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Find information about what is going on in your area, details on how to access services, organisations and activities in Hampshire, and the advice and support that is available.

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Latest News

1. Over 90% of families in Hampshire organise their own journeys to school. They walk, cycle, use public transport, lift-share with other families or take their child to school in the family car. Have a look at Hampshire County Council's Travel to school page for ideas and information. For a minority...

2. 100% of school leaders believe that food and diet can affect cognitive function and children's learning progress, according to the latest survey results from HC3S, Hampshire's main school lunch provider. 90% of schools value HC3S as a partner in supporting nutrition at school, so find out more about how HC3S...

3. We would like to hear from young people in Hampshire about what you would like to see on this website. What information would be helpful for you that's not on here? What do you like about this website? What do you not like about this website? Any feedback...

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Family Information and Services HubNeed to find childcare? If you are having difficulties in finding appropriate childcare services please complete this online form to request help.

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Do you need some support responding to an EHCP or a Working Document? Join one of our online clinics where we'll guide you through the process.

Impartial Special Educational Needs and Disability Information, Advice and Support (SENDIASS) in Hampshire

Hampshire SENDIASS is an impartial Special Educational Needs and Disability Information, Advice and Support Service (SENDIASS) that aims to make a positive and lasting difference for children and young people with special educational needs and/or disability (SEND) and their parents and carers. We do this by providing timely confidential, impartial information, advice and support through our online resources, at events and workshops, via our helpline service and through individual casework.

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Hampshire SENDIASS is provided by Polaris Children's Services, part of a leading Children's Services Group with over 24 years of experience in supporting children, young people and their families to build brighter futures.

Feedback

Tell us what you think by taking a quick questionnaire!

Get in Touch

If you can't find what you need, feel free to get in touch with us, our opening hours are Monday-Thursday, 9am-5pm, and on Fridays 9am-4pm . Outside of these hours please use the Contact Us Form. We aim to respond to all enquiries within 2 working days.

0808 164 5504

The Local Offer includes information about education, health, social care, preparation for adulthood, leisure services and impartial information advice and support. Hampshire's Local Offer (co produced with parents, carers and young people) aims to help you find your way through the maze of information to reach the best solutions for you/your child.

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Hampshire SENDIASS | Impartial SEND Advice & Support

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Hampshire SENDIASS provide information and support to Children & Young People with special education needs and/or a disabilities.

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Solihull Approach | Parenting - We're all about emotional health and wellbeing!

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Book Click here to book Solihull Approach training or event. An exciting, well-established model that really works! Welcome to the SOLIHULLAPPROACH Are you a parent? Go to inourplace to discover our range of online courses. Go to inourplace We’re all about emotional health and wellbeing! Across the UK and internationally, the Solihull Approach supports mental

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Hampshire Parent Carer Network (HPCN) offers parents and carers of children and young people aged 0-25 with any additional needs, or disability including mental Health (diagnosed or undiagnosed) the opportunity to tell the Local Authority, Health and other services, what life is really like. email participation@hpcn.org.uk or visit our page.

We Are Hiring!

We are looking for passionate and dedicated individuals to fill two exciting roles for projects we are running:

Bridging the Gap(BTG) Coordinator - BTG Job des.docx

Future in Mind (FIM) Coordinator - FIM Job Des.docx

If you are passionate about making a difference and believe you have the qualifications and experience we are looking for, we encourage you to apply.

Deadline to submit Applications : 28th June 2024

Join us in making a positive impact at HPCN. We look forward to hearing from you!

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Hampshire Parent Carer Network (HPCN) offers parents and carers of children and young people aged 0-25 with any additional needs, or disability including mental Health (diagnosed or undiagnosed) the opportunity to tell the Local Authority, Health and other services, what life is really like. email participation@hpcn.org.uk or visit our page.

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Educational Psychology Service | Services to Schools

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The Educational Psychology Service (EPS) works in partnership with children and young people, schools, early years providers, post 16 settings, other agencies and parents and carers to address issues

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Health for Kids | School Nurses | Hampshire

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Local School Nursing information for parents of children across Hampshire.

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Improving the health of pregnant women, children and young people.

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Hampshire Child and Adolescent Mental Health Services (CAMHS) are an NHS service that aims to help young people up to the age of 18 who are finding it…

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We support Hampshire primary schools with children who have social, emotional and mental health needs that result in challenging behaviour in school

About the Primary Behaviour Service

The Primary Behaviour Service primarily works with mainstream primary schools. The service supports children who do not currently have an Education, Health and Care Plan (EHCP) and who go to school in Hampshire. This includes children who live in a bordering local authority but attend a Hampshire primary school.

By providing early, targeted support through a child-centred approach, the service aims to:

remove barriers to learning

help children get the most from their education

reduce exclusion

Services for primary schools

A dedicated team of experienced practitioners, provide the following services and support to Hampshire primary schools:

assessment and identification of a pupil's individual needs relating to behaviour and emotional wellbeing. This ensures that any early intervention and support is appropriate

hands-on advice and support for classroom staff and school leadership teams, for a wide range of behavioural, emotional and social development needs

support for parents/carers, including help with developing a positive home/school relationship, as well as direct work with parents/carers

training and development for school staff, including sharing of skills and best practice

play therapy

transition support between schools, key stages or during a move to/from specialist provision

access to six inreach centres, which offer part time provision to complement mainstream school placement. The centres offer a tailored curriculum designed for each pupil to ensure maximum inclusion at school

support to schools about crisis management and conflict resolution

support and advice to schools during assessment for Education, Health and Care Plans

supporting schools to meet the needs of children who are unable to attend school for medical reasons

Benefits

Children learn strategies that work for them, so that they can self-regulate their behaviour

Children have their individual needs met, helping them to develop their strengths, emotional resilience and independence

Children become better engaged with their learning and can access more of the curriculum

Staff in mainstream schools have increased understanding, confidence and knowledge, and are better equipped to work with challenging behaviour

Reduces the risk of school exclusion

Supports the positive relationships and partnership working between schools, families and children, resulting in a consistent approach to behaviour at home and school

Referral

Access to the Primary Behaviour Service is only available via a referral from a Hampshire primary school.

If you are concerned about your child's behaviour and/or emotional wellbeing, please speak to your child's school in the first instance.

Contact us

Area Manager

Sarah Cobb
Email sarah.cobb@hants.gov.uk
Phone: 01329 281890

Admin Officer

Debbie Barron
Email debbie.barron@hants.gov.uk
Phone 01329 281890

By post

Primary Behaviour Service
The Lennox Centre
Bridgemary Avenue
Gosport
Hants
PO13 0XT

Centres

Basingstoke and Deane and North Test Valley

Fareham and Gosport

New Forest and South Test Valley

Rushmoor, Hart and East Hants

Winchester and Eastleigh

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We support Hampshire primary schools with children who have social, emotional and mental health needs that result in challenging behaviour in school About the Primary Behaviour Service The Primary Behaviour Service primarily works with mainstream primary schools. The service supports children who do not currently have an Education, Health and Care Plan (EHCP) and who go to school in Hampshire.

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Mental Health Support Teams in Schools – CAMHS

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The Mental Health Support Teams (MHST) is a Hampshire CAMHS early help service designed to improve access to psychological therapies for young people, while also assisting schools to develop a whole-school approach to positive mental health and wellbeing.

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The Cygnet Parenting programme really helped me deal with Q's behaviour and gave me coping strategies. I am now able to take Q out in public without being in fear of a major tantrum and having people judge me in how I deal with his behaviour

- (Parent attending Cygnet in Kent)

I know at the beginning of the course I wasn't very positive and thought its wasn't going to make a difference but it has, massively. I can now see a light at the end of the tunnel and feel so much more confident in dealing with 'my son'. You have helped our family so much!

- (Parent attending Cygnet in Hampshire)

Cygnet didn't change our autistic child, but it changed the way we understand and support our autistic child

- (Parents attending Cygnet in Grimsby)

As a trainer and parent of a child with Autism myself, I have really enjoyed seeing the progression the parents have made from the start of the course to the final session. Lots of emotions from parents including acceptance, relief, understanding and empathy.

- (Parent facilitator in Lancaster)

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Donate

Please give today and help Autism Hampshire to be there for autistic people, and their loved ones, when they most need us.

Care

Working for Autism Hampshire can be both rewarding and challenging. Do you have what it takes? If think that you do, it would be great to hear from you.

Contact

Our friendly staff are ready to help you. Get in touch and we will do our best to answer your questions and help you find the information that you need.

