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Thoughts, feelings and actions diary and reflection log

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Thoughts, feelings and actions diary and reflection log

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Help young people to reflect on their actions or emotional responses

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This is a one-stop information resource to support all neurodivergent (ND) children, young people and families in Leeds both WITH and WITHOUT formal diagnoses.
It is a common misconception that a formal diagnosis is required to access advice and support. This is not the case

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Home › Neurodiversity information hub

This is a one-stop information resource to support all neurodivergent (ND) children, young people and families in Leeds both WITH and WITHOUT formal diagnoses.
It is a common misconception that a formal diagnosis is required to access advice and support. This is not the case.

The ND Info Hub advocates for a NEEDS-LED approach; information and recommendations are based on the area of strengths and needs, rather than formal diagnoses. It is important that individuals understand how to work with their brains, not against them, to thrive in their own way.

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Neurodiversity information hub - MindMate

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Key resources, information, advice and support for neurodivergent children, young people and their families in Leeds.

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Lots of great resources here

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Dyscalculia Network | Leading Support Network for Dyscalculia

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The Dyscalculia Network is a leading community interest company supporting individuals with Dyscalculia. Find a online tutor today.

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JCQ - Guidance for parents, carers and students

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JCQ - Guidance for parents, carers and students

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Guidance for parents, carers and students about access arrangements

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Information from the Dyslexia association

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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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Learn how to touch type with the BBC Dance Mat Typing game. It's a fun introduction to touch typing game for kids and covers levels 1, 2, 3, 4.

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The Parent Partnership Service providing Cambridgeshire's SEND Information, Advice and Support Service (SENDIASS) offers impartial and confidential information, advice and support to parents and carers who have a child or young person with special educational needs (SEN) or a disability or have concerns that their child has special educational needs. They also offer impartial and confidential information, advice and support to young people and children with special educational needs (SEN) or a disability or who have concerns they may have special educational needs.

SENDIASS can help you with

Confidential support and someone to talk to in confidence

Advice and information about special educational needs

Independent Support for children, young people and families as Statements are transferred to EHC Plans

Preparing for meetings with your child's school or with professionals who are working with your child

Information on your rights and responsibilities as a parent, children's rights and SEN law and guidance

Information about local support groups and voluntary organisations

Childcare Specialist Information Adviser

If you need help with finding a childcare place for your child, contact the Family and Childcare Information helpline on 0345 045 1360. You may be put in touch with the specialist childcare adviser. The Childcare Specialist Information Adviser helps parents and carers of children and young people with Special Educational Needs or Disabilities (SEND) find childcare. Childcare covers things like nursery places, child minders, preschool and after school clubs as well as holiday clubs. Finding childcare can be more difficult if your child has SEND. The Childcare Specialist Information Adviser will work with you to help you find childcare for your son or daughter.

Videos, policies, reports and information leaflets

Four videos about the SENDIASS service

SEND Tribunal videos

Cambridgeshire SENDIASS, along with other SENDIASS in the Eastern Region, have been working with Suffolk to produce videos for parents providing information and advice about appealing to SEND Tribunal. The first two series are now available.

Where any reference is made to Suffolk SENDIASS or departments you should refer to Cambridgeshire SENDIASS - contact details are at the bottom of this page.

SENDIASS information leaflets

SEND Information, Advice and Support (SENDIASS)
Cambridgeshire County Council, ALC2630, New Shire Hall, Emery Crescent, Enterprise Campus, Alconbury Weald, Huntingdon, PE28 4YE

Email - sendiass@cambridgeshire.gov.uk

Confidential helpline open during term times: 01223 699 214

Outside of term time please leave a message as a small number of staff are available to answer queries but it will take time for them to respond to your enquiry.

SENDIASS was previously called Parent Partnership.

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SEND Information, Advice and Support Service (SENDIASS)

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The Parent Partnership Service providing Cambridgeshire's SEND Information, Advice and Support Service (SENDIASS) offers impartial and confidential information, advice and support to parents and carers who have a child or young person with special educational needs (SEN) or a disability or have concerns that their child has special educational needs.

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Link to a free booklet

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Welcome to the World of Sleep eBook

Supported by Dunelm, The Sleep Charity has launched a brand-new Children's Sleep eBook as part of its 'Tired of Being Alone' campaign to support parents and carers who have a child or children that struggle to get good quality sleep. It's a helpful guide that shows how common sleep issues, that parents are not alone and that help and support is available.

When we have children, we expect there to be some disrupted nights. Unfortunately for some families the sleepless nights can continue for months and even years. Parents can feel isolated, lonely and often judged. We want to reassure those who are affected with children's sleep difficulties that there is help available, and that things can change.

Around 4 in 10 children will experience a sleep problem at some point and this rises to 8 out of 10 children where there is a diagnosis of Special Educational Need or Disability (SEND). These problems are typically persistent and do not resolve themselves without intervention.

While the eBook is aimed primarily at parents, we also want to educate health professionals, children's centres, primary schools - anyone who works with children and their parents. We want everyone to understand how important sleep is to good health, the impact of sleep deprivation and how we can help to prioritise sleep
We are here, we can help.

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Children's Sleep eBook - The Sleep Charity

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Supported by Dunelm, The Sleep Charity has launched a brand-new Children's Sleep eBook as part of its 'Tired of Being Alone' campaign to support parents and carers who have a child or children that struggle to get good quality sleep.

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ACEs  - Introduction to Adverse Childhood Experiences Early Trauma Online Learning

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ACEs  - Introduction to Adverse Childhood Experiences Early Trauma Online Learning

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Introduction to Adverse Childhood Experiences

Early Trauma Online Learning

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Sign up for #HelloYellow 2024 | World Mental Health Day

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Sign up to take part in #HelloYellow for World Mental Health Day, and wear yellow to raise vital funds for young people’s mental health.

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Feeling nervous

It's ok if you feel nervous about talking to Childline. If you want to, you can share this with the counsellors and they can support you with this. You're in charge and you can take your time and say as much or as little as you want. You can also ask the counsellors any questions you have or anything you're unsure about. They're there to support you.

The counsellors will listen to what you want to say without any judgement. You really can talk to them about anything. You don't have to be in a high-risk situation to get support from Childline. No problem is too big or too small. You deserve to get the support that you need.

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It's ok if you feel nervous about talking to Childline. If you want to, you can share this with the counsellors and they can support you with this. You're in charge and you can take your time and say as much or as little as you want.

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Right now, children's wellbeing is at a ten year low. When problems start, they can't get help. When things get too much, they are put on a waiting list. We want young people to be happy and feel good about themselves, to be able to fight and not give up.

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Young people's wellbeing and mental health

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We improve young people's wellbeing and mental health. We campaign for better support and offer services for children who need to talk.

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Find out how to access NHS mental health services and where to get urgent help.

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Mental health | Who else can help | The Prince's Trust

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Having good mental health can make such a positive difference in your life at any age. Get the support you need to improve your mental health by checking out this list of useful organisations.

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Amazing Things Happen - by Alexander Amelines

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NHS guide to autism. Find out what autism is and what the common signs are. Get help and advice if you or your child are autistic.

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Attention deficit hyperactivity disorder (ADHD) is a condition that affects people's behaviour. People with ADHD can seem restless, may have trouble concentrating and may act on impulse.

Symptoms of ADHD tend to be noticed at an early age and may become more noticeable when a child's circumstances change, such as when they start school.

Most cases are diagnosed when children are under 12 years old, but sometimes it's diagnosed later in childhood.

Sometimes ADHD was not recognised when someone was a child, and they are diagnosed later as an adult.

The symptoms of ADHD may improve with age, but many adults who were diagnosed with the condition at a young age continue to experience problems.

People with ADHD may also have additional problems, such as sleep and anxiety disorders.

Getting help

Many children go through phases where they're restless or inattentive. This is often completely normal and does not necessarily mean they have ADHD.

But you should discuss your concerns with your child's teacher, their school's special educational needs co-ordinator (SENCO) or a GP if you think their behaviour may be different from most children their age.

It's also a good idea to speak to a GP if you're an adult and think you may have ADHD, but were not diagnosed with the condition as a child.

What causes attention deficit hyperactivity disorder (ADHD)?

The exact cause of ADHD is unknown, but the condition has been shown to run in families.

Research has also identified a number of possible differences in the brains of people with ADHD when compared with those without the condition.

Other factors suggested as potentially having a role in ADHD include:

being born prematurely (before the 37th week of pregnancy)

having a low birthweight

smoking or alcohol or drug abuse during pregnancy

ADHD can occur in people of any intellectual ability, although it's more common in people with learning difficulties.

How attention deficit hyperactivity disorder (ADHD) is treated

For children with ADHD, although there's no cure, it can be managed with appropriate educational support, advice and support for parents and affected children, alongside medicine, if necessary.

For adults with ADHD, medicine is often the first treatment offered, although psychological therapies such as cognitive behavioural therapy (CBT) may also help.

Living with attention deficit hyperactivity disorder (ADHD)

Parents of children with ADHD

Looking after a child with ADHD can be challenging, but it's important to remember that they cannot help their behaviour.

Some day-to-day activities might be more difficult for you and your child, including:

getting your child to sleep at night

getting ready for school on time

listening to and carrying out instructions

being organised

social occasions

shopping

Adults with ADHD

Adults with ADHD may find they have problems with:

organisation and time management

following instructions

focusing and completing tasks

coping with stress

feeling restless or impatient

impulsiveness and risk taking

Some adults may also have issues with relationships or social interaction.

Page last reviewed: 24 December 2021
Next review due: 24 December 2024

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Attention deficit hyperactivity disorder (ADHD)

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Read about attention deficit hyperactivity disorder (ADHD), a condition that affects people's behaviour.

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ADHD and Mental Health | Signs and Symptoms of ADHD

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ADHD (Attention deficit hyperactivity disorder) can make it hard to concentrate. Find out about ADHD, what the symptoms are and where to get support.

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There are many available.

This is just one brand that we have used.

Students are welcome to come and try these in Learning Support before you make a purchase.

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Anyone with symptoms of visual stress must be investigated by a professional who is qualified to diagnose them correctly and give appropriate treatment.

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Some people experience visual discomfort or disturbance when they read. Common symptoms that may significantly impair reading ability, or make reading very tiring, include:

headaches and eyestrain associated with reading and/or other near work

text appearing blurred or going in and out of focus

text appearing double or alternating between single and double

difficulty keeping place in text

difficulty tracking across lines of text

discomfort with brightness of the page or contrast between text and background

text that appears to shimmer or flicker

Symptoms such as these have a variety of different causes, some of which may be due to disease or abnormality, so they must be investigated by a professional who is qualified to diagnose them correctly and give appropriate treatment. Anyone who experiences such difficulties associated with reading should consult a registered optometrist for a full assessment of eye health and visual function.

While adults may recognise symptoms, children may not be aware of them, as this is how they always experience reading. For this reason, any child who is a struggling reader should be assessed by an optometrist to either rule out or treat visual difficulties. This assessment and treatment is to check the health of the eyes and to enable clear and comfortable vision; treatment of visual difficulties is not treatment of dyslexia.

All children under the age of 16, and young adults under the age of 19 who are in full-time education, are entitled to a free NHS sight test with an optometrist, and to an optical voucher to help with the cost of glasses or contact lenses. The NHS sight test is sufficiently comprehensive to enable the optometrist to assess eye health and identify the likely causes of visual problems that affect reading and other near work. This should include an assessment of the ability of the eyes to focus and work together correctly (binocular accommodation and convergence).

In many cases the NHS sight test is all that is required to enable an optometrist to identify a problem and provide appropriate treatment with prescription glasses or contact lenses. Sometimes, however, the optometrist will consider that further assessment and/or other forms of treatment are necessary. The most likely of these will involve full assessment of binocular vision which may need treatment with eye muscle exercises (known as orthoptics or vision therapy) and/or pattern-related visual stress which may sometimes be alleviated using precision-coloured overlays or lenses. Such assessments and treatments are outside the scope of the NHS sight test, so the optometrist will either offer these privately for a fee or refer to another practitioner, such as an optometrist working in a specialist university clinic, or an orthoptist working in NHS secondary care (hospital). All NHS hospital orthoptics departments and university specialist optometry clinics will undertake assessment and treatment of binocular vision anomalies, but not all will offer assessment and treatment of visual stress.

The vision screening that most children undergo at school entry (age 4 to 5) is only a test of whether a child can see clearly in the distance. It is not a comprehensive assessment of eyes or vision and does not test any of the functions required for clear and comfortable vision when reading. For this reason, every child should have a full sight test when they start school, and as frequently as recommended by their optometrist after that.

Some websites and providers of education resources offer coloured overlays, tinted reading rulers, and other devices that may make reading easier and more comfortable for some children. These aids may be helpful, but it is very important that these aids should not replace or discourage full professional assessment. In particular, coloured overlays and similar aids must not be promoted as the first strategy to help children with reading difficulties. If children have visual difficulties, then it is essential that these are diagnosed and managed correctly by qualified, registered professionals.

For information on how to make written text dyslexia friendly see the BDA's Dyslexia Style Guide.

