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About SENDIASS SENDIASS stands for Special Educational Needs and Disabilities Information Advice and Support Service. It's a free, impartial, and confidential service offering information to young people with special educational...

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My name is Mrs Mountjoy and I am the SENDCo at St Laurence . Welcome to our new SEND padlet; please feel free to browse across and down through our content which has been setup to signpost you towards help, support and information relating to all things SEND. As always, please do get in touch with any feedback on how we can improve.

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https://www.kent.gov.uk/education-and-children/special-educational-needs

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

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Special educational needs and disabilities (SEND)

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

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https://www.gov.uk/government/publications/send-code-of-practice-0-to-25

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Guidance on the special educational needs and disability (SEND) system for children and young people aged 0 to 25, from 1 September 2014.

Applies to England

Documents

Details

This statutory code contains:

details of legal requirements that you must follow without exception

statutory guidance that you must follow by law unless there's a good reason not to

It explains the duties of local authorities, health bodies, schools and colleges to provide for those with special educational needs under part 3 of the Children and Families Act 2014.

The code, which applies to England, is for:

headteachers and principals

governing bodies

school and college staff

special educational needs (SEN) co-ordinators

early years providers

other education settings

local authorities

health and social services staff

Other SEND guides are also available.

Thank you for your feedback

Report a problem with this page

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Guidance on the special educational needs and disability (SEND) system for children and young people aged 0 to 25, from 1 September 2014.

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Assess, Plan, Do and Review

Most pupils will have their special educational needs met through good classroom practice. This is called Quality First Teaching.

Early Identification of Need

In deciding whether to make special education provision to support educational, social, physical or emotional needs, we use a graduated approach to identify any needs. The first thing we need to do when we feel we have identified a child as having SEN is to work in partnership with our parents to establish the support we feel their child needs here at school.

We will use appropriate screening assessment tools, and ascertain pupil progress through:

Evidence obtained by teacher observation/assessment.

Working with outside agencies including medical professionals.

Assessing the child’s performance in teacher assessment.

Monitoring the pupil’s progress

Use of standardised screening and assessment tools.

SEN Support

Where a pupil is identified as having a special educational need we follow a graduated approach which takes the form of cycles of “Assess, Plan, Do, Review”. This means that we will: use ongoing and termly assessment strategies as listed above to identify individual needs. This is done by staff who know the children, and who work together to identify progress and to identify gaps in learning. Different children require different levels of support to achieve age related expectations, and we expect that parents/carers would work with us, alongside any other appropriate, external agencies.

These actions are reviewed each term and parents are invited to do this with us. Children’s views are taken into consideration throughout the process and are consulted during targeted time and throughout their interventions. Information is shared with parents/carers at Parent Consultation events, or in meetings with the SENCO or key worker.

Assess a child’s special educational needs

Plan the provision to meet your child’s aspirations and agreed outcomes

Do put the provision in place to meet those outcomes

Review the support and progress

As part of this approach every child accessing an intervention will have an individualised SEN Support Plan that describes the child’s needs, outcomes & provision to meet those needs.  Parents/carers and child/YP (where appropriate) views are integral to this process.

A small percentage of children and young people with significant and/or complex needs may require an assessment that could lead to an Education, Health and Care Plan.

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

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

(BDA Definition)

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Dyscalculia - British Dyslexia Association

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

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Dyslexia Awareness Part 1: Module 1 - About Dyslexia

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Dyslexia Awareness Part 1: Module 1 - About Dyslexia

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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Five ways to support children's mental health

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

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Dyslexia Awareness Part 1: Module 2 - Dyslexic Strengths

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Dyslexia Awareness Part 1: Module 2 - Dyslexic Strengths

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Dyslexia Awareness Part 1: Module 2 - Dyslexic Strengths

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Dyslexia Awareness Part 1: Module 2 - Dyslexic Strengths

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

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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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Cambridgeshire County Council SEND Service 0-25

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Cambridgeshire County Council's video 'Why I am rude' - a poem about our perception of 'behaviour'.