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Please give today and help Autism Hampshire to be there for autistic people, and their loved ones, when they most need us. Working for Autism Hampshire can be both rewarding and challenging. Do you have what it takes? If think that you do, it would be great to hear from you.

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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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Speech and Language UK: Changing young lives

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Skip to content

We give families the confidence and skills to help their children. If you're concerned about your child's speech and language development, we can help.

We know that it can be hard to know where to start if you are worried about your child's development. If you think your child is having challenges with talking and understanding words, we are here to help you.

Our free resources and services can help with understanding what to look out for, how to get support and even some simple ways you can help your child at home.

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

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Help for families - Speech and Language UK: Changing young lives

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We give families the confidence and skills to help their children. Access our free resources and learn more about ways to encourage children's speech and language development.

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Herefordshire and Worcestershire Health and Care NHS Trust

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Herefordshire and Worcestershire Health and Care NHS Trust

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Resources for Children's Speech and Language

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Children's Speech and Language resources to download

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Solent Therapy - Speech and Language Resources

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Solent Therapy - Speech and Language Resources

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Skip to the content

Community and mental health services for Southampton, Portsmouth and parts of Hampshire and the Isle of Wight.

Related links

Referral method

Before making a referral to our service you may be required to have tried local support resources/interventions before the referral will be accepted.

We have an integrated referral form offering the choice of service you require. You can refer to more than one service if needed, in which case a fully integrated assessment will take place.
You can download our integrated referral form here
Referral forms must be completed in full with a parent / guardian signature.

Please return the completed form via post or email.

Our Children's Therapy Service has an open referral system, which means we accept referrals from anyone including:

Parents / Carers

paediatricians

GPs

health visitors or other health care professionals, including audiologists

pre-school or school staff.

Patient Advice and Liaison Service (PALS)

Please visit our services page for specific services and contact details. Alternatively, contact our Patient Advice and Liaison Service by emailing or calling the number below. You can also give us feedback, make a complaint or share a compliment.
pals@solent.nhs.uk
0800 013 2319

*Lines are open Monday to Friday 8.30am to 5pm

The Freedom of Information (FOI) Act was passed on 30 November 2000. It gives a general right of access to all types of recorded information held by public authorities, with full access granted in January 2005.

The Act sets out exemptions to that right and places certain obligations on public authorities.

Email: FreedomOfInformation@solent.nhs.uk

Phone: 023 8029 6911/22

*Subject to any exemptions which apply, we are obliged to provide the information requested please note that requests for Personal Information is not covered under this Act and should be applied for through the Data Protection Act 1998.

Our administrative and managerial centre is based in Southampton.

While our services can be found around various NHS locations in Southampton and Portsmouth (and surrounding districts), our administrative and managerial centre is based in Southampton at:

If you require a printable version of how to find us including bus times, car access and bike info please download our leaflet. (Copyright of Highpoint Venue).

Central office phone: 0300 123 3390

*Lines open Monday to Friday 9am to 5pm.

If you are a journalist with a media enquiry, please contact the Communications Team at:
communications@solent.nhs.uk
0300 123 4156 or 02381 031076

The Communications Office is open Monday to Friday 9am to 5pm.

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Skip to the content Community and mental health services for Southampton, Portsmouth and parts of Hampshire and the Isle of Wight. Related links Before making a referral to our service you may be required to have tried local support resources/interventions before the referral will be accepted.

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Free Speech & Language Resources for Parents | Speech Works

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View Speech Works small selection of free resources for parents, which may help to support your child's speech and language development. These speech and language resources include useful links and information, along with fun speech therapy apps for children, from babies and toddlers through to school ages.

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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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Anxiety is a word we use to describe feelings of worry, fear and panic. As well as these emotional feelings, people with anxiety might also experience physical (body) sensations such as a racing heart, breathing fast, sweaty hands, dry mouth and feeling shaky. Many people also have "what if" or negative thoughts when they are anxious.

Anxiety is a normal human response to feeling threatened or in danger, even if that threat or danger is a thought, image or memory. We all experience anxiety from time to time. Anxiety can become a real problem if the thoughts, emotions (feelings) and physical sensations are very strong, happen even when there is no real danger or if it lasts for a long time.

Lots of people experience worry and anxiety although for some people it can impact on everyday life and get in the way of school/college, socialising and even home life. The types of anxiety that are most common but cause a lot of distress include:

Worries about what other people think of you or worries about being judged negatively and not feeling good enough

Worries about bad things happening to you or the people you love and care about

Uncontrollable constant worry about lots of things (like school, the future, health, world events)

Worries about your safety and health (including worries about germs and contamination)

Phobias (big fears) about specific things

Worries that you are responsible for bad things happening

Feeling the need to complete certain routines, rituals or behaviour to stop bad things from happening (commonly known as Obsessive Compulsive Disorder)

If anxiety has become a problem for you, there is lots you can do to manage and cope.

Check out the 'what to do' workbooks which young people and families can use and can be downloaded from this page. These provide information and practical strategies to help you manage. It's important to remember we can't get rid of anxiety (or any other emotion) but we can learn how to cope and manage with it.

Worries and anxiety are common; everyone worries so it's important to remember you are not alone. Some worries may seem very real and very scary. Tell someone how you are feeling no matter what your worries are, even if you are worried about doing so. There will be someone who will listen and try to support you.

Although anxiety feels horrible, remember these feelings will pass and the physical sensations cannot harm you. Remind yourself that you have been anxious before, that those feelings passed, that you coped and were ok. If you need to, use activities, such as watching TV, spending time with friends, reading, making things and listening to music, to help manage until you feel a bit better.

You cannot avoid all the things that make you feel anxious so face your FEARs with confidence following these four steps;

Focus - rather than worry about the past, future or the unknown, focus on the present moment, the here and now

Expose - the more you face your fears the easier it will become to manage

Approach - the fear of experiencing anxiety is often worse than the situation you are avoiding. Face your fear and see for yourself that the situation probably isn't as bad as you are predicting

Rehearse - practice anxiety management techniques.

You can find lots of these on the Youth Anxiety website.

Struggling with Anxiety? Try on a new perspective - credit AnxietyBC

What Not to Say to someone with Anxiety

Guided Mindfulness: Passing Clouds - Dr Natalie Roberts

Guided Mindfulness: Leaves on a Stream

Struggling with Anxiety? Try on a new perspective - credit AnxietyBC

What Not to Say to someone with Anxiety

Guided Mindfulness: Passing Clouds - Dr Natalie Roberts

Guided Mindfulness: Leaves on a Stream

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Anxiety is a word we use to describe feelings of worry, fear and panic. As well as these emotional feelings, people with anxiety might also experience physical (body) sensations such as a racing heart, breathing fast, sweaty hands, dry mouth and feeling shaky. Many people also have "what if" or negative thoughts when they are anxious.

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Just like adults, children and young people feel worried and anxious at times.
But if your child's anxiety is starting to affect their wellbeing, they may need some help.

What makes children anxious?

Children can feel anxious about different things at different ages. Many of these worries are a normal part of growing up.

From the age of around 6 months to 3 years it's very common for young children to have separation anxiety. They may become clingy and cry when separated from their parents or carers. This is a normal stage in a child's development and should stop at around age 2 to 3.

It's also common for preschool-age children to develop specific fears or phobias. Common fears in early childhood include animals, insects, storms, heights, water, blood and the dark. These fears usually go away gradually on their own.

There may also be other times in a child's life when they feel anxious. For example, many children feel anxious when going to a new school or before tests and exams. Some children feel shy in social situations and may need support with this.

When is anxiety a problem for children?

Anxiety becomes a problem for children when it starts to get in the way of their everyday life.

If you go into any school at exam time, all the children will be anxious, but some may be so anxious that they do not manage to get to school that morning.

Severe anxiety like this can harm children's mental and emotional wellbeing, affecting their self-esteem and confidence. They may become withdrawn and go to great lengths to avoid things or situations that make them feel anxious.

What are the signs of anxiety in children?

When young children feel anxious, they cannot always understand or express what they are feeling. You may notice that they:

become irritable, tearful or clingy

have difficulty sleeping

wake in the night

start wetting the bed

have bad dreams

In older children you may notice that they:

lack confidence to try new things or seem unable to face simple, everyday challenges

find it hard to concentrate

have problems with sleeping or eating

have angry outbursts

have a lot of negative thoughts, or keep thinking that bad things are going to happen

start avoiding everyday activities, such as seeing friends, going out in public or going to school

Find out more about the symptoms of anxiety on our page about anxiety disorders in children.

Why is my child anxious?

Some children are more likely to have worries and anxiety than others.

