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ADHD awareness is increasing, leading to greater demand for diagnosis and support services. As waiting times for ADHD and autism assessments can be stressful for individuals and families, local services must adapt to ensure they remain accessible and meet community needs.

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Greater Manchester Integrated Care Partnership

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From 1st September 2025, the way ADHD and autism (ASD) assessments are managed in Greater Manchester has changed.

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Waiting Times for Neurodevelopmental Referrals

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Waiting Times for Neurodevelopmental Referrals

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Manchester, Trafford & Salford CAMHS Waiting Times - MFT

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We are committed to seeing children and young people as soon as possible and strive to keep our waiting times as low as possible.

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Thursdays 11:30am-1:30pm at Broomwood Community Centre, Timperley

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CFC | Wellbeing Group | Timperley, Manchester

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The Counselling & Family Centre - drop in support group at the Broomwood Centre in Timperley, south Manchester. Facilitated by mental health practitioners. For honest, judgement-free conversations about mental health in a safe and confidential environment.

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Online wellbeing and councelling support

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Trafford Directory | * Kooth.com - Free anonymous online counselling mental health advice and support for 10-25 year olds

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Kooth is an online emotional wellbeing and mental health support service for young people in Trafford aged 10-25. It is free for young people to use and is self-referral, meaning there is no need to visit a GP to access the service. Kooth is completely anonymous, it takes just a few minutes to sign up to the site where young people can then speak to fully qualified counsellors, therapists and mentors until 10pm, 365 days per year. There are also forums, a magazine and a range of activities where young people can get peer-based advice; these are all fully moderated by Kooth staff to ensure a safe and supportive environment. We are a BACP accredited organisation, and will continue to support young people for the duration they need. Kooth is also available in all of Greater Manchester and a wide range of different locations across the North West. If you would like to know more about this, please get in touch with the Greater Manchester team who will be able to put you in touch with Kooth Engagement Leads from different regions Young people please visit: www.kooth.com to sign up and find out some more information. Professionals: please use the contact details provided. Parents: please use https://explore.kooth.com/families/ or email parents@kooth.com for further information. See How Kooth and Qwell support neurdivergent users here. We have also produced a Guide for parent carers about how to talk to your children about their feelings as well as helpful guides / factsheets for young people about: Navigating low mood Understanding self-injury and self-harm Social anxiety

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Young peoples mental health support

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We are here to support young people with their emotional well-being and mental health by offering a choice of effective, creative, young person-centred and rights-based approaches.

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Eating disorder service which provides specialist care and support for children, young people, and their families or carers, up until the age of 18.

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How to refer to CEDS - Royal Manchester Children’s Hospital

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If you are experiencing eating difficulties and think that you may need some specialist support, you or your family/carer can self-refer directly into the service through contacting us on 0161 701 0447 and requesting to speak to one of our practitioners. If you prefer, you can also email a summary or question to mftceds@mft.nhs.uk. With […]

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Suicide Prevention Helpline

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Samaritans works to make sure there's always someone there for anyone who needs someone. Read more.

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Digital wellbeing for adults

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Men's mental health support

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ANDYSMANCLUB are a men’s suicide prevention charity, offering free-to-attend peer-to-peer support groups across the United Kingdom and online.

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Home-Start is a local community network of trained volunteers and expert support helping families with young children through their challenging times. We are there for parents when they need us the most because childhood can't wait.

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Crisis text service

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24/7

You can text us any time, day or night.

Confidential

Your messages with us are confidential and anonymous.

Free

It is free to text Shout from all major mobile networks in the UK.

Get involved

Donations doubled in the Big Give Christmas Challenge

Simply support Shout's Big Give campaign by midday on 5 December, and your donation will be doubled!

Can you help us hit our match funding target of £50,000 and support a further 5,000 people this winter?

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Get help

Ways to cope with upsetting events in the news

If you're feeling overwhelmed, anxious or sad about what's going on in the news, know that you're definitely not alone. Here are some actions we can take to help us cope better through times like this.

Find out more

I think Shout saved my life tonight... no one has ever made me feel so safe, listened to and understood

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Online resources and support

However you're feeling right now, you don't have to face it alone. We're here to support you with your mental health.

Take a look at our resources, information and support, find further help or reach out to one of our volunteers.

Resources for you

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Shout - UK's 24/7 Crisis Text Service for Mental Health Support

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Shout 85258 is the UK's first 24/7 text service for anyone in crisis. Get free, confidential mental health support anytime, anywhere. Text 'SHOUT' to 85258.

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A service to help families rebuild when a child grieves or a child dies

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We help children, young people, parents, and families to rebuild their lives when a child grieves or when a child dies.

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Books about ADHD, autism, and neurodiversity

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Essential reading on neurodiversity including non-fiction books about ADHD, novels with neurodivergent characters, and more.

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Bookshop specialising in neurodiversity

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MAKES SENSE TO ME | The Neurodivergent Bookshop

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Discover the world’s first neurodiversity-specialist bookshop! This disabled-led ND community offers books on ADHD, Autism, Dyslexia, Tourette’s & Mental Health. Resources for neurodiversity at work, school & home exclusively featuring Neurodivergent & Disabled voices. Find sensory aids, fidget toys & handmade gifts!

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This list aims to provide a range of books that may appeal to children of 12+ with reading difficulties. The list includes books that are particularly…

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This list aims to provide a range of books that may appeal to children of 6+ with reading difficulties. The list includes books that are particularly…

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A selection of fiction that will grip the reader, and that has simpler syntax and/or an accessible layout

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Books for a high interest age, low reading ability (high low), for 10+

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Children can have a different reading ability to their interest age for a variety of reasons, such as dyslexia or having English as an additional language…

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Books are a way to provide glimpses into other people’s experiences. This booklist is a range of excellent picture books and fiction that feature…

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We believe that books are a great way to raise awareness and improve understanding of different experiences.
This booklist aims to provide a range of…

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A range of books that feature neurodivergent characters, including those with OCD, ADHD, dyslexia and dyspraxia, as well as autistic protagonists

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Impartial information, advice and support to children and young people with SEND, as well as their parents and carers.

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Coronavirus (Covid-19) update

Trafford SENDIASS is still open during the coronavirus outbreak. Our staff is working remotely, and you can call us on 0161 912 3150 or email sendiass@trafford.gov.uk and we will get back to you.

Why not follow us on social media?

You can find the latest updates and information on our Facebook and Twitter pages.
Trafford Special Educational Needs and Disability Information, Advice and Support Service (Trafford SENDIASS) provides impartial information, advice and support to children and young people with SEND, as well as their parents and carers.
We provide free, confidential, impartial advice and support to parent carers, children and young people age 0-25 in relation to Special Educational Needs and Disability (SEND) who live in Trafford.

We can also support you with:

The law around SEND

Education health care plans (EHCP)

Resolving any disagreements

Health and social care in relation to special educational needs provision

Transition post 16 - Preparing for adulthood

Personal budgets

Information on the Local Offer (Services and provision available for those with SEND)

The work we do is underpinned by The Children and Families Act 2014 and the SEND code of practice, which are intended to strengthen the participation of parents, children and young people.