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​Visual difficulties - British Dyslexia Association

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Some people experience visual discomfort or disturbance when they read. Common symptoms that may significantly impair reading ability, or make reading...

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Ten top tips to encourage children to read

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Ten top tips to encourage children to read

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Follow this advice to help primary-aged children read at home. There's further resources available online at Online education resources: English resources.

1. Encourage your child to read

Reading helps your child's wellbeing, develops imagination and has educational benefits too. Just a few minutes a day can have a big impact on children of all ages.

2. Read aloud regularly

Try to read to your child every day. It's a special time to snuggle up and enjoy a story. Stories matter and children love re-reading them and poring over the pictures. Try adding funny voices to bring characters to life.

3. Encourage reading choice

Give children lots of opportunities to read different things in their own time - it doesn't just have to be books. There's fiction, non-fiction, poetry, comics, magazines, recipes and much more. Try leaving interesting reading material in different places around the home and see who picks it up.

4. Read together

Choose a favourite time to read together as a family and enjoy it. This might be everyone reading the same book together, reading different things at the same time, or getting your children to read to each other. This time spent reading together can be relaxing for all.

5. Create a comfortable environment

Make a calm, comfortable place for your family to relax and read independently - or together.

6. Make use of your local library

Libraries in England are able to open from 4 July, so visit them when you're able to and explore all sorts of reading ideas. Local libraries also offer brilliant online materials, including audiobooks and ebooks to borrow. See Libraries Connected for more digital library services and resources.

7. Talk about books

This is a great way to make connections, develop understanding and make reading even more enjoyable. Start by discussing the front cover and talking about what it reveals and suggests the book could be about. Then talk about what you've been reading and share ideas. You could discuss something that happened that surprised you, or something new that you found out. You could talk about how the book makes you feel and whether it reminds you of anything.

8. Bring reading to life

You could try cooking a recipe you've read together. Would you recommend it to a friend? Alternatively, play a game where you pretend to be the characters in a book, or discuss an interesting article you've read.

9. Make reading active

Play games that involve making connections between pictures, objects and words, such as reading about an object and finding similar things in your home. You could organise treasure hunts related to what you're reading. Try creating your child's very own book by using photos from your day and adding captions.

10. Engage your child in reading in a way that suits them

You know your child best and you'll know the best times for your child to read. If they have special educational needs and disabilities ( SEND) then short, creative activities may be the way to get them most interested. If English is an additional language, encourage reading in a child's first language, as well as in English. What matters most is that they enjoy it.

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10 top tips for parents to support children to read

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Follow this advice to help primary-aged children read at home. There's further resources available online at Online education resources: English resources. Reading helps your child's wellbeing, develops imagination and has educational benefits too. Just a few minutes a day can have a big impact on children of all ages.

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We stock the stationery products to help people with dyslexia and other special educational needs transform the ways they learn and make learning fun.

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Product Code

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Premium hardback notebooks with tinted pages to relieve the symptoms of Visual Stress. Available in 8 comforting colours with 9mm lined ruling.

8 Comforting Pastel Colours

Our tinted hardback notebooks are available in 8 comforting page colours. These are Yellow, Apple, Leaf, Aqua, Sky, Purple, Rose and Orange

Durable book with hardback navy cover

Each notebook has a hardback navy front cover. Ideal for anyone who needs a durable notebook to transport between locations.

180 pages and 80 gsm paper

Each notebook has 180 pages (90 sheets). Each sheet is made from thick premium paper (80 gsm). This means you are able to write on both sides without seeing writing on the other side.

9mm lined ruling

Includes a integral bookmark, finished with rounded corners

Benefits of writing on coloured paper

Coloured paper reduces the glare compared to white paper. It also reduces the high contrast of black writing on white.

Ideal for individuals with Visual Stress

Can improve handwriting

Re-reading can become easier

Below is some feedback we received from a trial of individuals using our new Notebooks with tinted pages compared to using notebooks with white pages.

"Helps to reduce eye strain and enables me to focus on the lines."

"I do not have to keep re-writing my notes which I was previously having to do for the information to sink in. Better speed of reading, and not having to re-read as much when written on the new coloured book. Less spelling mistakes, less headaches than when reading off white."

"Brilliant improvement! Shame they can't be used across the board."

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Premium hardback notebooks with tinted pages to relieve the symptoms of Visual Stress. Available in 8 comforting colours with 9mm lined ruling.

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Links to a selection of handwriting pens

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Links to a selection of handwriting pens

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Dyslexia is a specific learning difficulty which primarily affects reading and writing skills. However, it does not only affect these skills. Dyslexia is actually about information processing. Dyslexic people may have difficulty processing and remembering information they see and hear, which can affect learning and the acquisition of literacy skills. Dyslexia can also impact on other areas such as organisational skills.

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

Definition of dyslexia

The BDA has adopted the Rose (2009) definition of dyslexia:

Dyslexia is a learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling. Characteristic features of dyslexia are difficulties in phonological awareness, verbal memory and verbal processing speed. Dyslexia occurs across the range of intellectual abilities. It is best thought of as a continuum, not a distinct category, and there are no clear cut-off points. Co-occurring difficulties may be seen in aspects of language, motor co-ordination, mental calculation, concentration and personal organisation, but these are not, by themselves, markers of dyslexia. A good indication of the severity and persistence of dyslexic difficulties can be gained by examining how the individual responds or has responded to well-founded intervention.

In addition to these characteristics:

The British Dyslexia Association (BDA) acknowledges the visual and auditory processing difficulties that some individuals with dyslexia can experience, and points out that dyslexic readers can show a combination of abilities and difficulties that affect the learning process. Some also have strengths in other areas, such as design, problem solving, creative skills, interactive skills and oral skills.

BDA (2010)

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What is dyslexia? - British Dyslexia Association

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Dyslexia is a specific learning difficulty which primarily affects reading and writing skills. However, it does not only affect these skills. Dyslexia is...

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Dyslexia is a common learning difficulty that mainly causes problems with reading, writing and spelling.
It's a specific learning difficulty, which means it causes problems with certain abilities used for learning, such as reading and writing.

Unlike a learning disability, intelligence isn't affected.

It's estimated up to 1 in every 10 people in the UK has some degree of dyslexia.

Dyslexia is a lifelong problem that can present challenges on a daily basis, but support is available to improve reading and writing skills and help those with the problem be successful at school and work.

What are the signs of dyslexia?

Signs of dyslexia usually become apparent when a child starts school and begins to focus more on learning how to read and write.

A person with dyslexia may:

read and write very slowly

confuse the order of letters in words

be confused by letters that look similar and write letters the wrong way round (such as "b" and "d")

have poor or inconsistent spelling

understand information when told verbally, but have difficulty with information that's written down

find it hard to carry out a sequence of directions

struggle with planning and organisation

But people with dyslexia often have good skills in other areas, such as creative thinking and problem solving.

Read more about the symptoms of dyslexia.

Getting help

If you think your child may have dyslexia, the first step is to speak to their teacher or their school's special educational needs co-ordinator (SENCO) about your concerns.

They may be able to offer additional support to help your child if necessary.

If your child continues to have problems despite extra support, you or the school may want to consider requesting an in-depth assessment from a specialist in assessing specific learning difficulties (SpLD), an educational psychologist or a speech and language therapist.

This can be arranged through the school, or you can request a private assessment by contacting:

Adults who wish to be assessed for dyslexia should contact a local or national dyslexia association for advice.

Read more about how dyslexia is diagnosed.

Support for people with dyslexia

If your child has dyslexia, they'll probably need extra educational support from their school.

With appropriate support, there's usually no reason your child can't go to a mainstream school, although a small number of children may benefit from attending a specialist school.

Techniques and support that may help your child include:

occasional 1-to-1 teaching or lessons in a small group with a specialist teacher

phonics (a way of teaching children to identify and process the smaller sounds that make up words) combined with other techniques

technology like computers and speech-recognition software that may make it easier for your child to read and write when they're a bit older

Schools and colleges must offer support to students with a specific learning difficulty like dyslexia, and have access to specialist staff who are trained in helping students with special education needs.

Assistive technologies such as speech-recognition software, word processors and electronic organisers can be useful for adults, too.

Employers are required to make reasonable adjustments to the workplace to help people with dyslexia, such as allowing extra time for certain tasks.

Read more about how dyslexia is managed.

Support groups

As well as national dyslexia charities such as the British Dyslexia Association (BDA), there are several local dyslexia associations listed on the BDA website.

These are independently registered charities that run workshops and help to provide local support and access to information.

What causes dyslexia?

People with dyslexia find it difficult to recognise the different sounds that make up words and relate these to letters.

Dyslexia isn't related to a person's general level of intelligence. Children and adults of all intellectual abilities can be affected by dyslexia.

The exact cause of dyslexia is unknown, but it often appears to run in families.

It's thought certain genes inherited from your parents may act together in a way that affects how some parts of the brain develop during early life.

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Read about dyslexia, a common type of learning difficulty that can cause problems with reading, writing and spelling.

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Five ways to support your child with dyslexia at home

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

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A charity which aims to empower dyslexic thinkers

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A charity which aims to empower dyslexic thinkers

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NHS -Development of gross motor skills through play

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NHS -Development of gross motor skills through play

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Herefordshire and Worcestershire Health and Care NHS Trust

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Working on gross motor skills helps a child gain strength and confidence in his/her body. It also helps them get exercise and physical activity, which is important for a healthy lifestyle. Developing these skills helps a child's ability to do more complex skills in the future.

Gross motor skills are completed by using the larger muscles in the body to roll, sit up, crawl, walk, run, jump, leap, hop, skip and more. Even a baby's ability to sit up unsupported has a profound effect on their ability to learn about objects in their environment.

Ideas to support gross motor development;

Climbing hills and walking on uneven surfaces

Colouring with chalk

Pull and push toys

Obstacle course

Riding a bike or a scooter

Water play

Outdoor painting projects

There are several factors that influence the development of gross motor skills. These factors include growth of the child, environment, genetics, muscle tone, and gender. By understanding these factors, you can help children enhance their skills and develop at an appropriate rate.

Motor skills are something most of us do without even thinking about them. Gross motor skills include standing, walking, going up and down stairs, running, swimming, and other activities that use the large muscles of the arms, legs, and torso. We develop these mostly during childhood through play and physical activity.

Indoor gross motor activities

Muscle-moving play doesn't have to take up a ton of room. Given just a little floor space, your child can still enjoy skill-building activities inside. Try these:

Dancing, either freestyle or through songs with movements, such as "Head, Shoulders, Knees, and Toes," "I'm a Little Teapot," "The Wheels on the Bus,"

Playing pretend: Children boost motor skills when they use their bodies to become waddling ducks, stiff-legged robots, galloping horses, soaring planes, or whatever they can imagine.

Pulling or pushing large trucks, doll pushchair, or shopping trolley, can be a motor-developing part of play.

Building and navigating obstacle courses with furniture, pillows, boxes, and blankets will develop large motor skills.

Large-scale arts and crafts activities stimulate both large motor skills and activity.

Jumping on a mini trampoline, or hopping from place to place on the floor (set up targets with masking tape or cardboard) can be a fun activity.

Outdoor gross motor activities

Children have lots of room outside to really challenge their muscles and play. Children will benefit from:

Walking around the park. For variety, add in marching, jogging, skipping, hopping, or even musical instruments to form a parade. As you walk, tell stories, look for colours, count, or play games.

Obstacle courses with rocks, logs, or playground equipment.

Swimming and other water play.

Balancing: Have your child walk on a low beam or plank at the playground or a homemade balance beam.

Riding tricycles, scooters, and other ride-on toys.

Throwing, catching, kicking, and rolling large, lightweight, softballs.

Swings, slides and climbing at a playground/home

Useful links
If your child is struggling with their gross motor development please contact your GP or Health Visitor

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Herefordshire and Worcestershire Health and Care NHS Trust

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Development of gross motor skills through play

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Support for parents and carers to assist with a child's development of gross motor skills through play

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NHS - Developmental co-ordination disorder (dyspraxia) in children

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NHS - Developmental co-ordination disorder (dyspraxia) in children

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Developmental co-ordination disorder (DCD) can cause a wide range of problems. Some of these may be noticeable at an early age, while others may only become obvious as your child gets older.

Problems in infants

Delays in reaching normal developmental milestones can be an early sign of DCD in young children. For example, your child may take slightly longer than expected to roll over, sit, crawl or walk.

You may also notice that your child:

shows unusual body positions (postures) during their 1st year

has difficulty playing with toys that involve good co-ordination, such as stacking bricks

has some difficulty learning to eat with cutlery

These signs might come and go.

Problems in older children

As your child gets older, they may develop more noticeable physical difficulties, plus problems in other areas.

Movement and co-ordination problems

Problems with movement and co-ordination are the main symptoms of DCD.

Children may have difficulty with:

playground activities such as hopping, jumping, running, and catching or kicking a ball. They often avoid joining in because of their lack of co-ordination and may find physical education difficult

walking up and down stairs

writing, drawing and using scissors - their handwriting and drawings may appear scribbled and less developed compared to other children their age

getting dressed, doing up buttons and tying shoelaces

keeping still - they may swing or move their arms and legs a lot

A child with DCD may appear awkward and clumsy as they may bump into objects, drop things and fall over a lot.

