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Local Offer SEND Information Fair - This Friday!

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Local Offer SEND Information Fair - This Friday!

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Local Offer SEND Information Fair - This Friday!

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Local Offer SEND Information Fair - This Friday!

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Local Offer SEND Information Fair - This Friday!

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Local Offer SEND Information Fair - This Friday!

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Local Offer SEND Information Fair - This Friday!

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Local Offer SEND Information Fair - This Friday!

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Neurodivergence and Masking Workshop November 2026

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Neurodivergence and Masking Workshop November 2026

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Anxiety Workshop with Reflexions June 2026

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Anxiety Workshop with Reflexions June 2026

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PINS Family Coffee Afternoons with FACE Walsall March 2026

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PINS Family Coffee Afternoons with FACE Walsall March 2026

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Coffee Afternoon Flyer FACE Walsall Mar 26

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PINS Family Coffee Afternoons with FACE Walsall January 2026

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PINS Family Coffee Afternoons with FACE Walsall January 2026

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Coffee Afternoon Flyer FACE Walsall Jan 26

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Helping parents navigate the world of Neurodivergence through understanding behaviours, creating strategies and sharing lived experiences of ASD/ADHD.

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Ages and Stages of Speech and Language Development

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Ages and Stages of Speech and Language Development

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Typical stages of speech and language development in babies, children and young people.

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Speech and Language UK: Changing young lives

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Skip to content

Our guide to the typical stages of speech and language development in babies, children and young people.

Children develop their speech, language and communication skills at different rates. However, knowing what is typical can help you identify speech and language problems early. You can also find out how to help your child learn to talk and understand words.

Our progress checker will provide short questions you can answer to see how your baby or child is getting on with their talking and understanding of words.

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Ages and stages - Speech and Language UK: Changing young lives

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Our guide to the typical stages of speech and language development in babies, children and young people.

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Here you can check if the development of your child's speech sounds requires support from the Speech and Language Service

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Speech and Language UK: Changing young lives

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Speech sounds are the sounds we use for talking. We use our tongue, lips, teeth, and other parts of our mouth to create different speech sounds. Speech sounds are not the same as letters. For example, the word 'sheep' has five letters, but only three sounds: 'sh' 'ee' 'p'.

When do children learn different speech sounds?

As children learn to talk, they gradually learn to make more and more speech sounds. This means that they cannot say all speech sounds straight away. Some sounds like 'm' are easier to make than sounds like 'th'. The chart below shows the ages that children who speak English can normally say different sounds.

Children who can't make these speech sounds at these ages might need extra help from a speech and language therapist. Children may lisp 's' sounds until around age four or five. See our factsheet on lisps.

Even when children can make a speech sound by itself, it can be much trickier to use speech sounds when saying whole words and sentences! Children often find simpler ways to say words when they are finding a speech sound tricky. This chart shows examples of how your child might say words at different ages:

By five or six years old, nearly all words will be clear and easy to understand. Children who say words like a much younger child, or who say their words in an unusual or unpredictable way, might need extra help from a speech and language therapist.

I can understand everything my child says, but other people can't.

Families can often understand their child much better than other people. Families might be able to guess what their child is talking about and they learn to tune into how their child says words. It can be much harder for other people who don't know your child! Here is a rough guide about how clear your child's talking should be at different ages:

What causes challenges with speech sounds?

Children's speech is often unclear when they first start to talk, but most children will get clearer in time. Some children, though, have particular challenges making or using speech sounds and will need extra help from a speech and language therapist to talk clearly. We often do not know why a child has challenges using speech sounds, but it can be linked to:

Challenges with other areas of their communication skills, for example talking and understanding words

Glue ear (see glue ear page for more information)

Cleft palate

Having other family members who needed help with their speech sounds.

What about dummies?

In the past, professionals usually warned against using a dummy after age one as it could cause problems with speech sounds. Recently, studies show that this may not be completely true. For most children, their speech sound challenges are not caused by dummies. We have more information on the pros and cons of dummies here.

I am worried about my child's speech sounds, what should I do?

If the information here has made you think that your child's speech sounds are not as clear as other children their age, it is best to talk to your child's nursery or school, or contact a speech and language therapist. Please see our 'How do I find a speech and language therapist' guide for more information.

We also have a free speech and language advice line, which is a confidential phone call with an experienced speech and language therapist. During the 30-minute call, you will be given the opportunity to talk through your concerns and questions regarding your child's development. You can book your phone call

What can I do to help my child at home?

Focus on trying to understand your child is saying, rather than they are saying it. Turn off any background noise and get down to their level so you can see and hear each other easily.

It is usually best not to correct your child or ask them to copy you saying tricky sounds or words.

Model words. This means saying the word correctly to your child, but not making them repeat it after you. You can do this if you hear them make a mistake. Try to repeat the word a few times for your child. For example, if they say, 'Mummy, there's a tat!', you could say, 'Oh yes a cat! A ginger cat. What a lovely cat.'

Show your child how to use other ways to communicate what they want and need. Our information on visual supports is a good starting point.

Listening to and playing with sounds and music can help develop your child's awareness of sounds. Things to try:

Sing nursery rhymes or read rhyming books together. See if your child can finish the rhyme: Jack and Jill went up the... (hill).

Sing, dance or clap along to their favourite music and songs.

Play with musical instruments. Copy each other's tune or rhythm.

Drum together: Beat out a rhythm together using drums or household objects like pans and spoon.

We suggest trying mouth exercises such as practicing blowing or sucking. Mouth exercises are helpful for most children with speech sound challenges.
Useful websites:

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Speech sounds are the sounds we use for talking. We use our tongue, lips, teeth, and other parts of our mouth to create different speech sounds. Speech sounds are not the same as letters. For example, the word 'sheep' has five letters, but only three sounds: 'sh' 'ee' 'p'.

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Love Yourself Workshop February Half Term

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Find out about help available for children and young people (aged 0-25) with special educational needs and disabilities in Walsall. This is called the Local Offer.

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Welcome to Walsall's SEND Local Offer

Find out about help available for children and young people (aged 0-25) with special educational needs and disabilities in Walsall. This is called the Local Offer.

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Welcome to Walsall's SEND Local Offer

Find out about help available for children and young people (aged 0-25) with special educational needs and disabilities in Walsall. This is called the Local Offer.

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Plan a routine and reassure your child

Establishing a consistent bedtime routine is one of the most effective ways to support your child's sleep. Neurodivergent children often benefit from predictability and may need additional time to process changes. Try for a screen free hour before sleep to help them wind down. Create gentle transitions using music, timers or visual representations, these small, predictable steps can reduce anxiety, support understanding, and help your child feel more prepared for sleep.

You can say mantras together with your child and encourage them to say them when they are starting to feel anxious. Some helpful mantras are:

"I am safe and protected"

"I am in control of my thoughts and feelings"

"I am loved, no matter what"

Anxiety is a part of life for many of our children, but we, as parents, can support them through things and make their worlds a little lighter.