Trafford SENDIASS is available all year-round on 0161 912 3150, our helpline is open from 9am to 12 noon, Monday to Friday. We also have a 24-hour answer machine, and if you leave us a message we will aim to get back to you within three working days.

You can also contact us using our online referral form.

If you need to speak to somebody outside our office opening hours, you can also call the national helpline run by Contact on 0808 808 3555 which is open from 9:30am to 5pm, Monday to Friday.

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Trafford SENDIASS is still open during the coronavirus outbreak. Our staff is working remotely, and you can call us on 0161 912 3150 or email sendiass@trafford.gov.uk and we will get back to you. Why not follow us on social media? You can find the latest updates and information on our Facebook and Twitter pages.

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Work with children, families, and schools to support learning, wellbeing, and inclusion across a range of needs

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Trafford Directory | *Trafford Educational Psychology Service

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How we contribute to the council’s vision The Council’s Corporate Plan (2018 -2022) articulates that part of its vision is – ‘for all children and young people to have a fair start no matter their circumstances and to ensure people get support when they need it most.’ The Educational Psychology Service (EPS) is committed to delivering this vision. What we do Trafford’s Educational Psychologists (EPs) work with children, teaching staff, parents/carers and other agencies. They apply their understanding of psychology to identify teaching and learning strategies which will promote inclusion and wellbeing and improve educational outcomes for children and young people. Who we are All Trafford’s EPs are Health and Care Professions Council (HCPC) registered and have a degree or equivalent in Psychology/ Educational Psychology and further training to Masters and/ or Doctoral level in Educational Psychology. Training Trafford EPS maintains close working links with Manchester University. Trainee Educational Psychologists (TEPs) in years 2 and 3 of the doctoral training are placed with us for two years; year 1 TEPs are placed with us for a shorter placements of five months. At trainees receive weekly supervision from a qualified, experienced EP. We also have an Assistant Educational Psychologist who supports us in our work with Trafford Virtual School. Work with schools Trafford EPS can work with all schools, colleges, other educational providers and children’s services within the local authority through our Service Level Agreement (SLA) offer (see http://www.sla-online.co.uk). This enables organisations to purchase time for EPs to work at an individual, group, class or whole-school level. Prioritising and types of work Our work is prioritised and agreed during regular, termly consultations with key school staff. We may carry out direct individual assessments and/or interventions to support individual children or work in a consultative way with staff to support the needs of a wider group of children. Individual assessment work can include class observations, consultations with teaching staff and parents/carers as well as work with other professionals where appropriate. EPs apply the principles of assess, plan, do, review to their work at all levels, whether individual casework or systemic work. Outcomes identified as the result of assessment are co-produced with parents and school staff. Direct assessments are summarised in a report which is completed and copied to schools, parents/carers and other agencies as appropriate. Training We offer a wide range of bespoke whole school/in-service training packages as follows: Precision teaching Emotion Coaching Promoting resilience and addressing anxiety Supporting children and young people through loss and change Attachment in the classroom Working with children and young people with social communication and Autistic spectrum condition Approaches to facilitate change Working with children and young people with restless and inattentive behaviour including ADHD. Mindfulness Emotional Literacy Support Assistants (ELSA) Research We are also able to work as research partners with our clients through engaging in action research projects which support the wider development of pedagogy and continuing professional development within learning organisations. Links with the TTSA The Educational Psychology Service is regularly commissioned by the Trafford Teaching School’s Alliance (TTSA) to plan and deliver training and research projects e.g. Developing Whole School Relationship Policies and a Transition Project looking at transition from primary to high school. To discuss your training/ research needs lease talk to your school EP or get in touch with Steph Littleton or Dr Andrew Byrne. Other work in the Local Authority In addition to work commissioned by schools the Educational Psychology Service is also commissioned to work with the Early Years’ Service, Trafford Virtual School and the Trafford Autistic Spectrum Condition (TASC) Pathway. Facebook Trafford Educational Psychology Service has a Facebook page which offers a free advice line, Facebook live events and general information sharing. Parent Feedback Educational Psychologists continuously try to develop their practice and we are therefore very grateful for feedback from parents who have experienced the service. Complete our Parent Feedback Questionnaire

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Free support service for Trafford residents whose children have sleep difficulties.

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Sleep and Therapy Services - Working together to transform children's lives through Sleep and Therapy Services

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Working together to transform children's lives through Sleep and Therapy Services

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A safe gaming community with online activities, Discord groups, and local meetups in Greater Manchester.

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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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Empowering Parents, empowering Community (EPEC) parenting support 

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Empowering Parents, empowering Community (EPEC) parenting support 

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Trafford Directory | Being a Parent group

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What is it? Our in-person parent group is suitable for all families! We explore tools and skills to enhance family life. The skills and strategies help parents/carers to respond to any challenges they’re experiencing or feel better prepared for those they may experience in the future as their child grows and develops. The groups are delivered by local trained parents & carers. The Parent Group Leaders bring all their knowledge, experience and skills with them, and are fully supported by a professional team, to help you get the most out of the course. Who is it for? All parents/carers of children aged 2-11 years old. What are the benefits for parents? Manage everyday challenges at home Build stronger relationships with your children Feel more confident in your parenting Help your child regulate their emotions more effectively Increase family communication and interaction skills Build social support networks in your community What are the benefits for children? Develop emotional IQ to better express their feelings Learn helpful emotional regulation skills Grow in confidence and increased self-esteem Learn communication skills to help with social interactions Build skills in understanding and empathy for others Feel more connected to parents/carers Positive social and emotional development How long is the program? The course is 8 sessions. These are delivered once per week for 2 hours. How do you sign up? Because Being a Parent is a group for all parents/carers, you don’t need a professional to request a space on this group. You can register for a place yourself using this form: https://forms.office.com/e/2FGHXPNhsJ or visit www.trafford.gov.uk/epec and click the ‘Being a Parent’ tab

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Free online learning and resources to support emotional health, child development and parent wellbeing.

Use code: WATERPARK

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Home > Learn Learn Find your pathway to better emotional health Follow a step-by-step learning journey to build emotional health, resilience and confidence. The evidence-based Solihull Approach model that underpins the bitesize topics has been tested by researchers as well as hundreds of thousands of parents to give you confidence it will make a positive […]

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Fully funded 6 week course for parents and carers of children aged 5-16 attending Trafford schools, who are presenting with special educational needs.

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Starting Strong...

Starting Strong is a fully funded 6 week course for parents and carers who have children in Trafford schools with emerging special educational needs. If this is you, please book:

​

Starting Strong - Course 3

14, 21, 28 February 2024

&

6, 13, 20 March 2024

12.30pm - 2.30pm

Online video meeting

Book here >

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6 Wednesdays.

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Please also visit: Trafford SEND Local Offer on the Trafford Directory for more information about support services available to you locally.