Children often find change difficult and may become anxious following a house move or when starting a new school.

Children who have had a distressing or traumatic experience, such as a car accident or house fire, may have anxiety afterwards.

Family arguments and conflict can also make children feel insecure and anxious.

Teenagers are more likely to have social anxiety than other age groups, avoiding social gatherings or making excuses to get out of them.

Find out more about social anxiety.

How to help an anxious child

If a child is experiencing anxiety, there are things that parents and carers can do to help.

First and foremost, it's important to talk to your child about their anxiety or worries. Reassure them and show them you understand how they feel.

If your child is old enough, it may help to explain what anxiety is and the physical effects it has on our bodies. It may be helpful to describe anxiety as being like a wave that builds up and then ebbs away again.

As well as talking to your child about their worries and anxiety, it's important to help them find solutions.

For example, if your child is worried about going to a sleepover, it is natural to want to tell them not to go. However, this could mean your child feels that their anxiety will stop them from doing things.

It's better to recognise their anxiety and suggest solutions to help them, so they can go to the sleepover with a plan in place.

Other ways to ease anxiety in children

teach your child to recognise signs of anxiety in themselves

encourage your child to manage their anxiety and ask for help when they need it

children of all ages find routines reassuring, so try to stick to regular daily routines where possible

if your child is anxious because of distressing events, such as a bereavement or separation, look for books or films that will help them to understand their feelings

if you know a change, such as a house move, is coming up, prepare your child by talking to them about what is going to happen and why

try not to become overprotective or anxious yourself

practise simple relaxation techniques with your child, such as taking 3 deep, slow breaths, breathing in for a count of 3 and out for 3.

distraction can be helpful for young children. For example, if they are anxious about going to nursery, play games on the way there, such as seeing who can spot the most red cars

turn an empty tissue box into a "worry" box. Get your child to write about or draw their worries and "post" them into the box. Then you can sort through the box together at the end of the day or week

Find out more

When should we get help?

If your child's anxiety is severe, persists and interferes with their everyday life, it's a good idea to get some help.

A visit to a GP is a good place to start. If your child's anxiety is affecting their school life, it's a good idea to talk to their school as well.

Parents and carers can get help and advice about children's mental health from Young Minds' free parent helpline on 0808 802 5544, from Monday to Friday, 9.30am to 4pm.

Find out more about treatments on our page about anxiety disorders in children.

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How to help your child deal with anxiety about things such as going to school or socialising with friends. Also, how to tell when it's time to get medical help.

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

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Learn how to do paired reading with your child. A proven, research-based approach.

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Ideas from Mrs Ellison our English Lead at All Saints

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All Saints Church of England Primary School

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Older children

Older children's work at home is likely to be more closely linked to the mathematics recently studied in the classroom. When working with older children at home, parents are often faced with an additional challenge - that of mathematical subject material that they themselves may not have used for many years, or methods with which they are not familiar.

For this reason, much of the evidence about supporting older children with mathematics is about structure, encouragement, and routines.

Given support routines can prove so helpful, here are some ideas to share with parents:

Create a daily routine for mathematical practice with your child and reinforce this with praise and rewards. This can increase the amount of time spent ​'on task' and improve the effectiveness of how that time is spent.5 You might want to consider linking this routine to the rhythm of a normal school day, but be realistic in what you can manage as a family.

Encourage your child to set goals, plan, and manage their time, effort, and emotions. This type of support can help children to regulate their own learning and will often be more valuable than direct help with mathematical tasks. As children become older, more independence can be expected but support will still be needed.

Having a place to study mathematics is helpful. This could be a desk in a bedroom or a place at the kitchen table. Ensure your child has the materials they need. Whatever they may tell you, a notebook and pen will always be needed for working out (even when tasks are online). Also, a calculator (scientific whenever possible), and a ruler as a minimum. Some tasks set by schools may need online access, and a laptop or tablet will usually be better than a mobile phone.

Away from providing structure, there are some tips for engaging in mathematical content with older children at home:

Many children enjoy practising times tables either online or on paper. There is value in this: evidence shows that pupils need to develop a fluent recall of mathematical facts, and times tables are among the most important of these.6

It can be difficult to learn new mathematical content away from the classroom, but evidence suggests that we should provide opportunities for children to retrieve the knowledge that they have previously learnt.7Parents should encourage practice of previously studied content. This might be via an online learning platform - a textbook - or simply revisiting questions from their school exercise book.

When attempting to engage with new content, providing worked examples of concepts is likely to be beneficial.

If parents don't feel confident providing these, schools should consider sending these home, either via email, an online learning platform, or in the post. A good worked example should show all steps clearly, be annotated, and provide a very similar follow-up problem for children to try.

More can be found in the EEF guidance report: Improving Mathematics in Key Stages 2 and 3

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mathematics matters. developing an understanding of mathematical concepts when we are young is essential

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and children’s early mathematical understanding is strongly associated with their later school achievement.1 but many parents state the biggest barrier to helping their children with mathematics is their own confidence in the subject

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2 and parents’ fears and worries about maths are negatively associated with their children’s achievement at school.3 given many parents are now playing a key role supporting maths in the home

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schools face a challenge in supporting parents to support their children.  e4_img_1.png  so

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what does the evidence suggest might be the most effective ways of working with children at home to develop their mathematical knowledge and understanding

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and how does this vary for children of different ages? younger children younger children will likely benefit from activities

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and discussion with parents. working with younger children at home

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it is important not to see mathematics as a separate or standalone activity but rather as something which can be incorporated into everyday activities

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and conversations.4 here are some ways that we can support parents to celebrate maths as part of their day:  board games

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equal-sized spaces can be useful for the development of early number skills. most families will have ‘snakes and ladders’ or something similar; if not

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this is a great opportunity to make your own!  e4_img_2.png  incorporate mathematics into everyday routines and activities: tidying up and meal times in particular provide opportunities for conversations about counting

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and sharing. snack times and meals are a great opportunity to learn mathematics

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you could count and match items in a ‘teddy bears’ picnic.’ you can compare quantities such as more or less or quantify food items (making sure to link the last number counted to the number of items in the set) or discuss the capacity of different cups or jugs. a parent or puppet can make deliberate errors in counting and sharing

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with the child encouraged to identify these mistakes. use mathematical vocabulary where possible as part of conversations and play: for example

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when making comparisons (which is bigger? which teddy is first in line? who has more? are they shared fairly?). opportunities can also be taken for ‘shape-spotting’ and sorting around the home. finding the mathematics in story books. www.mathsthroughstories.org contains explicit links to mathematics in stories

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but you can also consider opportunities in more common story books for mathematical discussion. use manipulatives to support learning. for example

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building bricks could be used to model simple addition and multiplication

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or toys used to make comparisons of size or quantity. measuring items

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sorting and pattern materials are also great sources for discussion!  more can be found in the eef guidance report: improving mathematics in the early years and key stage 1   older children older children’s work at home is likely to be more closely linked to the mathematics recently studied in the classroom. when working with older children at home

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parents are often faced with an additional challenge – that of mathematical subject material that they themselves may not have used for many years

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or methods with which they are not familiar. for this reason

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much of the evidence about supporting older children with mathematics is about structure

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and routines. given support routines can prove so helpful

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here are some ideas to share with parents:  create a daily routine for mathematical practice with your child and reinforce this with praise and rewards. this can increase the amount of time spent ‘on task’ and improve the effectiveness of how that time is spent.5 you might want to consider linking this routine to the rhythm of a normal school day

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Blog: Supporting the learning of mathematics at home

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Older children Older children's work at home is likely to be more closely linked to the mathematics recently studied in the classroom. When working with older children at home, parents are often faced with an additional challenge - that of mathematical subject material that they themselves may not have used for many years, or methods with which they are not familiar.

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Ideas from Mrs Pearson our Mathematics lead at All Saints

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Supporting your child as a mathematician

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All Saints Church of England Primary School

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What is ADHD?

Attention deficit hyperactivity disorder (ADHD) is a neurodevelopmental condition that affects behaviour and concentration.

Children and young people with ADHD often seem unusually restless, impulsive or distracted. They may speak or act without thinking, struggle with organisation, find it hard to focus or appear to be always on the go. Some people with ADHD do not experience hyperactivity; this used to be called attention deficit disorder (ADD), though the term in no longer used officially.

ADHD is not a mental illness or a learning disability, though children and young people with ADHD may also have other conditions or experience mental health problems.

Living with ADHD can be very challenging, for children and young people as well as for their parents and carers. But the right diagnosis, treatment and support can make a big difference to a child's learning, life skills and relationships, as well as making family life easier. There is also lots you can do as a parent/carer to help your child manage the things they find difficult.