But this in itself isn't necessarily a sign of DCD, as many children who appear clumsy actually have all the normal movement (motor) skills for their age.

Some children with DCD may also become less fit than other children as their poor performance in sport may result in them being reluctant to exercise.

Additional problems

As well as difficulties related to movement and co-ordination, children with DCD can also have other problems such as:

difficulty concentrating - they may have a poor attention span and find it difficult to focus on 1 thing for more than a few minutes

difficulty following instructions and copying information - they may do better at school in a 1-to-1 situation than in a group, so they can be guided through work

being poor at organising themselves and getting things done

being slow to pick up new skills - they need encouragement and repetition to help them learn

difficulty making friends - they may avoid taking part in team games and may be bullied for being "different" or clumsy

behaviour problems - often stemming from a child's frustration with their symptoms

low self-esteem

Related conditions

Children with DCD may also have other conditions, such as:

attention deficit hyperactivity disorder (ADHD) - a group of behavioural symptoms that include inattentiveness, hyperactivity and impulsiveness

dyslexia - a common learning difficulty that mainly affects the way people read and spell words

autism - a condition that affects social interaction, communication, interests and behaviour

Some children with DCD have difficulty co-ordinating the movements required to produce clear speech.

Page last reviewed: 08 March 2023
Next review due: 08 March 2026

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Developmental co-ordination disorder (dyspraxia) in children - Symptoms

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Read about symptoms of developmental co-ordination disorder (DCD) in children, also known as dyspraxia.

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We are currently providing support via face to face appointments but we may offer you a telephone or video consultations where we feel it is an effective way of communicating and meeting your needs. Waiting times are around 18 weeks.
For general enquiries about Children's Speech and Language Therapy please email lcht.cslt@nhs.net

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We work with children, young people and some adults with speech, language and communication and/or with eating, drinking and swallowing difficulties that impact on their ability to participate in everyday activities.

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Independent Speech and Language services - Leeds

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Independent Speech and Language services - Leeds

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Welcome to SLT Leeds. We are a highly-commended independent Speech and Language Therapy service offering high-quality and evidence-based assessment and therapy to children and adults in Leeds, across West, South and North Yorkshire and overseas.

. We have a proven track record in making a big difference in the lives of the children, adults and families we have helped. Please get in touch we would love to hear from you.

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Speech and Language Therapy Leeds | SLT Leeds

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Independent Speech and Language Therapy service offering high-quality and evidence-based assessment and therapy to children and adults in Leeds

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Speech and Language Therapy Services Harrogate District Hospital

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Speech and Language Therapy Services Harrogate District Hospital

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Harrogate and District NHS Foundation Trust

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Paediatric Speech and Language Therapy - Harrogate and District NHS Foundation Trust

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We provide paediatric speech and language services for children who have difficulties with speech, language, communication, eating, drinking and swallowing

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Supporting children with maths - family toolkit

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Supporting children with maths - family toolkit

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Help yourself to help others

If a fear of maths has you hiding from homework, we can help!

With a little help from us you can build your number confidence and skills, and begin to feel more prepared for when children come to you for help, and help pass your confidence onto them.

The free National Numeracy Challenge is designed to help you! It's a free, quick and easy way to check your skills and confidence with numbers, where you can go at your own pace, with learning resources tailored to you and your level. It helps with the maths we come across at work and in daily life - not algebra, or trigonometry. You can get started in just 10 minutes, and join the 390,000 others that have already started their journey to number confidence. Give it a go!

Family Maths Toolkit

All of our 230+ Family Maths Toolkit resources are now available for free!

To help us understand who is using them and how many children we're helping all you have to do is provide a few details, then you can access all the activities at your leisure.

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Supporting Children with Maths | Maths for Children

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Children need to feel confident with numbers, and you can help even if you don't feel confident either. Get our activities and start improving together or individually.

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Many children struggle with learning disabilities that can hinder their ability to process and understand information. Dyscalculia is a developmental disorder that involves difficulty conceptualizing and performing mathematics. The following are several practical ways that parents can help a child who struggles with dyscalculia.

Play With Dominoes
Playing games that use dominoes can help a child more easily understand simple math concepts. Specialist Ronit Bird states that a child should learn to recognize the number patterns on the dominoes and dice instead of counting the individual dots each time. Start by using dominoes and dice by themselves so your child feels comfortable with these objects. Next, find a game your child enjoys that uses these items.

Resist Using Worksheets
Whenever possible, parents should play games with their children to reinforce math facts instead of relying on worksheets. Games are almost always more interesting for kids. They present math as fun challenges to solve instead of boring concepts to memorize. If worksheets are used, it may be necessary to highlight important numbers in the instructions and throughout various problems. Allow your child to use a variety of colored pencils when completing worksheets, as it may help them more easily organize their work.

Use Manipulatives
Seeing and handling a tangible object will help a child better understand the abstract principles of mathematics. Legos and simple blocks can be used to teach addition and subtraction. TheSchoolRun.com suggests using a counter when working with children. Actually covering a certain number of counters with your hands will enable your child to more easily visualize different groups of numbers.

Learn the Language of Math
Parents should encourage their child to talk out loud as they work through a problem or new math concept. Children who struggle with math may have good language skills that could help make the mathematical process easier. It's a good idea for children to learn several synonyms for a variety of math terms. For example, when discussing addition problems they could use terms such as "plus," "increase" and "more than." Explain basic terms to your child and allow them to talk about each definition, describing what it means in their own words.

Create Visual Models
While this is similar to using manipulatives, creating visual models can expand beyond working with basic handheld objects. Understood.org advises moving around large objects in a room or drawing pictures to vividly explain aspects of math problems. Even simple household objects such as different colored socks or pairs of shoes can be used to teach addition and subtraction.

Use Accommodations
Accommodations can include everything from circling keywords in math sentences to giving your child extra paper to work out math problems. You should also discuss with your child's teacher accommodations that can be implemented at school. A few include extra time given for tests and access to a math resource room if one is available. The school may also allow a child with dyscalculia to use a calculator when working on daily math problems as well as tests.

Teach Toward Understanding
While learning math can be broken into sections, it's always a good idea to have the end goal in mind. Memorizing facts -- such as multiplication tables -- is a good idea, but simply memorizing facts won't always lead to real understanding of a math concept or process. Start by instructing your child to reason through a problem using logic instead of rote memorization. It's also a good idea to memorize a few basic strategies that have wide application.

While each one of these strategies may not work with every child, finding even a few that do will likely go a long way in helping a child build their math skills. It's important for parents to acknowledge the struggles and praise the progress that's achieved with each new skill that their child masters.

Contact us today to schedule an assessment. You can also view the research and results of the program on the website.

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7 Practical Ways Parents Can Help a Child with Dyscalculia

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Many children struggle to process and understand information. Dyscalculia is the difficulty of conceptualizing & performing math. Here are 7 ways to help!

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i-pad apps for learners with numeracy difficulties

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i-pad apps for learners with numeracy difficulties

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Looking to boost your typing speed? Kidztype.com has got you covered with our exciting collection of free typing games. Unleash the power of your fingers as you enjoy thrilling activities like whacking moles, racing through the jungle, bursting rockets, and competing in races with cars, bikes, and boats. Our captivating keyboard games provide the perfect blend of fun and skill-building, allowing you to enhance your typing skills while having a great time. With Kidztype's tailored-made games, you'll be typing faster and more efficiently in no time!

Fun and Engaging Free Typing Games for Kids: Boost Typing

Advancing Skills through Games:

Coordination and Accuracy: Typing game improve hand-eye coordination as kids learn to synchronize their hand movements with what they see on the screen. This helps them become more accurate and proficient in navigating the keyboard.

Vocabulary and Spelling: Many keyboard games incorporate word and sentence challenges, expanding children's speech and enhancing their spelling skills. Kids reinforce their language skills while improving their typing speed by repeating words and sentences in a fun context..

Speed and Motivation: By offering challenges and achievements,kidztype games motivate kids to improve their speed and accuracy. Setting high scores and beating previous records provides a sense of accomplishment and encourages them to continue practising and advancing their skills.

Engaging Kids through Interactive Games:

Easy-to-Learn Methods: The games use simple and memorable techniques to teach keyboarding skills. Kids can quickly grasp concepts like letter placement, home rows, upper rows, and numbers, making learning more accessible and enjoyable.

Exciting Themes: With captivating themes like fantasy worlds, car races, and space adventures, these games capture children's imagination and keep them engaged. The immersive experience ensures that learning to type feels like an exciting adventure rather than a chore.

Customizable Difficulty: The games offer scalable complexity and difficulty settings, allowing children to progress independently. Whether they're beginners or more advanced typists.

Suitability for Kids of All Ages:

These Keyboard games and dance mat typing activities are suitable for kids of any age. Starting early with keyboarding skills sets a strong foundation for the future. Whether your child is just beginning or wants to refine their typing abilities, these games provide a platform for growth and improvement.

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Typing Games - Learn Typing with Free Keyboard Games - KidzType.com

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Kidztype Typing Games: Kidztype's keyboard games are the best way to master typing speed and accuracy. Choose a suitable typing game to sharpen your fingers! Check us out and start playing now!

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Coloured overlays - can be purchased from many outlest - here is just one:

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Coloured overlays - can be purchased from many outlest - here is just one:

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Coloured Overlays for Visual Stress | The Dyslexia Shop.

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A wide range of coloured overlays to help with both Visual Stress and Irlen Syndrome. They can assist to mitigate potential visual perceptual problems.

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coram beanstalk – volunteer as a trained reading helper in a primary school to provide one-to-one literacy support

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At Coram Beanstalk we want every child to be a confident reader and every adult to feel comfortable reading with the children in their lives. This section has lots of useful tips to help you grow a love of reading, including our myth-busting film.

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Printable Resources for EAL and New-to-English Learners

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Free, Printable Resources and Downloads for EAL English as an Additional Language Learners | Learning Village - Blended EAL vocabulary, language structure and reading programme for new to English and low level literacy learners

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Free EAL Teaching Resources - The Bell Foundation

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Free EAL Teaching Resources The Bell Foundation offers a range of free resources to support EAL teaching and development within schools. Classroom Resources Discover a wealth of free classroom resources In January 2017, a free tool, the award-winning EAL Assessment Framework for Schools, was launched.

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Problems with working memory - the ability to keep in mind the information you need to complete a task - affect kids both in and out of school. But there are things parents can do and strategies kids can learn that can help them succeed, even if it doesn't come automatically to them.

Get to know your child's limits

If you've given your child what feels like a reasonable set of instructions, but they keep getting off track, it's a good sign that they've reached the limits of their working memory. Tuning in to when - and how often - your child starts to lose the thread will help you get a clearer picture of their capacity to hold information. Once you know where their limits lie, you'll be able to use that as a guide for giving effective directions.

For example, if you notice your child has a hard time following multi-step directions, try breaking tasks down into smaller, more manageable steps:

Don't: give a string of instructions, like "Go put your toys away, then put the bike back in the garage, wash your hands and let your sister know it's time for dinner."

Do: Try focusing on one task at a time: "We're getting ready to have dinner soon. It's time to put your toys away. When you're finished, let me know and I'll tell you what to do next."

Schoolwork that seems simple on the surface may actually require a lot of working memory. With kids trying to tackle too much at once it often translates to sloppy - or unfinished - work and creates anxiety. Teasing out the micro-tasks will help you and your child break the assignment down into manageable parts.

For example, when children are writing an essay they're using their working memory to recall important information, generate and organize ideas, use correct spelling and grammar, and even make sure their writing is legible. Trying to think through everything at once can clutter up their mental scratchpad. Instead encourage them to approach one task at a time:

Generate and write down major ideas

Examine the information and create a thesis statement

Outline the structure

Write a rough draft (don't worry about spelling or punctuation)

Edit and polish

Breaking homework assignments or study sessions down into manageable chunks will help your child avoid cognitive overload, work more effectively and develop good study habits.

Helping kids get into routines is essential for helping with working memory. "Routines are the goal," says Linda Hecker, MEd, the lead education specialist at the Landmark College Institute for Research and Training. "When we're able to automate a task it no longer requires working memory to function. Remembering what to do next takes up cognitive workspace - and that's not necessary." Here are some tips for creating routines:

Be consistent: Routines should be just that - routine. Find a pattern that works and stick with it.

Be patient: It takes time to build effective habits, and distractions happen. Don't expect kids to get it right away. Offering reminders and praising your child's efforts to stay on course will help them stick with the routine until it sinks in.

Use verbal and visual cues: Help kids internalize routines by adding verbal and visual backups.

For example, visual clues could be: Drawing a picture to illustrate how an essay is structured, writing out the order of steps for a math problem, using post-it notes as reminders around the house

Verbal cues could range from saying each task out loud before he does it, "Step 3, put my homework in my backpack for tomorrow..." to making up a song or poem to help him commit important information - like commonly used math formulas or the names of all 50 states - to long-term memory.