FAQ's

Can I book more than one place

We welcome multiple parents / carers from the same family. As we need to capture the name of each person attending, we do ask you to complete a separate booking for each person as our online booking system does not allow us to effectively register more than one individual at a time.

​

How much does it cost?

This programme is fully funded and there is no cost to you.

Who is eligible to join the workshops?

If you have a child aged 5+ attending a school in Trafford AND you are not accessing family support through a Social Worker, Intensive Family Support Worker, Early Help Hub worker or HomeStart worker you are eligible to join the course.

How do I book onto the sessions?

Choose from the listings above your preferred course and click on the link to access the booking page, then follow the cues on the booking page. Enter your full name, email address and contact phone number. Your details will be kept confidential and used only for registration and receiving a welcome email ahead of the workshop commencing.

I have a preschool child, is it ok to bring them along?

Unfortunately, the workshop content is designed to be highly interactive with the parents and carers and it is not suitable for children to be present in the session.

I want to attend but there is a session where I know I can't make it - can I still sign up to join?

Yes, it is preferable that parents and carers attend all sessions to get the best from the course but we understand that you may need to miss a week.

​

How do I access the online sessions?

Our facilitator will send a welcome email to you ahead of the first session with a link for you to keep at hand and use each week to join all 6 sessions.

What happens if I register for the course but then realise I cannot attend?

Please contact alison.hambleton@thecfc.org.uk to cancel so your place can be taken by those on the waiting list. These workshops are in high demand and your place can go the next person who needs it.

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The Counselling & Family Centre | Courses | SEND Parents

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The Counselling & Family Centre. 6 week course for parents and carers who have children in Trafford schools who are displaying SEND behaviours.

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Free online programmes for Trafford parents and carers to support children and young people with anxiety and emotional wellbeing, accessed through self-guided sessions.

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SilverCloud programmes are designed to help you improve and maintain your wellbeing by changing the way you think and feel about things.

There are several free programmes you can access, including:

Positive body image

Stress

Long term conditions and their link to depression and anxiety

Mindfulness

Resilience

Sleep

Money

Depression

OCD

... and many others.

All you need is access to the internet and sound on a computer, tablet or mobile. The programme is flexible so you can use it anytime, anyplace, and anywhere. They feature videos, activities, quizzes, audio guides and your own online journal.

Accessing SilverCloud

Self-led online therapy can be accessed for free by signing up to SilverCloud with your personal email address and chosen password. Our access code is ' SIGNPOST' and you will be asked to provide this during the sign up process.

SilverCloud Guided Self-Help

You may wish to complete the guided self-help SilverCloud option. This involves a Psychological Wellbeing Practitioner (PWP) providing ongoing support via email or phone in a proven approach called 'Guided Self-Help'.

There are range of programmes you can access including extra activities, ideas for mindfulness and cognitive behavioural therapy.

SilverCloud programmes takes approximately 6-8 weeks to complete.

To access a guided self-help programme self-refer to Talking Therapies today.

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There are several free programmes you can access, including: Positive body image Stress Long term conditions and their link to depression and anxiety Mindfulness Resilience Sleep Money Depression OCD ... and many others. All you need is access to the internet and sound on a computer, tablet or mobile.

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Youth worker–led support for young people to explore challenges, build confidence, and get advice on relationships, wellbeing, sexual health, and more.

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TTT is a fresh approach to ensuring that our children, young people and families are supported in the right way, as early as possible and help prevent small worries turning into future problems.

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Trafford Directory | * Trafford Team Together: a co-ordinated partnership approach to help families

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Please note: TTT is currently running in the North and West Areas of Trafford and partially in the South. TTT will be rolled out to the rest of the South and to Central areas during the Autumn Term 2023. See eligibility details for more information. TTT - “Finding the right help at the right time in the right way” for children and families living in Trafford or attending a Trafford school. Trafford Team Together (TTT) finds support for children and families living in Trafford or attending a Trafford school to prevent small worries turning into bigger problems. TTT also finds support for children and families recovering from crisis. Professionals may contact the area TTT Co-ordinator to seek support for a child or family facing multiple challenges where there are no immediate safeguarding concerns, no social worker or YOS worker. Parents should contact their child’s school for further information. What can I get help with? TTT usually find support for families experiencing a few different challenges and may include issues direct support for the child(ren) but also other concerns such as family finances, housing, work or family relationship issues. You need support for your child with: Behaviour at home Behaviour at school Body image Child health and well-being Eating and weight Support for child’s weight Online safety Persistent absence Peer relationships / bullying Risk of exploitation SEND Substance Use You may also need support for yourself as parent(s) or other close family adults affecting your child such as: Asylum Seeker/Help with settlement Family Relationship issues Housing Involved in ASB (child or adult) Parental Conflict Parent Disability Parent Health / Mental Health Parent substance use Struggling to meet SEND needs of child Who is on the TTT and who is it for? Our Service… C With your agreement, through your child’s school, your TTT Co-ordinator may bring together Trafford Family Services, Education, Health & local community organisations to find exactly the right kind of support when you need it. C Your TTT Co-ordinator will provide a personalised plan enabling you to navigate through life’s challenges, often including support for parents and carers as well as your child(ren). C You only need to attend a meeting with a trusted member of staff from your child’s school. With your permission, they will work with our co-ordinator to find timely and tailored support just for you, delivered through activities or services in your local community. TTT Staff… C Employed by Trafford Family Services Team, each TTT Co-ordinator is dedicated to a local area and group of schools C Our staff are experienced at working with schools to understand your whole family needs and they are well connected with great knowledge of local services and support for families TTT Partners… Partners involved in TTT will always include someone who knows you well, such as a member of school staff. We frequently secure support from a range of trusted partners which depends on your family’s needs that you share with us through our Family Discussion Form which includes your permission to share. Trusted partners regularly providing advice and/or support for families includes: Schools Health/school nurse Family Services CAMHS DWP Foundation 92 Gorse Hill Studios The Hideaway Home Start HOST Altrincham Family Counselling Centre Trafford Parenting Salford Foundation (Engage/Steer) SEN Advisory Service Family Information Service TDAS Young Carers What can families expect? “I am now connected to the community in more ways than I ever imagined. All I can say is thank you for everything. You have given my daughter her smile back.” Parent “We needed support with housing and mental health support. It has helped working with Yasmin from Homestart. I was able to call her anytime during working hours. She was very good at calming me down or sorting it out for me.” Parent “At first I was angry but my mum helped me see it. I enjoyed working with Siobhan in F92. I most enjoyed playing table tennis. I feel my well-being is improved.” Primary Pupil “I love coming here to Gorse Hill studios after school every day even when I am tired after school has finished, I just find lots of energy to still do the dance sessions because everybody makes it so fun and enjoyable.” Young Person North Trafford TTT Promise… C Empowering Approaches C Positive Relationships C Timely & Tailored Opportunities C Honest Engagement C Holistic Understanding TTT Hopes… C Thriving children & families in strong, resilient communities C Improved school attendance C Supporting early, preventing crisis C Professionals in partnership with children, young people & families C Voices of children and families shape local provision Where can I find out more? For more information please email traffordteamtogether@trafford.gov.uk If you would like support, and if your child attends an eligible school (see eligibility criteria below) please speak to the pastoral worker at school about TTT.

