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Learn how we use the Zones of Regulation at school with a narrated power point. Resources for use at home are on the main SEN page - just click the blue links.

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Imago working in partnership with NHS DGSS Clinical Commissioning Group ( DGSS CCG), are pleased to announce that we are one of twenty-three organisations across England that have been awarded funding to deliver an innovative social prescribing project to improve patients ' quality of life, health and wellbeing.

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Imago working in partnership with NHS DGSS Clinical Commissioning Group ( DGSS CCG), are pleased to announce that we are one of twenty-three organisations across England that have been awarded funding to deliver an innovative social prescribing project to improve patients ' quality of life, health and wellbeing.

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Links in this section can help you navigate the system but talking to someone who knows is priceless.  

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Links in this section can help you navigate the system but talking to someone who knows is priceless.  

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Pic for SEND parents - climbing the wall.JPG

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Kent PACT, a parent carer forum for parents of children and young people with disabilities and additional needs in Kent.

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Kent Community Health NHS Foundation Trust

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Sensory processing

Sensory processing is the way that our brain sorts out sensory information so we understand the world and can manage our everyday life.

For most children the development of their sensory processing (sometimes called integration) occurs as part of our normal development and they learn to respond appropriately to sounds, smells, movement etc.

We all have some sensory processing differences. For example, some of us like very strong tastes and smells and others avoid them. Some people enjoy roller coaster rides whilst others would avoid even a merry-go-round. As long as we can manage to take part in the things we want and need to do these sensory processing differences don't matter or need support.

For some children their sensory development is delayed or disordered, and they struggle to take part in everyday childhood occupations. For example, they are so distressed by noise they can't go to a friend's party or they hit out when someone brushes up against them as they experience it as painful.

e-Learning

A 30 minute talk by an Occupational Therapist about sensory processing and how differences in sensory processing can impact your child's behaviour at home and school. There is some e-learning at the end of the talk for you to have a go at if you'd like to.

Useful websites and apps

Growing hands on kids
A site with ideas videos and information to support a child's development. Some useful information videos.

OT Plan
Website with activities to support a child's development. Choose by skill and activity.

Pinterest
Lots of fun sensory activity ideas for home.

Sensory Smarts
Website related to book 'Raising a Sensory Smart Child' - free advice and resources on website.

The Inspired Treehouse
Sensory ideas to help children pay attention.

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Sensory processing | Kent Community Health NHS Foundation Trust

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Sensory processing Sensory processing is the way that our brain sorts out sensory information so we understand the world and can manage our everyday life. For most children the development of their sensory processing (sometimes called integration) occurs as part of our normal development and they learn to respond appropriately to sounds, smells, movement etc.

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How does regulation develop?

The ability to regulate starts to develop when we are a baby. Long before we can self-regulate we need help from our caregivers. When babies start to show distress, their caregivers swaddle, carry, rock and feed them. Caregivers should provide what is required to help the baby to organise their arousal. As these needs are met the infant learns patterns and rhythms. They learn that when they hear mum or dad's footsteps, help is on the way.

Regulation develops over time and with experience. Each time a child experiences dysregulation and is able to regulate they learn what helps them. However, this process starts with co-regulation.

Co-regulation

Co-regulation is when someone else helps another individual to regulate. We usually think of adults helping children. However, adults help adults all the time. Think about when a friend or family member was upset and you gave them a hug. Or, a time when they were angry and you listened. One unique feature of mammals is that we frequently co-regulate. You will see a mother cat regulate its kitten through licking but you would never observe a snake or crocodile doing this with their off spring.

Toddlers need huge amounts of support from their caregivers to regulate and self-soothe. Whilst they are starting to be more a bit independent, the regulation centres of their brain are still developing. Sarah Ockwell Smith suggests that it isn't until after a child's fifth birthday that their brain is developmentally mature enough for them to start to self-soothe or self-regulate. Parents of teenagers would also argue that hormones severely disrupt this skill.

Regulation with the help of caregivers is what teaches children to self-regulate as they get older. They learn what they experience. Co-regulation helps them to develop the brain networks and strategies they need to self-regulate.

Self-regulation

Self-regulation is the ability to stay regulated without the help of others. It is the ability to use your own strategies to either calm down or energise. Some individuals need more help to learn how to self-regulate than others. Often individuals with ADHD and ASD need more support to learn to self-regulate. Sensory regulation strategies can help with self-regulation. As can cognitive strategies. We will explore these further below.

Emotional regulation

Emotional regulation refers to the ability to regulate our emotions. Toddlers and teenagers find this difficult. For toddlers this is because they haven't yet established the language and brain connections to enable them to regulate their emotions. Teenagers find this more difficult as their hormones and brain connections and changing. They need time to get used to these changes.

Neurologically the front part of our cortex (our frontal lobe) is responsible for emotional regulation. The connections to this part of the brain continue to develop into adulthood. The ability to regulate emotions improves as these connections strengthen. Again, some individuals, including those with autism, need more support to develop these connections.

What about sensory regulation strategies?

Sensory regulation strategies are strategies which use the senses to help with regulation. These are often used to support individuals with autism and those who experience sensory processing differences. But in reality, they can be helpful for everyone.

The goal when using sensory regulation strategies is to help the individual to regulate. They are often using the sensory strategy alongside them, so to support co-regulation, initially. The longer term goal would be that they could self-regulate using the strategy. Programmes like the Zones of Regulation can be helpful to teach emotional regulation and how to use sensory regulation strategies.

Sometimes the individual may need to increase their arousal level. This would mean using a sensory regulation strategy that would make them more alert.

Alternatively, sometimes they may need to decrease their arousal level. So, they will need a sensory regulation strategy to helm them to calm down.

What are some examples of sensory regulation strategies?

I will break this section into two parts. Firstly, I will give strategies that can help to increase arousal. Secondly, I will look at ideas to help to calm down. If you want to read more about sensory strategies you could also read this article.

Sensory regulation strategies to help to increase arousal (or alert)

Our sensory diet/brain break movement video playlist is a great place to start!

Movement! Go Noodle have some great songs to follow along with if you're stuck inside. Playgrounds, cycling, scooters and running are good options for being outside.

You can also create fun indoor obstacle courses. This video gives a great example.

Sensory regulation strategies to help to decrease arousal (or calm)

We have some great slow movement and breathing activities here in this playlist

Heavy work is a helpful strategy for calming. We explore this further our blog The Mystery of Heavy Work.

Yoga can be a great option. Cosmic Yoga has some great videos to follow. Each video includes a story which can help children to stay engaged.

Breathing exercises can really help to calm and organise the brains. The Smiling Minds app is free and also has good content for children. The charity scope has also published a product called Mindful Monsters, which includes breathing and relaxation activities designed for children. This monkey video gives a nice breathing sequence for children to follow. Koala goes through 2 minutes of breathing here.

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Sensory regulation strategies - how you can use them to help your child.

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The ability to regulate starts to develop when we are a baby. Long before we can self-regulate we need help from our caregivers. When babies start to show distress, their caregivers swaddle, carry, rock and feed them. Caregivers should provide what is required to help the baby to organise their arousal.

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Supporting arousal and regulation

Sensory activities can be used to change arousal and regulation. Typically, movement helps to increase arousal. Breathing, yoga or heavy work can help to reduce arousal. However as each child is different, they will need access to different activities.

Before creating a sensory circuit, you need to know how you want the child's arousal to change. Does the child need to increase or decrease their arousal? Or, do they need to be more organised? It is important to know the needs of each individual child.

If you have multiple children in your group, you may need to give them individual plans within the circuit. Children who need to get organised typically need more structure, so they might have to count their movements. Those with low arousal might need to do faster movement for longer. If the child needs to calm down, they might avoid the faster movements.

Overall, the goal of the sensory circuit is that the pupil will be more ready to attend and focus on their lesson. It is your job to tailor the circuits so that they achieve this goal.

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What are sensory circuits and how can I use them at school? - GriffinOT

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Sensory activities can be used to change arousal and regulation. Typically, movement helps to increase arousal. Breathing, yoga or heavy work can help to reduce arousal. However as each child is different, they will need access to different activities. Before creating a sensory circuit, you need to know how you want the child's arousal to change.

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Kent Community Health NHS Foundation Trust

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Helping your school aged child's motor development

It is really important that you maximise movement opportunities for your children, so that they can develop their motor skills and to encourage movement and activity for life. This government website gives some fantastic ideas of how to help children to be active, whatever their ability.

Does your child have co-ordination difficulties?
BEAM
This gross motor programme was developed for children with coordination difficulties to do in small groups, at school. However, you can try the activities at home.

BEAM warm-up example
Bike riding
Some children find mastering the skill of bike riding difficult. These leaflets give you a step by step approach about how to help them to develop this skill.
Ball skills, balance, body awareness
The Fizzy and Clever Hands Programme has three stages:

Beginners (level 1)

Intermediate (level 2)

Advanced (level 3)

The Fizzy and Clever Hands Programmes are recommended for schools and families to use, to promote the development of motor skills for children who find these activities challenging.

It can be helpful to use this programme when you are concerned about a child's motor skills. It can help to establish whether or not a referral to occupational therapy/physiotherapy is required or can be used while a child is waiting to be seen by an occupational/physiotherapist.

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Helping your school aged child's motor development It is really important that you maximise movement opportunities for your children, so that they can develop their motor skills and to encourage movement and activity for life. This government website gives some fantastic ideas of how to help children to be active, whatever their ability.