Not everything needs to be remembered. Tools like to-do lists, organizers and reminders free up vital "workspace" and make it easier for kids to remember important information. "Externalizing organizational tasks takes some of the pressure off working memory," explains Hecker. "I encourage my students to write everything down - assignments, ideas, anything they want to remember later."

But remember, organizational tools only work if they're used. Help your child find the tools that work for them and make the tools part of their routine.

"Kids often truly believe that they'll remember information later on, so they don't write it down," says Matthew Cruger, PhD, a neuropsychologist in the Learning and Development Center at the Child Mind Institute. Then later, when they can't remember all the things they need to finish the homework assignment, they're frustrated and embarrassed.

But the next day the same thing happens again. They're sure they can remember what they need to do - right up until they can't.

Help your child get into the habit of writing down important information - homework assignments, dates for field trips, that brilliant idea for building the best robot ever - right away, even if they think they'll be able to remember it.

"Medications that enhance attention can help with working memory," explains Dr. Cruger. ADHD medications don't treat working memory issues, but they do reduce distractibility and increase focus, which makes it easier for kids to access their working memory. But Dr. Cruger notes, "It's still essential to provide clear direction and manageable instructions."

Researchers are studying if methods like brain training can actually improve working memory capabilities. As research expands, we may learn more about the effectiveness of these strategies, but at the moment the long-term benefits aren't clear. Computer games, apps and memory games can be used alongside other strategies, but it's important to stick with established supports as well.

For now the best way to help kids with working memory issues is to focus on creating and practicing healthy, effective coping strategies. Creating routines, using tools and offering support helps children develop strategies they'll be able to fall back on for the rest of their lives.

Frequently Asked Questions

How can I help improve my child's working memory?

How can I help my child retain information?

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How to Help Kids With Working Memory Issues - Child Mind Institute

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Problems with working memory affect kids both in and out of school. Here are some supportive strategies to help kids stay on track.

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At a glance

Working memory refers to how we hold on to and work with information stored in short-term memory.

Kids use working memory to learn and follow directions.

You can build working memory games into your child's daily life.

Does your child have a hard time keeping one bit of information in mind while doing something else? For example, you're making spaghetti together, and your child's in charge of the sauce. But your child leaves to answer a text and forgets to come back and stir. Working memory challenges can cause trouble with tasks like these.

Working memory refers to how we hold on to and work with information that short-term memory stores. (In the past, the term working memory was used interchangeably with short-term memory.) It's part of a group of skills called executive function.

Kids use working memory all the time to learn. It's needed for things like following multi-step directions or solving a math problem in your head. You can help your child improve working memory by building simple strategies into everyday life.

1. Work on visualization skills.

Encourage kids to create a picture in their mind of what they've just read or heard. For example, say you've asked your child to set the table for five people. Have your child imagine what the table should look like, and then draw it. As kids get better at visualizing, they can describe the image instead of drawing it.

2. Have your child teach you.

Being able to explain how to do something involves making sense of information and mentally filing it. Maybe your child is learning a skill, like how to dribble a basketball. Ask your child to teach you this skill. Teachers do something similar by pairing up students in class. This lets them start working with the information right away rather than waiting to be called on.

3. Try games that use visual memory.

There are lots of matching games that can help kids work on visual memory, like the classic game Concentration (or Memory). You can also do things like give kids a magazine page and ask them to circle all instances of the word the or the letter a. License plates can also be a lot of fun. Take turns reciting the letters and numbers on a license plate and then saying them backwards, too.

Simple card games like Crazy Eights, Uno, Go Fish, and War can improve working memory in two ways. Kids have to keep the rules of the game in mind. They also have to remember what cards they have and which ones other people have played.

5. Encourage active reading.

There's a reason highlighters and sticky notes are so popular: Jotting down notes and underlining or highlighting text can help kids keep the information in mind long enough to answer questions about it. Talking out loud and asking questions about the reading material can also help with working memory. Active reading strategies like these can help with forming long-term memories, too.

6. Chunk information into smaller bites.

Ever wonder why phone numbers and social security numbers have hyphens in them? Because it's easier to remember a few small groups of numbers than it is to remember one long string of numbers. Keep this in mind when you need to give your child multi-step directions. Write them down or give them one at a time. You can also use graphic organizers to help break writing assignments into smaller pieces.

Using multiple senses to process information can help with working memory and long-term memory. Write tasks down so your child can look at them. Say them out loud so your child can hear them. Walk through the house as you discuss the family chores your child needs to complete. Using multisensory strategies can help kids keep information in mind long enough to use it.

8. Help make connections.

Help your child form associations that connect different details and make them more memorable. One way is to grab your child's interest with fun mnemonics. (For instance, the made-up name "Roy G. Biv" can help kids remember the order of the colors in the rainbow - red, orange, yellow, and so on.) Finding ways to connect information helps with forming and retrieving long-term memory. It also helps with working memory, which is what we use to hold and compare new and old memories.

Key takeaways

Teaching kids ways to visualize thoughts can help improve their working memory.

Card games and other fun activities can help build working memory.

Finding ways to connect information can help your child with long-term memory as well as working memory.

About the author

About the author

Amanda Morin is the author of "The Everything Parent's Guide to Special Education" and the former director of thought leadership at Understood. As an expert and writer, she helped build Understood from its earliest days.

Reviewed by

Reviewed by

Thomas E. Brown, PhD is a clinical psychologist and director of the Brown Clinic for Attention and Related Disorders.

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Working memory games can help kids get better at remembering and using information. Here are eight simple ways to improve working memory in your child.

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About Us

ADHD Solutions CIC is an independent not for profit community-based initiative set up to support children, young people and adults who have ADHD and other co-existing neurodiverse traits, their families, and the professionals that support or work alongside them.

Our Services

We deliver a range of high-quality client centred holistic services. We work collaboratively with family members, professionals and practitioners to reduce the stigma and promote an appreciation of the positive aspects of ADHD. We teach practical strategies and interventions that can be adapted for use in all settings and throughout life. All our programmes build knowledge, understanding and confidence allowing individuals to take back control and with support, achieve their full potential. Vist the pages below to find out more information about the services we offer.

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Please note, whilst we try and maintain our services as free access to families, depending on our funding at the time of your referral to us, some may require payment or a contribution to access.

Upcoming Events

The following events and activities are available to our Members.

Visit our Members for page more information about our membership schemes or to sign into your account.

Already signed into your account, visit our Upcoming Events page to register your place!

Working with the best funders and supportors

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About Us ADHD Solutions CIC is an independent not for profit community-based initiative set up to support children, young people and adults who have ADHD and other co-existing neurodiverse traits, their families, and the professionals that support or work alongside them. Our Services We deliver a range of high-quality client centred holistic services.

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It may not always be easy to spot the signs of anxiety in children and it may present itself in behavioural issues or emotional outbursts. Our guidance will help you understand your children's needs and how to help them manage their feelings.

"My tummy hurts" is one of the most common things parents hear when a child is feeling anxious. Most young children are already able to tell us if they are in pain. However, they may not necessarily understand what they are dealing with, or have the language skills or experience to express themselves if they are feeling worried about something.

Paying closer attention to our children's cry for help

Children can be sensitive to the world around them. They may feel anxious when they are experiencing challenges at home or at school such as issues with friendships, conflict in the home or changes that they are struggling to cope with. They may not be able to deal with the issues they are facing so it may develop into anxiety.
These are some signs that may indicate your child is struggling:

Tummy aches or headaches during stressful situations

Often upset or tearful for no apparent reason

Difficulty falling asleep, staying asleep or repeated nightmares

Always worrying, or afraid of something happening in the future

Avoiding eating or comfort eating

Trouble staying focused or concentrating, and maybe extra fidgety

Having a hard time coping or opening-up

Needing the toilet more frequently than normal

Frequent meltdowns or tantrums, or other behavioural challenges

Difficulty in breathing, or a lot of sweating

Avoids meeting new people, or people who cause them stress

Avoids crowded places such as supermarkets or school

Strange behaviours that can cause self-harm (pinching, biting, scratching or pulling their hair out)

Panic attacks or their heart feels like it is racing.

How anxiety can present itself in young children
Separation anxiety - This happens when a younger child is separated from his/her parent or guardian. They may cling to you when you drop them off at school, or at grandparents, and cry and cling onto you. It may help to organise play dates with other children. Encourage them to spend time away from you before they start school. Ask your family to have your child for an hour here or there to help them get used to being apart from you.

Obsessive behaviours - You may notice your young child insist on doing things in a particular order and may get anxious if it is interrupted such as only drinking from one cup, using one plate or wearing the same PJs. Try to introduce change in a simple way by asking them to do something new and allowing them to take control of that situation with you by their side. Whether it is them shopping for a new plate or choosing new PJs, this will help them regain some form of control.

Fear of a new situation - Some children become anxious around people outside of their home and busy places. They may worry about meet new people or making new friends. Try to encourage your child to interact with other children, taking small steps as their confidence in themselves increases. Speak to their teacher for support in this too.

Phobias and fears - Children experience panic or severe fear of a specific thing or situation such as spiders, birds or the dark. You may find that they grow out of this but if this becomes an issue, please speak to your GP or the School Nurse to get some further support.

Regression - Some children may regress back to a time where they felt safer and more at ease so you may find them not sleeping well or perhaps having wee accidents, etc. If that is the case, keep calm and use the same techniques you used when they were younger to help them.

Panic attacks - Children may feel that it is difficult to breathe and start to panic. Remind your child that it will soon pass and practise breathing techniques to regain control. You can teach your child calming breathing techniques to help if they do feel overwhelmed. Alternatively, you might ask a younger child to breathe as if they are blowing up a balloon, so a long slow breath in, and a long slow breath out.

Challenging behaviour can often be an unmet emotional need

When dealing with challenging behaviour, it can be hard to figure out what could be underneath it. When a child acts in a negative way such as biting, crying or hitting, it is usually a cry for help. You may find that they are overly clingy and cry even if you leave the room.

Understanding what may be causing the anxiety is important, maybe there has been a recent change at home or at their nursery/school. It may be conflict within the home, friendship issues, struggle with routines, bereavement or even a new move. Try to think back to when the anxiety started as that can help you pinpoint what may have caused them to feel this way.

As adults, most of us can recall times in our own childhood, where we felt worried or anxious about something. These worries, no matter how irrational they seem to parents, can feel very real to a child. Listen to their concerns, reassure them and try not to dismiss their fear as no big deal.

How to help your child manage their anxiety

Talk to your child and ask them questions about how they are feeling. Ensure the questions are simple and perhaps you can use emoji faces showing happy, sad, angry, etc. and ask your child to point to how they are feeling.

Try to listen without interruption, so your child feels heard. You may need to help them with words if they are struggling to express themselves or ask them to draw what they are feeling. It is crucial to remain calm at all times, as it may take some time for them to show you how they feel.

Use social stories, which is a visual aid to help children understand a process, a change or a situation that is troubling them. It consists of little sentences to explain the change with a picture or a drawing to help them understand. This webpage on social stories from the National Autistic Society is helpful.

Speak to your GP or Health Visitor for support and ask them for strategies on helping your child manage their anxiety. They may make a referral to the Occupational Therapy team who may be able to give you some tips on providing sensory support to help them regulate.

Use play as much as you can, such as lego or little figures, etc. This can help you to see how they are feeling through their play but help them to work through their triggers, stressors and feelings.

There are many amazing books and workbooks that can help young children with anxiety. Reading with your child may soothe their worries.

Encourage your child to name their feelings so they are able to express themselves a bit better especially when they are feeling overwhelmed. They may give it any names of their choosing and it will help you understand how they are feeling.

It is important to give them lots of reassurance and affection so they feel safe and able to explore their feelings with you.

Help them make a very simple plan so they can see a way forward and include breathing and counting to 5 slowly, doing some star jumps and/or cuddling up to their favourite comforter.

Further support

If you would like further support and advice, call our helpline on 0808 800 2222 or email us at askus@familylives.org.uk. You can talk to us online via our live chat service, which is open, Monday to Friday between 1.30pm and 9pm. You may also find it helps to find out how other parents have coped with this on our online forums.

You can also get some advice from Anxiety UK or Young Minds. The NHS website has a lot of information too on anxiety in children.

There are many wonderful and helpful resources out there that can help, this interactive video from Sesame Street can help your child learn those important breathing techniques, remember to touch his belly.

If you are worried about your child feeling anxious and feel it is affecting their day to day life, please do get in touch with your Health Visitor or GP for further support.
You may find it helpful to watch this video called Ruby's Worry by Tom Percival
This advice article was created on July 2020

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Dealing with anxiety in young children | Family Lives

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How to deal with anxiety in young children

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Supporting individuals and families affected by dyspraxia/DCD

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A Guide to Neurodiversity in the early years

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A Guide to Neurodiversity in the early years

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A free resources from the Anna Freud charity

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A Guide to Neurodiversity in the early years

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A Guide to Neurodiversity in the early years

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A free resources from the Anna Freud charity

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A Guide to Neurodiversity in the early years

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A Guide to Neurodiversity in the early years

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A free resources from the Anna Freud charity

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Neurodiversity information hub

Welcome to the Neurodiversity Hub, a one-stop shop for neurodivergence information and support for all children, young people and families in Leeds.