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Free online courses for parents experiencing parental conflict

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All local authorities who are in license across England and Wales are shown on this page.

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Riding the Rapids is a 10-session group-based intervention for parents and carers of Autistic children and young people, children and young people with significant Learning Disabilities, and those on the pathway for Autism assessment.

Referrals are currently being taken from school SENCOs.

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For queries on parenting please email emma.bamlett@trafford.gov.uk or to make a parenting referral please email earlyhelpparenting@trafford.gov.uk which is a new inbox which has been established for these referrals.

To make a referral for early help more generally please continue to use EarlyHelpPanel@trafford.gov.uk

Please note that Trafford Early Help hubs are now offering the 'Toddler Incredible Years Programme' as a virtual 12- 14 week parenting programme aimed at parents and carers of children aged between 12 months to 3 yrs. If you would like further details, please contact Jeanette Gormley or Helen Kleanthous on 0161 912 2122/5020. The group is accessible by referral only.

Online Courses

The early help commissioning team have now launched 4 online parenting courses via the Solihull Approach:

Understanding your child with additional needs

Access to these courses is FREE for all Trafford residents:
www.inourplace.co.uk with access code: waterpark (not case sensitive)
Trafford parents can access these courses whilst they are at home with children during this period and beyond.

For any technical queries please contact: solihull.approach@heartofengland.nhs.uk or call 0121 296 4448

For for any other questions please contact: online.parenting@trafford.gov.uk

The Incredible Years

The Incredible Years® is a series of interlocking, evidence-based programs for parents, children, and teachers, supported by over 30 years of research. The goal is to prevent and treat young children's behavior problems and promote their social, emotional, and academic competence. The programs are used worldwide in schools and mental health centers, and have been shown to work across cultures and socioeconomic groups.

Baby Incredible Years

For parents/main carers of babies up to 1 year old. Designed to support parents with their babies, offering ideas and techniques to deal with common challenges.

Toddler Incredible Years

For parents of children aged 1-3 years old.

This will focus on strengthening the parent-child relationship whilst implementing consistent boundaries.

Please note that in order to be delivered, current demand for the above two courses will need to increase, so they may not be readily available at time of referral.

The following courses are delivered Trafford wide by Senior Family Support Practitioner and various other professionals:

Basic Incredible Years

For parents of children aged 3-8 years.

This will help promote children's social and emotional development as well as provide techniques to explore developmental milestones, ensuring appropriate boundaries and behaviour management techniques are in place.

Riding the Rapids

For parents of children aged up to 14 with a diagnosis of autism. This is an Early Help intervention which is aimed at parents/carers of children with mild to moderate behavioural difficulties. Aims to improve the quality of life and emotional well-being of children and their families.

Please note that the above courses are very likely to take place across weekly daytime sessions lasting approximately 2 hours each. All referrals will be screened for suitability and places are not guaranteed due to waiting times and capacity.

Referrals- Early Help Panels

Panels will now take place on a Thursday morning covering all Trafford Localities.

The aim is that the panel will develop local intelligence reflective of the area children, young people and families live, with key members including; Children's Services, Commissioning, Health (School Nurse/Health Visiting), CAMHS, SEND, Education, Housing, Alcohol and Substance Misuse services, Domestic Abuse services, Police, 3 rd Sector and Voluntary organisations

Panels will

Ensure early identification of emerging needs or trends within the community, so information is timely and coordinated among agencies as appropriate, and enable informed commissioning.

Embed the approach the Early Help is everyone's business and enable agencies and families to become experts on where to go for help and advice, what is currently available and what people selves.

For Further Information Please contact one of the Senior Family Support Practitioners below.
Emma.bamlett@trafford.gov.uk Jag.Vickers@trafford.gov.uk Janette.Crump@trafford.gov.uk

Who to contact

Telephone

0161 912 5020 Stretford Early Help Hub 0161 912 5020 Stretford Early Help Hub 0161 912 2122 Partington Early Help Hub 0161 912 2122 Partington Early Help Hub

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Trafford Directory | * Parenting Courses

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For queries on parenting please email emma.bamlett@trafford.gov.uk or to make a parenting referral please email earlyhelpparenting@trafford.gov.uk which is a new inbox which has been established for these referrals.

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Emotional wellbeing and mental health support for young people in Trafford

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Trafford Family Information Service (FIS)

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Trafford Family Information Service (FIS)

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Family Information Service provides free, impartial, confidential information and advice to mums, dads, carers, young people and professionals on a range of subjects including childcare, SEND Local Offer, Outreach Service.

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Trafford Directory | Trafford Family Information Service (FIS)

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Here at the Family Information Service we provide free, impartial, confidential information and advice to mums, dads, carers, young people and professionals on a range of subjects including: Childcare We can support you find suitable registered childcare at a childminder, pre-school playgroup, day…

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Support for families of children and young people with mental health and wellbeing challenges.

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Offers language and communication supports to parents and carers of 2-5 years children with Neurodiversity.

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We have a wide selection of adult lessons for every ability, whether you are a complete beginner or would like to improve your stroke, we have lessons ranging from:

Beginners - In shallow water , water confidence, basic stoke and skills.

Improvers - Building distances , stroke development of front, back and breast stokes.

Advance- 50m + and stroke development of all 4 stokes including fly

Our Adult Lessons are currently available at:

Stretford Sports Village

Sale Leisure Centre

The cost of our Adult Lessons are:

Cost £25 per month or £275.00 per year

We also have fitness sessions in the pool from HIIT to Aqua Aerobics. For more details on our adult lessons or our fitness sessions please contact us using the enquiry form.

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Swimming Lessons at Trafford Leisure in Trafford Greater Manchester

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Swim England qualified swimming teachers. Group swimming lessons for children available in Altrincham, Partington, Sale, Stretford, & Urmston. Manchester

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A sensory room in MOVE Urmston which has a series of sensory lights, bubble tubes, colour soft playmats, and toys – the room offers the perfect sensory break for anyone to explore.

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13-19 yr old advice and information for personal development

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Learn about Neurodiversity in this National Autism Trainer Programme (NATP) course animation

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Amazing Things Happen - by Alexander Amelines

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An opportunity for parents and carers to talk to our neurodiversity support staff as well as some fun activities for children and young people to enjoy!

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SEND youth forum

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SEND Parent Carers Chatty Café at Life Centre (Sale)

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SEND Parent Carers Chatty Café at Life Centre (Sale)

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Friendly coffee morning for peer to peer support, signposting, to listen to guest speakers and enjoy some wellbeing sessions. With free tea and coffee.