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sen; send; special education needs; special educational needs; special needs; disabled children; children with disabilities; kent sen; kent send; special edicational needs in kent; local offer; kent local offer; kent's local offer; sen local offer; sen offer; send offer; send local offer; send information hub; send newsletter; sen information hub; kcc send; kcc sen

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Special educational needs and disabilities (SEND)

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SEND information hub (local offer) providing services and support for children and young people (0 to 25) with special educational needs and disabilities.

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We will be running workshops on review meetings for parents/carers and young people in July, further information and booking links can be found on our workshop page: https://www. iask. org. uk/parents-and-carers/workshops/

INFORMATION SESSIONS | KAT Family Support

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Telephone Helpline open Monday - Friday, 9am - 5pm

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The disabled children and young people who access our services will typically have one or more learning difficulty, complex health needs, physical or sensory impairment, challenging behaviour, Autism or severe ADHD.

Our services are divided up into 4 key areas. These are:

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We Are Beams | Supporting Disabled Children and Their Families

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The disabled children and young people who access our services will typically have one or more learning difficulty, complex health needs, physical or sensory impairment, challenging behaviour, Autism or severe ADHD. Our services are divided up into 4 key areas. These are:

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We provide services that can be accessed at a time and place that suits families to help them to do well, stay safe and resolve problems at the earliest possible opportunity, before they become more serious.

Early Help means taking action to support a child, young person or their family early in the life of a problem or as soon as it emerges.

The help can be required at any stage in a child's life, whether it's from pre-birth to adulthood. It applies equally to safeguarding or complex needs that the family cannot deal with, or meet on their own.

The support requires agencies to work together to ensure a child and their family:

receives support in a timely and responsive way, so that children are safeguarded

educational, social and emotional needs are met

outcomes are good.

Early Help reflects the widespread evidence base that it is better to identify and deal with problems early rather than respond when difficulties have emerged.

Assessments and intensive support is currently offered through our Early Help Units. Whilst our open access services are delivered via our Children's Centres and Youth Hubs, who provide universal, targeted and additional support.

Watch our video to find out more about our Early Help service.
Read the Early Help approach in Kent guide (PDF, 399.0 KB)

We provide a range of services to meet the educational, social and emotional needs of children, young people and families in Kent through our partner organisations.

For example, we can offer support if:

you are worried about your child's behaviour

you are struggling to cope

you are worried about your family finances

your child is struggling to cope with bereavement

your child is being bullied

your child refuses to go to school or college

you or your child want to develop new friends and have new experiences

you are having difficulties with family relationships.

Depending on the help that you are looking for, there are a number of ways in which you can ask for Early Help support through our partner organisations.

Children's Centres and Youth Hubs

Your local Children's Centre can provide a wide range of groups and services aimed at families including:

stay and play, baby massage

midwifery appointments

Health Visitor antenatal and post-natal appointments

young parents groups

parenting support

breastfeeding support

communication and language

community and health services

Youth Hubs provide services which are aimed at young people and adolescents including:

support the personal development of young people

help young people develop stronger relationships

encourage young people to respect and value differences

promote the voice of young people

help to set up, plan and evaluate youth club sessions

Your child's school

Your child's school or nursery can help if there is an issue with your child's school attendance and can arrange for support from us if it is needed.

Alternatively, find out what services are available for children who are in a pre-school provision, including children with SEND and our childcare advice line.

Young people

There are a number of services which can support young people in Kent, including:

HeadStart, who support young people to cope better with difficult circumstances before they become serious issues

Kent Young Carers, a countywide service for Young Carers aged 5-18 across Kent

services available for young people, including Kent Youth County Council, volunteering opportunities, sexual health advice, the Try Angle Awards

Further help

You can also find out more about:

Information about our family support services is also available in alternative formats and can be explained in a range of languages. Call 03000 41 41 41 for details.

Once you have contacted a support service, we'll work with you to:

identify what you would like to achieve

decide what type of support would suit you best

agree the next steps

agree when you have achieved what you wanted and our support is no longer needed.

The conversations you have with us will, with your agreement, be recorded and held electronically to assist us in providing you with the most effective support. You will be given copies of the information to review and keep.

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early help (support for families); family support; family; support for families

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We provide services that can be accessed at a time and place that suits families to help them to do well, stay safe and resolve problems at the earliest possible opportunity, before they become more serious. Early Help means taking action to support a child, young person or their family early in the life of a problem or as soon as it emerges.

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We work in partnership with our member families, to ensure all our activities meet their needs

We work across west Kent (mainly Maidstone, Tonbridge & Malling and Tunbridge Wells) with disabled children and young people with additional needs aged from birth to 25 and their families.

Support disabled children - we run provide a range of clubs for different age groups from age 0 through to age 25. FIND OUT MORE.

Support parents - we help parents feel supported through our family support work, training, support groups and workshops. FIND OUT MORE.

Support the whole family - we help our families enjoy quality time together as well as having the opportunity to meet other families who are facing similar challenges. FIND OUT MORE.

Who we help

We work with families who have children with additional needs or disabilities, such as Autism, ADHD or Down's Syndrome. We do not require a confirmed diagnosis for children to access our activities.

We are a membership organisation and for a small annual fee families are able to access discounted entry to our events. Becoming a member is simple, you can access our form via our website or by calling us in the office. We are regularly in contact with our members and we look forward to meeting new families.

If you are a professional working with a family please do contact us if you think our services would be of benefit, we regularly work in partnership with Social Care professionals to enhance the support provided to a family.

Support for disabled children

Parents told us that their children struggled to make friends and lacked independence. We have set up a range of clubs for different age groups from age 0 through to age 25. The younger children play and have fun, the older young people are encouraged to learn life skills and support each other.

Where ever possible we ask children and young people to help plan the activities we run in our clubs. We provide a number of regular clubs including -

During the school holidays we run activity sessions for children aged 8 - 18, we call these sessions Space 2 Be Me Time. They offer parents a few hours of respite during the school holidays and time for the children to have fun.

With the exception of our SAMs club children are encouraged to attend without their parents. Of course, if your child is new to the group you can come along to the first couple of sessions.

Support for parents

Receiving (or waiting for) a diagnosis of a disability is isolating for a family. The common word we hear is "fight", parents or carers often have to fight for everything for their disabled child and we are there to help them feel supported. We do this via family support work, training, support groups and workshops, helping parents to feel less isolated, learn strategies to support their children and build a peer support network.

Support for the whole family

Family time is often neglected and siblings feel left out. Siblings come to some of our clubs and holiday clubs and we run at least one family activity a month to local attractions, enabling our families to enjoy quality time together as well as the opportunity to meet other families who are facing similar challenges.

Are we missing something?

We respond to what our members tell us they need or want. If enough members ask for something we can then evidence in funding applications the need for a new service, club or activity.

If you can think of something we are missing, get in touch with us today and let us know.

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Space 2 Be Me work in partnership with their member families, to ensure all their activities meet their needs. Find out more.

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Speech and Language UK: Changing young lives

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Speech and Language UK: Changing young lives

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We are Speech and Language UK - we want every child to face the future with confidence. For 1.7 million children in the UK, learning to talk and understand words feel like an impossible hurdle.

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Tiny Happy People is here to help you develop your child's language skills. Explore our simple activities and play ideas and find out about babies and toddlers' amazing early development.

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Children’s language development and parenting advice - BBC Tiny Happy People

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A chatty child is a happy child, so Tiny Happy People is here to help you develop your child’s communication skills through simple interaction and play.

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Kent Community Health NHS Foundation Trust

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The schools’ speech and language therapy (SLT) service support children and young people (CYP) within mainstream schools and specialist provisions in close liaison with families and key agencies. This includes working with CYP with a range of identified Speech, Language and Communication Needs (SLCN…

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School aged language

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Kent Community Health NHS Foundation Trust

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Communication starts in the very early days of your child's life. From looking at others, to communicating their needs through vocalisations such as crying and babbling to later using words and having conversations.

The pre-school years are an important stage in a child's language development. It ensures the foundations are in place for later learning, literacy and forming relationships. Children will learn to communicate, understand and use language at different rates and stages. There are many different areas and skills that need to develop for a child's language to grow.

The key roots / foundations include their attention and listening, their desire to communicate and their play (as shown below) as "the roots of the tree". As this becomes established and develops so does understanding of language "trunk of the tree". Once a child understands words they are likely to start using words / sentences "branches of the tree". The finer details (e.g. speech sounds) "leaves of the tree" develop as their language develops . Below are strategies that support the different areas of language development.

Parents play a key role in supporting their child's language and communication skills in everyday life. Children learn about the world through their experiences and interests particularly within their play. The evidence highlights the importance of joining our children in their play and following their interests to provide them with opportunities to develop their ability to understand and use words and later sentences.

Language workshop - Let's get talking workshop: Helping your child's language development

If your child has been seen by a member of the team you would have been advised to access our online training resource, we ask that parents /carers access this prior to therapy commencing.

Communication workshop - Let's get communicating workshop: Helping your child's communication to develop

If your child has been seen by a member of the team you would have been advised to access our online training resource, we ask that parents /carers access this prior to therapy commencing.

Early Interaction workshop: Helping your child's interaction skills

If your child has been seen by a member of the team you would have been advised to access our online training resource, we ask that parents/carers access this prior to therapy commencing.

Strategies and advice

There are many ways to support language development. Watch our key top tips video for further information.

Using visual support can help children's understanding and communication as their language is developing. Watch our video on using visual support.