This is for those with and without formal diagnoses.

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Welcome to the Neurodiversity Hub, a one-stop shop for neurodivergence information and support for all children, young people and families in Leeds.
This is for those with and without formal diagnoses.

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Neurodiversity information hub - MindMate

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Access to information that can help support you if you're worried that you or your child may have a neurodevelopmental condition such as ADHD or autism.

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Leeds Parent Carer Forum is a voluntary organisation led by passionate parents and carers, who are working in partnership with the Local Authority, Education, Health and Social Care services to improve the quality of life for children and young people with additional needs, and their families, across Leeds.

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About Us Leeds Parent Carer Forum is a voluntary organisation led by passionate parents and carers, who are working in partnership with the Local Authority, Education, Health and Social Care services to improve the quality of life for children and young people with additional needs, and their families, across Leeds.

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Since 2004, Dove has been building self-esteem in young people - and by 2020, we'll have helped 40 million through our educational programmes.

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Our Speech and Language Therapy Toolkit contains advice, activities and general resources to help with the development of children and young people’s speech, language and communication skills.

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Our Speech and Language Therapy Toolkit contains advice, activities and general resources to help with the development of children and young people's speech, language and communication skills. Not all the advice will be appropriate for your child, and we recommend discussing the advice with a speech and language therapist, health professional or education practitioner.

If you have any questions, comments or suggestions about the Toolkit, please email Andrea Arnold andrea.arnold@nhs.net - we would love to hear from you and we are continually responding to feedback.

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Our Speech and Language Therapy Toolkit contains advice, activities and general resources to help with the development of children and young people's speech, language and communication skills. Not all the advice will be appropriate for your child, and we recommend discussing the advice with a speech and language therapist, health professional or education practitioner.

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Information and resources on dyscalculia

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The Dyscalculia Centre provides a range of information on dyscalculia which can be accessed through the headings above.

If you are interested in being tested yourself for dyscalculia or testing a child there are details in these articles:
Testing: information for teachers Testing: information for parents Testing: information for adults who think they may be dyscalculia SUPPORT MATERIALS Books of activities to support dyscalculic adults and children
The Dyscalculia Centre has also published several books that can be used to help dyscalculic people of all ages overcome their difficulties with maths. These books are intended to be used by the dyscalculic person working alongside a teacher or a friend who has average ability in maths. They are also suitable for a parent who wishes to help her or his child.

Ordering details are given at the end

Dyscalculia activities 1: addition to division: - copiable resource of activities to teach the four basic functions to children

Dyscalculia activities 1: addition to division works from the basis that virtually everyone who has particular difficulties with mathematics has problems because they have failed to grasp one or more of the fundamental principles of maths, and it is this that causes their subsequent problems. The book goes through these fundamentals using a multi-sensory approach alongside conventional notation of maths.

It is not anticipated that most people will need to work through the whole book; rather the volume is constructed so that the teacher can direct the pupil to work on specific topics in order to clarify issues previously misunderstood.

You will also need to provide a series of coloured counters (such as those used with games of Ludo or tiddlywinks) and for some of the later work, a set of cards.

Dyscalculia activities 1: addition to division is supplied as a download so that you can print out whatever sections you need. Order code: T1654 £14.95

Available as a download only.To see sample pages please click here

Dyscalculia activities 2: shapes, fractions, percentages

This volume follows on from "Practical Activities" and uses the same multi-sensory techniques that have proved successful in the earlier book. As before the book comes as a photocopiable volume and requires no additional equipment or materials save for a collection of coloured counters.

One of the huge benefits of this approach is that it not only works with those who have the genetic disorder which gives rise to dyscalculia, it also benefits those children who are failing to grasp mathematical concepts because of interrupted schooling, home problems or even a maths aversion which has developed because of early failure. Experience suggests that a short period of using multi-sensory techniques can be enough to overcome such problems and bring the pupil back to the class average.

Each activity within the book can be completed within a maximum of ten minutes, thus allowing the teacher or parent to stop the work the moment the child shows signs of maths-aversion, frustration or tiredness.
Order code: T1719 £14.95
Available as a download only. To see sample pages please click here

Dyscalculia activities 3: Time and timetables - book of activities for pupils and students who have difficulty telling the time, following the sequence of days, weeks, months, seasons, etc

Time is the ultimate sequence, and children who master the concept of time usually overcome all their problems with sequencing and also find many concepts in maths much easier to handle. Indeed it is noticeable that many children who have difficulties with maths also have particular difficulties with the concept of time.

Dyscalculia activities 3: Time and timetables contains exercises and activities that are designed to overcome such problems and ensure that children have a full ability to handle all the concepts of time - from the passing of seasons to the use of the 24 hour clock and the reading of timetables.

The book contains a range of straightforward tests which will reveal where the child's particular problems lie. This is followed by a series of activities covering all aspects of time. These activities can be undertaken in the classroom and can be photocopied and taken home. Indeed those children who are able to do five minutes homework a day on the subject of time will find that their understanding of time develops extremely quickly.

The book is available in photocopiable format which means that the activities can be shared with other staff in your department.
Order code: T1712 £14.95
Available as a download only. To see sample pages please click here.

You can order any of these resources

for immediate download from our on-line shop

with a school order number by email to This email address is being protected from spambots. You need JavaScript enabled to view it.

by phone to 01604 880 927 again with a school order number or credit card

with a cheque by post to Schools.co.uk, 1 Oathill Close, Brixworth, Northampton, 9BE. Please make cheques payable to Websites and Blogs Ltd

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The Dyscalculia Information Centre - The Dyscalculia Information Centre

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A charity working to prove what people who have autism can do

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OUR PURPOSE - To prove what Autistics CAN do.

OUR VALUES - We are Positive, We Enable, We are Gutsy, We are Open, We build Networks and We have Integrity.

With 99 staff, 74 are Autistic mentoring over 2000 Autistic individuals nation-wide, I CAN Network has grown into Australia's largest Autistic-led organisation.

The I CAN Network story started with one family, the Varneys. Lisa Anderson and John Varney instilled an 'I CAN' attitude in their Autistic son Chris through a network of supportive friends and teachers. Years later, in 2013, Chris founded 'I CAN Network' with the help of two Autistic mates Penny Robinson and James Ong.

Our branding captures the wonder of the aurora borealis (or northern lights): a natural spectrum. Our commitment to an Autistic-led approach is so deep that Goal One of our strategy is to grow I CAN Network with a 50% difference: a minimum of half of our staff must be Autistic.

Now in our seventh year, I CAN Network's knowledge of Autistic young people, schools and mentoring practice has enabled us to achieve widespread influence across the landscape of children's rights and inclusive education and employment. I CAN Ltd is an ongoing member of the Victorian Government's Autism Education Advisory Group and Autism Plan Advisory Group, the Australian Association for Special Education, the Child Rights NGO Taskforce and the Australian Autism Alliance.

In the past year alone, I CAN Network has mentored more than 2000 Autistic kids, teenagers and young adults. Since our inception in 2013, I CAN Network currently employees 99 people Australia-wide, 74 proudly Autistic.

Chris is the founder and Chief Enabling Officer, CEO of the I CAN Network. He spent 11 years with World Vision Australia and World Vision International where his roles included Youth Ambassador, VGen Co-Director and Manager of Youth Supporters.

Growing up with Asperger's, he was inspired to start I CAN from the support his family, schools and mentors gave him, which he shares in his TEDx 'Autism - How My Unstoppable Mother Proved the Experts Wrong'. Now with over half a million views!

Many of the young people who are new to our mentoring programs join us with a sense of shame around being Autistic. Too often, they have internalised the negative perceptions of others and the deficits-based view of Autism.

At I CAN, we believe in a rethink of Autism that moves young people from a mindset of 'I CAN'T' to 'I CAN.' We do this through respectful, peer-based programs that celebrate Autistic strengths, passions and shared experiences.

Since our launch in September 2013, we have helped thousands of Autistic young people develop a stronger sense of self-acceptance, confidence, optimism and belonging. In the process, we are demonstrating the high level of innovation and positive social change that comes from valuing Autistic insights and talent. It's not just our Autistic mentees and mentors who benefit from our strengths-based approach to Autism and neurodiversity. Every day, we see more and more people embracing our hopeful, respectful rethink of Autism.

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OUR PURPOSE - To prove what Autistics CAN do. OUR VALUES - We are Positive, We Enable, We are Gutsy, We are Open, We build Networks and We have Integrity. With 99 staff, 74 are Autistic mentoring over 2000 Autistic individuals nation-wide, I CAN Network has grown into Australia's largest Autistic-led organisation.

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Offering therapy, ASD, ADHD and cognitive assessments.

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All Things Therapy Centre is a fully inclusive therapy service. We offer a range of psychological therapies, Autism and ADHD assessments. Our therapeutic services include: individual counselling and psychotherapy, family therapy and couples counselling to any age or ability. We have a range of experiences in different healthcare settings, with different client groups and with various difficulties. We use a range of therapy styles to support individual needs and have significant experience working with neurodiverse clients.

Neurodiversity Assessments

We also offer Autism, ADHD and Cognitive Assessments for children and adults. All our assessments are in line NICE guidelines, so you can have confidence you are in the best hands. Click on the Assessments tab for further information!

What People Say

You have been so amazing, we have never had any support like yours

It is so lovely to talk to someone about my child who just gets it!

His time with you helps massively, it's his space that he needs to grow

We can't thank you enough for all you've done to support our daughter, I dread to think where we would be without your support!

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Home | All Things Therapy | 28 Newmarket Street, Skipton, UK

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All Things Therapy offers a range of psychological therapies including: counselling, psychotherapy, family therapy and play therapy. As well as autism assessments, neurodiversity screening and cognitive assessments. We are are a fully inclusive service for any age or diagnosis.

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Oakdale values and embraces neurodiversity, recognising the unique strengths and challenges that come with neurodevelopmental conditions.

Oakdale also understands the importance of diagnosis in providing support and understanding to individuals, both children and adults, with Autism and/or ADHD in their daily lives. A diagnosis can play a significant role in self-identity and recognition.

Oakdale acknowledges that the differences within the autism and/or ADHD diagnosis can present challenges for individuals and their families, and specialised support may be necessary to address these challenges. A diagnosis can also be helpful in assisting others to understand the individual's distinctive strengths and needs. For many individuals and families, a diagnosis marks the beginning of a journey that can benefit from specialised support and services.

Following an assessment, Oakdale will collaborate with you to identify recommendations and provide information about suitable specialist services.

Oakdale is actively working towards developing in-house diagnostic support services and is excited to offer these services in the near future.

What does an Autism or ADHD Assessment involve?

Oakdale provides Autism and ADHD Assessments for children, young people and adults. Each assessment is carefully conducted by a multidisciplinary team of qualified, experienced practitioners in accordance with NICE guidelines.

Oakdale's team of clinicians includes Psychiatrists, Psychologists, Speech and Language Therapists, Occupational Therapists, Clinical Nurse Specialists and Senior Mental Health Practitioners, who work collaboratively to provide comprehensive assessment and support. An Assistant Psychologist also supports the assessment with observation or information gathering and acts as the 'case coordinator', as recommended in 1.5.3 within NICE Guideline [CG128].

Assessments are usually undertaken from one of Oakdale's therapy centres in Leeds, Harrogate or Halifax, but with some elements of the service available online. Oakdale is receiving an increasing number of referrals from people further afield who are choosing Oakdale as their provider.

All assessments are tailored to the requirements of the individual, but they usually include an initial conversation with the client or the client's parents and at least one face-to-face appointment with the client. Some complex cases could require more appointments and observations.

The assessment process includes a full developmental history, focussing on developmental and behavioural characteristics that align with DSM-V criteria. Oakdale uses a range of diagnostic tools and measures for the assessments and these are explained in more detail as part of the planning process where the best assessment pathway for the individual is decided. All of the tools and measures used by Oakdale are widely recognised to support the conclusions in Autism and/or ADHD assessments.

An Autism assessment also includes a standardised observation and interview, using the most up-to-date and evidence-based tool, called the ADOS-2 (the Autism Diagnostic Observation Schedule).

An ADHD assessment also includes a comprehensive clinical and psychosocial assessment to gain a better understanding of the individual's symptoms and behaviours in different domains and settings in their daily life. This involves gathering information through a full developmental and psychiatric history, observer reports, and assessing the individual's mental state. Additionally, Oakdale uses the QbCheck, which is the only CE marked and FDA approved aid for assessing and evaluating ADHD in individuals aged 6 to 60 years old. The QbCheck provides objective and unbiased information to clinicians, enhancing their reliability in assessing ADHD.

Following the assessment sessions, the team then meets to discuss the findings and determine whether or not the individual meets the criteria for a diagnosis of Autism and/or ADHD. The team also considers differential diagnosis to ensure accuracy.

Following this, a comprehensive report is provided detailing the outcomes of the assessment, whether a diagnosis is indicated, and a description of positive skills and areas of development. The assessment process provides a comprehensive understanding of an individual's strengths and difficulties across various contexts. Further to this, the report will also detail recommendations for next steps, advice regarding post-diagnostic support and useful resources for the individual and their family.