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Each person has their own unique profile of strengths, interests and difficulties, however, children with dyspraxia/DCD often show the following:

Frequent trips and falls

Bumping into people and objects

Difficulty coordinating movements to kick and throw a ball or pedal a trike

Hesitant when using stairs - or appears to have no sense of danger, jumping from heights without regard to safety

High levels of motor activity such as swinging feet, fidgeting, and tapping hands. Difficulty staying still.

Struggles with spatial concepts such as on, over, in and underneath

Avoidance of construction toys such as Lego and jigsaws

Difficulty holding a pencil or crayon. Drawings seem immature

Difficulty handling tools such as scissors, a fork and a spoon

Could be described as a 'messy eater', spilling food and struggling to coordinate cutlery. May dislike certain food textures and prefer finger food

Struggles with even basic dressing tasks such as pulling on socks or pants

Difficulty following instructions, especially those requiring an action

Poor concentration, often leaving tasks unfinished

Can become over-excited quickly and take a while to settle down

Gets upset easily, especially when unable to complete a task

Sensitive to sensory stimulation such as noise, feel of clothes, food textures

Delayed speech and language development affects social interactions with adults and peers

Prefers the company of adults

Needs to be taught skills that peers pick up easily

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Each person has their own unique profile of strengths, interests and difficulties, however, children with dyspraxia/DCD often show the following: Frequent trips and falls Bumping into people and objects Difficulty coordinating movements to kick and throw a ball or pedal a trike Hesitant when using stairs - or appears to have no sense of danger, jumping from heights without regard to safety High levels of motor activity such as swinging feet, fidgeting, and tapping hands.

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Welcome to Movement Matters
Movement Matters is committed to making research accessible to non-scientific communities, in particular, families, individuals with DCD/Dyspraxia and anyone else who might benefit from this information. To support this, we encourage researchers to provide accessible summaries of important findings to share with the non-scientific community on the Movement Matters website.

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Welcome to Movement Matters Movement Matters is committed to making research accessible to non-scientific communities, in particular, families, individuals with DCD/Dyspraxia and anyone else who might benefit from this information. To support this, we encourage researchers to provide accessible summaries of important findings to share with the non-scientific community on the Movement Matters website.

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

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Anxiety is very much part of growing up and is something that we will all face at some point in our lives. However, Autistic children can experience Anxiety more intensely and more frequently than other children. Throughout the following modules, we will consider how best to support children with Autism.

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Anxiety: Helping Your Autistic Child to Help Themselves - Creative Education

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Anxiety is very much part of growing up and is something that we will all face at some point in our lives. However, Autistic children can experience Anxiety more intensely and more frequently than other children. Throughout the following modules, we will consider how best to support children with Autism.

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Autism and technology

Lived experience

Anxiety

Communication & language

Routine & predictability

Sensory issues

Social comprehension & interactions

Explore the stories below to find out more about how young autistic people can use technology in their lives...

Quote bubble references

Costley, Debra & Emerson, Anne & Ropar, Danielle & Sheppard, Elizabeth. (2021). The Anxiety Caused by Secondary Schools for Autistic Adolescents: In Their Own Words. Education Sciences. 11. 726. 10.3390/educsci11110726.

Lawson, W. (2001). Understanding and working with the spectrum of autism: An insider's view. Jessica Kingsley.