If following assessment it has been decided that your child would benefit from therapy to support their language and communication, you may be wondering what to expect. The following video explains what happens in your first therapy session (specifically early years language and communication).

Useful websites

National Literacy TrustHas resources and information for parents, early years settings and schools to promote language and literacy development.

ICANFor information relating to speech, language and communication needs.

AFASICThis website supports parents and represents children and young people with speech, language and communication needs.

Talking Point
Talking Point gives parents/carers and practitioners the information they need to help children develop their speech, language and communication skills.

The Communication TrustA group of over 50 not for profit organisations working together to support people who work with children and young people with language and communication needs.

NAPLICAn organisation for teachers, SLT's and other professionals aimed at promoting awareness and understanding of children and young people with language and communication needs.

Hungry Little Minds
A website from The Department for Education. It is a new campaign that gives ideas / videos of activities to boost children's communication, language and literacy development from ages 0-5.

Tiny Happy People (from BBC)
Tiny Happy People is here to help you develop your child's communication skills. Explore our simple activities and play ideas and find out about their amazing early development.

We also have our own Born to Move app. The app supports you and your child on the amazing journey from pregnancy, all the way to starting school.

Training

The Children's Therapies Team support language and communication development at a range of levels. This includes training the wider workforce to working alongside parents and settings as detailed below.

1. Specialist level
SLT parent workshops
SLT Training /support for ICAN Language Learners

2. Targeted level
C&L Targeted Level Training (New)
Early Talk Boost
Language for Learning in the Foundation Stage

3. Universal level
Prime Importance of Communication and Language
Language for Learning in the Foundation Stage

Professionals can book can book on Prime Importance of Language via CPD online www.theeducationpeople.org and for Language for Learning via their local specialist teaching and learning service.

Parent workshops to support language and communication development are offered by the SLT department for families known to the service.

Referral

Children develop language and communication at different rates. The charts below as well as the referral page provide information regarding typical / expected development and when to consider referral.

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Communication starts in the very early days of your child's life. From looking at others, to communicating their needs through vocalisations such as crying and babbling to later using words and having conversations. The pre-school years are an important stage in a child's language development.

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Kent Community Health NHS Foundation Trust

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Useful resources

Take a look at the following pages for more information on:

Strategies and advice

There are many ways to support speech development. These include

Phase out dummies and bottles as soon as possible

Be face to face when you talk

Encourage the child to look at you

Slow down your own speech

Focus on what your child says rather than how it's said

Model back the correct sounds but don't expect your child to repeat it, e.g. If your child says "tat" you could say "that's right, it's a cat"

Confirm what you DO understand

Acknowledge your child's feeling e.g. if they are frustrated

Avoid overcorrecting

Ensure your child is face watching when an adult says a word as this will ensure they can see how the sound and words are formed

Ensure your child is face watching when an adult says a word as this will ensure he can see how the sound and words are formed.

Speech workshop - Talking clearly: Helping your child's speech sound development

If your child has been seen by a member of the team you would have been advised to access our online training resource, we ask that parents /carers access this prior to therapy commencing.

Useful film clips
Top tips Sounds fun Supporting Phonological Awareness Minimal pairs - A therapy approach for children with a phonological delay or disorder Cued Articulation A guide to generalising speech sounds
Useful websites

National Literacy Trust
Has resources and information for parents, early years settings and schools to promote language and literacy development.

ICAN
For information relating to speech, language and communication needs.

AFASIC
This website supports parents and represents children and young people with speech, language and communication needs.

Talking Point
Talking Point gives parents/carers and practitioners the information they need to help children develop their speech, language and communication skills.

Training

The Children's Therapies Team support speech development at a range of levels this includes

Parent workshops

Pre-school / School years Key worker / TA workshops

Cued articulation training

Depending on your locality, these can be booked by either contact your local service or via the online shop.

Parent workshops to support speech sound development are offered by the SLT department for families known to the service.

Referral

Some speech sound errors are seen in typical speech sound development . If your child is making one or more of the typical error patterns after the age at which they are typically no longer seen, then their speech sound development is delayed and they would benefit from support from home and nursery/school.

Some children would benefit from help from the Speech and Language Therapy service and we would encourage you to consider a referral to our team if your child is doing any of the following:

Making any of the errors on the Speech Development advice sheet at least 18months after the age at which it is typically no longer seen.

Making mistakes which are not described on the Speech Development advice sheet (e.g. difficulties with vowels, missing consonant sounds off from the beginning or middle of words).

Saying words differently each time they try to say them.

Not able to make speech sounds in isolation at least one year after they should have developed (see Speech Sounds Developmental Norm Chart).

If your child is at nursery or school, discuss your concerns with them and agree together whether a referral is needed.

For Early years settings you can use the KCHFT Speech screen tool to help to decide if a referral is required. One hard copy of this screen is available to all settings for free. Alternatively please refer to below.

For school-aged children referrals should include a recent Speech Link assessment and evidence of two terms' worth of support in school.

The following speech sound development chart may also help in considering a child's speech development.

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Speech sounds are the sounds we use in words. If we use the right sounds in the right order then people can understand what we are saying. It can take a long time to learn how to make the right sounds. We think of speech sounds being different from the alphabet, they are the "pure" [...]

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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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Kent Community Health NHS Foundation Trust

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Autism (also called ASC) is a lifelong condition that affects how a person relates to other people and communicates with them. Autistic people will experience the world differently. These differences can bring challenges as well as unique strengths.

More information can be found at www.autism.org.uk (The National Autistic Society)
Things you may notice:
Social communication

Differences in how they use and understand verbal and non verbal communication (including use of eye contact/face watching; tone of voice, facial expressions and gestures)

Many have a literal understanding of language

Some may not speak, some may have limited speech, some will have good language skills but find it hard to know what people expect them to do in conversation.

Social interaction

May be in their own world

May not always notice someone is talking to them.

Differences in 'reading people' and showing emotions

May like to spend time alone

May have friends but find it hard to maintain them successfully

Routine or repetitive thinking and behaviours

May like to organise things

May have a strong desire for rules, routine and for things staying the same

May have very intense interests or like to collect things

Sensory sensitivities

May be over sensitive or under sensitive to sounds, touch, tastes, smells, light, colours, temperature or pain e.g. may not like unexpected loud noises, may only wear certain clothes, may only eat particular foods, may not tell you when they are hurt or unwell.

Strategies and approaches

Understanding ASC and helping to change the way we interact with someone with autism will support them to reach their potential.

Watch this short clip by the National Autistic Society for more information about ASC.

Referral

A diagnosis of autism is given by a specialist social communication team who will obtain information from home, nursery or school setting and any other professionals involved. Parents/carers will be invited to complete a detailed case history and an assessment of your child will be carried out.

For children aged 0 - 11 years a referral to the Community Paediatrics Team.

For children aged 11 years +

*The exception to this is currently in East Kent where all children from 8 years are seen by the Child and Young People's Mental Health Team.

Assessment
Brief Observation of Symptoms of Autism (BOSA)
We have had to change the way we carry out diagnostic assessment for autism due to the Coronavirus pandemic. This is because we cannot do an Autism Diagnostic Observation Schedule (ADOS) with a facemask or face shield on. There are too many things that will change a child's behaviour, so the results will not be reliable.

We will instead be carrying out a Brief Observation of Symptoms of Autism (BOSA) assessment which has been adapted from the ADOS and another autism assessment called the Brief Observation of Social Communication Change (BOSCC) led by Catherine Lord who is also one of the designers of the ADOS.

The BOSA assessment uses some of the ADOS materials with the permission of Western Psychological Publishing. The BOSA assessment includes:

It provides opportunities for a parent to engage in social interactions with their child through games and conversation, creating a context in which symptoms of autism can be observed

The parent delivers a set format of activities with their child which are observed by the clinician

In order to do this effectively the clinician will give parents clear instructions so that they can be well prepared for the assessment

If the parent is unsure during the assessment, the clinician is able to coach the parent

This observation could be from the next room with an observation window or in the room with observers wearing PPE and socially distanced

The observation will be filmed and video consent will be needed.

The observation lasts 12 to 14 minutes

The team involved in observing the BOSA are all ADOS trained and have experience in administration of the ADOS

So far BOSA has been well received by parents, carers and children.

Like the ADOS, the BOSA is only part of multi-disciplinary diagnostic assessment which also includes a detailed case history and wider assessment by the Community Paediatrician.

The BOSA is a welcome development for those involved in autism assessment because it means in the UK, and indeed internationally, multi-disciplinary assessment for autism can recommence whilst still adhering to national guidance for personal protective equipment and social distancing during Coronavirus.
Thank you to our East Kent Hospitals University NHS Foundation Trust colleagues for sharing this YouTube clip to help explain further.
Training

Settings can access a range of training course which are advertised on KELSI.

The following film produced by the Welsh Government and Cardiff University to help professionals identify the signs of autism. This research publication also provides information for the signposting posters on the film's web page. Reference : Carrington, S.J. Leekam, S.R. et al. 2015. Signposting for diagnosis of Autism Spectrum Disorder using the Diagnostic Interview for Social and Communication Disorders (DISCO). Research in Autism Spectrum Disorders 9, pp. 45-52. ( 10.1016/j.rasd.2014.10.003).

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Autism (also called ASC) is a lifelong condition that affects how a person relates to other people and communicates with them. Autistic people will experience the world differently. These differences can bring challenges as well as unique strengths. More information can be found at www.autism.org.uk (The National Autistic Society) Things you may notice: Social communication [...]