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All parent carers in Trafford are invited to a friendly coffee morning for peer to peer support, signposting, to listen to guest speakers and enjoy some wellbeing sessions. With free tea and coffee.

Hosted by Trafford FIS's SEND Local Offer Advisor Sarah, and Trafford Carers Centre, the aim is to create a community space to share experiences of caring for family and chat about positives and the challenges carers experience, to feel connected with others and to help others in the same situation.

The feedback we have had is that it's helpful to chat with others in a similar situation and to share experiences, and this helps us and the family we care about. It's so important that our experiences help others in a similar situation.

It's also a place where specialist support services can come and engage with the community of carers and provide specialist advice.

Upcoming dates:

Thursday 21 September 2023, 10am to 12pm

Thursday 19 October 2023, 10am to 12pm

Thursday 16 November 2023, 10am to 12pm

Other venues:

We also run other Chatty Cafés in Trafford, so please feel free to drop in!

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Trafford Directory | * SEND Parent Carers Chatty Café at Life Centre (Sale)

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All parent carers in Trafford are invited to a friendly coffee morning for peer to peer support, signposting, to listen to guest speakers and enjoy some wellbeing sessions. With free tea and coffee. Hosted by Trafford FIS’s SEND Local Offer Advisor Sarah, and Trafford Carers Centre, the aim is to c…

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We’re here to help people with ADHD Thrive. Positively changing what it means to have ADHD in the UK if not the world.

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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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Dyslexia is a neurological difference and can have a significant impact during education, in the workplace and in everyday life. As each person is unique, so is everyone's experience of dyslexia. It can range from mild to severe, and it can co-occur with other learning difficulties. It usually runs in families and is a life-long condition.

It is important to remember that there are positives to thinking differently. Many dyslexic people show strengths in areas such as reasoning and in visual and creative fields.

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About dyslexia - British Dyslexia Association

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Dyslexia is a neurological difference and can have a significant impact during education, in the workplace and in everyday life. As each person is unique, so is everyone's experience of dyslexia. It can range from mild to severe, and it can co-occur with other learning difficulties.

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

Find out more about DCD in adults.

Symptoms of DCD

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

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

Find out more about symptoms of DCD in children.

When to seek medical advice

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

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

Find out more about diagnosing DCD in children.

Causes of DCD

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

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

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

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

These include:

being born prematurely, before the 37th week of pregnancy

being born with a low birth weight

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

the mother drinking alcohol or taking illegal drugs while pregnant

Treating DCD

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

These include:

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

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

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

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

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

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

Find out more about treating DCD in children.

Dyspraxia or DCD?

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

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

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

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

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

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Developmental co-ordination disorder (dyspraxia) in children

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

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

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

(BDA Definition)

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Dyscalculia - British Dyslexia Association

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

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A learning disability is a reduced intellectual ability and difficulty with everyday activities. There are three different types mild, moderate and severe.

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PDA Society - Pathological Demand Avoidance

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The term PDA stands for Pathological Demand Avoidance. This is widely understood to be a profile found within some autistic people. The most obvious

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What is Foetal Alcohol Syndrome Disorder (FASD)?

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What is Foetal Alcohol Syndrome Disorder (FASD)?

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What is FASD? Also in this section: Alcohol in pregnancy What is FASD How It presents Over 400 co-occurring conditions Mythbuster Getting a diagnosis After a diagnosis Common description: “FASD results when prenatal alcohol exposure affects the developing brain and body. FASD is a spectrum. Each…

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Let's talk about Dysgraphia!

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Understand dysgraphia and how it impacts handwriting, spelling, and written expression. We provide guidance and strategies for children, adults, and families to manage the challenges of written work at home, school, and beyond. Our support helps parents, teachers, and professionals recognise the signs of dysgraphia early, reduce frustration, and create practical solutions that build confidence and make learning more accessible.

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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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Other less common types of neurodiversity

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Other less common types of neurodiversity

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Some people consider these to be part of the ‘neurodiversity’ umbrella and others like to keep them separate. They are included here to give a brief introduction.

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Other, less common, types of neurodiversity

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This guideline covers recognising, diagnosing and managing attention deficit hyperactivity disorder (ADHD) in children, young people and adults. It aims to improve recognition and diagnosis, as well as the quality of care and support for people with ADHD.

In September 2019, we amended the recommendation on assessment for people starting medication for ADHD to indicate that an ECG is not needed before starting stimulants, atomoxetine or guanfacine if cardiovascular history and examination are normal and the person is not on medicine that poses an increased cardiovascular risk. For details, see update information.

Recommendations

This guideline includes new and updated recommendations on:

It also includes recommendations on:

Who is it for?

Healthcare professionals

Commissioners and providers

People with ADHD, and their families and carers

Is this guideline up to date?

December 2021: We have found no new evidence that affects the recommendations. For more information, see the surveillance decision.

Guideline development process
How we develop NICE guidelines
This guideline updates and replaces NICE guideline CG72 (September 2008), NICE technology appraisal guidance 98 (2006) and NICE evidence summaries ESUOM8, ESNM19 and ESNM70.

Your responsibility

The recommendations in this guideline represent the view of NICE, arrived at after careful consideration of the evidence available. When exercising their judgement, professionals and practitioners are expected to take this guideline fully into account, alongside the individual needs, preferences and values of their patients or the people using their service. It is not mandatory to apply the recommendations, and the guideline does not override the responsibility to make decisions appropriate to the circumstances of the individual, in consultation with them and their families and carers or guardian.

All problems (adverse events) related to a medicine or medical device used for treatment or in a procedure should be reported to the Medicines and Healthcare products Regulatory Agency using the Yellow Card Scheme.

Local commissioners and providers of healthcare have a responsibility to enable the guideline to be applied when individual professionals and people using services wish to use it. They should do so in the context of local and national priorities for funding and developing services, and in light of their duties to have due regard to the need to eliminate unlawful discrimination, to advance equality of opportunity and to reduce health inequalities. Nothing in this guideline should be interpreted in a way that would be inconsistent with complying with those duties.

Commissioners and providers have a responsibility to promote an environmentally sustainable health and care system and should assess and reduce the environmental impact of implementing NICE recommendations wherever possible.

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Attention deficit hyperactivity disorder: diagnosis and management

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This guideline covers recognising, diagnosing and managing attention deficit hyperactivity disorder (ADHD) in children, young people and adults. It aims to improve recognition and diagnosis, as well as the quality of care and support for people with ADHD

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This guideline covers children and young people with autism spectrum disorder (across the full range of intellectual ability) from birth until their 19th birthday. It covers the different ways that health and social care professionals can provide support, treatment and help for children and young people with autism, and their families and carers, from the early years through to their transition into young adult life.

This guideline should be used alongside autism spectrum disorder in under 19s: recognition, referral and diagnosis and autism spectrum disorder in adults: diagnosis and management.

In June 2021, we added new recommendations on interventions for feeding problems, including restricted diets to highlight the need for assessment and referral for children and young people. For more information, see the update decision.

Recommendations

This guideline includes recommendations on:

Who is it for?