Work on the senses

Creating a sensory-friendly sleep environment is key to helping neurodivergent children feel calm and settled at bedtime. Try a relaxing scent, calming music, with proprioceptive input. Some children may benefit from hand eye coordination activities if they are able to focus, while others might find comfort in quieter, sensory wind-down activities. Where possible, work to their natural body clock to reduce the frustration of not being able to fall asleep, changes to sleeping patterns can be introduced gradually over time.

Sensory-friendly environment

Make your child's environment as soothing as possible. For example, don't have too many toys in their bedroom or too many bright colours. These things can overstimulate, which can not just add to anxiety, but also create it, especially if your child has sensory issues. Calming, neutral and pastel colours can create a soothing environment. Think about sensory issues, too. Is the room at a comfortable temperature? Is the bedding too warm, or a texture that your child may not like? Do the curtains provide enough light blocking, as a dark room will help with melatonin levels when it is time to go to sleep? Would white noise help soothe your child, such as the sound of a fan, maybe? Nightlights can also help provide reassurance to children who do not like their bedroom to be completely dark. Also, avoid using your child's bedroom as a place for a time-out, as this could lead your child to have a negative relationship with their room.

Creating a sensory friendly sleep environment is just as important as supporting your child's sensory needs during the day. If your child has sensory needs during the day, they're likely to have them at night as well.

Reasonable adjustments

Your child's room should be dark, a small night light that can be left on all night is the most light they should be having, this is to help keep the melatonin levels as high as you can to help them fall asleep and stay asleep longer. Consider how their lying in bed, the clothing they wear, and type of pressure of the bedding they are using.

White nose might be able to soften external sounds around them. Airing the room, lighting the same familiar scents, and refraining from changing bedding and pyjama detergent can also help.

Getting them into bed

We know getting your child ready for bed can be a challenge, try to make the bedtime routine as relaxing as possible. You may have successfully helped them wind down, but when it comes to teeth brushing, hair brushing and getting changed, this may be too much for them. During this stage, if you know something will trigger your child, find a different time of day to complete this task, if possible.

Bedtime stories

Some children love a bedtime story being read to them by a parent, others will baulk at the close physical contact. Instead, they may like to listen to a story on audible, they may want to read on their own or just play with a fidget toy. Go with the bedtime routine that feels right for your child.

Anxiety

An anxious child is not a child who will go to sleep easily, so it is important to implement solutions that are within our control.

Some anxiety is developmentally normal, fear of the dark, monsters, or death, however, they usually grow out of this. Other anxiety is more long standing, such as school, family, social demands, sensory overwhelm and more. There are a few strategies we can try at home to support your child through these. Try creating a plan and stick to a routine, familiarity equals less anxiety, use visual timetables, plan for transitions such as turning the TV or iPad off. It may be useful to arrange a time to talk about things that are bothering them, away from the bedtime routine, this gives them time to process their thoughts without associating it with bedtime.

Make sure your child is not hungry, as hunger can raise anxiety levels. A good nighttime snack is a banana as it contains magnesium, potassium and tryptophan, which promotes melatonin release. Approach anxiety as a family issue, so your child does not feel singled out, and your whole family will benefit from a calming environment.

Sensory stress

Supporting your child's sleep starts with reducing sources of sensory stress in the evening. Avoid activities that cause sensory stress, implement relaxation techniques to feel calmer in bed. A calm parent doesn't transfer stress to a child, as a parent, you need to look after yourself as well.

Some families find comfort-based strategies helpful, such as playing a familiar bedtime story on repeat throughout the night. This can offer a sense of company, helping your child feel less alone in their room.

Gradual retreat

Strategies such as gradual retreat can also be beneficial, slowly removing yourself from their room can help create independence. Start by staying in their safe place, then gradually move to a chair, over time place the chair further away and then try sitting just outside of the room, finally move to verbal check ins. We understand this transition can be tough, it is important to remain consistent, calm and move at your child's pace.

Try having photographs of you and your child in a frame next to the bed, offering them a visual reminder of your presence. A loved teddy to care for at night can also be helpful, but ask them to return it to you in the morning to alleviate the unknown fear that they're not going to see you the next morning.

Looking for more daily support?

Download our Day-To-Day SEN Support Pack for more information, advice and guidance.

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Bedtime Strategies for Neurodivergent Children

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Practical bedtime tips for supporting neurodivergent children, including routines, sensory-friendly environments, and strategies to reduce anxiety for a relaxing night's sleep.

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Walsall SENDIASS is a Special Educational Needs & Disabilities Information, Advice and Support Service for families with SEND in Walsall.

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Please find above some information about aided language displays to support you at home.

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Information on Aided Language Display.197363217

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Neurodiversity Hub - Emotional Regulation

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Neurodiversity Hub - Emotional Regulation

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Strategies and Quick Fixes to support you at home

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To help us keep this website secure, please wait while we verify you’re not a robot! It will only take a few seconds…

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Emotional Regulation - A Guide for parents

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Emotional Regulation - A Guide for parents

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Finding the Calm A Parent’s Guide to Emotion Regulation

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November 2025 Emotion Coaching Workshop and Coffee Afternoon

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November 2025 Emotion Coaching Workshop and Coffee Afternoon

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Wednesday 26th November 2025 at 2.15pm

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Verifying you are human. This may take a few seconds.

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Click on the link for more information and resources to support you.

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PANS and PANDAS Resources for parents and carers

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PANS and PANDAS Resources for parents and carers

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Toileting Tips and Tricks Meeting Poster 

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Toileting Tips and Tricks Meeting Poster 

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Wellbeing workshop - Walsall  (Flyer (A4))

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Reflexions Wellbeing Walk - October Half Term

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Reflexions Wellbeing Walk - October Half Term

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May 2025 Principles of Nurture Coffee Afternoon

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May 2025 Principles of Nurture Coffee Afternoon

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May 2025 Principles of Nurture Coffee Afternoon

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February 2025 Principles of Nurture Coffee Morning

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February 2025 Principles of Nurture Coffee Morning

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February 2025 Principles of Nurture Coffee Morning

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Do you think your child is autistic or have they been recently diagnosed?

If the answer is yes, you will have many questions about what to do next. Ambitious about Autism’s Right from the Start parent toolkit is here to help.

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Do you think your child is autistic or have they been recently diagnosed?

If the answer is yes, you will have many questions about what to do next. Ambitious about Autism's Right from the Start parent toolkit is here to help.

This practical toolkit contains a wealth of straightforward information in one place to guide parents and carers through their child's journey in the early years. From the autism assessment process to the first day of school, this toolkit is packed with practical tips and checklists to support parents during the earliest years of their child's life. It also provides signposts to sources of support or additional information.

If you have a pre-school child, download the free toolkit now. We have also provided the key sections and templates from the toolkit as separate documents.

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Do you think your child is autistic or have they been recently diagnosed? If the answer is yes, you will have many questions about what to do next. Ambitious about Autism's Right from the Start parent toolkit is here to help.

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Find out about things you can do with your kids in Walsall borough

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Welcome…

to skillsworkshop, the home of free adult literacy, numeracy and Functional Skills resources since 2001.

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Welcome...
to skillsworkshop, the home of free adult literacy, numeracy and Functional Skills resources since 2001.
The site was redeveloped in 2011 and had a major upgrade in September 2018 to reflect the Reformed Functional Skills that took effect the following year. New items are added regularly and there are now more than 2300 free Functional Skills and Skills for Life resources.