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How can I support my child? - British Dyslexia Association

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

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Dyslexia help reading, spelling, tables, school, assessment,

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Find practical tips to assist helping your child, assistive technology, reading, spelling, at school.

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by Karen Mace Head of Assessment, Education and Training, British Dyslexia Association

Multisensory simply means using more than one of a child's senses at a time. Because of the way the dyslexic brain works, learning this way is far more effective.
For example, if your child just reads a book they are using one sense - sight. But if they read along with an audiobook, they are using two senses - sight and hearing. This would be multisensory learning and would mean your dyslexic child absorbs and retains the information in the book far better.

An activity should include at least two senses -seeing something (visual), hearing something related to what is seen (auditory), some form of related movement of muscles, for example speaking or writing (kinaesthetic), and touching or feeling something (tactile).

Here is an example of how you might apply multisensory learning if your child needs to do some alphabet work...

1. Lay out an alphabet arc by putting the letters of the alphabet into an arc shape

2. Sing the alphabet song while touching each of the letters in turn

3. Discover the letter being introduced by taking items out of a bag that begin with the same letter

4. The learner feels the objects, names them and pulls them out to check if they are right

5. Identify the target sound and letter name

6. Demonstrate how to form the letters on a whiteboard

7. The learner explores forming the letter in sand, shaving foam, wiki sticks or similar

Multisensory learning is useful for children of any age. For an older child, multisensory teaching can be as simple as, instead of getting them to read a book about Ancient Egypt, do a virtual tour of the British Museum and discuss the topic with them as you take a virtual walk through their Ancient Egypt galleries. At the moment, lots of galleries and museums are offering free virtual tours on their websites. There is lots of information out there on multisensory teaching.

Nowadays, there are so many free programs our computers, tablets and smartphones that can make a huge difference to young people with dyslexia.
In particular, the ones to look out for are text to speech programs, which read out written words on the device; speech to text, which allows your child to dictate their work to a device; and advanced spelling and grammar checkers. All the big technology companies have these features now and you will find lots of information out there about how to use them to support dyslexic learning.

Learning to touch type is one of the big skills that we find helps young people with dyslexia in education and on into the workplace. There are many free options available including the BBC's Dance Mat Typing.

Whilst they might not necessarily enjoy reading books, young people with dyslexia often take to listening to audiobooks and find a love of literature that way. Many audiobook companies even offer free children's books. This would be a fabulous activity to do as a break from other learning, or at the end of the day.

Karen Mace is Head of Assessment, Education and Training at the British Dyslexia Association. She has 25 years teaching experience in primary schools - both in the UK and abroad - including four years as a deputy headteacher and seven years as a SENCO.
If you're looking for more on dyslexia and how to support your child, the British Dyslexia Association website is full of practical information and includes the latest information on the support available for parents.

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Five ways to support your child with dyslexia at home

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Karen Mace from the British Dyslexia Association provides tips on home schooling your child if he or she has dyslexia.

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Lots of parents worry about their child's reading. When you hear the playground chat about how well another child is doing with their reading, it's easy to feel that your child might be getting left behind.

However, it's important to remember that reading isn't a race. Being a good reader might be the finishing line, but children get there in many different ways and at different speeds.

Read (or watch) Jean Gross CBE give her expert advice on how to support children who struggle with reading.

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Lots of parents worry about their child's reading. When you hear the playground chat about how well another child is doing with their reading, it's easy to feel that your child might be getting left behind. However, it's important to remember that reading isn't a race.

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​We all use maths every day, often without realising it. We believe that every child can develop the numeracy skills they will need, both at school and throughout their lives. Helping your child feel confident about maths now gives them a head start.

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​We all use maths every day, often without realising it. We believe that every child can develop the numeracy skills they will need, both at school and throughout their lives. Helping your child feel confident about maths now gives them a head start.

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Children’s mental health - Every Mind Matters

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See tips and advice for parents and carers on how to support children and young people’s mental wellbeing, and give them the best chance to stay healthy.

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Afasic and Naplic have been working together to reach out and help parents of children with DLD (Developmental Language Disorder), and have been able

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YoungMinds | Mental Health Charity For Children And Young People

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

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The Zones of Regulation is a complete social-emotional learning curriculum, created to teach children self-regulation and emotional control. It's often taught in school or therapy settings but the curriculum is appropriate for parents to teach at home, too.
Disclaimer: This post contains affiliate links.
Leah Kuypers created The Zones of Regulation in 2011. She and her team provide training and resources for schools and individuals looking to use the Zones Framework with children.

This article is an overview for parents. It covers a brief explanation ofwhat the Zones of Regulation are, how they're taught to children, and how you can begin using the concepts in your own home.

It does not serve as a replacement for the official Zones Framework, simply a starting point for parents who want to learn more.

The Zone Colors

The Zones of Regulation uses four colors to help children self-identify how they're feeling and categorize it based on color.

The curriculum also helps children better understand their emotions, sensory needs, and thinking patterns. They learn different strategies to help them cope and manage their emotions based on which color zone they're in.

Additionally, the Zones of Regulation helps kids recognize their own triggers, learn to read facial expressions, develop problem-solving skills, and become more attuned to how their actions affect other people ( Kuypers, L.M, 2011).

The Green Zone

The green zone is used to describe when you're in a calm state of alertness.

Being in the green zone means you are calm, focused, happy, or ready to learn. This is predominantly the state you want your child to be in.

It's also the state most needed in the classroom in order to learn.

The Yellow Zone

The yellow zone describes when you have a heightened sense of alertness. This isn't always a bad thing, and you typically still have some control when you're in the yellow zone.

Being in the yellow means you may feel frustrated, anxious or nervous. But, it could also mean you're feeling excited, silly, or hyper - which is okay in the right situations.

The Red Zone

The red zone describes an extremely heightened state of intense emotions. When a person reaches the red zone, they're no longer about to control their emotions or reactions.
This is the zone kids are in during meltdowns.
Being in the red zone means you're feeling anger, rage, terror, or complete devastation and feel out of control.

The Blue Zone

The blue zone, on the other hand, is used when a person is feeling low states of alertness or arousal.

When you're in the blue zone you may be feeling down - sad, sick, tired, or bored. You're still in control, as you are in the yellow zone, but with low energy emotions.

Teaching the Zones of Regulation

You can purchase the entire Zones curriculum online from Social Thinking.

However, as a parent, be aware that most of the activities and lessons are created for small groups of children so you may need to make modifications to the lesson plans.

But, there are lots of ways you can help your child learn the Zones at home without using or purchasing the entire curriculum.

Many activities and printables are available online and I am currently developing some free tools for parents.
Visit this page to find activities: Zones of Regulation Printables & Activities
Free Zones of Regulation Webinar

You can sign up and watch a free webinar where the Zones of Regulation creator, Leah Kuypers, talks about:

Zones of Regulation Apps

There are also two Zones of Regulation Apps available from the Amazon app store. They aren't free, but they are low cost.

Identifying Zones

The first step in teaching the Zones to your child is teaching your child the four zones and which emotions fall into each zone. The apps and the webinar above can help you accomplish this.

It's necessary that your child is able to accurately identify which emotions belong in which zone. This is the first step to their success.

You'll achieve this through practicing with your child, talking about The Zones frequently and in different environments, and encouraging them to identify which zone they're in.

Zones of Regulation Bingo- Use these free Zones bingo sheets but instead of playing a traditional Bingo game, try this: Get kids to use red, green. blue, and yellow bingo chips to mark which zone each of the feelings belongs to.

Books about Feelings - Read different books about feelings to your child and actively refer to which zone the feelings in the book belong to.

Match TV characters to Zones - When you're watching TV with your child, ask them to identify which zone their favorite characters are in throughout the show. This is a great way to turn your child's screen time into a learning experience and to show your child that the zones can be found everywhere.

Body Check Activity - Use this activity to help your child identify how they experience different emotions. Talk about which zone these different feelings are in.

Snuggle Buddies - These Snuggle Buddies are from Generation Mindful and they are perfect for children who are learning the Zones. The pocket in the back of the snuggle buddy has four colored emojis - blue, green, yellow, and red. All three of my kids have one and even my 3-year-old is able to explain how to match these to the Zones.

Getting Back to The Green Zone

Along with being able to identify the zones, and know what zone they're in, your child also needs to know strategies to help them get back to the green zone.

Practicing co-regulation and self-regulation strategies while your child is in the green zone will help them learn the best ways to get back there during times when they're feeling stressed, frustrated, sad, etc.

Here are some posts to help you get started:

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The Zones of Regulation - An Overview of The Zones for Parents

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The Zones of Regulation is a complete social-emotional learning curriculum, created to teach children self-regulation and emotional control. It's often taught in school or therapy settings but the curriculum is appropriate for parents to teach at home, too. Disclaimer: This post contains affiliate links. Leah Kuypers created The Zones of Regulation in 2011.

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Julianne Miller, specialist teacher and mum gives you her Top Tips on supporting your child with reading, handwriting, spelling, organisation and memory. These short films contain practical tips aimed at helping children aged 5 to 11 years.

5 Top Tips - Handwriting

5 Top Tips - Spelling

5 Top Tips - Reading

5 Top Tips - Organisation

5 Top Tips - Memory

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Top Tips on Reading, Handwriting, Spelling, Memory and Organisation

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Julianne Miller, specialist teacher and mum gives you her Top Tips on supporting your child with reading, handwriting, spelling, organisation and memory. These short films contain practical tips aimed at helping children aged 5 to 11 years.