What are the most common symptoms of ADHD?

A child with ADHD may be:

easily distracted, finding it difficult to start or finish tasks

often unable to concentrate

often restless or fidgety

very talkative, often interrupting or blurting things out

impulsive, acting before considering consequences, prone to taking risks

easily angry or frustrated, struggling to deal with emotions

finding making or maintaining friendships difficult

disorganised, for instance often losing things or being late

lacking awareness of time

Every child or young person with ADHD is individual and they may not display all of these behaviours. And many of these traits and behaviours are typical in younger children, or can follow a traumatic experience - they don't necessarily mean your child has ADHD.

Age and gender can also affect how someone with ADHD behaves. This can make it harder to spot signs of ADHD, particularly in girls, who are more likely to be undiagnosed or wrongly diagnosed with other conditions.

Typically the symptoms of ADHD develop in early childhood and they may become particularly noticeable at times of significant change, such as starting or changing school.

What to do if you think your child might have ADHD

If your child frequently experiences some of these symptoms and it's affecting their day-to-day life, discuss your concerns with your child's GP. Before doing this, talk to your child's teacher and the school special educational needs co-ordinator (SENCO) about what they have noticed.

The GP may want to refer your child for assessment, as ADHD can only be diagnosed by a specialist such as a child and adolescent psychiatrist or paediatrician.

Sometimes parents are reluctant to pursue assessment. They may be worried about 'labelling' their child or about stigma, or they may prefer to watch and wait. These feelings are normal. But parents and young people who do seek diagnosis can find it helps them access the right support; understand and manage challenges; and identify individual strengths.

We have more information about getting support from the GP, CAMHS or school in our guide.

ADHD diagnosis, support and treatment

ADHD assessment is usually done through the specialist Children and Young People's Mental Health Services, commonly referred to as CAMHS.

Diagnosis is most commonly made in childhood, and in the majority of cases, symptoms affecting daily life continue into adulthood.

There is no single, definitive test for ADHD. Specialists will base clinical diagnosis on a combination of observations of your child; discussions and questionnaires (with you and your child); and information from your child's school.

They will consider how long the symptoms have been present; their impact on your child's daily life; and whether they might be due to another condition. The NHS states that approximately 60-80% of children with ADHD have at least one other condition (such as autism, dyslexia, dyspraxia, anxiety or behaviour problems), and your child may be given more than one diagnosis.

Support and treatment options

You and your child should be offered support and advice to help manage ADHD in their day-to-day life.

ADHD can also be treated with medication and/or therapies. These should be discussed with you when your child is diagnosed, and are set out in the National Institute for Health and Care Excellence (NICE) guidelines on ADHD.

ADHD can be treated with therapies such as cognitive behavioural therapy (CBT). For more information about therapy, see our parent guide to counselling and therapy.

There are a number of types of medication. These are not a cure for ADHD, and many children do not take them, but they can help manage some of the symptoms. Medication must be prescribed and overseen by a specialist.

You may also be offered ADHD -focussed parent training. This does not mean your parenting is somehow wrong. It is designed to provide support and specific strategies and skills to help you and your child thrive.

Jack is still perennially late, disorganised and impulsive; but he's also energetic, original and creative. The medication is helping him make the most of all of that.

What you can do to support your child with ADHD

Be explicit and consistent about unacceptable behaviour, such as violence. Set appropriate consequences and follow them through, but try to stay calm in the moment to avoid escalation. Dealing with challenging behaviour can be very hard, and our parent guide has helpful advice.

Plan the day so your child knows what to expect. Maintaining regular sleep patterns, physical activity and mealtimes can help your child. Some people find dietary change and/or certain supplements helpful. But the NHS states that there is no clinical evidence for this, and medical advice should be sought first. Our young person's guide has helpful advice on sleep problems.

The impact of ADHD on your child's mental health

Any child or young person can struggle with their mental health and wellbeing, whether or not they have ADHD. This might be caused by things like family change, bullying, exam stress or a traumatic event.

But having ADHD may also mean your child has extra challenges - such as social difficulties, struggling to manage their emotions or getting into trouble at school - that leave them more vulnerable to low self-esteem, anxiety or depression.

Children and young people with ADHD frequently have other developmental or mental health conditions and it is important to ensure they have the appropriate support for these.

As a parent there is a lot you can do to support your child with their wellbeing and mental health:

encourage your child to talk about how they are feeling with you. Our starting a conversation guide has ideas for keeping communication open

if you feel your child may have a mental health problem or another condition alongside ADHD, discuss your concerns with their GP or ADHD specialist.

Working with school if your child has ADHD

ADHD is a special education need (SEN), and it may be referred to as a specific learning difference (SpLD). Your child is entitled to appropriate support to help them thrive socially and educationally. This could include potential adjustments in certain situations, such as extra time or rest breaks for exams, movement breaks in lessons, written instructions for tasks and a seating plan that minimises distractions.

Discuss the diagnosis and needs with the school's SENCO, taking a list of your concerns and background information to the meeting.

Your child may be entitled to an education, health and care plan (EHC plan) which details the support they need and how it will be provided. (The National Autistic Society has helpful information about EHC plans.)

Good communication between you and school can be really helpful in ensuring your child thrives in education and meets their potential. Our parent guide to support has more advice on talking to school or college.

ADHD in teenagers and beyond

If your child is a teenager or young person, their needs and the support you give may well be different from when they were younger. They may like to read our young person's guide to ADHD and mental health. But there are still many ways you can help.

Looking after your own wellbeing

Parenting a child with ADHD can sometimes be isolating, upsetting or exhausting. Sometimes parents feel judged or blamed by others (unjustifiably as parenting does not cause ADHD). It is entirely understandable if you are finding things difficult.

It's important to recognise the impact the situation is having on you, and think about ways you can take care of yourself - including getting support from other people so that you can take some time off. It's okay to ask for help when you need it, and to share your worries with someone you trust. We have advice on looking after yourself as well as your child.

Our son's challenging behaviour with ADHD had an enormous impact on the whole family, as we and his brothers bore the brunt of his anger.

Where to get further support

If you would to speak to a professional adviser or find out more about how you can support your child, these organisations can help.
While we take care to ensure that the organisations we signpost to provide high quality information and advice, we cannot take responsibility for any specific pieces of advice they may offer. We encourage parents and carers to always explore the website of a linked service or organisation to understand who they are and what support they offer before engaging with them.

This page was reviewed in March 2022. It was created with parents and carers with lived experience of supporting their child or young person with ADHD. We will next review the page in 2025. YoungMinds is a proud member of PIF TICK - the UK's quality mark for trusted health information.
Whether you love the page or think something is missing, we appreciate your feedback. It all helps us to support more young people with their mental health.

Please be aware that this form isn't a mental health support service. If your child is in crisis right now and you want to talk to someone urgently, find out who to contact on our urgent help page.

At YoungMinds we take your privacy seriously. If you'd like to read more about how we keep the information we collect safe, take a look at our privacy policy.

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ADHD Support For Your Child | Parents Advice Guide

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If your child is struggling to manage their ADHD, read our tips on what you can do to support them, how to get a diagnosis and where to find help.

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

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Sensory Processing - Information for parents

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Sensory Processing - Information for parents

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Fine Motor Skills impact function and hand use in small motor tasks. You may have heard the term fine motor skills before. If you are familiar with occupational therapy, then you know that fine motor activities are an integral part of OT interventions. The hands play an important role in most occupations that we perform. From writing, to tying, getting dressed, feeding ones self...most of our day to day tasks involve using our hands. So, when fine motor control and dexterity impacts functional performance, it can be a reason to work on motor control of the hands.

Here, we are covering all aspects of fine motor skills when it comes to children. We're covering fine motor development, each aspect of fine motor skills, and fine motor activities that are rooted in play and learning to develop these essential skills of the hands.

What are Fine Motor Skills?

Fine motor skills are the refined movements and actions of the hands, fingers, and wrists that enable precision and dexterity of movement. Fine motor skills can be broken down into different motor components that impact the ability to use the hands in functional tasks and tool use.

Fine motor skills are necessary for every task that a child completes. From play, self-care, to managing clothing fasteners, and coloring, motor skill development is needed for every aspect. Fine motor skill development is essential to pencil grasp and handwriting. Fine motor skills make up a huge part of learning and the school day (Read about the various fine motor skills needed at school.)