The about pages describe the history of the site, the benefits of registration, and explain how you can contribute.

Using this site

NEW Our Tag Clouds are back if you want to browse our most popular topics and categories.

The site has a powerful faceted search function: try typing something into the "Search" box at the top right of every page and then filter by author and type (resource or external link).

To look for specific curriculum topics in a given subject area use the tabs at the top of every page, such as the blue Maths tab. Then use the Maths search box (left hand side) and/or filter the resource list by level, maths topic and/or resource type.

You can see our 540+ resource contributors and follow the links to their information pages to see lists of all the resources they've contributed.

Latest Resources & Links is a chronological list (2023-2001) of all our items. The News page has all the latest site information and Recent Changes has details of updated site content.

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to skillsworkshop, the home of free adult literacy, numeracy and Functional Skills resources since 2001. The site was redeveloped in 2011 and had a major upgrade in September 2018 to reflect the Reformed Functional Skills that took effect the following year.

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Darcie's story - a video about Developmental Language Disorder (DLD) #2in30

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Ages and Stages of Speech and Language Development

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Ages and Stages of Speech and Language Development

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Speech and Language UK: Changing young lives

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Sometimes sound as if they are stammering or stuttering. They are usually trying to share their ideas before their language skills are ready. This is perfectly normal at this age, just show you are listening and give them plenty of time. It's not helpful to draw attention to their 'stammering' by saying things like 'take your time'.

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Walsall Family Hubs -                   East Locality, 13 Silver Court, BrownhillsWS8 6HA

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Walsall Family Hubs -                   East Locality, 13 Silver Court, BrownhillsWS8 6HA

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Walsall 4 Locality hubs provide a welcoming space where children, young people ages 0-19 and up to 25 for those young people with additional needs and their can go to get advice and support when they need it, our Family Hubs are in the heart of local communities where services have come together providing one ‘front door’ access to get help and to talk to someone in a safe space about sensitive things that maybe worrying them. Services who have come together such as Midwives, Health Visitors, School Nurses, Speech & Language, Early Help, Childrens Social Care, DWP Housing and Police.

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The Local Offer lets parents and young people know what special educational needs and disabilities services are available in Walsall, and who can access them.

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⭐️Family Action and Walsall SENDIAS will be delivering LifeSkills sessions from November. ⭐️

Lifeskills will help you to:

Build confidence

Grow social networks

Develop financial skills

Achieve work-related goals

We will be working on Lifeskills but will also be doing some arts and crafts, yoga and wellbeing activities alongside this.

Come and join us for the free 6 week course, starting on Tuesday 14th November from 10am-midday at Manor Farm Community Centre.

Please see attached poster and to book your place or find out more, please email Lisa Petrovic at:

lisa.petrovic@family-action.org.uk

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First Aid Awareness at Brownhills Family Hub

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First Aid Awareness at Brownhills Family Hub

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How Sensory Processing Impacts Individuals

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How Sensory Processing Impacts Individuals

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Sensory Integration Education News and Blog

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Put yourself in the picture with our news and blog on sensory integration and sensory processing topics.

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Sensory Saturdays - Activities and games - Only 50p

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Sensory Saturdays - Activities and games - Only 50p

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Walsall SENDIAS Drop in Sessions 2023 - 2024

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Walsall SENDIAS Drop in Sessions 2023 - 2024

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Support and advice to help with after school melt downs

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Support and advice to help with after school melt downs

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Five tips on how to handle the after-school ‘meltdown’ or ‘restraint collapse’

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‘After-school restraint collapse’ isn’t unusual. Your child has been busy managing their emotions all day and when they get home, it’s time to let it all out! Here are some expert tips on how to cope as a parent.

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Dance Movement and Yoga to help manage emotions.

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Making sure your child stays safe with their asthma at school or nursery can feel a bit daunting.

Your child may be going back to school or nursery for a new term, starting school or nursery for the first time or joining a new school or nursery. If your child has asthma, or suspected asthma, you may worry about how to prepare for this.

It’s important to make sure the school or nursery knows all about your child’s asthma, to make sure that everyone is clear about how to manage your child’s asthma well.

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Making sure your child stays safe with their asthma at school or nursery can feel a bit daunting.

Your child may be going back to school or nursery for a new term, starting school or nursery for the first time or joining a new school or nursery. If your child has asthma, or suspected asthma, you may worry about how to prepare for this.

It's important to make sure the school or nursery knows all about your child's asthma, to make sure that everyone is clear about how to manage your child's asthma well.

Book a meeting with your child's teacher or keyworker

This can be a really useful meeting, where you can talk through important information about your child's asthma. This might not be able to happen in person at the moment - you could ask if a telephone or video call is possible.

You might want to check if other people can be there too, like the school nurse or the headteacher.

If your child is old enough, you might want to bring them along too.

In the meeting, it's a good idea to talk about the following:

Talk staff through your child's asthma action plan and give staff a copy to keep.

Let them know what your child's usual triggers are and explain how asthma affects your child. This includes their symptoms and signs that they need to use their reliever inhaler, like wheezing, coughing, difficulty breathing and a tight chest.

Make sure the school know how to contact you if your child has any asthma symptoms at school or nursery - for example, if they needed to use their reliever inhaler. It is also important that you let the school know if your child is getting asthma symptoms at home.

Show the teacher or keyworker your child's reliever inhaler and explain how to use it. All staff that have contact with your child should know how to look after your child's asthma. This includes lunchtime supervisors and supply teachers.

Explain that if your child has a spacer, they must always use it, as it helps their inhaler to work better.

Download a school asthma card. A school asthma card includes contact details and essential information about your child's asthma. Fill it in with your child's GP or asthma nurse and take it into your child's school.

Here are a few questions you could ask your child's teacher or keyworker

If my child is displaying asthma symptoms, such as a cough, will they be sent home from school?

How would you like me to let you know about any changes to my child's asthma?

How will you let me know about any asthma symptoms my child is having at school?

What is your medical conditions policy? This covers how they will care for children with conditions like asthma.

What is the school's policy on attendance? This is a chance to talk about any concerns you may have about your child being too unwell to come to school, or if they have to miss school to attend appointments.

What asthma training have staff had at this school?

How will my child be included in, and kept safe during, school trips and sports day?

Don't forget to tell school and nursery staff about our website, WhatsApp chat and Helpline. The more they know about asthma, the more able they'll be to look after your child.

Ask about an Individual Healthcare Plan

Some children with medical conditions like asthma have an Individual Healthcare Plan (IHP).

This sets out key points about your child's asthma, so the school knows how to support them. This includes their symptoms, medicines and what to do in an emergency.

Not all children with asthma need an IHP. It's a good idea to have one if your child's asthma symptoms often get worse, as this could lead to an asthma attack.

Your child's headteacher has overall responsibility for IHPs, so they're the person to ask if you think your child needs one. As a parent or carer, you can be involved in the drafting of your child's IHP.

If your child does not have an IHP, make sure the school has a school asthma card for your child, and a copy of their asthma action plan.