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Six-year-old Sophie had almost finished the handmade birthday card for her father. "Just like a real one," she thought to herself, admiring it proudly. She'd been working on it for nearly an hour when Henry, her little brother, offered to help her. Before she could stop him, he'd smeared black marker all over her beautiful ponies and rainbows. Overwhelmed with anger, she grabbed the marker and began scribbling furiously all over his arm. Terrified by her reaction and outraged that his help wasn't appreciated, the 4-year-old yelled for help. When their father approached after hearing the commotion, the children were rolling around on the ground, tearing at each other and screaming at the top of their lungs.

What Is Anger Management for Children?
Anger is a signal emotion. It usually mobilizes a response to danger, but it's also a form of self-expression and sometimes a child's way of declaring independence. Many things can trigger a child's anger, and sometimes the result is aggression. In the example of Sophie and her little brother, each child went on the attack. Sophie became frightened by her reaction and feelings. As is often the case, biting, fighting, and temper tantrums were just around the corner. As children reach kindergarten age, anger doesn't usually explode into aggression because they've learned to hold back such impulsive urges. Over time, as children reach school age, parents can expect more subtle forms of aggression: pouting, sulking, and whining.

As it turns out, young children have a lot to be angry about. They're little. They aren't allowed to do everything they want. They fail at many of the things they try. Bigger people tell them what to do, and since those people are also stronger, they can make them do it. Three to 5-year-olds perceive danger even when it is not present, or they overreact to it. They seek protection by going on the offensive. At this stage, impulses are hard to control, and the ability to stop, listen to the other side, and seek out common ground for negotiation and compromise is barely a glimmer.

It may seem obvious to adults, but a young child needs to learn that anger is the name she can attach to certain feelings and the physical sensations that come with anger: a pounding heart, heavy breathing, and a feeling of getting warm. You can help your child in the heat of the moment by acknowledging and naming the emotion: "I can see that you are angry right now." She also needs your help in recognizing the triggers that set off these feelings, such as another child grabbing a toy or threatening to hurt her; an adult thwarting her exciting plans or seeming to punish unjustly; or her failing to reach some new goal she has set. Over time, with your help, she'll realize that these are the kinds of situations that make her want to scream and kick.

Learning by Example
You can teach your child to recognize that anger management for children is an important skill to have. At the same time, you should acknowledge that it's not easy. Managing anger takes most of us a lifetime, and it remains a work in progress. Any day's headlines prove just how hard it is for adults to learn conflict resolution. Your child closely watches your grown-up ways of handling anger, and she learns from them. Letting your child know that you're angry about something she has done is one way to show her the consequences of her actions. When you're angry with others, you can show her how to recognize that feeling, stop the impulse to lash out, and look for constructive solutions. When you fail at your attempts to defuse your own anger, you can admit your mistake and demonstrate humility.

Asking your child to stifle such powerful feelings won't work: The anger will dribble into unrelated situations, lead to explosions later on, or fester until it turns inward. A key to helping your child manage anger is getting her to question whether aggression really gets her what she wants.

Anger Management for Children: 5 Strategies
It is never too soon to teach your child how to control her anger so that it doesn't control her. Remember, however, that it is difficult for young children to master these strategies. Your child will need your help-and a lot of practice:

1. Stop. If your child is feeling out of control, she should be separated from the person she feels like hurting. She should leave the room. As often happens with children, Sophie and Henry needed a parent to get them to stop.

2. Calm down. Teach your child to use some calming strategies when she feels the physical symptoms of anger. She can try taking deep breaths, drinking a glass of water, distracting herself with a song or a story, or playing alone.

3. Think before you act. Encourage your child to ask herself, "What do I want to happen?" Explain that vengeance and retaliation are not worth acting on. Being understood and making things right are worthwhile. Henry's scribbling can't be erased, but Sophie can still show her dad her work and how Henry tried to help.

4. Consider the other person's feelings. Children can begin to show empathy as young as 3 years old, but they need your help. Try to get her to understand the other person's point of view, just as she wants her point of view understood. Sophie wanted her birthday card to be perfect. Henry knew his efforts could never live up to hers. See if your child can figure out why the other person doesn't understand her side. Could she find another way to get her view across more clearly? Can she try to let it go?

5. Look for possible solutions. Help your child see beyond "I hate you and you're no good." See if you can find a compromise that both parties can agree on. Apologizing often helps. By this stage maybe Henry could come to understand that he must let Sophie make her own card, and maybe she can help him with his.

When Anger Becomes Aggression
Of course, there will be times when anger turns into a physical melee. Use this as an opportunity to help your child master these aggressive feelings. Here's what you can do to facilitate anger management for children:

1. Stop the action and restore safety. It's often necessary to isolate the fighters. Reassure both sides that they'll be safe, and that they can learn to stay in control and protect themselves.

2. Set limits. Lay down the law and let children know who's in charge when they're out of control: "No hitting, and if you won't stop it, I will."

3. Follow through with consequences. A child must face the consequences of his actions if he is to learn to stop and think before he acts. "If you can't be together without hurting each other, then you can't be together. If you want another chance to play, see if you can remember this."

4. Forgive. Children need to know that their bad behavior hasn't turned them into bad people. Apologies and making amends help them move from the guilty feelings that come from knowing they were wrong to having hope that they can do better.

When Anger Is a Cry for Help
A child may seem irritable most of the time, easily set off and ready to start a fight. If this type of behavior is brief, it may be a response to a major change in the family, such as a new baby or a move. Or it may be the first sign of a "touchpoint," a time when a child slips back into old, outgrown behaviors just as she's about to blossom in new ways. When this behavior persists and interferes with relationships with family or friends, it is time to consider more serious possible causes: ongoing threats to a child's safety, deeper tensions in the family, a developmental delay in language that leads to frustration, or a delay in social skills that brings on fighting or depression. If you're concerned about your child's anger, ask your pediatrician for help with anger management for children.

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Six-year-old Sophie had almost finished the handmade birthday card for her father. "Just like a real one," she thought to herself, admiring it proudly. She'd been working on it for nearly an hour when Henry, her little brother, offered to help her. Before she could stop him, he'd smeared black marker all over her beautiful ponies and rainbows.

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You can help to build your child's self esteem by letting them know how well they have done and how proud you are of them. Don't just say this, use descriptive words to ensure that they understand why you are pleased. Even though they might feel embarrassed talking to you they need to know that you are there to listen and support, not judge them for feeling the way they do at times.

Tips for helping build self-esteem

When things don't go according to plan, talk the situation through and try to stay calm

If you feel your child is struggling with the way they look or feel acknowledge their feelings and ensure that your child feels listened to as their feelings will be very real

Pick your moment carefully as having a one to one chat might be a little forceful. Try not to make things too intense to begin with

Talk about the positive aspects of your child's personality and help them to understand that it isn't always about the way a person looks, it's the person inside that really counts

Try not to label, criticise or blame your child which will give them negative messages which can stick and can have a detrimental impact on their emotional wellbeing later on in life

Positive parenting is also vital as it is important that your child knows that you do recognise when they have done well, have made an effort and look good which will help to improve self esteem in children

When your child feels they have failed or have been rejected try to find something good out of the experience to praise them for. This could be the amount of effort they put in, or the dedication they showed to a project. Engage with the about changes that they might be able to make in the future and what they have learned from the experience. Building resilience in children can be an essential life skill as it can help them cope with many challenges.

If you are struggling to accept the way your child is behaving and you think that low self esteem could be responsible for this, remind yourself that it is their behaviour you don't like, not them as people. Remember too that as children get older their self esteem can dip as they hit puberty. They have the additional worry of coping with mood swings and changes within their body that they may not be entirely happy with.

If you think your child is suffering with low self esteem think about what might have affected your child such as:

Has there been a recent family trauma?

Could your child be having problems at school such as bullying etc?

Have you introduced a new partner that your child could be struggling with?

If you continue to be concerned talk to their teacher as it is always helpful to keep communication lines open with the school and they might be able to shed some light on any problems at school. As a parent, you have a major part to play in ensuring that your children grown up feeling confident, secure and loved. How you deal with failure and upset will undoubtedly reflect on your own children. Children need to understand that failure is part and parcel of life and that it doesn't always go according to plan. We all make mistakes, no one is perfect so showing your child that you can dust yourself down and start again will set a good example and help them to understand that we can learn from mistakes and move forward.

Further resources

It may help to chat to other parents on our forums to find out how they are dealing with this issue within their family life. You can also talk to us online via our live chat service, email us at askus@familylives.org.uk or call us on our helpline on 0808 800 2222 to speak to trained family support worker.

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Helping your child build self-esteem | Family Lives

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You can help to build your child's self esteem by letting them know how well they have done and how proud you are of them. Don't just say this, use descriptive words to ensure that they understand why you are pleased.

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How to support your child’s mental health – Place2Be

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Place2Be works with schools to help parents support their child’s mental health and improve their emotional wellbeing.

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5 ways to teach mindfulness to kids

Of course, you can always ask your kids to join you in your meditation practice. But there are plenty of other mindfulness activities for kids that can also have a big impact. Just remember: It doesn't really matter which activity you choose. The most effective way to teach children about mindfulness is to practice it yourself. After all, kids are constantly watching how their parents act and what they say, soaking up information like sponges. That's why modeling a regular meditation practice can go a long way in helping them to establish their own mindfulness habits. Here are 5 different ways to teach your child mindfulness:

Breathing. Focusing on the sounds of their own breath and motion of their bellies rising and falling helps children learn to be in the present moment. Here's an idea that's particularly fun - and effective! - for young children. On the inhale, tell them to pretend they're smelling something yummy, like their favorite flower or chocolate brownies in the oven; on the exhale, they can pretend to blow out candles. And, if your child can't sit still for more than a couple of minutes, don't sweat it: start with 10 breaths and over time, build up to several minutes.