Oakdale acknowledges that an individual may experience anxiety about the assessment process. Oakdale's top priority is to maintain a flexible approach that allows ample time to build rapport and ensure clients accessing the service feel secure and well-informed throughout the assessment.

Right to Choose Assessments

Right to Choose ADHD and Autism Assessments
Patients in England who are registered with a GP have the right to choose an appropriate Autism and/or ADHD assessment provider, anywhere in the country.

Oakdale are very pleased to be delivering Autism and ADHD assessments that are funded by the NHS as a contracted healthcare provider to children and adults.
To make a referral:
If you feel that you or your child requires an Autism and/or ADHD assessment and you would like this to be funded by your local Integrated Care Board (as NHS commissioners) and delivered by Oakdale, please follow the steps below:

Visit your GP and talk to them about what is worrying you in relation to you or your child and why you feel an autism and/or adhd assessment might be helpful

Your GP will need to agree that an assessment is appropriate

Ask your GP to refer you to Oakdale via the GP Information Area below

Oakdale will add you to our waiting list as soon as we receive the referral form back from your GP.

GP Surgery Information - GP Surgeries Click Here
Current waiting times:
Current waiting list times for NHS funded assessments is approximately 12 - 18 months. If you live in Calderdale, please contact us to find out about our waiting times as we hold a separate waiting list.
How will I be contacted?
Oakdale will get in touch with you via email or telephone so please look out for Oakdale emails. In the interest of fairness, referrals will be processed in the order they are received.
Background to Right to Choose
The NHS has been working hard in recent years to give patients more control over their healthcare requirements.

In some areas of care, patients have the right to choose the provider that delivers the service they need. This applies across a number of different areas of health services.

The healthcare provider can be another NHS service or a private organisation. The organisation that delivers the service must be contracted with an Integrated Care Board (ICB) somewhere in England to deliver the same service.

The right to choose a provider is, in some areas of healthcare, covered by legislation and is set out in more detail in the NHS Choice Framework.

Under the terms of this legislation, people throughout the country are encouraged to pick the provider of their choice when referred by their GP for selected, consultant-led health services. This Right to Choose applies regardless of where the patient lives or where their provider is based.

Historically, allowing patients to choose health providers was restricted to physical health care requirements. More recently, the right to choose has been extended to mental health care requirements and assessment services. This means that if someone needs to access a service for their mental health, under some circumstances, the patient can choose from a list of providers in any area.

The right to choose a provider can sometimes mean that waiting times for assessments are shorter.

Oakdale delivers Autism and ADHD assessments under the Right to Choose NHS framework.

More information about your right to choose is available in the links below:
ADHD UK S4nd.org Right to Choose FAQ's What is included in an RTC assessment?
Please read our 'Specialist Assessments' information page which details the assessment process.
Is there an age criteria for assessments?
Oakdale holds an all-age contract with an Integrated Care Board (ICB) in England and can therefore offer NHS funded assessments as follows:

Complex Communication and Autism assessments for preschool children (please bear in mind that Oakdale does not accept referrals for Autism assessments for children younger than 2 years old)

Autism and/or ADHD assessments for school-aged children (please bear in mind that Oakdale does not accept referrals for ADHD assessments for children younger than 6 years old)

Autism and/or ADHD assessments for adults

If my GP does not agree to the referral, can I self-refer?
Yes, you can self-refer if you wish to pay privately. Please read our 'Privately funded Autism and ADHD Assessments' information page which details how to pay privately for an assessment.
Does Oakdale offer medication for ADHD?
Oakdale does not currently offer a medication service, although this service is currently being developed and it is hoped that this will be available very soon. Should you require medication in the meantime, Oakdale will provide appropriate signposting to other services.
Does Right to Choose cover Scotland / Wales / Northern Ireland?
Unfortunately, not. You must be registered with a GP in England to be eligible for these services.
Can I pay for the initial assessment and then get refunded if I am referred later?
Unfortunately not. However, if you decide to access an assessment privately, you can then contact your GP for a referral for NHS funded treatment should you wish.

Privately Funded Assessments

In addition to Right to Choose assessments, we also accept self-referrals for those wishing to pay for the assessment themselves.
Current waiting times:
Current waiting list times for privately funded assessments is up to 4 months.

NHS Funded Leeds Preschool CCA Assessments

Oakdale is pleased to be offering Complex Communication and Autism (CCA) assessments to preschool-age children in the Leeds area.

This service has been commissioned specifically for children of preschool-age who have been referred to the CCA Assessment waiting list of the Leeds Community Healthcare NHS Trust (LCH). By adding this additional capacity, the hope is to minimise the time that local children and families will need to wait for the assessment process to begin.

Oakdale has been delivering CCA assessments on behalf of LCH since early 2020. We value the collaborative relationship we have been able to establish in Leeds with relevant organisations such as the Leeds Integrated Children with Additional Needs Service (ICAN) including Paediatricians, Speech and Language Therapists and Specialist Health Visitors, as well as various schools and nurseries.

If you have received a letter from LCH about the possibility of your child receiving an assessment with the Oakdale Centre, and have elected to proceed, we will be in touch to discuss the assessment process with you, and to arrange a convenient date for your first appointment.
More information
Please call us on 0333 323 7773 if you have any queries about what you can expect.

Cognitive Assessments

What are Cognitive Assessments?
Cognitive Assessments are formal assessments which aim to identify areas where an individual has strengths and those that they may have more difficulty with. By identifying the challenges that an individual is having, a greater understanding can be achieved and appropriate help put in place to ensure that they achieve their full potential. These assessments may also illustrate areas which warrant further investigation by another professional, e.g. an occupational therapist, speech and language therapist, psychiatrist or educational psychologist.
What Cognitive Assessments do Oakdale offer?
The Cognitive Assessment clinic at Oakdale is led by a team of highly trained and experienced Clinical Psychologists. We offer cognitive assessments to children and adults.
Oakdale administers the Wechsler Intelligence Scales for children and adults, which assesses cognitive abilities including concept formation, visual spatial processing, inductive reasoning, working memory, and speed of information processing. It can be completed without any reading or writing, and takes 65 to 80 minutes to complete. For children, the number of appointments (one or two) required to complete this assessment will depend on the age and concentration ability of the child. Whilst these assessments provide an overall IQ score, this overall score is not as important as understanding the profile of an individual's cognitive strengths and weaknesses on a holistic basis. For this reason, cognitive assessments are always interpreted by an experienced psychologist.

As part of a cognitive assessment, Oakdale also offers an assessment of adaptive behaviour using the ABAS-3 (Adaptive Behaviour Assessment Scale). The ABAS-3 is a multidimensional and standardised assessment tool used to assess the functional skills necessary for daily living. This includes assessing a wide range of skill areas including: communication, community use, self-care, leisure, social, motor, functional academics, self-direction and health and safety.
What happens following the assessment?
The results of the assessment will be written up and a full report will be provided detailing the findings and any recommendations for home and school/work.

A feedback appointment can be offered to discuss these results to ensure that they are fully understood. It is the client's choice whether they would like school/work to be informed of this assessment and involved in the provision of additional information.

If you would like to search for anything on our website, please type here and click 'search'

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Neurodevelopmental Service (Autism/ADHD) - Oakdale Centre

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Oakdale values and embraces neurodiversity, recognising the unique strengths and challenges that come with neurodevelopmental conditions.

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We are an independent psychology and neurodevelopmental practice based in Harrogate.

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We answer the most popular searched and asked questions across neurodevelopmental assessments and emotional wellbeing therapeutic services.

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Assessments for children and adults

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January 2021: Under the new national lockdown we can confirm that we are still allowed to carry out our services and will continue to assess at our Leeds centre with COVID-safe measures in place.

Yorkshire Dyslexia provides specialist dyslexia assessments for children and adults in Yorkshire. We are based at:

Yorkshire Dyslexia

Ground Floor

3 Fusion Court

Garforth

Leeds

LS25 2GH

Who we are

We are two specialist dyslexia assessors who are experienced teachers working in primary and secondary schools, mainstream and special educational needs. We understand the difficulties experienced by dyslexic students and recognise the frustration parents may feel when their child's full potential is not being realised. We hold Assessment Practising Certificates from PATOSS enabling us to carry out full diagnostic assessments for dyslexia. An assessment helps to identify a child's learning strengths and weaknesses which we outline in a comprehensive report along with recommendations of how best to support your child at home and in school.

Our friendly, supportive and consistent approach will help to unlock your child's potential. We are happy to discuss your child's needs. Please call us for a free informal consultation. If you would like to visit us at the Yorkshire Dyslexia Centre in Leeds, please call or email to book an appointment.

We also offer assessments for adults and students in higher education. Please click here for more information about these services.

What we do

Dyslexia diagnostic assessments (for children, students claiming DSA and adults)

Access Arrangements for SATs, GCSEs and A levels

Dyslexia training for schools and workplaces

We offer advice and strategies of intervention to help support individuals with dyslexia and believe a formal diagnosis of dyslexia can raise a person's self esteem and allow them to unlock their full potential.

Areas covered

We cover the entire Yorkshire region including:

Leeds

Bradford

Halifax

Skipton

Wakefield

Sheffield

Doncaster

Rotherham

York

Hull

Huddersfield

Yorkshire Dyslexia are proud to support Yorkshire based children's brain tumour charity, Levi's Star.

Please click the logo on the left to find out more about Levi's Star.

REMEMBER

Early recognition and appropriate intervention are keys to success!

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January 2021: Under the new national lockdown we can confirm that we are still allowed to carry out our services and will continue to assess at our Leeds centre with COVID-safe measures in place.

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We are a group of educational professionals comprising Specialist Teachers, Assessors and Psychologists who formerly worked for Dyslexia Action in the Yorkshire region. We have formed a network through which we are continuing to work together to support children and adults and provide advice, assessments and teaching services under the name Dyslexia Alliance Yorkshire.

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Software development services for small businesses and start ups. Minimum Viable Products, Proof of Concepts and ongoing project maintenance and rescue. Our team have over 10 years experience developing software for fintech, SaaS, travel, logistics, transport, public transport, crm and online games

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Welcome to Away With Words. We are an independent speech and language therapy service offering assessment and therapy to children and young people throughout Yorkshire.

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"Immediate, effective and fun speech and language therapy, designed specifically for your child."

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Speech & Language Therapy, Speech Therapist, Chatterbox Speech and Language Therapy

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One of many opticians who will do Visual stress tests

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Opticians Wetherby (Cameron Beaumont) Established Over 100 Years

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Cameron Beaumont Opticians in Wetherby has been looking after the eyes of our community for over 100 years. We take pride in providing friendly eyecare for all the family.

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Ways to cope for parents of children with ADHD

Caring for a child with attention deficit hyperactivity disorder (ADHD) can be challenging. The impulsive, fearless and chaotic behaviours typical of ADHD can make everyday activities exhausting and stressful.

Although it can be difficult at times, it's important to remember that a child with ADHD cannot help their behaviour. People with ADHD can find it difficult to suppress impulses, which means they may not stop to consider a situation, or the consequences, before they act.

If you're looking after a child with ADHD, you may find this advice helpful.

Plan the day

Plan the day so your child knows what to expect. Set routines can make a difference to how a child with ADHD copes with everyday life.

For example, if your child has to get ready for school, break it down into structured steps, so they know exactly what they need to do.

Set clear boundaries

Make sure everyone knows what behaviour is expected, and reinforce positive behaviour with immediate praise or rewards. Be clear, using enforceable consequences, such as taking away a privilege, if boundaries are overstepped and follow these through consistently.

Be positive

Give specific praise. Instead of saying a general: "Thanks for doing that," you could say: "You washed the dishes really well. Thank you."

This will make it clear to your child that you're pleased and why.

Giving instructions

If you're asking your child to do something, give brief instructions and be specific. Instead of asking: "Can you tidy your bedroom?" say: "Please put your toys into the box and put the books back onto the shelf."

This makes it clearer what your child needs to do and creates opportunities for praise when they get it right.

Incentive scheme

Set up your own incentive scheme using a points or star chart, so good behaviour can earn a privilege. For example, behaving well on a shopping trip will earn your child time on the computer or some sort of game.

Involve your child in it and allow them to help decide what the privileges will be.

These charts need regular changes or they become boring. Targets should be:

immediate - for example, daily

intermediate - for example, weekly

long-term - for example, 3-monthly

Try to focus on just 1 or 2 behaviours at a time.

Intervene early

Watch for warning signs. If your child looks like they're becoming frustrated, overstimulated and about to lose self-control, intervene.

Distract your child, if possible, by taking them away from the situation. This may calm them down.

Social situations

Keep social situations short and sweet. Invite friends to play, but keep playtimes short so your child does not lose self-control. Do not aim to do this when your child is feeling tired or hungry, such as after a day at school.

Exercise

Make sure your child gets lots of physical activity during the day. Walking, skipping and playing sport can help your child wear themselves out and improve their quality of sleep.

Make sure they're not doing anything too strenuous or exciting near to bedtime.

Read our physical activity guidelines for children and young people, which includes information on getting active, and how much activity you and your child should be doing.