Healthcare professionals

Social care practitioners

Children and young people with autism, and their families and carer

Is this guideline up to date?

We checked this guideline in June 2021 and found no new evidence that affects the recommendations. We are monitoring important initiatives in progress that may affect future service delivery. We will regularly review their potential impact on our autism guidelines.

Guideline development process
How we develop NICE guidelines
This guideline was previously called autism: the management and support of children and young people on the autism spectrum.

Your responsibility

The recommendations in this guideline represent the view of NICE, arrived at after careful consideration of the evidence available. When exercising their judgement, professionals and practitioners are expected to take this guideline fully into account, alongside the individual needs, preferences and values of their patients or the people using their service. It is not mandatory to apply the recommendations, and the guideline does not override the responsibility to make decisions appropriate to the circumstances of the individual, in consultation with them and their families and carers or guardian.

All problems (adverse events) related to a medicine or medical device used for treatment or in a procedure should be reported to the Medicines and Healthcare products Regulatory Agency using the Yellow Card Scheme.

Local commissioners and providers of healthcare have a responsibility to enable the guideline to be applied when individual professionals and people using services wish to use it. They should do so in the context of local and national priorities for funding and developing services, and in light of their duties to have due regard to the need to eliminate unlawful discrimination, to advance equality of opportunity and to reduce health inequalities. Nothing in this guideline should be interpreted in a way that would be inconsistent with complying with those duties.

Commissioners and providers have a responsibility to promote an environmentally sustainable health and care system and should assess and reduce the environmental impact of implementing NICE recommendations wherever possible.

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Autism spectrum disorder in under 19s: support and management

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This guideline covers children and young people with autism spectrum disorder (across the full range of intellectual ability) from birth until their 19th birthday. It covers the different ways that health and social care professionals can provide support, treatment and help for children and young people with autism, and their families and carers, from the early years through to their transition into young adult life.

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Peer-to-peer support, sharing experiences, and signposting to helpful services across Trafford.

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Trafford Directory | Trafford SEND Together - Parent Carer Forum

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Welcome to Trafford SEND Together! This group is all about bringing parents and carers together - to connect, share, and support one another. It's a safe, friendly space for peer-to-peer support, sharing experiences, and signposting to helpful services across Trafford.

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Come and have your say and be apart of the Disabled/ Neurodivergent Youth Panel. A chance to make new friends whilst taking part in fun activities.

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Youth group based in Stretford

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I AM - Celebrating Autism in Greater Manchester

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Specialised 1-2-1 support

We provide specialised 1-2-1 support for a variety of needs to both members and non-members.

Aspirations - social and leisure activities

Aspirations has been running for over 20 years, providing a wide range of social and leisure activities for young people and adults from the age of ten upwards.

Parents and carers group

It's not just people on the autistic spectrum who can benefit from coming together and sharing experiences in our groups.

I AM - a community working with and supporting a wide range of people, aged 10 years and upwards, who have a diagnosis of Autism Spectrum Condition.

£15 COULD BUY

Something for a young person aged 10 to 18 e.g. a youth group session.

£30 COULD BUY

Something for 18 + e.g. a support session.

£50 COULD BUY

Something for an elderly person e.g. life skills development.

Who we support?

The different terms used to describe the autism spectrum can be confusing and have changed over time. In recent years there have been changes to the systems that professionals use to make a diagnosis and diagnostic categories have changed. The most used term now is Autistic Spectrum Condition.

This means that people who have recently had an assessment are most likely to be given a diagnosis of Autistic Spectrum Condition.

Our community understands the challenges that ASC can bring. We have the knowledge, experience and passion to help individuals and families work through them towards a happier place with autism as a part of their daily lives.

Our mission is to create communities of support across Greater Manchester for people on the autistic spectrum which enable personal and professional development.

I AM - Celebrating Autism Greater Manchester

Set up to work with people with a diagnosis of Asperger Syndrome or High Functioning Autism. We only work with people who have had an assessment and received a diagnosis of Autistic Spectrum Condition (or one of the previously used terms).

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Specialised 1-2-1 support We provide specialised 1-2-1 support for a variety of needs to both members and non-members. Read MoreAspirations - social and leisure activities Aspirations has been running for over 20 years, providing a

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Information, videos, and webinars on autism and related topics for anyone seeking support or guidance.

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GMAC - Everything you need about autism and more.

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Skip to content

The following pages are about general resources on subjects that the GMAC team often get asked about.

About Autism

Getting Support

Health & Wellbeing

Policies & Initiatives

The Greater Manchester Autism consortium (GMAC) is a project which is part of the National Autistic Society. The project is a point of contact for autistic people, family members and professionals and also oversees the Greater Manchester Autism Strategy. GM Autism is a team within Manchester Foundation Trust which supports strategic development across Greater Manchester.

The Greater Manchester region is generally referred to as GM in this website so please note that where it says GM this is what it is referring to.

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The following pages are about general resources on subjects that the GMAC team often get asked about.

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Trafford Children's Occupational Therapy Service

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Trafford Children's Occupational Therapy Service

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Free online coaching for anyone supporting autistic people in England

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Free online coaching sessions for families supporting autistic people in England. The sessions offer a safe space to reflect on autistic wellbeing and family life. Our peer guides provide practical guidance to navigate services and offer a listening ear, helping you feel heard and connected.

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Barriers to Education & Emotionally Based School Non-Attendance (EBSNA)

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Barriers to Education & Emotionally Based School Non-Attendance (EBSNA)

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GM Multiagency Sensory Processing Differences Toolkit

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NHS Greater Manchester Sensory Processing Differences Support Padlet

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NHS Greater Manchester Sensory Processing Differences Support Padlet

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ما هو تنوع النظام العصبي؟

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Differences in Autism and ADHD- Arabic subtitle 

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Differences in Autism and ADHD- Arabic subtitle 

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NCMH (National Centre for Mental Health)

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Why Autism is a Difference, not a Deficit

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An introduction to the Double Empathy problem

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Become an empathetic person (empathy for teens and adults)

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Autism & Changes (5 Tips to manage change MORE effectively)

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Audience driven podcast for parents and autism professionals.

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Our podcast is a funny audience-driven show for parents and autism professionals alike! The first series' overarching theme is the 'shape of family' however you define it. The hosts answer fundamental questions over ten episodes about a child's identity, diagnosis, family dynamics, and what parents need from supportive allies and professionals. Our psychologist contributors will also provide insights into what is behind a child's behaviour and the importance of parental wellbeing. Samera and Hayley discuss autistic girls and a two part bumper edition on education. Also, a bonus episode featuring Ken Bruce sharing being a dad to his autistic son Murray.

The podcast hosts do go off piste and talk about food, Samera likes cooking, Hayley, Michelle and Celeste love eating, a match made in heaven. Signposting references are listed in the accompanying episode's transcript and the food consumed at recording, recipes are included! The content of the podcast is for information purposes only and does not constitute advice. You can connect with the podcast team on Twitter, Facebook and Instagram and email us at QandA@FrankCommunications.org.uk if you have a question that you want us to answer or a story to share. We look forward to hearing from you.