Create a mindful bedtime ritual. A regular mindfulness ritual at the end of the day can help your child to calm their body and reflect on their day. One way to do this is with a short body scan: Have your child close their eyes and focus on their head, arms, belly, etc., working their way through all the body parts. Or, you can do a simple gratitude meditation by having them share one thing they are thankful for.

Take a walk. This activity is not only a great way for kids to practice mindfulness and notice the present moment, but they also get exercise and fresh air. On the walk, take a few minutes to be completely silent and pay attention to all the sounds that you hear: passing cars, wind rustling dry leaves, a dog barking. Afterwards, talk about what you and your child heard, and how that made you both feel.

Eat a snack ... mindfully. Mindful eating is a practice that engages all five senses, and it's fun and easy to do. Before eating the snack, ask your kids to think about its appearance, shape, size, color, smell, and texture. Then, when they place it in their mouths, think about the sensation and the process of eating it. By learning to slow down and notice food, kids are more likely to savor it, digest better, and enjoy the meal more.

Meditate together with Headspace. It's critical to introduce meditation and mindfulness at an early age, which is why Headspace offers fun, engaging activities that teach kids the basics of mindfulness. These activities involve everything from breathing exercises and visualizations to focus-based meditation. And because different exercises work best for different ages, Headspace offers customized sessions for three age groups: 5 and under, 6 through 8, and 9 through 12.

Try a kids meditation:

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Mindfulness Activities for Kids - Headspace

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Of course, you can always ask your kids to join you in your meditation practice. But there are plenty of other mindfulness activities for kids that can also have a big impact. Just remember: It doesn't really matter which activity you choose. The most effective way to teach children about mindfulness is to practice it yourself.

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Amazing Things Happen - by Alexander Amelines

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SENSORY CIRCUITS HOME ACTIVITIES.docx · version 1

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Helping with scissor skills Scissor skills are a typical activity taught in every classroom. Using scissors successfully is almost a rite of passage for any child. Especially those who have 'accidentally' cut off [...]

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Fegans approach stands out from others as we offer whole-family support. Our core method of practice involves focusing on strengths and using solution-focused approaches to identify what a family’s ideal future looks like. We help the family move towards that future, identifying and developing their assets themselves.

We offer flexible, evidence-based interventions adapted to the needs of each family. We are registered and trained users of the Family Outcomes Star self -assessment tool, which promotes family ownership, clear accountability, regular monitoring and review and successful exit planning.

A service tailored for results, our relationships with families are at the heart of our work. We offer a truly flexible service built around a holistic assessment of the needs of each family. At Fegans, we never give up, we pride ourselves on going the extra mile and will persist with a family until engagement is achieved.

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We provide evidence-based parenting groups as well as our own intervention programs.

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Kent Community Health NHS Foundation Trust

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From time to time we all struggle with our emotional health and wellbeing. For some children and young people it can be difficult to manage and understand their feelings. Young people might experience a wide variety of difficulties including low mood, difficulty sleeping, loss of appetite, difficulty concentrating or might be avoiding school.

Call the Single Point of Access number on 0800 0113 474 between 8am to 6pm, Monday to Friday and choose option one.
If a child or young person needs urgent help please call 0800 0113 474 or text the word KENT to 85258.
The School Health Team may support you and your child directly or refer you to another provider if appropriate. Our team works closely with the Kent Children and Young People's Mental Health Service.

We also offer the following services:

ChatHealth

ChatHealth is a text service for 11-19 year-olds. Young people can text with a member of our team about any physical or emotional health concerns they have. This service is available Monday to Friday, 9am on 07520 618850.

This service is confidential and anonymous.

Children and Young People's Counselling Service

We can offer up to six counselling sessions for young people aged 11-19. These sessions can help a young person gain understanding and develop strategies to help them feel better. For primary school-aged children, we can offer the child six sessions with a counsellor, or if more appropriate, we can offer parents six weekly sessions with advice on practical, easy to use strategies to support your child.

These sessions can be offered via video link, phone or in person. If you wish to access this support or find out more please complete our online referral form or call 0800 0113 474.

Supporting a child at home

The Kent Resilience Hub is aimed at parents of children aged between 10 and 16. It has a range of helpful articles, tools and resources for parents and carers, so that you can increase understanding and find tools and approaches to help build your child's resilience.

Good Mental Health Matters is another site that provides great resources to help parents support their whole families emotional health.

Resources for children and young people:

Kent Youth Health provides health information and advice directly to young people.

Kooth is a fantastic free online mental health and wellbeing service for young people aged 10 to 25. It's a place to get advice, information and support 24/7. Watch their video to understand how Kooth can support your child with their mental health and wellbeing.

Access Moodspark.org.uk to learn about mental health and find tips and resources to keep emotionally healthy.

Good Health Matters is a great website which can help support a child or young person to make small changes to support their mental health.

Contact us

Getting in touch is easy:

0800 0113 474
nem-tr.kentchildrenandyoungpeoplehealthservices@nhs.net

Complete our online referral form.

We take referrals directly from:

children and young people

parents or carers

schools, colleges and higher education colleges

other health care professionals or partner organisations

voluntary agencies.

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Coronavirus (COVID-19): Information about our service Kent School Health is available to support children, young people and their families. You can call the Single Point of Access (SPA) on 0800 0113 474. You can also read our questions and answers for parents. Keep up-to-date with the latest information, read our page on Coronavirus.

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As a parent or carer there will be many times during your child's life when you will observe your child's resilience being tested. This could be friendship difficulties, managing change, or dealing with loss.

You may find yourself looking for tips and ideas to support your child to feel better. There are a number of ways to help your child become more resilient, including how to better manage the ups and downs that life can bring.

The first step to begin making a difference to your child is to understand what resilience is and how you and your child can improve and maintain it.

There are 6 areas of a young person's life that fit together to help them become more resilient and these areas make them more or less able to bounce back when they have a tough time.

This area of the website is designed to help you learn about these areas, provide you with tools and information so you can nurture resilience and be supportive when your child is finding life difficult. We have also brought together information from other places that you may find useful.

The Get Help Now section provides clear information on what support is available in Kent, who it is for and how to access it.

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Parents and Carers - Kent Resilience Hub

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As a parent or carer there will be many times during your child's life when you will observe your child's resilience being tested. This could be friendship difficulties, managing change, or dealing with loss. You may find yourself looking for tips and ideas to support your child to feel better.

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

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

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

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

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

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

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Support for young people who are 11 and older.

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YoungMinds | Mental Health Charity For Children And Young People

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

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Parents Helpline | Mental Health Help for Your Child

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The YoungMinds Parents Helpline, Webchat and Email provide support and help for parents and carers worried about their child's mental health and wellbeing.

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Kent Adult education has access to parenting programmes.

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Tell us whether you accept cookies

We use some essential cookies to make this website work. We'd like to set additional cookies to understand how you use our website. You can allow all or manage them individually.

Skip to main content

Are you looking for Careers Education, Information, Advice and Guidance? We can help.
Find out more

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Adult Education courses | Kent Adult Education

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Discover our wide range of adult learning courses in the Arts, Craft, Fitness, Languages and much more. Our adult education courses are available in our centres across Kent and in real time, online. Whether you are looking for a new hobby or want to gain a new skill, take a look at our adult education courses starting now.

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Reconnect is a Kent County Council led, community based programme designed to get Kent’s children and young people thriving following the pandemic.

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About the programme

Reconnect is a Kent County Council led, community based programme designed to get Kent's children and young people thriving following the pandemic.

Clubs, businesses and organisations have come together to create fabulous opportunities for children and young people. Together they can have fun, catch up on missed learning, engage in sports and activities, trips and experiences, receive mental health support, regain their confidence and gain access to career development opportunities.

We are really looking forward to 2022 and continuing to support Kent's community to get involved and help children and young people reconnect and thrive.

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reconnect: kent children and young people; transcript; reconnect; reconnect kent

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Reconnect: Kent children and young people

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Reconnect is a Kent County Council led, community based programme designed to get Kent's children and young people thriving following the pandemic. Clubs, businesses and organisations have come together to create fabulous opportunities for children and young people.

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Bounce Forward - Thrive in life. Start with resilience.

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A supportive programme for parents who want to explore how best to help their children deal well with anxiety.