Motor skills like pincer grasp and hand strength are essential for a child's development and ability to use their hands in small motor movements.

what are the fine motor skills

Fine motor skills are made up of several components of motor skills using the fingers and hands. Related, and an important piece of the fine motor puzzle, are the core stability, strength and positioning of proximal positioning, strength, and gross motor skills. Developmentally proximal positioning, strength and stability and motor skills enable distal mobility and coordination.

So, what are the fine motor skills that make up overall fine motor dexterity and skill work?

Fine motor skills are made up of various motor components. These sub-areas impact mobility, tool use, manipulation of objects, strength, and endurance. These examples of fine motor skills are needed for everyday tasks like cutting with scissors, tying shoes, fastening buttons and zippers, coloring, and holding a pencil.

Let's cover all of these fine motor areas in more detail:

Also called bilateral integration, the movements of both hands together in activities requires processing and integration of both hemispheres of the brain to enable both hands working together at the same time, or bilateral movements. Without bilateral coordination, a child might appear to be clumsy or drop items, use primarily one hand in activities, or switch hands during tasks that require a dominant hand and a helper hand. Development of bilateral coordination skills is powerful in functional skills like self-feeding, handwriting, self-dressing, grooming, and more.

Gross grasp- Gross grasp is used when squeezing all of the fingers shut around an object, like when holding the handle of a suitcase. Gross grasp is important in tasks like handwriting and scissor use. To do these activities, you need to squeeze your whole hand shut and maintain endurance to complete the activity. Development of hand arch and thumb web space is important for these functional skills and gross grasp plays a part.

1. Translation is using your fingers to moving a little item from your palm to your finger tips (or your fingertips to squirrel the item into the palm). When you hold a coin in your palm and manipulate it to your finger tips to push it into a piggy bank or vending machine, you are demonstrating palm-to-finger translation.

2. Shift is moving an object using the pads of your fingers...adjusting the pencil grip is demonstrating finger shift. Another example might be manipulating a button or a zipper with the finger tips.

3. Rotation is rolling an object using the fingertips. Examples of rotation are rolling a pencil in your fingertips, turning a pencil over to use the eraser, or opening a bottle top by rotating the lid on your finger tips.

These fine motor skills are needed for functional tasks like managing a pencil or crayon during handwriting, opening containers, managing coins or small items, manipulating a spoon/knife/fork, adjusting the paper when cutting with scissors, and fastening buttons or shoe laces.

Neat pincer grasp- Neat pincer grasp uses the tips of the thumb and pointer finger to stabilize objects. When using a pincer grasp, children use the pads of the thumb and finger to stabilize the object. Neat pincer grasp is used to pick up very small items such as perler beads, a thread from a surface, or a needle. You might see the tip-to-tip grasp to pick up a sequin or fuzz from clothing.

Open thumb web space- The thumb web space is that space between your thumb and pointer finger that makes an "O" when you make the "OK" sign. In order to grasp small items with your thumb and index finger, you need to oppose the tip of your thumb to the tip of your pointer finger. Not only do the tips of the fingers need to touch, but the thumb must rotate at the joint closest to your hand. This opposition is needed to manipulate and grasp small items like shoe laces, buttons, and zippers.

Separation of the sides of the hand- Separation of the sides of the hand refers to the imaginary line drawn from your wrist directly down the middle of your hand and between your ring finger and middle finger, separating the precision side of the hand (thumb, pointer finger, and middle finger) with the power side of your hand (pinkie finger and ring finger). These two sides work together in skilled activities with precision and power grasp in functional activities.

Eye-hand coordination- Eye-hand coordination, or Visual motor skills, refers to the coordination of visual input and the processing of that visual information for coordinated movement of the hands. These skills impact fine motor dexterity and motor movements in functional tasks for so many tasks while manipulating movements and objects. Eye-hand coordination is essential in handwriting, scissor use, threading beads, reading, throwing a ball, placing a cup on a shelf, coloring in lines, feeding, self-care, and much, much more.

Arch development- Arch support in the hand is related closely to the separation of the sides of the hand. Refinement of fine motor skills in the hand (the radial side) happens when the power half (the ulnar side) is stabilized. A functional fine motor grasp and manipulation of objects is more accurate when the ring and pinky fingers are flexed (bent) into the palm. This positioning stabilizes the MCP arch and allows for control of the pointer and middle fingers. Separation of the two sides of the hand allow for more precise use of the thumb. Hand separation starts when a baby bears weight through their arm and ulnar side of the hand while carrying a toy in the radial side. This simple activity developmentally lengthens the muscles of the ulnar side.

Thenar eminence strength (thumb side of the hand)- Separation of the sides of the hand divides the hand into halves. The thumb side has a fleshy mass below the base of the thumb called the thenar eminence. These muscles pull the thumb into a bent, flexed position and opposition. positioning stabilizes the MCP arch and allows for control of the pointer and middle fingers.

Hypo thenar eminence strength (pinkie side of the hand)- That same separation of sides divides the pinkie side of the hand. Along the length of the pinkie side is the power muscles which help with stabilization of the hand during precision tasks such as writing with a pencil or cutting with scissors. A cupped palm requires engagement of the hypothenar eminence in order to hold objects in the hand. Hand separation starts when a baby bears weight through their arm and ulnar side of the hand while carrying a toy in the radial side. This simple activity developmentally lengthens the muscles of the ulnar side.

Cylindrical grasp- A cylindrical grasp is one in which the whole hand is in contact with an object, and curved with thumb opposition. A common term for this grasp is gross grasp. A cylindrical grasp requires use and strength of the extrinsic muscles and intrinsic muscles of the hand in order to flex the fingers around curved objects. The thumb is positioned in flexion and abduction. A cylindrical grasp is needed in order to hold a broom handle, baseball bat, and ice cream cone.

Spherical Grasp- A spherical grasp is one in which the hand curves to hold a round or sphere-shaped object. The intrinsic muscles of the hands play a big part in this grasp. In order for the hand to curve, the metacarpal phalangeal joints need to abduct. Involved in this action are the interossei muscles and the hypothenar eminence. The interossei include the palmer interossei and the dorsal interossei. These allow the fingers to abduct and adduct in order to grasp smaller and larger sphere shaped objects. The hypothenar eminence includes three intrinsic muscles that allows the pinkie side of the hand to flex, rotate to oppose the thumb, and create the bulk of the pinkie side of the palm when curving around shapes like spheres.

Finger isolation- Finger isolation is the ability to isolate and use the fingers one at a time in functional tasks. Finger isolation is using one finger to perform a task. Pointing with the index finger, wiggling all of the fingers individually, and counting out the fingers on your hand are finger isolation. This finger isolation is needed for many functional activities, like dexterity in managing pencils, paintbrushes, and other tools, typing on a keyboard, tying shoes, finger games like "Where is Thumbkin?" and many other skills.

Core strength and stability- A weak core leads to weak fine motor skills distally. The engaged and strong muscles of the abdomen and upper body allow for strength and engagement of the upper arm, and in turn leads to dexterity and motor control of the hands. When the core is weak the hands can not effectively do their job to hold the pencil and manage tasks such as eye-hand coordination, bilateral coordination, and in-hand manipulation.

Precision- precision refers to the fine movements of the hand. Precision release is needed for stacking blocks without toppling them over, placing cards on a pile, opening scissors just a small amount, or placing small beads into a bowl. Precision is needed for a child to let go of an item in a controlled manner. If they are not exercising precision in release, you might see them rolling or tossing an object as they let go. They will knock over a stack of blocks, or over open the scissors when cutting lines, making their accuracy very choppy. Precision in grasp is related to the picking up of items. A graded lateral grasp is needed to cut with scissors and only squeeze the scissors halfway shut for accurate cutting lines in some situations. Around 3-4 years, a preschool aged child typically develops a greater variety of grasping patterns, including precision. They begin to grade their scissor strokes so that they can cut a line or shape without opening and closing the scissors completely. Precision in this skill occurs when the child is able to pick up very small items like beads with accuracy and graded movements.

Shoulder stability- Proximal stability of the shoulder is needed to support and stabilize distal movements. Activities that challenge the shoulder against gravity such as working on an inclined surface can strengthen and stabilize the shoulder girdle.

These are just a few examples of fine motor skills that are essential for functional development and effective manipulation of tools.

Fine Motor Activities

Almost every activity you see here contains developmental information and explanations of what skills your child will be working on with the activities. I love to discuss the basics of playful activities and why it helps with developmental skills and functional tasks like handwriting, scissor skills, dressing, and shoe tying.

The fine motor skills that we share in the creative activities below are some of our favorite ways to play! Read specifics about building fine motor skills through play.