Lauren. (2019) in Autism Friendly Screenings: A guide for cinemas. Dimensions-UK. https://www.dimensions-uk.org/wp-content/uploads/Autism-Friendly-Screenings-Guide-for-cinemas-2019.pdf

Walsh, Dominic. The Art of Autism https://the-art-of-autism.com/dominic-walsh-am-i-invisible/

Anxiety Lived experience We can all experience anxiety in stressful situations, however young autistic people are likely to experience increased anxiety on a regular basis within their everyday lives. A recent NAS survey 94% of autistic adults have reported experiencing anxiety, out of which 6 in 10 said that this affected their ability to get on with life. The causes of this anxiety vary between individuals but might, for example, include stress experienced in navigating social situations, or dealing with particular sensory environments (i.e., lights/sounds/tactile experiences that a child finds stressful). The consequences of this are high levels of fatigue, burnout and even withdrawal from or avoidance of school, which have a significant negative impact on a person's work, school and social life, as well as their overall mental health. Secondary School is a very common backdrop to anxiety like this, especially for autistic children. In research, co-produced with autistic students, several explained that feelings of anxiety led to them being unable to speak or wanting to leave the classroom. (Costley et al, 2021). Support & technology One possible line of support is the use of apps that are designed to give autistic people control over their anxiety, helping them to better manage and reduce anxious feelings and stress. Apps such as, Molehill Mountain ™ allow young people to track and monitor anxiety-triggering situations, and use an approach informed by Cognitive Behavioural Therapy to provide suggestions for managing them. Alternatively, perhaps for older students, platforms like Brain in Hand, a digital self-management support system, brings together a one-to-one human support service with digital technology, in a way that allows those with autism and anxiety to live more independent lives, with support on-hand when needed. Both pieces of technology allow young autistic people to augment difficult aspects their lives, in a way that empowers and facilitates better control and management, helping to reduce anxiety and stress.

Communication & language Lived experience Many children with autism experience communication difficulties and about 30% can be described as non-verbal, or minimally verbal (McKinney at al 2021). In addition, about one third of children with autism have severe learning difficulties, and most will also have some other neuro-developmental or associated conditions, including dyslexia, ADHD, or epilepsy. This can also make communication challenging. When a young autistic child begins school, for example, and meets unfamiliar people, it can be very difficult for them to tell these people what they want, or how they are feeling. They might struggle to understand non-verbal means of communication, like facial expressions and body gestures - and some may repeat sentences or words that they hear, rather than responding to the meaning of those words or sentences. This means that potentially there is a hugely diverse and complex range of communication needs that might need to be acknowledged, if effective support is going to be given. Support & technology Picture Exchange Communication (PECS) have been used since the mid-80s, and have proven to be very effective in developing and facilitating the communication skills of autistic children. PECS uses physical symbols, as pictorial representations of child's wants and needs, to underpin a social interaction, between a child and their teacher or parent for example, using symbol exchange (Bondy 2012). PECS is a phased approach that, traditionally, has taken the form of physical cards in folders and on boards. More recently though apps and devices enable users to use them as part of a more flexible and interactive digital product - combining PECS with social stories, and supporting the learning of early speech sounds with younger children. Using apps on tablets has become part of good communicative practice for many children, allowing them to put together images or pictorial symbols to express themselves, and to have their communication spoken. For non-verbal children, tablets can support talking technology too, which helps to give them a spoken voice, especially in situations where expression is important, in the classroom for instance.