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Privacy Policy

This privacy and cookie policy ("Policy") describes how Bounce Forward ("Charity," "we," and "our") collects, uses and shares personal data when using this website www.bounceforward.com (the "Site"). Please read the following information carefully to understand our views and practices regarding your personal data and how we will treat it. 1) Particularly Important Information Who we are: For the purpose of applicable data protection legislation, the data controller of your personal data is Bounce Forward, charity number 1170591. Registered address Summit House, 170 Finchley Road, London, NW3 6BP. Our data protection officer is Lucy Bailey. In simple terms, this means that we: (i) "control" your personal data, including making sure that it is kept secure; and (ii) make certain decisions on how to use and protect your personal data, but only to the extent that we have informed you about the use or are otherwise permitted by law. Must Read Sections: We draw your attention in particular to the sections entitled "International Data Transfer" and "Your Rights." Changes to this Policy: We keep this Policy under regular review and will post any modifications or changes to the Policy on our Site. This Policy was last updated on 18 May 2018. If we make any change(s) to the Policy, we will post a notice on our Site prior to such changes(s) taking effect. 2) Purposes of Processing What is Personal Data? We collect information about you in a range of forms, including personal data. As used in this Policy, "personal data" is as defined in Regulation (EU) 2017/679 (the General Data Protection Regulation) and any successor legislation, this includes any information which, either alone or in combination with other information we hold about you, identifies you as an individual, including, for example, your name, postal address, email address, date of birth, passport details, employment information and telephone number. Why do we need your Personal Data? We will only process your personal data in accordance with applicable data protection and privacy laws. We need certain personal data in order to provide you with access to the Site. We will also use the personal information you provide us with for the following purposes, and pursuant to the corresponding legal bases: Purpose: To enter into, and perform, contracts with you that you have requested. Legal Basis: Contractual necessity Purpose: To enter into, and perform, training and support that you have requested. Legal Basis: Legitimate interest Purpose: To improve our Site and the products and services that we offer and notify you about changes to our services. Legal Basis: Legitimate interest Purpose: To respond to requests for information submitted by you through our Site. Legal Basis: Legitimate interest Purpose: To keep a record of your relationship with us. Legal Basis: Legitimate interest Please note that we may process your personal data for more than one lawful basis depending on the specific purpose for which we are using your data. Additionally, we will use your personal information to keep you informed of our products and services based on our legitimate interest where we have an existing relationship with you and we wish to contact you about products and services similar to those which we provide you, in which you may be interested. No automated decision making, including profiling, is used when processing your personal information. For the purposes of this section: "Legitimate interest" means the interest of our business in conducting and managing our business to enable us to give you the best service/product and the best and most secure experience. We make sure we consider and balance any potential impact on you (both positive and negative) and your rights before we process your personal data for our legitimate interests. We do not use your personal data for activities where our interests are overridden by the impact on you (unless we have your consent or are otherwise required or permitted to by law). "Contractual necessity" means processing your personal data where it is necessary for the performance of a contract to which you are a party or to take steps at your request before entering into such a contract. If you created a profile/registered with us, you will have been asked to tick to agree to provide this information in order to access our services and view our content. This consent provides us with the legal basis we require under applicable law to process your data. You maintain the right to withdraw such consent at any time. If you do not agree to our use of your personal data in line with this Policy, please do not use our Site. It is important that the personal data we hold about you is accurate and up-to-date. Please keep us informed if your personal data changes during your relationship with us. 3) Collecting Your Personal Data We collect information about you in the following ways: Information You Give Us This can include:

the personal data you provide if you register to use our Site including your‎ name, postal address, email address, telephone number, username, password, medical information, dietary requirements and demographic information (such as your gender);

the personal data you provide when you make a booking or enquiry through our Site;

the personal data you provide when you correspond with us by phone, email or otherwise;

the personal data that may be contained in any video, comment or other submissions you upload or post to the Site, via any social channels you may use;

the personal data you provide when you report a problem with our Site or when we provide you with customer support; and

the personal data you provide in connection with a rewards program or other promotions we run on the Site.

Information from Social Networking Sites. Our Site include(s) interfaces that allow you to connect with social networking sites (Facebook, Twitter, Instagram and YouTube) (each a "SNS"). If you connect to a SNS through our Site, you authorise us to access, use and store the information that you agreed the SNS could provide to us based on your settings on that SNS. We will access, use and store that information in accordance with this Policy. You can revoke our access to the information you provide in this way at any time by amending the appropriate settings from within your account settings on the applicable SNS. Information We Get from Others We may also get information about you from other sources, for example, if you have agreed to share information with one of our partners we may add this to information we get from our Site. Information Automatically Collected We automatically log information about you and your computer or mobile device when you access our Site. For example, when visiting our Site, we log your computer or mobile device operating system name and version, manufacturer and model, browser type, browser language, screen resolution, the website you visited before browsing to our Site, pages you viewed, how long you spent on a page, access times and information about your use of and actions on our Site. We collect this information about you using cookies. Please refer to the sections on cookies below. 4) Cookies What are Cookies? We may collect information using "cookies." Cookies are small data files stored on the hard drive of your computer or mobile device by a website. We may use both session cookies (which expire once you close your web browser) and persistent cookies (which stay on your computer or mobile device until you delete them) to provide you with a more personal and interactive experience on our Site. We use two broad categories of cookies: (1) first party cookies, served directly by us to your computer or mobile device, which are used only by us to recognize your computer or mobile device when it revisits our Site; and (2) third party cookies, which are served by service providers on our Site, and can be used by such service providers to recognise your computer or mobile device when it visits other websites. Cookies We Use Our Site uses the following types of cookies for the purposes set out below: Essential Cookies- These cookies are essential to provide you with services available through our Site and to enable you to use some of its features. For example, they allow you to log in to secure areas of our Site and help the content of the pages you request load quickly. Without these cookies, the services that you have asked for cannot be provided, and we only use these cookies to provide you with those services. Functionality Cookies- These cookies allow our Site to remember choices you make when you use our Site, such as remembering your language preferences, remembering your login details and remembering the changes you make to other parts of our Site which you can customise. The purpose of these cookies is to provide you with a more personal experience and to avoid you having to re-enter your preferences every time you visit our Site. Analytics & Performance Cookies - These cookies are used to collect information about traffic to our Site and how users use our Site. The information gathered does not identify any individual visitor. The information is aggregated and anonymous. [It includes the number of visitors to our Site, the websites that referred them to our Site, the pages they visited on our Site, what time of day they visited our Site, whether they have visited our Site before, and other similar information. We use this information to help operate our Site more efficiently, to gather broad demographic information and to monitor the level of activity on our Site. Social Media Cookies- These cookies are used when you share information using a social media sharing button or "like" button on our Site or you link your account or engage with our content on or through a social networking website such as Facebook, Twitter or Google+. The social network will record that you have done this. Disabling Cookies You can typically remove or reject cookies via your browser settings. In order to do this, follow the instructions provided by your browser (usually located within the "settings," "help" "tools" or"edit" facility). Many browsers are set to accept cookies until you change your settings. Further information about cookies, including how to see what cookies have been set on your computer or mobile device and how to manage and delete them, visit www.allaboutcookies.org and www.youronlinechoices.com.uk.If you do not accept our cookies, you may experience some inconvenience in your use of our Site. For example, we may not be able to recognise your computer or mobile device and you may need to log in every time you visit our Site. 5) Advertising Generally We may use other companies to serve third-party advertisements when you visit and use the Site. These companies may collect and use click stream information, browser type, time and date, subject of advertisements clicked or scrolled over during your visits to the Site and other websites in order to provide advertisements about goods and services likely to be of interest to you. These companies typically use tracking technologies to collect this information. Other companies' use of their tracking technologies is subject to their own privacy policies and we accept no responsibility for their use of such tracking technologies. Targeted Advertising In order to serve offers and advertisements that may interest you, we may display targeted advertisements on the Site, or other digital properties or applications in conjunction with our content based on information provided to us by our users and information provided to us by third parties that they have independently collected. We do not provide personal data to advertisers when you interact with an advertisement. Your Ad Choices Some of the third-party services providers and/or advertisers may be members of the Network European Interactive Digital Advertising Alliance ("EDAA") Self-Regulatory Program for Online Behavioural Advertising. To learn more, visit http://www.edaa.eu/edaa-for-users which provides information regarding targeted advertising and the "opt-out" procedures of EDAA members. Mobile We may, from time to time, offer certain location or pinpoint based services, such as location assisted navigation instruction. If you elect to use such location-based services, we must periodically receive your location in order to provide such location-based services to you. By using the location-based services, you authorise us to: (i) locate your hardware; (ii) record, compile and display your location; and (iii) publish your location to third parties designated by you by means of location publication controls available within the applications (for example, settings, user preferences). As part of the location-based services, we may also collect and store certain information about the users who elect to use such location-based services, such as a device ID. This information will be used to provide you with the location-based services. We may use third-party providers to help provide such location-based services through mobile systems and we may make information available to such providers to enable them to provide their location-based services, provided that such third-party providers may use the information only in accordance with this Policy. 6) Using Your Personal Data We may use your personal data as follows:

to operate, maintain, and improve our Site, products, and services;

to manage your account, including to communicate with you regarding your account, if you have an account on our Site;

to operate and administer our rewards program and other promotions you participate in on our Site;to respond to your comments and questions and to provide customer service;

to send information including technical notices, updates, security alerts, and support and administrative messages;

with your consent, to send you marketing e-mails about upcoming promotions, and other news, including information about products and services offered by us and our affiliates. You may opt-out of receiving such information at any time: such marketing emails tell you how to "opt-out." Please note, even if you opt out of receiving marketing emails, we may still send you non-marketing emails. Non-marketing emails include emails about your account with us (if you have one) and our business dealings with you;

to process payments you make via our Site;to link or combine user information with other personal data;

as we believe necessary or appropriate (a) to comply with applicable laws; (b) to comply with lawful requests and legal process, including to respond to requests from public and government authorities; (c) to enforce our Policy; and (d) to protect our rights, privacy, safety or property, and/or that of you or others; and as described in the "Sharing of your Personal Data" section below.

7) Sharing Your Personal Data We may share your personal data as follows:

Third Parties Designated by You. We share your personal data with third parties where you have provided your consent to do so.