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You ask a question and we will find the answer! Our podcast is a funny audience-driven show for parents and autism professionals alike! The first series' overarching theme is the 'shape of family' however you define it. The hosts answer fundamental questions over ten episodes about a child's

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Autism Unpacked Podcast - Options Autism

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Specialists in autism, supporting children, young people and adults

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It is quite normal for people to compare themselves to others, especially when they are growing up. Humans are social animals, so we seek connection with other people.

Autistic brains work differently to non-autistic brains and we have different ways of communicating and expressing ourselves. Non-autistic people can find it a bit surprising if someone acts in ways that they're not used to. Sometimes, they might laugh at us, or point out these differences. Autistic young people are unfortunately more likely to be bullied because of this.

We may be taught that, in order to 'fit in' we must hide who we are and pretend to be like the people around us. To do that, a lot of autistic people can become very good at observing and imitating those around us. This is called 'masking'. The more unsafe we feel, the more we are likely to mask. If our attempts keep failing, we may withdraw from social situations altogether.

Sometimes autistic people aren't aware and mimic others subconsciously. We may also hide our feelings and pretend we're fine when we aren't. Most autistic people who mask aren't aware that not everyone does this - they think everyone is pretending as part of the social rules. Many of us will have been doing it from a very young age, so it can become almost automatic - but it is not natural for us.

Masking involves us closely observing others; translating their words, tone, mannerisms and body language into something we understand; considering how we want to respond and then finally translating that into something we think they are most likely to respond well to. We might not realise it, but this takes a huge amount of energy and concentration. If we're having a more stressful day, or something has gone wrong, we can find it much harder to mask and might find ourselves reacting to situations in ways that feel more natural to us. If we've been working really hard to 'fit in' and then the mask slips, we are often very hard on ourselves. "Why can't I just be normal?" We can start to feel quite down on ourselves and this can be hard to recover from.

Masking can keep us safe, certainly in the short term. But many people who mask will eventually reach a point where the effort causes burnout and masking is no longer possible.

Masking also stops genuine connection with others because others only get to know the mask and not the real person underneath.

Some people may choose to mask in certain situations, where connection isn't important but safety is. And some may not realise that masking is what's preventing them from creating genuine connections, and not understand that masking is preventing them from forming deeper friendships.

Many autistic people go through a process of " unmasking" once they have received their diagnosis. They recognise that masking a lot is actually quite harmful, and being around people who accept them as they are, without the need to mask, is the best way forward.

Writing led by Matthew Harrison, autistic adult and staff neurodiversity representative at The University of Manchester

What masking feels like for me

I definitely feel a lot better and I can be myself at home. I really can't be myself when I am not at home, I just can't it's hard.

Teachers don't know how I feel, no, no I don't think so.

Masking is when you hide how you feel, when you try to hide yourself.

I don't think masking is a good thing, but when I have tried to tell teachers how I feel one has just laughed and said you need to line up over there. When I looked sad a lot of people said hi to me to try to make me happy, I pretend to be happy and say hi back, but all the attention makes it bad.

If people speak to me when I am out I can't say what I want to say, I wish I could.

People would be surprised if they knew what I wanted to say, but also I would get scared if they knew.

If my friends knew how I felt, I worry they wouldn't be my friend because I'm trying to hide my feelings, this happened once.

If I could say what I wanted I would say to people who don't believe me and think I am OK, it would be, I am not well, I may not be physically ill but I am mentally ill.

The worst I have ever felt was going into school and being forced onto the stage in front of strangers for Harvest Festival, I was really scared, they gave me lines and I was forced to read it in front of them, I was really scared but I tried my best, I felt really embarrassed I don't know how badly I stuttered. Afterwards I had to serve food to other classes and then to strangers and give them soup, it was so loud, I had to eat soup but I hate soup. I tried to act happy so I wouldn't get attention, because teachers and friends would ask me a lot of questions which would make everything a lot worse, I don't like being asked questions.

Things are now getting better, but not completely, I can you know, I can share my feelings with some people and my parents.

What's changed, definitely not going back to school anymore, it was just really loud there. I would tell parents, if your child is really bad and can't manage at school move to home education because I find it a lot easier to talk to my parents than teachers. Being at home is giving me a chance to have some practice and I am managing to be myself and talk to people outside of the house.

I hope this helps other children in school who are struggling.

Written by C, age 9

Facade

This drawing is called Façade and it represents masking. Me and many other autistic people feel like we need to camouflage to fit in with our surroundings, just like the leaf insect, but it's important for us to know that we're incredible just the way we are. We are the colour and difference that the world needs.

By Hannah, autistic young person

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WHile masking can help autistic people feel safe, it will eventually lead to the point where the effort can cause burnout and masking isno longer possible.

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Podcasts for people who enjoy learning on the go about neurodiversity, Tourette syndrome, parenting, education, mental health, and more.

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Trauma and ADHD: supporting children at school and home

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Fun activities for children with Dysgraphia 

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Fun activities for children with Dysgraphia 

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This list of fun activities for dysgraphia can all be carried out at home with minimal equipment. Help your child be the best they can be.

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Wide range of information, tools, and support support related to understanding and supporting autistic individuals.

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Registered Charity No. 1082599. VAT No. 480334795. Registered in England and Wales Ltd by guarantee No. 4041459.Registered Office: London Fruit & Wool Exchange, Ashurst LLP, 1 Duval Square, London, E1 6PW

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Comic Strip Conversations for Developing Theory of Mind 

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Comic Strip Conversations for Developing Theory of Mind 

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There are many types of memory, and not all research agrees on how to categorise each type. Below are some of the main memory groupings, although you may also see them categorised in other ways.

Sensory Memory. Sensory memory allows us to remember impressions of sensory information after the input has finished. This memory is the shortest, lasting less than a second, but has a large capacity - it can take in huge amounts of sensory input from your environment.

Working Memory and Short Term Memory. These terms are often used interchangeably, but they can also refer to slightly different memory functions. Short term memory stores information for a few seconds, and can be seen as part of the working memory. The working memory doesn't just store information, it also processes and manipulates it, for a short period of time. These types of memory last for less than a minute, and have a small capacity (which varies from person to person).

Long Term Memory. Long term memories can last a lifetime. They can be divided into two broad areas, each of which are further divided into types:

What is working memory?

Working memory is the small amount of information that can be held in mind and used to complete tasks. In a classroom setting, examples of when learners use their working memory might be;

Following a verbal instruction to go and get something

Remembering a sentence or answer they have thought of, whilst writing it down or waiting for their turn to speak

Holding the choices given to them in their head before deciding on one

Remembering a question that has been asked whilst they think of or work out the answer

Key facts about working memory:

Working memory usually increases between the ages of 4 and 14.

There can be a big variation in working memory capacity between children of the same age.

Most adults can hold around 4 chunks of information in their working memory at once.