Routine & predictability Lived experience Routines and consistency can be very important for autistic children and young people. Change can often be challenging and upsetting. These routines can be simple everyday events such as leaving the house, having a bath or shower at a particular time, or taking a particular route to school. The challenge is to provide accessible information, that allows changes to be identified and understood. Although obviously this would be impossible for every situation, it can be applied to many common experiences and in preparation for planned, or anticipated, events. For example, a child might travel home, by school-bus or walking. When they arrive home, they might change their clothes, have a snack, go outside to play, and then watch a favourite television programme. This is followed by tea, a bath and then a bedtime story, perhaps. There are quite a few events here, each of which occurs in a particular order and in a particular way. But all could be affected by small changes. A different person brings them home from school, they don't have their usual snack, the weather makes going outside difficult, and so on. These seemingly small changes can become very challenging and distressing for an autistic child. Support & technology Traditionally, Perhaps the most common approach, particularly in schools and at home, is the use of visual timetables. Something that uses objects, pictures, and photos to help children understand the activities, and sequence of actives, in their daily lives. More recently, a growing number of innovative digital platforms are becoming available, that allow young people to understand and manage their schedules, in a visual and engaging way, that suits them. These can be especially effective in the form of wearable technology. Apps that incorporate daily planners and link to smart watches for example, can help children and young adults, break down tasks and plan their time in a connective, timely and visual way. Wearables like this are accessible, harder to lose and can provide comfort (the very act of consistently wearing them on the wrist). They are also highly customisable - from the material they are made of, to the outputs they enable (text-to-speech, for instance) allowing children to adapt them to their own needs. Some such apps, allow children to see which activity they are currently engaged with, how much of the activity has passed, how long it will continue, and what is happening when the current activity finishes. They can also indicate if there are tasks that need to be completed at that moment. Wearable apps like this can give effective, in-the-moment management and foresight of routines and schedules. Helping children with autism to navigate their day and get support to deal with any unexpected changes.

Routine & predictability Lived experience Many autistic children and adults report that they find some sensory experiences unsettling, disturbing (Kovic et al, 2019) or 'overloading'. This could include responses to sounds, or tastes, or textures, and can become overwhelming in certain situations. A family trip to the cinema, for example, can be a very challenging event for a child with autism and have a profound, and often distressing, effect on a child's engagement with seemingly enjoyable activities like this. For someone who doesn't experience them, sensory issues of this kind can often be quite difficult to understand and comprehend. The use of immersive video and VR is helping to better share this experience with those who aren't familiar with it. For those who work or live with someone who has sensory issues (and indeed the wider general public), the insight from these pieces of technology can be invaluable in helping to better empathise with and support those going through it. Support & technology In most cases, Autistic children won't be able to control the sensory aspects of all the environments they visit. In these situations, technology can play a part in helping children recognise and deal with their feelings when sensory overload threatens. For example, Miracle Modus, aims to provide soothing visual and auditory stimuli, to help alleviate sensory overload. The free app was created by an autistic person, inspired by his own experience of using soothing media like this in helping to tackle potential sensory overload. It's not just specially developed technology and apps like this that can help. Some everyday technology has proven to be very helpful in helping to manage sensory overload, too. Headphones and earbuds, that either lay music or cancel out the noise around you, can be a really effective and accessible piece of common technology, that research suggests, can help children to remain calm in loud community settings and potentially overwhelming sensory situations.

Social comprehension & interaction Lived experience Many autistic children will struggle to understand some aspects of social situations and interactions. The ability to read others' intentions and thoughts successfully, plays a key part in children's social activities and development. However, an autistic child may struggle to engage with games and play activities, because they might miss that a person can say one thing but mean another or be pretending. This can lead to them being excluded from playing with their peers. Since play and social interactions are seen as important, researchers have explored different ways to support children in this/these areas, including technologically based options. Support & technology Whilst it might sound like something from the future, one area that is growing in development and research, is the use of robots to interact with, play, and teach autistic children, particular skills. This technology has been developing for many years and there are numerous examples and different types of robots, mirroring the increased use of them in wider society. Robots that range from non-humanoid, through to ones that have a high human likeness - even some that replicate animals. Researchers have designed robots that target autistic children's understanding, and use of, social and emotional cues. (UCL, 2017) These types of robots are called 'social robots'. Often social robots are used to mediate between a child and another play partner. Other types can be used in a more direct way too, for teaching for example. Robots like this can be consistent, patient and socially non-threatening. They can also be programmed to fit the child's particular preferences. Social robotics is a developing field and although there is much evidence that some autistic children enjoy and engage with robots readily, with positive developmental consequences, there are also many examples where no positive impact has been found (Pennisi et al 2106, Kououpa et al, 2022). The field is still at an early stage and given the diversity of autism and the individuality of children, more data is needed perhaps, for clearer and nuanced conclusions to be drawn. But in the future, its entirely possible that we may even see robots play more of a part in supporting autistic children through robotic 'playmates' - but then again this could potentially become something that all children can experience.