Manage your child's medicines

Your child may need to use their medicines at school or nursery, especially their reliever inhaler (usually blue).

Make sure your child's inhaler is in date, and kept in the original box with the prescription label attached and instructions included. It's also a good to label your child's inhaler with their name and class.

Make sure your child knows where their inhaler is kept and can access it easily - it shouldn't be locked away.

If your child needs to take any extra medicines during school or nursery hours, make sure you've given written permission. This is something that can be recorded on your child's school asthma card.

If your child's school keeps spare emergency reliever inhalers, find out where they're kept. Your child may need to use one if they can't use their own inhaler.

Under normal circumstances, the metered dose inhaler can be cleaned. However, due to COVID-19, it may be safer to throw away the inhaler after it is used, rather than washing it. The spacer will always be thrown away, as it can't be used by another child.

If your child's school does not keep spare emergency reliever inhalers, tell them about the new national guidance. Find out more about the campaign for inhalers in school, and the new law passed in 2014 to allow emergency inhalers to be kept in school.

Plan for asthma attacks

Staff that look after your child need to know the signs of an asthma attack and when to call 999.

The school should have a copy of your child's asthma action plan which should list their asthma attack symptoms and step-by-step instructions on what to do.

Help staff understand that your child shouldn't be left alone without an adult until they're feeling better.

Your child should not be sent to get their own inhaler - someone needs to bring it to them.

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There is a dramatic rise in the number of children rushed to hospital due to their asthma in the autumn term - make sure your child is ready to go back to school.

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Please click on the image to see the flyer.

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What is CBT?

Cognitive behavioural therapy is a type of talking therapy that aims to change the way we think (cognition) and act (behaviour) in order to help cope with and manage problems we may face in our lives.

It is based on the idea that our thoughts, feelings and behaviour are closely linked and influence each other.

If we have unhelpful thoughts and feelings, this can lead to unhelpful behaviour, which can turn into a vicious cycle of further negative thoughts and so on.

CBT aims to help us learn to recognise these unhelpful patterns, and break down and approach problems in a different way to improve how we feel.

Does CBT work?

When practised with a therapist, CBT has been shown to be clinically effective in improving anxiety, low mood, stress and sleep problems, as well as many other mental and some physical health conditions.

In this section, you will find CBT-inspired self-help strategies, techniques and guidance you can try.

For more information or if you feel you need further support, including how to refer yourself for CBT with a therapist, visit talking therapies and counselling on the NHS website.

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Online self-help CBT techniques - Every Mind Matters

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Find out what CBT is, watch video guides, and try a range of structured self-help techniques to help you boost your mental wellbeing.

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The problems that talking therapies services can treat include:

depression

generalized anxiety

social anxiety

panic and agoraphobia

other phobias

obsessive-compulsive disorder (OCD)

post-traumatic stress disorder (PTSD)

irritable bowel syndrome (IBS)

body dysmorphic disorder

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Find an NHS talking therapies services - NHS

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The problems that talking therapies services can treat include: depression generalized anxiety social anxiety panic and agoraphobia other phobias obsessive-compulsive disorder (OCD) post-traumatic stress disorder (PTSD) irritable bowel syndrome (IBS) body dysmorphic disorder

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Kooth - An online community to support you

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Kooth - An online community to support you

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Our community is here to support you through anything. Big or small.

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Kooth is your online mental wellbeing community. Access free, safe and anonymous

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We train people with special educational needs to travel independently to school, college or work placements, giving young people the skills and confidence to be able to travel safely and independently. This could involve travelling on buses, trains or walking.

We can also provide help in applying for travel passes.

Our film 'To Boldly Go' is based on students experiences of travelling independently.  The film aims to help other young people with learning difficulties have the confidence to use public transport on their own.

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We train people with special educational needs to travel independently to school, college or work placements, giving young people the skills and confidence to be able to travel safely and independently. This could involve travelling on buses, trains or walking.

We can also provide help in applying for travel passes.

Our film 'To Boldly Go' is based on students experiences of travelling independently. The film aims to help other young people with learning difficulties have the confidence to use public transport on their own.

Who can use the service?

Young people aged 14-25 years, who are a Staffordshire resident and have an Education, health and Care Plan.

Please note: residents of the Stoke on Trent city area are not eligible for this service.

Are there any costs?

No, however there may be some small expenses, for example, travel or drinks whilst training and travelling.

How can I refer?

What happens after referral?

We will ask for some more details about the person being referred, explain more about our service, arrange to carry out a home visit and complete an assessment of the person.

Who will we see?

What happens when I come to the service?

The travel trainer will carry out an assessment of the individuals suitability for training and identify an appropriate route and means of travel. We will arrange with families and schools the appropriate times to begin training.

What happens when I become an adult?

The service is open to young people aged 14-25 years, who are a Staffordshire resident and have an Education, health and Care Plan.

Please note: residents of the Stoke on Trent city area are not eligible for this service.

How do I find out more?

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Staffordshire Connects | Independent travel training

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We train people with special educational needs to travel independently to school, college or work placements, giving young people the skills and confidence to be able to travel safely and independently. This could involve travelling on buses, trains or walking. We can also provide help...

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This service is open to pupils who currently access Home to School travel assistance to school , either through coach, minibus, taxi or Personal Transport Budget. Independent Travel Training can be a daunting prospect for pupils, parents/carers alike. Although the ITT is centred around the pupil, the wishes and the feelings of parents/carers are always taken into account. Independent Travel Training is provided to give the pupils more freedom and independence for school life, and accessing the wider world of work in later years.

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Mental Health - Support for young people in Walsall

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Mental Health - Support for young people in Walsall

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What is mental health?

Mental health is your psychological and emotional wellbeing. A mental health problem is when a situation or problem affects the way you think and feel. This can mean you find it hard to cope with family life, school or the wider world.  This can happen if you experience a big change in life, such as bereavement, bullying or abuse. Sometimes it can happen without these triggers.

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Learn about mental health, how it affects you, and resources and support in Walsall Borough

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BBC Bitesize Parents Toolkit for Mental Health

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BBC Bitesize Parents Toolkit for Mental Health

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Parents' Toolkit is the place for mums, dads and the whole parenting community to find stories, expert advice and fun activities that will help you support your child in a changing world.

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Parents' Toolkit is the place for mums, dads and the whole parenting community to find stories, expert advice and fun activities that will help you support your child in a changing world.

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Parents' Toolkit is the place for mums, dads and the whole parenting community to find stories, expert advice and fun activities that will help you support your child in a changing world.

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Children’s emotional wellbeing is just as important as their physical health. Good mental health helps them develop the resilience to cope with whatever life throws at them and grow into well-rounded, healthy adults.

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What is this service?

Severe mental illness is rare in children and young people but mental health problems are common and have a significant effect on them as individuals, their potential and their families. The most effective approach to supporting children and families involves health, social care and education working in partnership.

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Severe mental illness is rare in children and young people but mental health problems are common and have a significant effect on them as individuals, their potential and their families. The most effective approach to supporting children and families involves health, social care and education working in partnership.
What Service is Provided:
A multi agency and multi disciplinary service specialising in the assessment and treatment of moderate to severe mental health difficulties that children and young people experience.
The Service Aims to:

Provide specialist assessment and treatments in accordance with best practice and NICE recommendations.