This page is a huge resource of fun ways to play and learn while working on fine motor skills. Most activities here are easy prep and use recycled materials or items you might find around the home. Occupational Therapists can use these activities in treatment and parents can do these projects at home for quiet time or developmental skill-building.
Add these fine motor activities to your therapy tool box:
One way to work on fine motor skills is to use one material for a variety of skill areas. We've put together some resources to just that! Try these specific tools to work on fine motor skill development in kids:

1. Fine motor development with clothespins

2. Fine Motor Activities with Play Dough

3. Fine Motor Activities with Paper Clips

4. Fine Motor Activities with Craft Pom Poms or Cotton Balls

5. Fine Motor Activities with Playing Cards

6. Fine Motor Activities with Beads

7. Fine Motor Activities with Chalk

Fine Motor Skills Activities for Kids

Click around for fine motor fun and learning. At the bottom of this post you'll find fine motor activities sorted by category.

Pencil Grasp Trick Thumb IP Flexion- This simple strategy builds hand strength, flexion of the thumb IP joint, opposition, and rotation of the thumb CMC joint for functional use and an open thumb web space.

Fine Motor Play Dough Intrinsic Muscle Strength- Work on hand strength of the intrinsic muscles using play dough balls. Work on finger isolation as well and endurance needed for functional tasks such as coloring and handwriting.

Pencil Control Exercises- Work on functional grasp and eye-hand coordination, or visual motor skills with these pencil control exercises that will impact handwriting legibility in big ways.

Benefits of Stickers in Occupational Therapy - Work on precision, strength, and dexterity, as well as other ways to build motor refinement using stickers.

Neat Pincer Grasp Fine Motor Activity- Address fine motor dexterity and precision with neat pincer grasp activity you can do right now.

Buttoning Tips and Tricks- Build the skills needed to fasten and unfasten buttons using this fine motor activity that works on opposition, eye-hand coordination, open thumb web space, separation of the sides of the hand, and more.

Travel Sensory Diet Bag- Use these fine motor activities to add proprioceptive input in the form of heavy work through the hands.

Homemade Pencil Grip - Improve tripod grasp, open thumb web space, thumb IP joint flexion, and eye-hand coordination using this DIY pencil grip.

DIY Pick-Up Sticks- Address precision, graded grasp and release, motor skills, and more.

Gross Grasp with Recycled Containers- Build hand strength, cylindrical grasp, opposition, translation, and even in-hand manipulation using objects you have in the home.

Finger Isolation Fingerprint Activities- Work on finger isolation, separation of the side of the hand, arch strength, and refined motor skills.

Hand Dominance and Fine Motor with Scooping and Pouring- Build eye-hand coordination, precision, grasp and release, laterality, directionality, hand dominance, shoulder stability, crossing midline, and motor planning skills.

Clothes Pin Exercises and Pinch Grasp Types- Improve pinch and grip strength, eye-hand coordination, grasp and release, arch development, separation of the sides of the hand, hand dominance, and bilateral coordination.

Homemade Pegboard Activities- Improve precision, visual motor skills, tripod grasp, open thumb web space, in-hand manipulation skills, and more.

Creative Scissor Skills Practice- Develop scissor skills and the graded grasp and release needed to operate scissors through a variety of paper textures and cutting lines. Also provides resources for the visual motor skills, eye-hand coordination, and wrist stability, proximal stability needed for distal mobility in scissor use.

Precision in Grasp and Release of Fine Motor Skills- Picking up and releasing small objects or objects of differing weights requires precision, proprioception, and grasp dexterity. Work on refinement of these skills with a simple material.

Chain Link Counters Color Sort- Address bilateral coordination, hand strength, eye-hand coordination, and pinch skills.

Handwriting Warm Up Exercises- Use play dough to work on pinch and grip strength, tripod grasp, eye-hand coordination, wrist strength and stability, open thumb web space, flexed thumb IP joint, and opposition.

Homemade Lacing Cards- Address bilateral coordination, wrist extension, open thumb web space, tripod grasp, pincer grasp, eye-hand coordination, and more.

Motor Planning Fine Motor Maze- Improve finger isolation, motor planning, eye-hand coordination, motor control and other skills.

Hand Strengthening Building Activity- This activity develops hand strength, arch development of the intrinsic hand muscles, pinch, and grip strength, endurance, arch development, and opposition, as well as motor planning and problem solving skills. It's a fantastic fine motor STEM activity for children.

Fall Leaves Craft- Work on eye-hand coordination, bilateral coordination, pinch, grip, pincer grasp, wrist mobility and extension, and motor planning challenges.

Scarecrow Math Craft- Strengthen scissor skill development, eye-hand coordination, visual motor skills, direction following, motor skill development, and more.

Homemade Lacing Cards- Address bilateral coordination, wrist extension, open thumb web space, tripod grasp, pincer grasp, eye-hand coordination, and more.

Alphabet Discovery Bottles- Work on bilateral coordination, eye-hand coordination, pinch, grasp, and release.

Crayon shaving art- Work on finger isolation, hand strength, motor planning, arch development, wrist extension and stability, and more with this creative art activity kids won't forget!

Shape building- All you need are lollipop sticks to make this therapy tool! Work on hand eye coordination, motor planning, precision, grasp and release, problem solving, and more.

Dyed lollipop sticks- This activity helps with visual motor skill development, precision, grasp and release, and much more.

Block sculptures- Use blocks to work on grasp and release, precision, opposition at various grades, eye-hand coordination, motor planning, crossing midline, with an easy fine motor STEM activity.

Robin fine motor busy bag- Address tripod grasp and wrist extension with this fun feed the robin activity. Work on eye-hand coordination, grasp and release, open thumb web space, and more.

Cherry blossom patterns- Use a cherry blossom theme to work on precision, bilateral coordination, pincer grasp, eye hand coordination, open thumb web space, opposition, and hand strengthening skills.

DIY stacking cups - This activity helps with cylindrical grasp, motor planning, crossing midline, bilateral coordination, problem solving, wrist stability, proximal strengthening and stability, grasp and release, and motor planning skills.

Cotton Swab Letters- This coordination activity involves motor planning, eye-hand coordination, precision, grasp and release, and the ability to manipulate items located on a flat table surface.

Learn with Legos- Building with LEGO is such a powerful way to foster hand strength, manipulation skills, eye-hand coordination, and add heavy work through the hands and finger joints. Therapists often recommend using building blocks like LEGO to strengthen the hands, arch development, and adding heavy proprioceptive input through the hands.

Bubble Wrap Maze- Bubble wrap is another fine motor activity that offers heavy work feedback through the hands. It's a great way to fidget or to "wake up" the hands before a handwriting task. This bubble wrap activity also works on visual motor skills, coordination, and bilateral skills.

Foam Workout- This sensory play experience is a workout for the hands. Kids can make this sensory play material and work on upper extremity strength and coordination as well as stability needed for distal mobility. Especially addressed is wrist support and strengthening which enables a supported wrist when writing or cutting (or any fine motor manipulation activity).

Water Bead Sensory Box- This fine motor activity helps with manipulation skills of a slippery material so it can be a challenging eye-hand coordination, pincer grasp, and graded resistance task.

Handwriting With Cookie Cutters- Work on bilateral coordination, crossing midline with precision and a supporting hand, motor planning, and visual scanning across a midline.

Cursive Lines Fizzy Dough- Work on fine motor strength, arch development, opposition with resistance, eye-hand coordination skills, and more.

Empathy Beads- Threading beads is a great way to work on precision, eye-hand coordination, tripod grasp, bilateral coordination. Other skills that are addressed include pincer grasp, tripod grasp, open thumb web space, in-hand manipulation, and holding and manipulating loose objects within the palm of the hand.

Butterfly Craft- This fine motor craft challenges scissor skills with cutting a variety of resistances in papers. Work on placing materials to form the butterflies and picking up small pieces of paper against a flat surface. Glue skills are also challenged with this butterfly craft.

- Snap and connect blocks to work on hand strength, wrist stability against resistance, shoulder and elbow stabilization skills. This is a great way to work on fine motor strength and endurance. You'll find more Snap Block Light Sabers (Star Wars occupational therapy theme)Star Wars themed OT ideas in this post.

Handwriting with Foam Strips- Writing on a resistive surface offers feedback to improve strength and endurance when writing. The activity also builds motor planning skills.

Scissor Skills Flowers- Work on scissor skills with graded stopping and starting without cutting through a cupcake liner. This is a fine motor task that helps with scissor control and motor manipulation skills that carryover to many scissor skill tasks.

Caterpillar Math- Make a cute caterpillar craft with fine motor benefits!