"Like, scared and you always think something bad is going to happen but like, you're always worried and you can be with a million people and still get it because you still feel alone or nervous." Daniel, 15. (Costley et al, 2021).

'...I like to wear clothes that are familiar...eat foods that are the same... I hated it when routines changed and would become quite miserable, almost lose motivation for anything. I needed to be sure of what would happen' ﻿(Lawson, 2001, pp. 180-2)

"Sounds are louder, smells are stronger and lights are brighter. So it makes going to public places very difficult and can make me anxious and exhausted." Lauren

"Am I invisible to you Because I don't understand your tone of voice Or the things you do with your face and body Am I invisible" Dominic Walsh

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Autism and technology - The Open University

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Explore the ways in which young autistic people can use technology

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Learning about Children's Mental Health through Film

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Learning about Children's Mental Health through Film

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The short films and accompanying fact sheets below have been prepared to help parents and children who may have a diagnosis, may be showing symptoms of a potential mental health condition or may be struggling as a result of the Covid 19 pandemic.

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Films for Parents / Carers | Nip in the Bud

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The short films and accompanying fact sheets below have been prepared to help parents and children who may have a diagnosis, may be showing symptoms of a potential mental health condition or may be struggling as a result of the Covid 19 pandemic.

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A guide to helping your child with a stammer

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A guide to helping your child with a stammer

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1. Focus on their words, rather than the stammer

"You don't necessarily need to draw attention to the stammer," Janet says. "Just be patient. Really show your child that you are listening and responding to what they're saying to you, not how they're saying it."

Try to pay attention to what they are saying, not how they're saying it.

Give your child time to finish what they are saying, and when appropriate, repeat it back to them to show that you are listening and interested in what they have to say.

2. Be patient and listen

"You don't necessarily need to draw attention to the stammer," Janet says. "Just be patient. Really show your child that you're listening and responding to what they're saying to you, not how they're saying it."

Janet says, "It's all about listening. Do not try and correct it. Don't bombard your child with questions."

Instead, try using statements or comments for your child respond to such as, "I can see you're drawing an elephant. I wonder what you'll draw next."

If you do need to ask questions, ask them one at a time and give your child time to answer between each one.

When your child asks you a question, try to pause before you answer and keep your own speech relaxed and calm.

Tempting as it is, try not to finish your child's sentences for them.

If you are in a busy house, give each child time to talk. A child who stammers may find it more difficult to get into a busy conversation, particularly if other people keep talking over them.

"Make sure everybody gets a turn," Janet says. "Just be mindful, perhaps not rushing, and making sure that you're actively listening to each person."

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A guide to helping your child with a stammer

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Speech & Language Therapist, Janet Cooper, talks about stammering and shares her top tips for helping your child with their stammer.

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Five tips to handle the after-school ‘meltdown’

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Five tips to handle the after-school ‘meltdown’

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Picture the scene: your child comes out of school and the teacher says they've behaved like the perfect child all day, but the moment you get home they have a complete meltdown. Your child screams, shouts, lashes out, sulks or generally acts in an unruly manner.
If that scene is familiar to you, you're not alone. This type of behaviour is what some psychologists refer to as 'after-school restraint collapse' and it's not unusual. It happens because your child has been busy managing their emotions all day as they navigate the complexities of school life.

When they get home, that's their safe space to let it all out!

So, now you know what it is, what can you actually do about it? Parents' Toolkit has been speaking to educational and child psychologist Dr Anisa-Ree Moses, for some tips on how to handle these outburst of emotions after-school.