Eating

Keep an eye on what your child eats. If your child is hyperactive after eating certain foods, which may contain additives or caffeine, keep a diary of these and discuss them with a GP.

Bedtime

Stick to a routine. Make sure your child goes to bed at the same time each night and gets up at the same time in the morning.

Avoid overstimulating activities in the hours before bedtime, such as computer games or watching TV.

Night time

Sleep problems and ADHD can be a vicious circle. ADHD can lead to sleep problems, which in turn can make symptoms worse.

Many children with ADHD will repeatedly get up after being put to bed and have interrupted sleep patterns. Trying a sleep-friendly routine can help your child and make bedtime less of a battleground.

Help at school

Children with ADHD often have problems with their behaviour at school, and the condition can negatively affect a child's academic progress.

Speak to your child's teachers or their school's special educational needs co-ordinator (SENCO) about any extra support your child may need.

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Attention deficit hyperactivity disorder (ADHD) - Living with

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Read about living with attention deficit hyperactivity disorder (ADHD), caring for a child with ADHD, plus ways of coping with the condition.

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If you pay for a personal membership of Twinkl there are thousands of resources to help your child

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Printable and Digital Teacher Resources | Twinkl USA

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Instantly access Twinkl’s printable and digital K-12 teaching resources, including worksheets, eBooks, games, PowerPoints, Google Slides, and more!

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Lots of resources on this site.

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If you're looking to teach your child spelling words at home and improve their overall skills and confidence, it's important to remember that the learning process should be made interesting, motivating and fun.

This is particularly crucial for children who already experience some difficulties with spelling words. Children who struggle to spell words and mix up their letters require considerate and loving attention to help them overcome these challenges and avoid getting frustrated, defeated and unwilling to improve.

Spelling games and activities make the process of learning this important skill much more motivating.

7 fun spelling activities to make teaching at home effortless

Here are some fun and simple spelling games and activities to help you teach your child spelling words and improve their confidence:

1. Teach your child spelling words with 'Lily Pad Letters'

Take a large sheet of construction paper and write each of the letters of the alphabet for this spelling activity. Cut the area around each letter into the shape of a lily pad and lay them out on the floor. You can even ask your child to help you decorate the lily pads and colour them green.

Have two of your children pair up to play this game, or team up with your child yourself. To play, the first person must think of a word and read it aloud. The second must then step on the letters to spell the word. This spelling activity works well if you're homeschooling several children together.

2. Use 'Stair Steps' to memorise certain words

This is an easy game to help your child memorise the way certain words are spelled. Have your child write each word as if they are stairs, adding one letter at a time. Get them to sound out or spell the words aloud as they write them. For example:

S

Sp

Spe

Spel

Spell

Looking for spelling activities for your child to practise at home? Get a FREE trial today.

3. Toss around the 'Spelling Ball'

Here's a fun spelling activity that the whole family can enjoy. Stand together in a circle with a ball. Call out a word, toss the ball to another person, and have that person spell out the word, and so on. If the word isn't spelled correctly, then whoever has the ball tosses it to another person who will try to spell it.

My 6-year-old son and 9-year-old daughter love Reading Eggs and Reading Eggspress. I love that they're getting a variety of language arts activities (similes, main idea, spelling, etc.) and that they can spend "healthy" time on the computer. I have and will continue to recommend Reading Eggs to my friends." -  Mickelle, Homeschooler.

4. Use magazine clippings to familiarise with letters

Have your child cut out the letters from a newspaper or magazine to spell words. This will encourage them to consider each letter carefully and individually while creating visual representations of the words as a helpful memory aid. This spelling game uses what you have at home, also teaching children to repurpose materials.

5. Play 'Scrambled Spelling' using alphabet blocks or fridge magnets

Give your child several scrambled words. You can use alphabet blocks or fridge magnets, or even make your own by writing letters on pieces of paper. Then have them unscramble the words within a time limit. This spelling activity makes a great competition for multiple children or a homeschool class.

6. Create a 'Spelling Train' to have fun while spelling words

Read a word aloud and have your child write it down. Using the last letter in that word, ask them to write another word beginning with that last letter. They can continue the 'spelling train' using the last letter of the word. For example:

Toe

Eat

Tea

Ant

Tin

7. Play online spelling games for kids

Online spelling games designed for kids are a great way to teach your child spelling words and skills in a fun, low-pressure, and highly effective way. Why not visit the Spelling area in Reading Eggs now? Your child can play over 96 levelled spelling lessons that are colourful, interactive and highly engaging for young learners. Each spelling lesson focuses on a 12-word spelling list. The lessons cover the spelling requirements for the first three years of schooling, with 32 lessons for each year level.

Reading Eggs, Reading Eggspress and Mathseeds are programs we use almost daily. [It's an] invaluable supplement and reinforcement to our homeschool curriculum. I love the library of books! My reluctant reader seems to do much better reading these than a regular book. She loves to do spelling lessons, driving tests and choosing and buying trading cards in Reading Eggspress." -  Lou-Ann A.

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Homeschooling - How to Teach Your Child Spelling Words

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Teach your child how to spell words and improve their spelling skills at home with fun, simple and engaging activities for parents and homeschoolers.

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Personal membership is less than £10 a year

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Teach My Kids | How to help children with spelling, child struggling…

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Help your child get better at learning their spellings and how to make a child remember spellings. Learn keywords and high frequency words. How to teach…

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On this site you will find lots of links to books, worksheets and videos

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With a library of activities and resources for every stage of the learning journey, curated by the team at Oxford University Press, we are here with inspiration to help your little ones learn, grow and flourish at home, in the classroom and beyond.

Just click on the sections in the menu to explore by subject, or use the options below to uncover content by age group.

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Oxford Owl for Home: help your child learn at home - Oxford Owl

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Oxford Owl is packed with expert advice, tips and activities to help parents support their child's education. Help your child with reading, phonics and maths.

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Search "Spelling" on BBC Bitesize for resources to support your child.

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Use BBC Bitesize to help with your homework, revision and learning from KS1 to GCSE. Find free videos, step-by-step guides, activities and quizzes.

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Therapy delivered through sport and swimming

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Therapy delivered through sport and swimming

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Support with:

Developmental Coordination Disorder (DCD)

Autistic Spectrum Disorders (ASD)

Attention Deficit Disorder (ADD)

Attention Deficit Hypreactivity Disorder (ADHD)

Developmental Delays

Physical Disabilities

Learning Difficulties / Disorders

Postural Disorders

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Parental & School Consultation

This therapy consists of specific exercises aimed at improving muscle strength, joint flexibility and aerobic stamina.

​

This form of therapy is suitable for postural disorders (e.g. scoliosis, kyphosis, poor posture, etc.) and includes physical exercise together with techniques for developing postural awareness.

​

The therapy takes place in both the gym and the pool.

This highly recommended form of therapy includes physical exercise in the swimming pool, concentration and relaxation techniques.

Hydro therapy takes advantage of the therapeutic properties of the water.

​

A key aspect of this therapy is teaching your child to become a confident swimmer.

An holistic approach to your child's needs is required to ensure the transfer of skills across to everyday life and educational environments . Working with all those involved in your child's life (family, teachers, therapists, etc.) is key to maximising progress.

​

We work very closely with schools, health and educational services. Our services include;

Educational staff consultancy (SENCOs, Teachers, TAs)

Parental support & consultancy

EHCP/Annual school meeting input (report & attendance)

​

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A thorough psychomotor assessment will be undertaken in order to:

Establish your child's motor and psychomotor status

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Assess the feasibility of creating learning strategies that will address your child's difficulties, to be delivered via a Sport & Hydro Therapy programme

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Facilitate the design of a working therapy programme to implement learning strategies that can be transferred across to everyday life and academic environments

​​

Provide a baseline against which future assessments may be compared and progress assessed

​

Provide a detailed written report which can be used as part of a future diagnosis

A key Sport Therapy aim is to equip children with the ability to fully integrate into society. 'Participating in' and 'training for' events is a significant aspect of successful integration.

​

Completing events has many positive outcomes; boosting self-confidence, fostering a sense of pride and creating a sense of achievement. Above all, event success moves a child into a success circle, building a strong platform for progress and integration.

​​

​

Welcome to the Children's Sport Therapy Clinic

Sport therapy is a highly enjoyable form of therapy and as such is particularly successful with children

​

Our bespoke one-one therapy programmes are delivered through Sport therapy and Hydro therapy

​

Our aim is for your child to achieve their full potential

​

For over 20 years we have been treating the unique needs of children and teens with:

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Treating Children & Teens with; DCD, ASD, ADD, ADHD, Developmental Delays, Physical Disabilities, Learning Difficulties & Postural Disorders

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If you are based in England under the NHS you now have a legal right to choose your mental healthcare provider and your choice of mental healthcare team. This important right means that, for instance, should you decide the waiting time for your ADHD assessment is too long, then you can choose alternative providers.

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Right to Choose - If you are based in England under the NHS you now have a legal right to choose your mental healthcare provider and your choice of mental healthcare team.

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Worrying about school, refusing to come in. Tips for parents about how to support young people.

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(Image: Getty Images)

School plays a fundamental role in a child's development and has a big impact on their overall well-being.

While many children enjoy school and thrive in an environment where they can be with friends and take part in different activities, it is also completely normal for them to go through a phase of mild worry about going into school - perhaps after school holidays, a period of sickness, or due to a fall out with friends - and it can be difficult for parents to know what to do for the best when these feelings surface.

Before Covid, persistent absence had been decreasing, from 16.3% in 2010/2011 to 10.9% in 2019/2020, according to government statistics. But following Covid, there has been a significant increase in absences from school. The government is working on this, and there are around 380,000 fewer pupils who were persistently absent or not attending in 2022/23 than in 2021/22. But it is still the case that more than one in five children in England have frequently missed school over the last academic year, a figure which has more than doubled, compared with pre-pandemic numbers.

Department for Education research suggests there are a number of reasons that absence from school has increased. Some children experience severe anxiety, or have complex needs or underlying conditions, that mean that school can be challenging. Where this is the case, parents can also talk to teachers and a healthcare professional, like a GP, if they haven't done so already for guidance. For many children though, their worry is mild and temporary. In most cases, missing school is likely not the best or only option.

Doctor Sophie Mort, clinical psychologist and mental health expert at Headspace says: 'It's understandable that children can resist going to school when anxieties are heightened, and it's often hard for parents to know whether to allow them to stay at home or encourage them to feel the fear and go in anyway. Being open and sharing experiences of when you have struggled can help your children.

"Kids and teens frequently experience a lot of stress and feelings of high pressure, and in many cases, don't yet have the tools to understand or process these complex emotions. And whilst children are navigating the challenges of getting older, school can be a hard place to be both physically and mentally. Perhaps they're becoming more conscious of their appearance, or of their different upbringings, or maybe they just see the world in a different way."

To help you to gain a better understanding of what could be driving your child's worry and gently encourage them to talk it through, enabling them to keep going to school, there are tips, advice and resources available.

Heather Hackwood, trust attendance manager at Scholars' Education Trust, is passionate about supporting parents to gently help their children back into the classroom. She says: "First and foremost, attendance has to be a whole school approach. All staff have a role to play to address attendance from a whole school perspective, actively promoting the link between attendance and attainment.

"Also, we want our students to feel part of the school community and enjoy the social aspect of school - and regular school attendance will enhance this.

"The key for us is to make sure we ask the right questions to try and understand why a student is struggling with school. We can then respond to that in a bespoke way, which we do with various strategies. We've had real success in plotting the worries they have against a timeline, from getting up in the morning to going to sleep at night, so we can get a clear picture and try and spot what the recurring patterns could be.

"Once we've got all that information, we'll then say, 'ok, let's make a plan together' and we will create support plans or emotionally based school avoidance plans with the student. An example of this could be a daily check-in with a pre-assigned member of staff, who they can build a trusted relationship with. We know that students feel supported with checks in place, it makes them feel seen and their views valued.

"Other examples of interventions include adaptations to the timetable, a time-out card, mentoring support, meetings with parents/carers, sessions with the school counsellor, a buddy system, lunchtime activities, a regulation space or referral to outside agencies.

"Excellent attendance at school is important to allow our students to fulfil their full potential, enhance life chances for the future, enjoy the social aspect of school, and feel part of the school community."
Whatever the root cause of your child's worries about school, you're not alone - and there's professional support available to help you to help your child tackle their worries and attend school with confidence. Parents can visit The Education Hub, where they can find a list of resources to help.

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Expert tips to support your child and help keep them in class

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School-related anxiety is totally normal, but help is at hand to gently help your child back into the classroom with confidence

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Navigating the EHCP process can be hard. Here are some suggestions for parents

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Helping young people be organised for school

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Helping young people be organised for school

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Giving young people a checklist can help them to become more independent and reduce anxiety in a morning. Here is one example of a checklist

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Dav Pilkey - author of Captain Underpants - read his bio!

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Jay Blades talking about his journey...learning to read as an adult

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Jay Blades talking about his journey...learning to read as an adult

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Jay Blades’ journey of learning to read – BBC

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Audio Revision Guide for the Primary Curriculum

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Audio Revision Guide for the Primary Curriculum

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UNLOCK YOUR CHILD'S FULL POTENTIAL

Help your child access the curriculum through their ears.