Folded Paper Animals- Did you know that folding paper offers a powerful fine motor advantage? Skills addressed are finger isolation, graded resistance, finger strength, eye-hand coordination, bilateral coordination skills, and much more.

Fine Motor And Auditory Fireworks- This fine motor exercise works on bilateral coordination, thumb strengthening, finger isolation, eye-hand coordination, and offers heavy work input with auditory processing benefits.

In Hand Manipulation Ideas for Kids- These fine motor ideas include different ways to build dexterity and in-hand manipulation skills. The activities challenge translation, rotation, and manipulation of small objects from the palm to the fingertips and the fingertips to the palm.

Color Matching with Play Dough- Work on separation of the sides of the hand, in-hand manipulation, and heavy work feedback with resistance to place paper clips into different colored play dough. This is a great hand strengthening activity that improves strength and stability in the wrist as well.

Feather Beading- This fine motor task helps with bilateral coordination, pincer grasp, tripod grasp, and motor planning skills.

Crayon Play Dough - Play dough offers great heavy work feedback through the hands, as well as strengthening and an opportunity for heavy work through the fingers and hands. This crayon play dough recipe adds bold and vividly colored play dough and silk smooth resistance that kids will love to make AND play with!

Fine Motor Play with Tissue Paper- This fine motor activity for toddlers and preschoolers adds an auditory feedback component to developing grasps. Work on eye-hand coordination, bilateral coordination, motor planning, grasp and release of thin materials, and much more.

Golf Tee Hammering- Work on bilateral coordination, motor planning, hand eye coordination, strengthening of the shoulder and elbow. Hammering golf tees also offers wrist strengthening by holding the hammer in a neutral position against the resistance of hitting the hammer on the golf tee. This is a great fine motor activity that kids love!

Fine Motor Table Top Play with Tape - Working with tape offers a pincer and neat pincer task with resistance. When placing the tape, kids need to manipulate the sticky material and position it on the surface, building coordination skills and motor planning, bilateral coordination skills, and more.

More Fine Motor Activities

Pencil Control Worksheets - Build the motor planning skills needed to manipulate and maneuver a pencil within a writing space.

Manipulating Coins- Work on in-hand manipulation skills to hold and move coins from the palm of the hand to the fingertips and vice versa.

Pipe Cleaners Cardboard Box - Address bilateral coordination skills in a fine motor challenge that kids love. Work on shoulder and wrist stability as well as tripod grasp.

Icicle Scissor Skills- Work on scissor skills with a visual motor activity that helps kids with crossing midline, cutting simple shapes, and graded resistance.

Sunflower Craft- Pick up and manipulate handfuls of seeds with in-hand manipulation skills, arch development, and hand strengthening with this sunflower craft.

Even More Fine Motor Activities:

Need some specifics? Fine motor skills are essential for independence in handwriting and scissor skills.

Fine Motor Skills and Handwriting

Read more about fine motor skills and how they impact handwriting.

Fine motor skills are essential in the classroom, and they can impact learning. For more information, check out this resource on fine motor skills needed in the classroom.

Here is a resource on cursive writing, much of which requires pencil control, in-hand manipulation, and motor planning of fine motor movements in order to form letters. While there is evidence of cursive handwriting being a more efficient and functional form of written work in the child with dysgraphia or other handwriting concerns, there is a component of fine motor dexterity needed for cursive writing.

Fine Motor Skills and Scissor Skills

A s an occupational therapist, working on scissor skills with kids is one of my favorite goal areas. There are so many ways to get creative with modifications to paper, lines, and scissors. The fine motor activities that work on the muscles and dexterity needed for scissor use are fun, too! Stop back soon as we add new activities all the time.

Fine Motor Activities based on Skill Area:

How to Practice Fine Motor Skills

Simple activities that use the small muscles of the hand are ideal for practicing fine motor skills. While child development and age level plays a role in the practicing of fine motor activities, these fine motor practice ideas can be simple ways to develop hand strength, coordination, pinch, and dexterity:

Use tweezers to drop crumbled paper into a cup

Pinch, squeeze, and roll playdough

Manipulating clothing fasteners: zipping zippers, buttoning buttons, snapping snaps, connecting belt buckles, tying shoes

Placing beads into ice cube trays

Squeezing colored water with pipettes into cups

Tracing stencils

Cutting straws into small pieces and threading them onto a pipe cleaner

Cutting yarn and gluing it onto paper

Positioning rubber bands around small toys...and then taking the rubber bands back off again.

Playing board games. These board games are great for developing pencil grasp.

Why is Fine Motor Important?

We've already covered many of these areas, but in the world of occupational therapy, fine motor development is essential for functional participation. SO many daily tasks are impacted by fine motor development. This functional participation allows us to learn, grow, and interact with the world around them.

In children, fine motor skills allow them to experience the world around them.

Fine motor skills enable feeding- Development of fine motor skills through play enables grasp of food, utensils, and the ability to scoop food, hold a cup without spilling, cut with a knife, spread butter or peanut butter, cut food, use a fork. Other considerations include opening food containers, managing a lunch box, opening and closing plastic food baggies, holding a tray of food, and much more.

Fine motor skills enable grooming and hygiene- With the development of fine motor skills, we are able to hold grooming utensils such as combs and toothbrushes, squeeze toothpaste, pick up small objects, use tweezers, open containers, squeeze out a "just right" amount of shampoo, conditioner, or lotion, use and wash with a washcloth, manipulate and hold soap, and much more.

Fine motor skills enable handwriting skills- holding a pencil, using a functional pencil grasp, coloring, writing at the correct pencil pressure, erasing, and much more.

Fine motor skills impact scissor use- This includes holding scissors, cutting shapes, manipulating paper, cutting with correct speed, starting and stopping scissors at the appropriate place, and much more.

Fine Motor Skills and Clothing management- Getting dressed is greatly impacted by fine motor development. Tasks such as managing buttons, zippers, snaps, buckles, shoe tying, hair ties, and other clothing tasks require fine motor strength and dexterity.

This is only the beginning. Relatively every functional task that we do includes aspects of fine motor. Consider your daily tasks. In every way, fine motor skills are included in some manner or another. From seat belt buckles to typing a message on your phone. Fine motor activities are a part of every day, all day long.

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The OT's Guide to Fine Motor Skills - The OT Toolbox

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This massive collection of fine motor activities includes everything you need to know about fine motor skills in kids.

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Solent Therapy - Gross Motor section part 1

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Solent Therapy - Gross Motor section part 1

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Solent Therapy - Gross Motor Section part 2

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Solent Therapy - Gross Motor Section part 2

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Evidence suggests there are 5 steps you can take to improve your mental health and wellbeing. Trying these things could help you feel more positive and able to get the most out of life.
1. Connect with other people

Good relationships are important for your mental wellbeing. They can:

help you to build a sense of belonging and self-worth

give you an opportunity to share positive experiences

provide emotional support and allow you to support others

There are lots of things you could try to help build stronger and closer relationships:

2. Be physically active

Being active is not only great for your physical health and fitness. Evidence also shows it can also improve your mental wellbeing by:

raising your self-esteem

helping you to set goals or challenges and achieve them

causing chemical changes in your brain which can help to positively change your mood

Read about exercise guidelines and workouts to help improve your fitness and wellbeing

3. Learn new skills

Research shows that learning new skills can also improve your mental wellbeing by:

boosting self-confidence and raising self-esteem

helping you to build a sense of purpose

helping you to connect with others

Even if you feel like you do not have enough time, or you may not need to learn new things, there are lots of different ways to bring learning into your life.

Some of the things you could try include:

4. Give to others

Research suggests that acts of giving and kindness can help improve your mental wellbeing by:

creating positive feelings and a sense of reward

giving you a feeling of purpose and self-worth

helping you connect with other people

It could be small acts of kindness towards other people, or larger ones like volunteering in your local community.

Some examples of the things you could try include:

saying thank you to someone for something they have done for you

asking friends, family or colleagues how they are and really listening to their answer

spending time with friends or relatives who need support or company

offering to help someone you know with DIY or a work project

volunteering in your community, such as helping at a school, hospital or care home

5. Pay attention to the present moment (mindfulness)

Paying more attention to the present moment can improve your mental wellbeing. This includes your thoughts and feelings, your body and the world around you.

Some people call this awareness "mindfulness". Mindfulness can help you enjoy life more and understand yourself better. It can positively change the way you feel about life and how you approach challenges.

Read more about mindfulness, including steps you can take to be more mindful in your everyday life.

Further information

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Read about 5 steps you can take to improve your mental health and wellbeing.