1. Understand how hard school can be for some children

Dr Anisa-Ree Moses says that children can feel emotional, physical and mental exhaustion at the end of the school day. They have been trying to manage a mix of things like learning, social expectations, their own growing social awareness and all the feedback they're getting from teachers and peers.

"When they come out of that environment a pressure valve is released. If kids feel safe to express themselves, they will do so!"

The transition from school to home can also be challenging for some children: "Some kids may have difficulty separating from their parents. It's a relief when they see them, because their parent or carer represents a level of safety, but they're frustrated at the same time - the child wants them but is finding connection difficult at that moment. It's a positive reunion but it's also really emotional and can be hard for some children to channel."

Dr Moses adds that it can be particularly difficult for neurodiverse children who are coping with sensory sensitivities and the effort of containing a lot of emotions. When they come out of school they often can't hold it all in any longer.

For older children, she also says the transition home can be tricky too. They need space and time after school - they might not want to talk to you about it or will go to their room for a bit first.

Dr Moses suggests having a think about what your child needs when they come out of school.
"Do they need to go and run around the school playground a few times and let go for a bit before they walk home? Do they need movement or do they need a healthy snack? Or quiet time alone with no music or no chatting on the way home in the car or bus?"
It will be different for different kids, but Dr Moses suggests trying to be quiet on the walk or ride home.
"Connect with your child. Not by asking 'how was your day?' but through genuine emotional connection. You could say 'I'm so happy to see you, I'm glad we get to go home together, it made me happy coming out of school this way'. Being calm and using supportive words is important for your children."

She adds: "Include some downtime rather than moving straight on to homework or out to a club, so that your child can decompress. They might enjoy their clubs but still feel anxious, so build in downtime first and make their routine clear, visual and written down if they need that. You can also ask them what will help, for example drawing, reading a book or even just relaxing for a bit. Do it with them and help them to see they can do things to support themselves."

"Be understanding of their emotions - help them feel listened to if they want to talk about what's gone on, or be angry."
"You could say 'I can see you're shouting. I can see you want to be really loud, maybe let's go to the park on the way home'. Validate how they feel rather than try and control it. If they are impolite in the moment, come back to that later - talking at that moment won't help."

"Help them feel listened to and respected and make a genuine connection."
Dr Moses says the after-school 'meltdown' is an expression of emotion that often comes out physically. As parents you can recognise and label it so your child can see if for what it is.
"For example, 'I can see you are kicking the bin, I can see you're clenched and red, I can hear you're shouting and that's making me think you're angry, so I want to help you. However, here's not the safest place to do that, let's go to the park, etc.'"

"Build their emotional vocabulary and link it to the emotion - then they can tell you what they're feeling. You can say things like 'I want to help you. I can't do that when you're screaming. Let's take a deep breath, both of us.' Acknowledging it helps children to not feel alone."
With older children, Dr Moses says it's often more about them not wanting to talk or engage in any discussion about school.
"Especially for those who see school and home as two completely separate things. Just encourage them to build their emotional vocabulary, and be interested in what's happening in general in their life."

She adds: "Questions like 'how was your day?' will get a grunt or 'it's fine'. Think about what you are trying to find out. Can you remember an assignment they had or what they were going to be talking about with their friends? And connect by saying 'I'm happy to see you and hope you've had a good day' until they feel ready to come and have a conversation. Then offer yourself as being there, offer yourself as someone who wants to help and is interested in what's going on.

"Help them feel listened to and respected and make a genuine connection."

Dr Moses says your child might also be upset when they come out of school if there were any difficulties that day that weren't addressed, or there's something unresolved that's happened.

If your child's behaviour after school changes or is different to what's usual for them, try and find out if there are things happening during the school day that are affecting them.

"Think about whether you need a home-school communication book, so that you know whether what's been happening in school could trigger what happens at home. Information from school can help parents know how to approach a situation and whether there's something that needs resolving."

Connection is a great way for your child to know they're loved and that you're there for them, no matter what.
It could be snuggling up in bed, reading a book together, playing a quick game, or just having a chat.