To provide appropriate information for young people and their families and for other agencies in accordance with confidentiality and consent to share protocols.

Consultation and liaison and training for universal and targeted services including professional carers.

Assessments and treatments in centres that are equipped, family friendly, non-stigmatising and culturally competent.

The service welcomes children, young people and their families view on service review and service development.

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Child and Adolescent Mental Health Services (CAMHS)

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What is this service? Severe mental illness is rare in children and young people but mental health problems are common and have a significant effect on them as individuals, their potential and their families. The most effective approach to supporting children and families involves health, social care and education working in partnership.

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Help & Advice

Here at CAMHS, we know that information can be really powerful, in terms of understanding, coping and recovering.  We’ve put together a couple of sections of mental health and wellbeing information for you to help with this.

General Help & Advice

This is full of tips and advice for the types of things that a lot of children, young people, parents, carers and families may face.

Specific Help & Advice

This is general information about specific difficulties many young people come across.  At the end of each page we’ve included websites and other bits that contain even more information.  Don’t forget, if you are really struggling with any these difficulties, please visit our how to get help page.

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Child and Adolescent Mental Health Service | CAMHS

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The Ultimate Guide to Executive Functioning

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The Ultimate Guide to Executive Functioning

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Did you know that the prefrontal cortex, the area of the brain responsible for executive functioning, is also known as the “CEO of the brain”?

Unfortunately, some of us have a prefrontal cortex that could use some support with running the company efficiently. This is especially true for neurodivergent individuals, who may experience differences in how their brain responds to tasks that involve executive functioning skills like planning and time management.

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Did you know that the prefrontal cortex, the area of the brain responsible for executive functioning, is also known as the "CEO of the brain"?

Unfortunately, some of us have a prefrontal cortex that could use some support with running the company efficiently. This is especially true for neurodivergent individuals, who may experience differences in how their brain responds to tasks that involve executive functioning skills like planning and time management.

Chances are, if you've landed on this article, someone has recommended checking out executive functioning coaching.

And it's no surprise why-with the help of an executive functioning coach, individuals can develop personalized strategies to overcome EF challenges and succeed in big ways.

In this ultimate guide, we will dive into everything you need to know about executive functioning coaching, including how it works, the benefits of coaching, and what you need to know to get started on your EF coaching journey.

Let's get started.

What is Executive Functioning?

While there are no set definitions of executive functioning, most professionals agree it includes a set of behaviors that help individuals effectively and efficiently complete tasks and interact with others.

Executive functioning includes common activities like:

Planning and organizing

Managing time

Problem-solving

Working memory

Controlling our emotions and our impulses

Monitoring and learning from our behavior and past mistakes.

The Components of Executive Functioning

It's important to note that "executive functioning" itself isn't an observable behavior.

We don't walk into a classroom or a workplace and say "I'm going to watch you executive function today."

Instead, we observe the by-products of good executive functioning. We know an individual has well-formed EF skills when they can complete assignments on time, problem-solve through a challenge, or respond to a disruption in routine. They engage in the behaviors like monitoring time, organizing materials, controlling impulses or using mindfulness techniques, breaking down large projects into manageable parts, initiating small tasks, and more.

These are the common skills addressed in executive functioning coaching.

For more information and research on executive functioning check out our article "What is Executive Functioning?"

When Executive Functioning is Missing

Just as we can observe the behaviors that contribute to well-developed executive functioning, we can observe difficulties or 'disruptions' in EF skills.

We know an individual struggles with EF skills when we see the by-products of repeated failures - something we call The EF Ripple Effect.

The EF Ripple Effect

Have you ever dropped a stone into a quiet lake or pond just to watch the ripples?

Even the smallest rock that hits the water causes waves to spread out in every direction; every part of the surface absorbs some of the disruptions. The ripple effect works well as imagery for how challenges with executive functioning impact neurodiverse learners:

1. EF skills serve as pre-requisites to managing unexpected disruptions and changes. What starts as a tiny disruption-a homework assignment, a change at work, car troubles-causes a broader set of disruptions to the learner.

2. Without the EF tools to adjust to the disruption, the learner experiences immediate consequences including things like missed deadlines, disappointing others, or losing his or her temper.

3. Over time and EF failures, these consequences add up into broader academic decline, lack of success at work, feeling "stuck" or unable to accomplish goals, and difficulty maintaining healthy habits like sleep and eating well.

4. As the ripples continue out over time, we see long-term consequences in neurodiverse learners including depression and anxiety, poor health outcomes, and less independence Friends and family slowly stop engaging after observing a lack of motivation and repeated failed attempts to help the learner, leading to greater social isolation.

What starts as a tiny disruption in the pond can, over time, cause a damaging ripple effect that without targeted intervention perpetuates across the lifespan.

That's where executive functioning coaching comes in. Executive functioning coaching can help neurodiverse individuals learn protective barriers that prevent life's 'unexpected stones' from causing major disruptions.

What is Executive Functioning Coaching?

As a standard, executive functioning coaching helps to improve the mental processes and establish positive behaviors around EF skills like organization, time management, task initiation, attentional control, and self-monitoring. Executive functioning coaching helps:

Identify barriers and current challenges.

Set goals and expectations of success.

Teach replacement strategies and behaviors for what's not working.

Hold individuals accountable for progress.

Recognize and celebrate progress.

Put supports in place when thing's don't go as planned.

With coaching and compassionate accountability in tandem, individuals can expect to achieve not only better performance home, work and school. Individuals also frequently report a better relationship with themselves and others.

What does an Executive Functioning Coach do?

Executive functioning coaches are qualified individuals with extensive personal and professional experience in helping individuals struggling with executive functioning challenges.

EF coaches may or may not have formal training working with neurodiverse populations, including ADHD, Autism Spectrum Disorders, OCD, and other forms of neurodivergence.

EF coaches are trained to recognize the emotional impacts of executive dysfunction and use informed and evidence-based approaches to help clients overcome their struggles.

Executive Functioning Coaching vs. Therapy and Counseling

While coaching can address some mental health concerns, executive functioning coaches are not mental health therapists, licensed psychologists or psychiatrists.

Coaching tends to focus on tangible actions and strategies, while mental health therapy or counseling services typically delve into emotions, past experiences, and trauma.

However, these approaches can work together, as addressing executive functioning challenges can improve mental health and addressing mental health can improve executive functioning.

Executive functioning coaches often collaborate with therapists, but coaching services should not be used as a substitute for professional mental health or medical care. Coaches should never act as mental health counselors or medical professionals.

Here's an idea of how these two services can work in tandem:

Who can benefit from executive functioning coaching?

Given that executive functioning is core to almost all successful social engagement, a wide range of individuals can benefit from a boost in EF skills. Regardless of neurodivergent diagnosis, skills and abilities, or prior academic/work success, there's likely an area of EF that every learner could improve in.

In general, those that benefit the most from EF coaching are those that can work with a coach to clearly define their own goals and demonstrate a willingness to change. EF coaches see the best results with clients who are engaged, ready to adapt and accept support.