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Empowering parents and carers to support their child’s emotional wellbeing within the home

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Southern Health NHS Foundation Trust and Barnardos are working together to deliver the Healthy Child Programme throughout Hampshire. This website provides details for access to health visiting and school nursing services, workshops for healthy eating and support with post-natal depression.

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About the service

Hampshire Healthy Families was launched in 2020 as a partnership between the Trust and Barnardos. The service is commissioned to support families, parents and carers of children aged from 0-19 years old and to deliver the Healthy Child Programme across Hampshire. This is done by providing access to Health Visitors and School Nurses as well as other services and regular courses to help support child development.

What we do

The Trust's Children and Family Services are split into specialist teams that focus on everything from vaccinations to healthy living advice. Take a look below for more information.

Health Visiting

Health visitors are all nurses or midwives who have completed additional training in public health, which includes child development. Health visitors lead the delivery of the Healthy Child Programme. This national programme consists of a series of developmental reviews, screening tests, vaccinations and information to support parents. Click here to find your local health visiting service.

You can also get support and advice from a Health Visitor by texting our ChatHealth service below.

School Age Immunisations

The School-Age Immunisation Service offers vaccinations to children (aged 4-16) across all Hampshire schools and children who are home educated. The team also work closely with teachers, school nurses and other health professionals to ensure young people receive their vaccinations at the right time. Visit the School Age Immunisations website for more information.

School Nursing

The School Nursing service works in partnership with children, young people and their families to ensure that pupil's health needs are supported within their school and their community. This includes those attending a school within Hampshire and those that are home educated (except Southampton and Portsmouth city schools).

Parents and young people can also get support and advice by texting our ChatHealth service below.

Family Nurse Partnership (FNP)

The Family Nurse Partnership (FNP) is a voluntary programme usually offered to first time young parents aged 19 or under.

We know from research that a healthy pregnancy gives babies the best possible start in life. The relationship parents have with their babies right from the start is crucial for their future health and happiness.

Our family nurses' will provide you with information and support you to make decisions which:

Increase your chances of a healthy pregnancy

Help manage labour

Improve your child's development

Build a positive relationship with your baby and others

Help you plan for the future

Enable you to make lifestyle choices that will give your child the best possible start in life

Enable you to achieve your aspirations (such as finding a job or returning to education)

Research also shows that parents who take part in this programme are more likely to achieve what they want for themselves and their children.
What's involved?
Your family nurse will visit you every one or two weeks from the start of pregnancy until your child is at least one year. Home visits usually last about an hour.

You will share different ideas at each visit with your family nurse and decide together what topics to talk about. Your family nurse will help you develop new skills and make plans for a healthy, happy future for you and your baby.
Contact the Family Nurse Partnership
Email: fnpshft@southernhealth.nhs.uk

Tel: 0300 003 0338

Child Health Information Services (CHIS)

CHIS are responsible for all child health information records for children across Hampshire. The team also help to deliver information to parents around the time their child needs to be vaccinated.

You can find out more about the age they are given and the vaccinations required on the Child Health Information Service website.

ChatHealth 0-5

ChatHealth 0-5
ChatHealth 0-5 is a text messaging service set up to support parents, carers and families of under 5's in Hampshire.

The service is run by local health visitors who have a wealth of experience of working with mums and dads-to-be, babies, toddlers and young children.

The Health Visiting Team are able to support with questions from parents, carers and families relating to a wide range of health and wellbeing issues including crying babies, infant feeding, starting baby on solid foods, sleep and behaviour problems. As well as giving advice, the team can signpost to appropriate services and other support.

How to use it: Text the dedicated number 07520 615720.

Chathealth 11-19

Chathealth 11-19
The ChatHealth text service is an easy way for young people 11-19 to confidentially ask for help with a range of issues. The service is manned by qualified school nurses who have a wealth of experience of working with young people.

ChatHealth allows young people in Hampshire to text messages to a dedicated number 07507 332160; the messages are then delivered to a secure website. Once received, the school nurse will respond to the text within one working day.

ChatHealth is available Monday to Friday from 9am-4.30pm (excluding bank holidays). Any young person who texts the service outside of these hours will receive an automated message with advice of where to get help if their question is urgent.

The School Nursing Team are able to support young people with questions relating to a wide range of health and wellbeing issues including self-harm, relationships, bullying, weight, anxiety, drugs, smoking, stress, body worries, alcohol and sexual health. As well as giving advice, the team can signpost to appropriate services and other support.

Young people are still able to request to see a School Nurse face to face in school or a community setting.

How to use the service: Text the dedicated number 07507 332160

ChatHealth for parents of children and young people in Hampshire aged 5-19.

ChatHealth offers a simple, convenient & confidential text messaging service for parents of children and young people in Hampshire aged 5-19.

The ChatHealth advisor team is made up of school nurses working within Southern Health NHS Foundation Trust. These nurses all have extensive experience of working with and supporting parents of children and young people.

ChatHealth allows parents in Hampshire to text messages to a dedicated number 07507 332417; the messages are then delivered to a secure website. Once received, the school nurse will respond to the text within one working day.

ChatHealth is available 9 am - 4.30 pm on Monday to Thursday and 9 am - 4 pm on Fridays (excluding bank holidays). Any parent who texts the service outside of these hours will receive an automated message with advice of where to get help if their question is urgent.

The Team are able to can support parents with questions relating to a wide range of health and wellbeing issues including healthy lifestyles, toileting, behaviour, sleep, emotional wellbeing and health conditions. As well as giving advice, the team can signpost to appropriate services and other support.

Parents are still able to request to see a School Nurse face to face in school or receive support via a telephone call (with exception of private schools).

Children in Care

The Children in Care service works in close partnership with children, young people, their carers and local authorities to ensure that children and young people's health needs are supported whilst they remain in care and as care leavers.

If you live in care and away from home, you may want to speak confidentially to someone about your worries. The Children in Care Team can listen and help you to get further help and support.

What does the service provide?

Health assessments

Health advice and information for Children in Care

Support for children in care to attend health appointments

The team can also arranage for referals into other services such as; Child and Adolescent Mental Health Services (CAMHS), Sexual health clinics, GP services and stop smoking services .

If you would like to speak to the Children in Care team, please call them on 02382 310475 or email admin-childrenincare@southernhealth.nhs.uk.

If you would like to read more about our integrated health and wellbeing service at Swanwick Lodge Children's Home in Southampton, click here.

How to find us

Children's Management Office, Tom Rudd Unit, Moorgreen Hospital, Botley Road, West End, Southampton, Hants, SO30 3JB

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Hampshire Healthy Families was launched in 2020 as a partnership between the Trust and Barnardos. The service is commissioned to support families, parents and carers of children aged from 0-19 years old and to deliver the Healthy Child Programme across Hampshire.

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Make a change today! Discover healthy recipes, food swaps, nutritional advice, and top tips and activities to help the whole family stay healthy.

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Supporting people across all ages to improve sleep, and provides sleep training to professionals in the health, social and corporate sectors.

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What is your concern?

This May Help has been created for parents and carers to help manage their child's mental health.

The subjects covered on this website have been chosen by parents and carers just like you, and in consultation with young people who have gone through their own mental health issues. What helped them may also help you.

On each page you'll find text for every topic along with more support films and links to other resources.

On the downloadable advice page you can download a printable version to use whenever you want.

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Advice for supporting your child's mental health | ThisMayHelp

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We are an initiative in partnership with the NHS to provide mental health support for parents of teens. Explore our videos for expert advice

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We host the annual event every May where the whole of the UK comes together to highlight the importance of achieving good mental health for all. Each year, there is a key theme to drive focus on a particular mental health topic.

On the theme of 'anxiety', this year's Mental Health Awareness Week was from 15 to 21 May.

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Explore our content and resources designed to give you more information about mental health, how to look after your mental health and help prevent mental ill health from developing in the first place.

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Ideas from Mrs Webb how to support phonics

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Class R (Polar Bears) | All Saints Church of England Primary School

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All Saints Church of England Primary School

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Ideas from Mrs Webb our phonics lead at All Saints

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Some cookies are necessary in order to make this website function correctly. These are set by default and whilst you can block or delete them by changing your browser settings, some functionality such as being able to log in to the website will not work if you do this. The necessary cookies set on this website are as follows:

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All Saints Church of England Primary School

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Ideas from Mrs Ellison our English Lead at All Saints

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Some cookies are necessary in order to make this website function correctly. These are set by default and whilst you can block or delete them by changing your browser settings, some functionality such as being able to log in to the website will not work if you do this. The necessary cookies set on this website are as follows:

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All Saints Church of England Primary School