Our Third-Party Service Providers. We share your personal data with our third-party service providers who provide services such as data analysis, payment processing, information technology and related infrastructure provision, customer service, email delivery, auditing and other similar services.

We share some or all of your personal data with our affiliates.

Corporate Restructuring. We will also share personal data if we do a business deal, or negotiate a business deal, involving the sale or transfer of all or a part of our business or assets. These deals can include any merger, financing, acquisition, or bankruptcy transaction or proceeding.

Other Disclosures. We will also share personal data as we believe necessary or appropriate: (a) to comply with applicable laws; (b) to comply with lawful requests and legal process, including to respond to requests from public and government authorities to meet national security or law enforcement requirements; (c) to enforce our Policy; and (d) to protect our rights, privacy, safety or property, and/or that of you or others.

We will require that any third party that provides a service to or for us, which involves the processing of your personal data:

enters into an agreement with us and meets our standards for data security;

does not use your personal information for any purpose other than the clearly defined purpose relating to the service that such party is providing;

treats your personal information as confidential; and

holds your personal information securely and retains it only for such period of time as we instruct.

Anonymous Data When we use the term "anonymous data," we are referring to data and information that does not permit you to be identified or identifiable, either alone or when combined with any other information available to a third party. We may create anonymous data from the personal data we receive about you and other individuals whose personal data we collect. Anonymous data might include analytics information and information collected by us using cookies. We make personal data into anonymous data by excluding information (such as your name) that makes the data personally identifiable to you. We use this anonymous data to analyse usage patterns in order to make improvements to our Site. 8) Third Party Sites Our Site may contain links to third-party websites and features (for example Twitter, Facebook, Instagram and YouTube). This Policy does not cover the privacy practices of such third parties. These third parties have their own privacy policies and we do not accept any responsibility or liability for their websites, features or policies. Please read their privacy policies before you submit any data to them. 9) User-Generated Content You may share personal data with us when you submit user generated content to our Site, including via our rewards program, forums, message boards and blogs on our Site. Please note that any information you post or disclose on our Site will become public information, and will be available to other users of our Site and to the general public. We urge you to be very careful when deciding to disclose your personal data, or any other information, on our Site. Such personal data and other information will not be private or confidential once it is published on our Site. If you provide feedback to us, we may use and disclose such feedback on our Site, provided we do not associate such feedback with your personal data. If you have provided your consent to do so, we may post your first and last name along with your feedback on our Site. We will collect any information contained in such feedback and will treat the personal data in it in accordance with this Policy. 10) International Data Transfer Your information, including personal data that we collect from you, may be transferred to, stored at and processed by us and our affiliates, outside the country in which you reside, including, but not limited to the United States, where data protection and privacy regulations may not offer the same level of protection as in other parts of the world. By using our Site, you agree to this transfer, storing or processing. We will take all steps necessary to ensure that your data is treated securely and in accordance with this Policy and have appropriate safeguarding measures (under the terms of the EU controller to controller model contract clauses) in place to ensure this. 11) Security We are committed to protecting the personal information you entrust to us, and to that end, we employ appropriate organisational, technical and administrative measures to protect personal data within our organisation. Unfortunately, no transmission or storage system can be guaranteed to be completely secure, and transmission of information via the internet is not completely secure. If you have reason to believe that your interaction with us is no longer secure (for example, if you feel that the security of any account you might have with us has been compromised), please immediately notify us of the problem by contacting us using the details in Section 16 below. We also train and instruct our employees that all personal information must be handled in accordance with this Policy and applicable privacy and data protection laws, and any misuse by employees is subject to disciplinary action. We limit access to your personal data to those employees, agents, contractors and other third parties who have a business need to know. They will only process your personal data on our instructions and they are subject to a duty of confidentiality. We also train and instruct our employees that all personal data must be handled in accordance with this Policy and applicable privacy and data protection laws, and any misuse by employees is subject to disciplinary action. We have put in place procedures to deal with any suspected personal data breach and will notify you and any applicable regulator of a breach where we are legally required to do so. 12) Retention We will only retain your personal data as long reasonably required for you to use the Site until you close your account unless a longer retention period is required or permitted by law (for example for regulatory purposes). To determine the appropriate retention period for personal information, we consider the amount, nature, and sensitivity of the personal data, the potential risk of harm from unauthorised use or disclosure of your personal information, the purposes for which we process your personal information and whether we can achieve those purposes through other means, and the applicable legal requirements. 13) Our Policy on Children Although our work is youth-oriented, our Site is not primarily directed at children under 16 and we do not knowingly collect or solicit personal information from anyone under the age of 16. If a parent or guardian becomes aware that his or her child has provided us with information without their consent, he or she should contact us on[email protected] . We will delete such information from our files as soon as reasonably practicable. 14) Sensitive Personal Data We do not collect any special category personal data about you (this includes details about your religious or philosophical beliefs, sex life, political opinions, trade union membership, information about your genetic and biometric data). Nor do we collect any information about criminal convictions and offences. Subject to the following paragraph, we ask that you not send us, and you do not disclose, any sensitive personal data including the categories set out in the paragraph above on or through the Site or otherwise to us. If you send or disclose any sensitive personal data to us when you submit user generated content to our Site, you consent to our processing and use of such sensitive personal data in accordance with this Policy. If you do not consent to our processing and use of such sensitive personal data, you must not submit such user-generated content to our Site. 15) Your Rights Bounce Forward adheres at all times to data protection legislation (currently the Data Protection Act 2018 and the General Data Protection Regulation (EU) 2016/679 (GDPR)), which provides the rights for individuals. You have the right to access the personal information we hold about you, and there are, subject to certain limitations, a number of ways you can control the way in which and what information we store and process about you. We explain your individual rights and controls below. You can read more about data rights on theInformation Commissioner's website. If you have questions please email us [email protected] : Access - you may access the information we hold about you at any time via your profile/account or by contacting us directly. Access will be provided free of charge (subject to certain situations where we may charge a small "reasonable fee"). Correction- you can also contact us to update or correct any inaccuracies in your personal data. Erase and forget- in certain situations, for example, when the information we hold about you is no longer relevant or is incorrect, you can request that we erase your data (subject to any legal obligations for us to retain it). Restrictions on use - you may request that we stop processing your personal information (other than storing it): (i) whilst its accuracy is verified; (ii) if the processing is illegal; (iii) if the processing is no longer necessary for the purposes for which it was collected; or (iv) if you object to the processing and we are verifying whether our legitimate grounds to process your personal information override your own rights. Object - you have the right to object to processing, including: (i) for direct marketing (see "Opt-out "below"); (ii) for research or statistical purposes; and/or (iii) where processing is based on legitimate interests. Withdrawal of consent- if you previously gave us your consent to process your personal information for a particular purpose, you may withdraw that consent at any time. If you do not do so, we may continue to rely upon that previous consent to keep using and processing your personal information in the same way. Portability- f you wish to transfer your personal data to another organisation (and certain conditions are satisfied), you may ask us to do so, and we will send it directly if we have the technical means. Opt-out -you may contact us anytime to opt-out of (i) direct marketing communications; (ii) automated decision-making and/or profiling; (iii) our collection of sensitive personal data; (iv) any new processing of your personal data that we may carry out beyond the original purpose; or (v) the transfer of your personal data outside the EEA. Please note that your use of some of the Site may be ineffective upon opt-out. In your request, please make clear: (i) what personal data is concerned; and (ii) which of the above rights you would like to enforce. For your protection, we may only implement requests with respect to the personal data associated with the particular email address that you use to send us your request, and we may need to verify your identity before implementing your request. We will try to comply with your request as soon as reasonably practicable and in any event, within one month of your request. Please note that we may need to retain certain information for recordkeeping purposes and/or to complete any transactions that you began prior to requesting such change or deletion. 16) Complaints We are committed to resolving any complaints about our collection or use of your personal data. If you would like to make a complaint regarding this Policy or our practices in relation to your personal data, please contact us at[email protected] . We will reply to your complaint as soon as we can and in any event, within 45 days. We hope to resolve any complaint brought to our attention, however, if you feel that your complaint has not been adequately resolved, you reserve the right to contact your local data protection supervisory authority, which for the UK, is the Information Commissioner's Office. 17) Contact Information We welcome your comments or questions about this Policy. You may contact us in writing at[email protected] or to our communications address 23 Heath drive, Ware, Hertfordshire, SG12 0RE. 18) Employee Personal Data Bounce Forward commits to cooperate with the panel established by the EU data protection authorities (DPAs) and comply with the advice given by the panel with regard to human resources data transferred from the EU in the context of the employment relationship. Please contact us to be directed to the relevant DPA contacts.

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This privacy and cookie policy ("Policy") describes how Bounce Forward ("Charity," "we," and "our") collects, uses and shares personal data when using this website www.bounceforward.com (the "Site"). Please read the following information carefully to understand our views and practices regarding your personal data and how we will treat it.

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We all have times when we need some parenting support. With My Family Coach, you get all the help you need with advice‌ ‌to support ‌every‌ ‌stage‌ ‌of‌ ‌your‌ ‌child's‌ ‌development.

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Please speak to Mrs Simpson if you would like the access code in order to utilize the free resources on this site.

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inourplace | Solihull Approach - Online courses for emotional health and wellbeing.

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inourplace | Solihull Approach | Online courses for parents

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inourplace | Solihull Approach : Online courses dedicated to improving emotional health and wellbeing in parents, children, teenagers, adults and grandparents.