Prior to getting started with executive functioning coaching, have some goals that you'd like to work on, even if they are broad, abstract, or you need help to clarify them.

Who may not be a good fit for coaching?

Executive functioning coaching may not be the best fit for everyone. If any of the following apply to your situation, you or your child may be better served by seeking support from another professional:

Those seeking on-demand services or crisis intervention.

Those who communicate through physical aggression or unsafe behavior towards themselves or others.

Those needing trauma-based or mental health support who are currently not seeking help from a qualified mental health professional.

Those who are unwilling or unable to challenge their own assumptions, to try a different approach, or who struggle to embrace growing into autonomy and independence.

Those who are looking for a quick fix or magic bullet.

Families looking for respite care.

Active users of drugs or alcohol and currently not seeking help from a qualified professional.

Those who frequently need to miss coaching sessions for one reason or another.

Getting Started with Executive Functioning Coaching

At this point, you may be wondering how to get started with executive functioning coaching or what is the next action step you can take. Before diving into the coaching process, it's important to understand and carefully consider how to find the best coach for you.

How to Find an Executive Functioning Coach

There's no one way that individuals find their way into a coaching relationship. The key is to get started and not to let the process of finding a coach get in the way of learning new EF skills. A few different strategies to identify coaching include:

Use Life Skills Advocate - You're already here. So we might as well suggest one of our own experienced executive functioning coaches! Schedule a discovery call here.

Talk to your primary care doctor, clinic nurse, or mental health professional for a referral to an executive functioning coach.

Search online for coaches in your area. Many coaches also share testimonials or reviews of their services online, giving you a chance to see others' experiences with the services.

Check with your insurance provider to see if they cover coaching services. More and more employer-provided insurance carriers cover life coaching or EF skill training as part of employee benefits.

Once you have a few potential coaches, assemble a list of questions you have for the coach to help evaluate the goodness of fit.

What to Look For in an Executive Functioning Coach

When looking for an executive functioning coach, we recommend having a list of questions prepared for the initial inquiry call. Here are some ideas for questions you might ask each coach:

Do you have experience working with individuals with executive function challenges like _______?

What is your specific training in this area?

What is your track record of success with similar clients who want to accomplish ______?

How would you describe your coaching style? Are you hands-on and directive? Collaborative or client-centered?

How do you accommodate different learning styles? Do you have experience working with clients who learn best by _______?

What tools do you use to evaluate progress and client outcomes?

What is your availability for meetings? Do you meet in person, online, or hybrid? How often do you meet?

What are your fee and payment polices?

As the inquiry call continues, make notes about the answers, but also make notes about how you feel during the call. Do you feel comfortable talking with the coach? Is it someone you trust? Do you think this person could hold you accountable for completing tasks and meeting goals?

Look for an executive functioning coach that's compassionate, non-judgmental, and supportive, and who is willing to tailor their approach to meet your specific needs and goals.

The Executive Functioning Coaching Process

The first sessions

After the initial inquiry session, intake paperwork, typically the first sessions in executive functioning coaching services involve meeting with the client and family to discuss strengths, challenges, and gain a deeper understanding of goals, desired outcomes, and overall readiness to tackle them.

Goal Setting

The next step is Exploration and Goal Setting.

Usually consisting of two or three sessions between the coach and the client, during the Exploration phase, the focus is on building trust and rapport while gathering insight about the client's level of buy-in and understanding their goals in their own words.

During this phase, coaches should be seeking to understand a client's values on a deeper level, set and align realistic expectations, and clearly define the roles and responsibilities of all parties involved.

The coach may start to introduce small homework assignments assigned to help gauge readiness and the resources available to help accomplish goals.

Developing a plan of action

Once a general idea of the areas of strength and challenge are identified coaches start to introduce tools and assessments aimed to write out goals in a thoughtful and quantifiable way.

It's important in this phase that coach and client work closely to identify a strong "why" or motivation to accomplish a goal.

A final plan of action is drafted and the executive functioning coach will start to gather the tools, interventions, and exercises to use in the next several sessions to accomplish the written goals.

Download our free .pdf sample SMART goal setting worksheet for a sample tool for what you may encounter in this stage of EF coaching.

Working through the plan

Working through a coaching plan involves many different facets. Sometimes these can be months of weekly or bi-weekly sessions with the coach. The focused work is on tackling goals, refining, and evolving along the way. The work expected between sessions becomes more intensive in this phase.

Working through the plan requires the most amount of change and growth on the part of the client. This often evokes emotions like fear, anxiety, and self-doubt (and subsequently a high probability of quitting coaching altogether.)

Coaches are well-trained to recognize these signs and should be prepared to provide you with tools and strategies in order to work through barriers and stumbling blocks.

Work during this time can include real-world practice, interventions, skill-building exercises, and reflection activities. For a sample of actual coaching activities used, check out our Real-Life Executive Functioning Workbook (coupon code LSA20 for 20% off at checkout).

Monitoring progress

As goals begin to progress towards fruition, clients begin feeling more confident about their ability to generalize skills across multiple and related skill areas.

In this phase, EF coaches work closely with clients and family members to reflect on and celebrate accomplishments and begin mapping out the final stages of their coaching plan.

During the progress monitoring phase, coaches will provide continued exposure to experiential learning opportunities and independent practice with the skills and tools learned. In this phase, clients may decide to work more intensively on a new set of goals, returning to the goal setting process again.

Or clients begin to lean less on coaches and more on the systems and tools readily at their disposal, demonstrating their readiness to flourish on their own, without coaching. They move then towards the final stages of coaching.

Final Stages

In the final stages of coaching, clients start to achieve greater independence without the ongoing support of their coach. Appointment schedules may start to thin because clients now have skills to document what's working, what isn't, and what level of support they think they will need (if any) going forward.

At this point, clients may still contact an EF coach when they need help, but coaches may recommend limiting intensive support to evaluate the independence and proficiency of a client's new skills.

When the client and coach agree, no additional coaching appointments are scheduled and executive function coaching is considered officially "discontinued" or "discharged."

Timelines for Executive Functioning Coaching

Even though the steps and progression of coaching may look similar for some, the process should always be highly individualized to your learning style and needs. Some individuals receive EF coaching services just once in their lifetime, for only a short intensive period of time of a few weeks. Others find EF coaching helpful on a consistent basis for longer, sometimes months or even years. You may find EF coaching helpful in one particularly stressful season, not needed in another, and later down the road find it helpful again.

Every individual's path toward effective coaching is different. There's no one-size-fits-all plan.

Frequently Asked Questions About Executive Function Coaching

How long does executive functioning coaching take?

As alluded to above every individual and situation is unique and therefore, most executive functioning coaches do not have a set minimum commitment for coaching or a timeline of progress.

Instead, focus in the early stages of coaching on creating a personalized coaching plan that meets your specific needs and goals. This may involve a short-term commitment to address a specific issue or a longer-term commitment to address multiple areas of development.

Ultimately, the length of coaching will depend on the progress made and the goals set by the client. Being flexible and adaptable is the best way to achieve success.