Dr Moses suggests thinking about what your morning routine is like: "Is there anything you can build in there that can help them feel connected to you? I know this can be hard, I know how frustrating and annoying school runs can be! Let them know you're looking forward to seeing them later, just for who they are, not for what they've achieved."

She adds: "If your child is finding separation difficult, can you give them a note or something of yours to have in school? For some children, knowing that Mum or Dad is a phone call away and it won't be withheld from them helps them more.

"Also think about whether you have conversations about emotion at home. It's about helping your children with emotional literacy, building resilience and problem-solving skills, as well as building in transitioning - learning how to make things more predictable so that transitions are not as big and scary. Children are better able to manage their emotions if they know what's going to happen."

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

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iPad Apps for Learners with Dyscalculia/Numeracy Difficulties

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iPad Apps for Learners with Dyscalculia/Numeracy Difficulties

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Listen to your Word documents with Read Aloud

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Listen to your Word documents with Read Aloud

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Read Aloud highlights each word as it reads your document to you. Use Read Aloud to hear your document narrated to you or to support your understanding when reading any Word document.

1. Open a document.

2. Click or tap where you would like Read Aloud to begin playing.

Place your cursor at the beginning of the document to read the whole document aloud.

3. Select Review > Read Aloud.

4. You can adjust what the document sounds like.

Select the Settings icon, then:

Drag the Reading speed control to adjust reading speed.

Use the Voice Selection dropdown menu to choose different voices for the reader. Select a voice and then press Play to hear it.

Select X to close Read Aloud.

See Also

Use Immersive Reader in Word

Office Accessibility Center

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Use Read Aloud to listen to all or some of your document.

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ColorVeil: Reduce eye strain, help with Dyslexia and Visual Stress

A screen color filter over any application you are using

Helps users with Dyslexia and Scotopic Sensitivity Syndrome

Reduce eye strain along with screen brightness

Easily customize the color and opacity of the filter

Match the prescription from the optometrist

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Dim screen brightness, reduce eye strain, and save energy. It helps with eye strain, Dyslexia, Scotopic Sensitivity Syndrome, or Visual Stress.

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Me & My Stammer (feat. Ed Balls) | #ISAD2022

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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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Teachers TV: Obsessive Compulsive Disorder

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NHS urgent mental health helplines offer 24/7 advice and support for CYP and their parent/carer

Public Health England’s Better Health – Every Mind Matters website provides support, including tips on how to improve mental wellbeing.

YoungMinds Crisis Messenger provides free crisis support during a crisis – this is available every day of the week, at any time day or night. All that is required is to text YM to 85258. All texts are answered by trained volunteers, with support from experienced clinical supervisors. Texts are free from EE, O2, Vodafone, 3, Virgin Mobile, BT Mobile, GiffGaff, Tesco Mobile and Telecom Plus.

Papyrus (Prevention of Young Suicide) provides advice and support for young people who feel like they want to take their own life, and all their advice is confidential. Their helpline – HOPELineUK – can be reached on 0800 068 41 41 or one can text them on 07786 209 687 (lines are open every day from 9am to midnight).

Childline offer support to CYP under 19, and they confidentially call, email, or chat online about any problem, big or small. Their freephone 24-hour helpline is 0800 1111. You can sign up for a Childline account on their website and you will then be able to message a counsellor anytime without using an email address. Or you can have a one-to-one chat with an online advisor.

SHOUT provides free, confidential, 24/7 text message support in the UK for anyone who is struggling to cope and anyone in crisis. Text SHOUT to 85258. This service is free on all major mobile networks.

Samaritans are an organisation who are available at any time of the day or night. They will help the CYP and listen to how they are feeling. They can be reached on 116 123 or via email at jo@samaritans.org.