Information will be lost from working memory after about 30 seconds if it is not rehearsed or refreshed (think of yourself repeating a number over and over to keep it in your head while you look for a pen!)

Working memory is a better predictor of educational success than IQ. ( source)

Surveys have found that over 75% of education professionals over-estimated the duration of working memory. ( source)

How can we recognise when children and young people have difficulties with working memory?

There is a link between smaller working memory capacity and diagnosed needs such as Dyslexia, ADHD or DLD. However children without a diagnosis can also have reduced working memory capacity. Studies have found that when children are screened, those identified as having poor working memory have rarely previously been described by their teachers as having memory problems. Instead they have often been described as having difficulties with listening, attention or behaviour. However, once aware of how working memory difficulties may present, observation of classroom behaviours can be an effective way of identifying learners whose progress may be being impacted by their working memory.

Look out for the following signs in your classroom:

Distraction. Children with working memory difficulties can find it difficult to focus on tasks, and may seem to have short attention spans because they abandon tasks when they cannot remember what they were supposed to do next. They might then become distracted by other activities, or appear to zone out. These are common behaviours when working memory is overloaded.

Forgetfulness. You might see this in children who put their hand up but then forget what they were going to say, or those who skip or repeat parts of a task, or miss sections when reading (because they can't remember where they were up to).

Difficulty Following instructions. This particularly applies to multi-step tasks, where learners may only be able to remember the first step, or may miss out some steps.

Seeking Support. You may notice that there are particular children in your class who frequently ask for adults or peers to remind them what to do, or ask again about the task after it has been explained. These learners may have small working memory capacities.

Staying Quiet. Others, rather than seeking support, may stay quiet in the classroom, being reluctant to answer questions or join in with group discussions.

Making Below Average Academic Progress. Whether or not they have a diagnosed SEN, learners with poor working memory capacity are likely to be making less progress than average, particularly in reading and maths.

Various tests designed to assess working memory are available, including from GL Assessment and Pearson Clinical. Simple assessments such as number recall, word recall or following multi-step instructions, combined with observations of the child's classroom behaviour, may be sufficient to identify a possible difficulty with working memory.

How can we support learners with working memory difficulties in the classroom?

The first step to supporting learners who have poor working memories is to identify the type of tasks that might be putting too much demand on working memory. The Centre for Applied Education Research identifies two key aspects of tasks which put high demands on working memory:

Unfamiliarity. Introducing too many new skills or information at once puts high demands on working memory. For example if in a Science lesson a new topic is introduced, with a range of new vocabulary, and a new scientific enquiry skill, these are three separate demands on working memory (each of which may be complex on its own), all within one lesson. The learner is not able to draw on prior knowledge and experience to help them with any of these. If on top of this you ask them to present their work in a format they haven't used before, a fourth unfamiliar skill is required.

Complexity. The more elements there are to a task, the more it demands of working memory. Multi-step instructions are complex, as are sentences with subordinate clauses. Moving attention between two or more sources (the exercise book on a desk and the teacher's whiteboard) can also increase complexity, as can breaks in time, such as moving from the carpet, where the instruction was given, to the desk, where the task is supposed to be carried out.

Knowing that unfamiliarity and complexity increase demands on working memory, we can then try to reduce these demands. These suggestions are given by the CAER:

Include familiarity. When introducing new material, make sure it is not too far removed from what has gone before. Including some degree of familiarity or connection with prior knowledge and experience in your lesson means that learners can use their long term memory, and free up short term memory for accessing new information.

Reduce complexity. Be clear about what the core purpose of the task is, so that learners know that it's the main thing they need to focus on. If a task has multiple parts, try to reduce it if possible. If not, then break it down into chunks and don't give too much at once. Make sure that resources such as written instructions or scaffolding support are helping rather than adding more complexity and confusion.

Create routines. Create routines within your classroom that become familiar, and therefore allow learners to take in unfamiliar information or instructions more easily. These could be routines around how learners access resources, work in groups or follow instructions.

Use simple sentences. Keep sentences simple, and if there is a task or instruction, put this first. The CAER gives the following example:

"The goalkeeper was on the six-yard line. The left back was on the goal line. The striker was on the penalty spot when the ball was played through. Was he offside?"
Which is far easier to process when phrased with the key question at the beginning:
"I want you to work out if the striker was offside. The goalkeeper was on the six-yard line. The left back was on the goal line. The striker was on the penalty spot when the ball was played through. Was he offside?"

Keep information in the same time and space. Avoid learners having to hold information in working memory unnecessarily by keeping information in one place (such as on a desk or on a wall, not both), and giving instructions when children are located where they need to be for the task. For example, don't give an instruction for PE before you walk to the PE hall, wait till you're there.

Repeat or model. If you are not able to modify a task to reduce its working memory demands, then be prepared to repeat it. Modelling is commonly used in classrooms and is a great way to make instructions clearer. You may also need to remodel it again for learners with poor working memory capacity. Keep modelled examples available for reference.

Provide memory aids. Memory aids take away some of the demands on working memory, and can become a positive part of a learner's routine, allowing them to be more independent in the classroom and focus on the core learning required. However they do come with some limitations to be aware of.

To avoid learners becoming overly reliant on memory aids for information which they do need to learn in the longer term, the aids should be gradually removed as learners progress. For example a learner may have a high frequency word mat on their desk - once they are confident with a few of them, remove or cover these ones, and gradually cover more as they are learnt. Likewise, a multiplication square can have rows or columns covered as a learner becomes more confident. This way the aids are only supporting memory, and still allowing learners to develop the skills they need for the future.

Asking for help. Make sure your learners know that they can ask for instructions to be repeated, and that they know where to find the information they need. They may have past experiences of being told off for not listening when asking for help, so make it clear that this will not happen, and support them to know how to and where to find help.

Note-taking. This could be using mini-whiteboards or mind-maps. Effective note-taking will also need to be taught, so that they understand how to record just the key information.

Using long-term memory. A common technique for using long term memory is to 'chunk' information. For example, mnemonics or rhymes can help to organise and recall longer pieces of information.

The video below from Professor Susan Gatherole gives a great explanation of working memory, and why it is important for children's learning.

The above video may be from a third-party source. We accept no responsibility for any videos from third-party sources. Please let us know if the video is no longer working.

You can also download a booklet called 'Understanding Working Memory; A Classroom Guide' by Professor Susan E Gathercole and Dr Tracy Packiam Alloway here.

Memory Aid Resources

Find more phonics resources here.

Find more knowledge organisers here.

Find more high frequency word resources here.

Find more mnemonic resources here.

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Working Memory: Identifying and Supporting Learners with Working Memory

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Difficulties with working memory capacity are a common feature in learners diagnosed with SEN and specific learning differences such as Dyslexia, ADHD, Developmental Language Disorder (DLD), and other cognition and learning needs, as well as those with no diagnosis who are achieving below average progress.

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‘Frustration is a huge part of my life with ADHD’ - BBC