How much does executive functioning coaching typically cost?

Typically, executive functioning coaches charge an hourly rate for services. This can range anywhere from $75 to $250 per hour, depending on the credentials and experience of the coach.

The length, frequency, duration and location (virtual or in-home) can also determine the costs of EF coaching. The more ready and able a client/family is to process and implement skills and strategies, the less the total cost will likely be.

During your initial inquiry call, ask about charges for on-demand accountability and check-ins between sessions, particularly about communicating with your coach via text or email. In some situations this is included as part of the coaching service, others may charge additional for it.

Is executive functioning coaching covered by insurance?

Insurance companies often consider coaching as a non-clinical service and one that isn't covered by insurance plans. To compensate, some employers will fund EF coaching services as part of employee assistance programs (EAP) or wellness benefits.

In some cases, an FSA or HSA account would reimburse the costs of EF coaching, and many coaches will provide the invoices/documentation for health care reimbursement.

Your individual coach should be able to assist you in your inquiry call to determine cost and coverage.

How do I know executive functioning coaching is effective?

Success in EF coaching is highly personal and subjective, but good EF coaches should be able to help you quantify and measure success.

Ask an EF coach for assessment tools and techniques to track progress and evaluate the effectiveness of coaching interventions. Look for opportunities to provide feedback and regularly check in, or create "milestones" along the way.

What are the drawbacks of executive functioning coaching?

As you can see from this full article, we feel strongly about the benefits of EF coaching. That being said, there are a few risks and drawbacks to consider as you evaluate if coaching is the right fit for you:

Time - EF coaching takes time and will require focused attention and dedication. For many individuals, dedicating time to making progress on goals is difficult with other priorities. Asking for support from family and friends so that you can focus on sessions, homework, and evaluating progress can be helpful if time is a barrier.

Cost - coaching services can be expensive and may not be covered by insurance.

Underlying mental health concerns - EF coaching may not be effective for everyone, particularly those with underlying mental health conditions or neurological disorders that require more intensive treatment. Working on EF skills may trigger stress, anxiety, and underlying mental health issues. Your EF coach should help you evaluate if this is an area of need.

Goodness of Fit - Finding the right EF coach can be challenging, and it may take some trial and error to find someone who is a good fit for your specific needs and learning style. Be persistent and ask for a referral if your first coach doesn't seem to fit well for your needs.

EF coaching service offers personalized support to address executive functioning challenges. If you have questions or would like to meet with an EF coach to find out more, schedule an opportunity to meet with one of our Life Skills Advocate coaches. They can provide more info on training, background, and how to get started with EF coaching.

Further Reading

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The Ultimate Guide To Executive Function Coaching | Life Skills Advocate

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Explore our guide to executive function coaching and learn how to overcome EF challenges, supporting neurodivergent individuals' success.

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Anxiety is something we can all experience from time-to time. There are lots of reasons why we get this feeling. It can be connected to a job, school, a relationship, social situations, how we feel about ourselves, or a change in our life.

If we don't know how to cope with our feelings of anxiety, they can get out of control and stop us from doing the things we need or want to do. The more often and the longer we feel anxious, the more it can become a problem.

Dealing with anxiety can be hard. But there are some things we can do to manage these tough feelings.

Have a read through the following suggestions and find out what might work for you.

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What can we do to cope with feelings of anxiety?

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Anxiety is something we can all experience from time-to time. There are lots of reasons why we get this feeling. It can be connected to a job, school, a relationship, social situations, how we feel about ourselves, or a change in our life.

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How we can help your family

We’ve helped families of all shapes and sizes to rebuild trust, deepen relationships and improve behaviours. Focusing on understanding your child’s experience of the world that shaped them and your role within this, our therapeutic approach often involves working through you to help them.

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is our DDP therapist and offers sessions both in person and online.

for more information and pricing plans

Theraplay is a child and family therapy for enhancing attachments, self-esteem, trust and joyful engagement. It is based on natural patterns of healthy interaction between parent and child, and is personal, physical and fun.

Theraplay interactions focus on four essential qualities found in parent-child relationships: structure, engagement, nurture and challenge. Theraplay sessions create an active and emotional connection between child and parents, so that the child may become seen as worthy and lovable and that relationships feel positive and rewarding.

is our Theraplay practitioner and offers a Theraplay-based therapy programme for children and young people, both in person or online.

for more information and pricing plans

PACE parenting programme (online only)

Playfulness, Acceptance, Curiosity and Empathy is PACE. Developed by Dan Hughes, PACE is a way of thinking, feeling, communicating and behaving that aims to make the child feel safe. It is based upon how parents connect with their very young infants. With safety, the child can develop the confidence to explore, just as young toddlers do who are securely attached.

We offer one-to-one online PACE parenting sessions for families, which can be booked in a programme block of 10 sessions. Each session will be 60-90 minutes long.

The programme will look at attachment theory, empathy and attunement, how to create a positive family atmosphere, how to look after yourself as the adult, providing structure and supervision for children and using PACE to manage challenging behaviours.

Psychodynamic Counselling for parents

The aim of Psychodynamic Counselling is to bring the unconscious mind into consciousness - helping individuals to experience and understand their true, deep-rooted feelings in order to resolve them. It takes the view that our unconscious holds onto painful feelings and memories, which are too difficult for the conscious mind to process.

Unlike our attachment-based therapies, the parent is at the centre of the work, not the child. This can benefit parents who have their own loss or trauma to resolve. Their current feelings of crisis may have been triggered by adopting a child with early life trauma but this is not the root cause of the parent's struggle.

is our Psychodynamic Counsellor. Sessions are offered as a 20-session minimum package, given the in-depth nature of this therapy, available both in person and online.

- for more information and pricing plans

- Learn more about the practice of Psychodynamic Counselling

Therapeutic Life Story Work

For children living in alternative families their life history is often fragmented, leaving them lost, with a confused identity and no sense of belonging.

Therapeutic Life Story Work from Families Empowered is a powerful intervention that helps children to talk and learn about their life experiences with the help of a trusted adult.

We work carefully to support children in the creation and acceptance of their own unique narrative.

- View our Therapeutic Life Story Work flyer

Nurturing Attachment Groups

Meet some of the families we've helped

Find out more

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For families and carers | Families Empowered

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is our DDP therapist and offers sessions both in person and online. for more information and pricing plans Theraplay is a child and family therapy for enhancing attachments, self-esteem, trust and joyful engagement. It is based on natural patterns of healthy interaction between parent and child, and is personal, physical and fun.

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We support families to develop, rebuild and repair relationships using talk-based Dyadic Developmental Psychotherapy (DDP) and play-based Theraplay® techniques.
These techniques work by helping children and parents or caregivers to communicate and connect in fun, playful and meaningful ways.

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Due to Covid-19, we can offer our therapeutic services via online platforms to ensure families and children who may be struggling can be supported. As with our face-to-face sessions, our digitally delivered Tele-therapy sessions help support children's and parent or caregiver's emotional well-being, build resilience, reduce anxieties and help to create a sense of relational safety in these uncertain times.