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(IPSEA) Independent Provider of Special Education Advice

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(IPSEA) Independent Provider of Special Education Advice

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IPSEA (Independent Provider of Special Education Advice) - helping children and young people with special educational needs and/or disabilities (SEND) get the education they are entitled to by law

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Events, Workshops & Training for Parents & Carers

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Events, Workshops & Training for Parents & Carers

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Laleham Gap School

Learn Grow Succeed

On this page you will find information about forthcoming workshops and training sessions for parents and carers.

Thanet Children's Centre Activities and Services

SEND Information, Advice and Guidance Roadshow - Tuesday 21st May 2024

The Special Educational Needs and Disabilities (SEND) Engagement Team, Thanet LCPG (Local Children's Partnership Groups) and Family Hubs (Open Access) are working together to host a SEND Information, Advice and Guidance Roadshow for parents and carers of children and young people 0-19 (and up to 25 with SEND). The Roadshow is being held on Tuesday 21 May 2024 at Quarterdeck, Zion Place, Margate. (information posters are in the gallery above)

There are two events as part of the roadshow, and a number of services and agencies that offer SEND support will be attending. The event will be in a 'market stall' format to enable attendees to access information, advice and guidance informally.

The Roadshow will be held in two waves to target specific age groups of children and young people:

The event will be of particular interest to parents and carers of children and young people with a SEND who would like information on services available and those who feel that they need some additional support.

Places are limited and if you would like to attend, please email sendroadshows@kent.gov.uk and book your place.

Sleep Workshops

If your child is struggling to sleep it can be exhausting for them and the whole family.

This two hour workshop, led by our Sleep Scotland Sleep Counsellor and Specialist Teacher will take you through the importance of sleep for health, the various issues that can impact a child or young person's sleep and equip you with tools and techniques to create routine and improve sleep hygiene.

P lease find below, the dates for parental sleep workshops in 2024. While the sessions are primarily targeted at an education phase, if you find that the date for your child's age range isn't convenient, you are welcome to book on to a date that suits you.

Date

Time

Education Phase

Thursday, 18th January 2024

9:30-11:30am

Early Years & Nursery

Monday, 11th March 2024

9:30-11:30am

Primary

Monday, 17th June 2024

9:30-11:30am

Secondary

Workshop Venue

Venue Information

Eligibility Criteria

Place Allocation

Places are limited and will be allocated on a first come, first served basis.

Due to the limited number of places, one place is available per family to enable us to help as many families as possible. However, if for reasons of disability or communication & language support, you need a friend or relative to attend with you, please contact us and we will be happy to help.

You will be contacted by email to let you know whether you have secured a place on the workshop or if you have been unsuccessful (we are unable to hold waiting lists)

To avoid disappointment, please do not attend the workshop if you have not received an email to confirm your place.

Workshops will be advertised with SENCos to share with interested families in their schools. We will also advertise sleep workshops on this page and you are welcome to apply as soon as applications open.

Apply for a Place

Click on 'apply here' to launch our online application form. Once your application is submitted, a confirmation screen will appear. We will contact you on the email address supplied to confirm your place.

Apply here .

Please contact us or call 01843 572733 if your contact details change or your no longer wish to attend the workshop.

Barnardo's Cygnet Programme

The Barnardo's Cygnet Programme is administered by the Early Help Service and is open to Kent families with a child/young person of compulsory school age (age 4/5 years to 18 years) who have a formal diagnosis of Autism. Attending Cygnet gives parents and carers an opportunity to develop their understanding of Autism and looks at practical solutions to support their child.

Cygnet also provides the opportunity to meet other people in a similar position and hear about their experiences in an informal but supporting atmosphere.

For more information to be referred, please speak to your child's school SENCo, Early Help Worker (if applicable), Social Worker (if applicable) or email parentingprogrammes@kent.gov.uk for an application form.

Laleham Gap does not accept liability for services delivered or events hosted by third party organisations.

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Events, Workshops & Training for Parents & Carers

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