: 10 Teaching Strategies | Engage - Engage Education

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Supporting dyslexia in school ensures an inclusive classroom. Discover how to help dyslexic students and our top teaching strategies for dyslexia.

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Developmental Coordination Disorder (DCD) is a complex neurological condition. It is also known as Dyspraxia

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Teacher Handbook SEND - August 2024 071024

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Ordinary Available Provision Document (002) (1)

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Ambitious about Autism Resources

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Ambitious about Autism is the national charity for children and young people with autism. We provide services, raise awareness and understanding, and campaign for change. Through TreeHouse School, The Rise School and Ambitious College we offer specialist education and support.

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An easy way to understand wellbeing is to say it's 'feeling good and doing good'.

Here are five ways you can help children keep their wellbeing topped up - and your own, too.

For many, it's going to be harder to get outside and move around, but we still need to keep active. When we move our bodies, it has a positive effect on how our brain works, as the brain starts releasing chemicals that make us feel good.

* Host a home disco. Play the family's favourite dance songs and have a boogie for ten minutes.

* Watch BBC Super Movers videos. These short films can get the whole family moving (and learning). Learning routines (or just attempting them) means your child's brain and body (and yours!) are keeping active and engaged.

* Blow up a balloon. Once you've tied it, see how long you can keep it up in the air while passing it between you.

Having more time at home together may also put additional stress on family relationships so give everyone in the family a chance to refuel. It can be as simple as curling up on the sofa together and watching a film or some cartoons - and then chatting about your favourite bits.

Having these sorts of conversations can help to make the positive buzz of watching (and laughing) together last for longer. It'll also improve your child's ability to reflect on their experiences and talk about their preferences.

Stories are another great way to help children recharge as they lose themselves in wonderful fictional worlds. There are likely to be some old favourites they want you to read again, as they'll take comfort from hearing a familiar tale (for children, knowing how it ends is a good thing, not a spoiler alert!).

It's helpful for children (and adults) to have a healthy balance of emotions in a day. Fears and anxieties about the current situation may, at times, overpower our positive emotions unless we make a conscious effort to re-address this balance.

Here are a couple of ways you can help your child to achieve this balance:

* Make a 'Top Times' scrapbook. Help your child to create a scrapbook of memories, with printed out photos, drawn pictures, saved tickets and other bits and pieces stuck in to help them remember. These don't have to mark occasions; they can capture smaller moments of joy, like throwing a ball for a dog or seeing a rainbow.

Once you've built a collection of pages (and maybe several scrapbooks), you can enjoy looking through them together.

* Create a gratitude jar. Another way to take in the good stuff is to write down a little note when something's gone well and keep it in a jar or box. Younger children may prefer telling you what to write so you can record the experiences for them. As they get older, they may want to write their own notes.

You can encourage them by doing this alongside them. The great thing about a gratitude jar is you can revisit it on days when you need a little boost to remind everyone of the things you've been grateful for.

Building gratitude habits doesn't mean we diminish the struggles that children (and we) experience. It's really important to talk about these difficult moments too. But, having a time in the day when you focus on the positive can be useful in helping children to keep their thoughts balanced.

Having more time at home offers an opportunity to set some goals about new things you and your child want to learn. It could be something that helps encourage their independence when they return to school, like tying their own shoelaces or buttoning up their coat. Or it could be something that helps at home, such as how to put their clothes away or helping out with washing up. When children feel they're contributing to family 'work', it can enhance their sense of belonging. If your child is capable of doing things for themselves, give them as many opportunities as you can to practise these skills.

Whatever the learning goals, it can be helpful if children understand they can improve their skills and abilities. This is often referred to as a 'growth mindset' since it's about realising we all have the ability to change the way we think and do things. So, whether it's tying shoelaces, learning to spell, or even how to hop on one leg, the way adults talk to children about the learning will influence those children's beliefs.

Here are two ways to encourage your child to adopt a growth mindset:

* Add the word 'yet'. Changing the way you talk about intelligence and ability can help your child understand that learning is a process - our skills and traits aren't fixed from birth. When your child claims "I can't do this" (whether they're talking about a new hobby, homework, or anything else), say: "You can't do it yet".

Adding and emphasising this tiny word subtly reinforces the learning process and may help them to try again.

* Practise (and fail) with your child. Trying new things can be scary, but it's often less daunting when you do it with others. As a family, you might decide to try something new and celebrate your learning and your failures when it doesn't work (the first, second, or even the ninety-ninth time!).

Being able to support your child's wellbeing also involves taking care of yourself. As a starting point, try and eat nutritious healthy food; it's a great idea to turn cooking into an activity the whole family takes part in. Life can often feel very busy and parents give themselves a hard time about being unable to do everything perfectly. Remember, though, there are no 'perfect parents'.

We all get things wrong, we all have days when we struggle. And while it may be true that you might not have done everything 'perfectly', you've probably done more things to support your child's wellbeing than you realise. So, try and focus on what you're doing well - it's not you being boastful, it's actually really helpful for your child to do this. Children can learn a lot from hearing adults respond kindly to themselves when things don't work out - and then from seeing the grown-ups try again. Notice how you speak to yourself about your mistakes. If you can cultivate kindness towards yourself, your child is more likely to practise this when they get things wrong too.

It might also be useful to take a moment and think about the activities, people and places that help you to feel brighter and refuelled. Even if you can't do these things at the moment, perhaps there are new ways that you can connect with the things that matter to you, like chatting with friends on the phone instead of meeting up. No matter how busy you are, try and squeeze in a little time for yourself. It's likely to help you with the many joys and challenges that parenting can bring.

Dr Hazel Harrison is a Clinical Psychologist with a particular focus on mental health and wellbeing.

For further information check out the rest of Starting Primary School which has lots of ways to help prepare children for different aspects of school life - both practically and emotionally.

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Five ways to support children's mental health

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Clinical psychologist, Hazel Harrison, suggests five ways you can support your child's mental health.

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Holy Family Catholic School and Sixth Form Accredited Certificate 2025