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Beacon Family and Community Services - Beacon Family Services

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Due to Covid-19, we can offer our therapeutic services via online platforms to ensure families and children who may be struggling can be supported. As with our face-to-face sessions, our digitally delivered Tele-therapy sessions help support children's and parent or caregiver's emotional well-being, build resilience, reduce anxieties and help to create a sense of relational safety in these uncertain times.

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Understanding the Impact of Childhood Trauma

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Understanding the Impact of Childhood Trauma

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Trauma is defined as an “event outside normal human experience”. These events are generally emotionally painful and distressing, and overwhelm a person’s ability to cope, leaving him/her powerless. Feeling powerless is an important concept when trying to understand trauma – especially as you apply it to trauma in children.

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Welcome to our Spring newsletter. We are keen to keep you informed with information relevant to SEND and Walsall. Regular updates can also be found on our Facebook page so please do give us a like.

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A MANUAL FOR PARENTS, TEACHERS, SOCIAL SERVICES AND LOCAL EDUCATIONAL AUTHORITIES

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Date: Friday 5th May 2023 Time: 9:30am – 12:30pm Venue: Dudley Canal and Caverns Birmingham New Road, Dudley, West Midlands, DY1 4SB

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A supportive group to chat with fellow Dad's Children welcome!

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During this 2 day workshop, siblings will learn more about autism via a range of activities, with the help of our new colourful booklet. Meet other siblings who have an autistic brother or sister. Gain a better understanding of autism. Help the child to understand how their autistic sibling may experience the world differently. Learn about ways to help their sibling Siblings Workshop (8 - 12 years)
Booking: To book please visit: https://shop.autismwestmidlands.org.uk For more information please contact Michelle: E: Michelleh@autismwestmidlands.org.uk
T: 07512 307 002
Funded by Beechdale Community Centre, Stephenson Square, Walsall, WS2 7DX
Wednesday 12th April and Thursday 13th April 2023 1:00pm – 4:00pm
Both sessions must be attended

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Free Autism Training for Parents and Families - Scroll to the bottom of the document

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Free Autism Training for Parents and Families - Scroll to the bottom of the document

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The safest place for a baby to sleep is in their own clear, flat, separate sleep space, such as a cot or Moses basket. However, we know that many parents find themselves co-sleeping whether they mean to or not. Wherever you’re planning for your baby to sleep, we recommend making your bed a safer place for baby.

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What is Safer Sleep Week?

Safer Sleep Week is The Lullaby Trust’s national awareness campaign targeting anyone looking after a young baby. It aims to raise awareness of sudden infant death syndrome (SIDS) and the simple advice that reduces the risk of it occurring.

We know that greater awareness of safer sleep leads to a decrease in the numbers of babies dying.

Sadly around 3 babies a week still die from SIDS and if all parents were aware of safer sleep advice many lives could be saved.  Around 700,000 babies are born every year in the UK and we need to continue to reach out to all new parents with our life-saving message.

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What is Safer Sleep Week?

Safer Sleep Week is The Lullaby Trust's national awareness campaign targeting anyone looking after a young baby. It aims to raise awareness of sudden infant death syndrome (SIDS) and the simple advice that reduces the risk of it occurring.

We know that greater awareness of safer sleep leads to a decrease in the numbers of babies dying .

Sadly around 3 babies a week still die from SIDS and if all parents were aware of safer sleep advice many lives could be saved. Around 700,000 babies are born every year in the UK and we need to continue to reach out to all new parents with our life-saving message.

Safer Sleep Week Theme

The safest place for a baby to sleep is in a clear, flat, separate sleep space. However, a recent survey of over 3,400 parents showed us that many parents co-sleep with their baby at least some of the time and that many parents have accidentally fallen asleep in bed with their baby. A recent report from the National Child Mortality Database also highlighted that many babies die in hazardous co-sleeping situations, the majority of which are unplanned. So, it's vital that every new and expectant parent knows the advice on how to co-sleep more safely, regardless of how they plan to sleep. This will allow parents to prepare a safer space for planned co-sleeping, or if they fall asleep without intending to.

How you can get involved

Spread the word

The aim of the week is to reach as many parents as possible with this important advice , but we need your help! Simply sharing our posts on Instagram, Facebook, LinkedIn and Twitter using our hashtag #SaferSleepWeek, and sharing our free online resources can help us to achieve this. You can also download a social media pack, which includes suggested text and images for you to share on social media.

During last year's campaign we reached millions of people on social media alone , thanks to you!

Run a local campaign

Running a Safer Sleep Week campaign in your area is an effective way to raise awareness of SIDS and equip parents with information on how they can reduce the risk.

We have a range of resources to help you with your campaign, including a free poster pack (click the yellow button below!). Why not get a group together and start planning your activities now!
Download a Safer Sleep Week Poster Pack Order resources from the shop
We are only able to continue to ensure that families and health professionals receive our vital advice with the support of our amazing fundraisers. If you're going to be collecting donations or holding a fundraising event, please register here so that we can support you!
Here are some amazing fundraising ideas to inspire you! To get involved in the Safer Sleep Week campaign email communications@lullabytrust.org.uk. For press enquiries contact communications@lullabytrust.org.uk or call 07860 178 605

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Safer Sleep Week 2023 - The Lullaby Trust

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Safer Sleep Week is The Lullaby Trust's national awareness campaign targeting anyone looking after a young baby. It aims to raise awareness of sudden infant death syndrome and the safer sleep advice that reduces the risk of it occurring.

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Easter Delivery dates for our Holiday Programme 03.04.23 - 06.04.23

To qualify for the HAF Programme you need to be in receipt of one or more of the below:

Income related free school meals

Have an EHCP

Open to a plan (EH,CIN,CP)

Young carer

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There will be a range of stalls from local services and organisations providing useful information. The SENDIAS team will also be available to answer your questions and to offer any support.

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Please come along and join us at our free SEND Information Fair.

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We would like to know your thoughts on the updates and developments and to continue to help us shape services for children and young people with SEND in Walsall.

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Walsall SENDIAS staff work between 9am and 5pm, Monday to Friday. We have a 24-hour messaging service on 01922 612008 or you can email us at Walsallsendiass@family-action.org.uk.  We aim to respond to initial enquiries within 2 working days.

Phone: 01922 612008

Email: Walsallsendiass@family-action.org.uk

Write to: Manor Farm Community Centre, King George Cres, Walsall WS4 1EU

Find us on Facebook here

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BBC Teach Moodboosters for all of the family

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BBC Teach Moodboosters for all of the family

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Famous faces from across the BBC and beyond including Dr Ranj Singh, Oti Mabuse, Ade Adepitan MBE, Rhys Stephenson and Bethany Shriever MBE lead videos to inspire everyone at home to boost their mood, feel good, and use movement to help them understand their emotions and manage feelings together as a family.

There are 10 Moodboosters videos to use at home as a family that will help to encourage a sense of fun in your living room.

By taking part with everyone in your home, you can both promote a sense of wellbeing, and offer everyone in the family some basic skills to feel good.

Explore the videos

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Family Moodboosters - videos to get the whole household moving and feeling good

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Fun videos and resources to inspire everyone at home to use movement to help them understand their emotions and manage feelings together as a family