Katie has created a brand new Audio Revision Guide for primary school children so that your child can recap, revise and relearn the curriculum in a way that is easy to learn, easy to understand and more importantly in a way that they want to learn it!

Katie has started recording a series of bitesize audio clips that your child can listen to covering the entire Primary School National Curriculum.

It's ready for you now for only £5 per month.

SIGN UP HERE

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UNLOCK YOUR CHILD'S FULL POTENTIAL Katie has created a brand new Audio Revision Guide for primary school children so that your child can recap, revise and relearn the curriculum in a way that is easy to learn, easy to understand and more importantly in a way that they want to learn it!

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Helps with grip

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Mechanical pencils that help children to learn how to write

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Lots of suggestions for parents and teachers on this site.

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This is Sam. Sam is frustrated. He is frustrated because, despite being intelligent and knowing what he wants to say, he just cannot get it down on paper the way it should look and so that others can read it. Sam has difficulties with handwriting ... and he is not alone.
Introduction

Because handwriting is such a complex skill, there are many children who have difficulty mastering it. This may cause frustration and distress and affect a child's desire to write. It may also cause anxiety for the parents and teachers who watch the child struggle to put his or her ideas on paper. Not all difficulties are the same or caused by the same factors, and any assessment of the problem must take into account the age and experience of the child.

Some initial questions to ask if you are concerned about a child's handwriting

1. Has your child received any direct teaching of handwriting?

2. What is the policy for handwriting in the school?

3. Are the concerns about the handwriting shared by the teacher, the parents and the child?

4. What are the main areas of concern?

1. Legibility? (All or most of the words written can't be read out of context.)

2. Neatness? (The handwriting is messy or poorly controlled.)

3. Comfort? (The child is experiencing pain, strain or discomfort when writing.)

4. Pressure? (S/he is pressing too hard or not hard enough, or pressure within one piece of writing is variable.)

5. Speed? (S/he writes very slowly, producing too little writing, or too fast, becoming inaccurate.)

6. Motivation/enjoyment? (S/he is reluctant to write or gives up too easily.)

Answers to these questions can help to focus your thinking on the severity of the problem and what to do next.

How to assess handwriting difficulties

1. Find out what 'normal' handwriting for a child of this age is like by looking at the work of other children in the class.

2. Look at your child's writing on the page (the product) but also watch how s/he writes (the process).

3. Consult others who work with your child as to whether they share your concerns.

Further questions about handwriting difficulties

I'm concerned about my child's handwriting. What should I do?

1. Watch how he writes as well as what he produces.

2. Look at his general coordination and his fine-motor coordination with other implements, e.g. knife and fork. This will give an indication if immature or impaired motor coordination might be contributing to the difficulty.

3. Make sure he is in the correct environment for writing when at home, i.e. he is sitting at a table on a chair of the right height, and not lying on the floor, in front of the TV or in bed.

4. Make sure his writing tools are suited to his age and capabilities (pencils not too thick or thin, pens not scratchy, etc.)

5. Talk to him about how he feels about his handwriting? Does it worry him? Does he find it difficult? Does he care about it?

If the difficulties persist you need to consult the school.

Have a word with the class teacher and ask the following questions:

1. Is s/he also concerned about the handwriting?

2. How, and how often, is handwriting taught in class?

3. Is there a particular approach or style which is being used with the children?

4. How can you, at home, support what they are doing at school?

If you have done all these and you are still concerned, request a handwriting assessment from the Special Needs Coordinator (SENCo) in the school and take advice from him or her.

Do children grow out of the handwriting difficulty?

Evidence suggests that mild difficulties will be helped with good teaching and the maturation of the child. However, more severe problems persist into adolescence and beyond if appropriate intervention is not given.

Can all handwriting difficulties be cured?

Targeted intervention, either from an occupational therapist, a physiotherapist or a specialist teacher will make a noticeable difference for most children. There are a few, however, who may never manage to write well enough and fast enough to do themselves justice on paper. For them, keyboarding is an essential alternative.

Are difficulties always the result of poor teaching?

Good basic teaching, particularly at in the lower primary school, is important. However, there are some children who still find handwriting hard, despite having had lessons in school.

Does keyboarding solve all the problems?

It certainly helps a great number of children and young people to express their ideas at the level of their intellect and it should be encouraged. But handwriting should not be ignored completely for several reasons:

1. There are times when handwriting is needed, e.g. for certain school subjects (such as maths, science) and in other everyday circumstances.

2. There is some evidence that the physical act of handwriting helps the flow of ideas for written composition in ways which keyboarding doesn't.

3. Handwriting is very personal. It is an expression of a person's identity, like how they dress or wear their hair. In adolescence it is common to find young people adopting a particular style of handwriting to suit their personal image. This should not be discouraged as long as the handwriting remains functional.

Is being left-handed the cause of the problem?

Being left-handed is not of itself a disability. The majority of left-handers write as well as their right-handed peers. Some evidence suggests that they develop fluency a little later than right-handers because they are 'pushing' the pen across the page rather than 'pulling' it, but this should not be a problem in the long-term.

Are handwriting problems more common in boys?

Girls seem to master good handwriting earlier than boys but boys catch up by the time they reach secondary school if there are no underlying difficulties. Handwriting difficulties are reported more frequently among boys than girls but most improve, given the right help.

How important is pen grip?

Many children with difficulties hold their pen or pencil in unconventional ways. However, so do many competent writers and there is no evidence to date to link poor pen or pencil grasp with poor handwriting. The dynamic tripod grasp (with the pen pinched between the ball of the thumb and the fore-finger, supported by the middle finger with the other fingers tucked into the hand) is recommended once the child is old enough to hold a writing implement. This minimizes the risk of strain and offers the greatest control. However, for those with handwriting difficulties, changing the grasp will not, of itself, solve the problems. It may be that the poor grasp and the poor handwriting are both visible symptoms of the same underlying factors.

My child's handwriting is slow and untidy. Does this mean he is dyslexic or dyspraxic?

Many of the children who are diagnosed with a developmental disorder experience difficulties with handwriting. These include those with problems with reading and spelling, those with attention issues, those who are poorly coordinated and those with disorders on the autistic spectrum, but a handwriting difficulty on its own is not sufficient to indicate the presence of one of these disorders. A full assessment by an educational or clinical psychologist or paediatric neurologist is needed for an accurate diagnosis.

What is dysgraphia?

Dysgraphia means "disturbance of or difficulty with orthographic-motor integration" (i.e. handwriting). The term describes purely the handwriting difficulty as it is possible for this to be an isolated problem and not associated with a more general disorder. Some researchers have described sub-categories of dysgraphia in order to study it better, such as 'surface dysgraphia' or 'deep dysgraphia'. These recognize that weaknesses in different types of processing may be responsible for the problem, such as motor control, visual perception and spelling difficulties. The term may be used differently by different professionals so it is important to check what is meant by the term in any one context.

Is it possible to improve a secondary school student's handwriting once they have established a style, or does it automatically lead to a reduction in the child's writing speed?

Changing a writing style is a major undertaking and is dependent upon the student's drive and motivation to make that change. In the short term it will almost certainly lead to a reduction in the child's writing speed. Continual practice of the new style with short, frequent practice sessions will be necessary. It can then be used in situations where speed is not a requirement, only putting it into 'everyday' use when it is thoroughly learned and has become faster and automatic. You may also find the book Handwriting in the Secondary School useful.

Adults with handwriting difficulties

Whilst handwriting difficulties are usually identified in childhood, there many adults who still find it difficult to write by hand. Some are unhappy with how their handwriting looks or they find that it does not serve them either because of poor legibility or speed, or because writing causes them discomfort. These problems may have remained uncorrected since childhood and still cause distress or embarrassment.

Little has been written or researched on handwriting difficulties in adulthood, partly because keyboard use has replaced handwriting for so many. The NHA is hoping to improve its provision for adults. In the meantime, please see our Resources for Adults for a list of publications and courses that might be helpful to adults concerned about their writing.

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This is Sam. Sam is frustrated. He is frustrated because, despite being intelligent and knowing what he wants to say, he just cannot get it down on paper the way it should look and so that others can read it. Sam has difficulties with handwriting ... and he is not alone.

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Press the letter J key with your right index finger and letter F key with your left index finger. Use space bar with your thumb. Press the Enter key with your right pinky finger.

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Supporting trans, non-binary and gender-diverse children, young people and their families

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We imagine a world where diverse gender identities and expressions are visible and valued and where trans, non‑binary and gender questioning people live healthy, safe and fulfilled lives.

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Gendered Intelligence is a registered charity (1182558) that works to increase understandings of gender diversity and improve the lives of trans people.

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Gendered Intelligence Leeds Youth Group runs groups for all trans, non-binary, gender variant and questioning young people between the ages of 8 and 30. They also run support groups for parents, carers’ and family members of trans people.

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Gendered Intelligence Leeds Youth Group runs groups for all trans, non-binary, gender variant and questioning young people between the ages of 8 and 30. They also run support groups for parents, carers' and family members of trans people. The Leeds group meets on the second Tuesday of each month from 6pm to 8pm at Yorkshire MESMAC, 22/23 Blayds Yard, Leeds, LS1 4AD. If you want to go along, email the group's youth worker Finn Thorbrian: finn.thorbrian@genderedintelligence.co.uk.

They also offer support through their support line on Monday 12-5pm; Tuesday 2-7pm; Wednesday 10-3pm; Thursday 12-5pm; Friday 10-3pm Call 0800 640 8046.

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The mental health website for people in Leeds

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Making referrals if you live in Bradford

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Making referrals if you live in Bradford

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Information on making referrals for young people in the Bradford District

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Referral for Autism Spectrum Condition (ASC) and/or Attention Deficit and Hyperactivity Disorder (ADHD) assessment for Bradford, Airedale and Craven children and young people

The Autism Spectrum Condition (ASC) and/or ADHD assessment pathways cover the following age ranges:

0 - 2.5 years: refer to a Child Development Service Paediatrician at Airedale Hospital Foundation Trust (AHFT) or Bradford Teaching Hospitals Foundation Trust (BTHFT), as it is inappropriate to enter the ASC/ADHD pathway at this age.

2.5 to 7 years: refer to the Child Development Services at AHFT or BTHFT (ASC only)

7 to 18 years: refer to Bradford District Care Foundation Trust (BDCFT) CAMHS service. (ASC and/or ADHD) (see separate referral information)

In view of the high demand for ASC/ADHD assessment service, a waiting list is in operation at each service. Referrals are triaged, where the submitted information is reviewed and the child added to the waiting list where appropriate. Incomplete referral information may result in the referral being returned to the referrer, with advice on next steps e.g. referral to community paediatrics or speech and language therapy.
It is important referrals reach the correct department (as described below) and has the requested information completed to avoid any delay in addition of the child or young person to the waiting list where appropriate. Under 7 year - ASC referral process
Refer to ANHSFT or BTHFT as follows:

Under 7 year autism referral

Referrals pathway

Referrals accepted from

Referral form

Airedale (ANHSFT) CDS

Send to cdc.referrals@nhs.net marked 'Autism assessment referral'.

Send by post to Autism Assessment, Child Development Centre, Airedale General Hospital Steeton, Keighley BD20 6TD

Consultant Paediatrician, Health Visitor, School Nurse, GP, Allied Health Professional, Educational Psychologist, SENCO, Specialist Teacher.

AHFT Referral Form

Bradford (BTHFT) CDS

Via Systmone

If the referrer does not have Systmone access, please send the referral via secure email to bradfordchilddevelopment.referrals@nhs.net

Consultant Paediatrician, Health Visitor, School Nurse, GP, Allied Health Professional, Educational Psychologist, SENCO, Specialist Teacher.

CDS Referral Form

Making direct referrals to CAMHS for an autism or ADHD screening.
Schools can make direct referrals to CAMHS for an autism or ADHD screening.
Direct referrals to the neurodevelopmental pathway can be made using the forms and guidance below
Please note that this may change once the One Trusted Referral Pathway goes live.
The forms below are needed when schools are referring to CAMHS for an autism or ADHD screening.

FORMS
ASD ADHD Development History BDCFT CAMHS referral form School report ASC and ADHD observation template SNAP VI template - PARENT SNAP VI template - TEACHER Criteria for an Autism assessment
Referrals accepted for 7 years old upwards.

Traits should be evident at home and at school and be present from an early age.

A SNAP form needed from home, and a separate one from school.

Completed developmental history by parent/s

Completed observation from school
Criteria for an ADHD assessment
Referrals accepted from school age.

SNAP form needed from home and one from school.

Completed developmental history by parent/s

Completed observation from school
Evidence of :
Hyperactivity

Impulsivity

Lack of concentration

These things should be evident at home and at school and be present from an early age.

Forms can be emailed back to CAMH via fax-bdct.camhs@bdct.nhs.uk

Once received documentation will be reviewed and a letter will confirm whether or not the child has been accepted onto the waiting list for further assessment.

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City of Bradford Metropolitan District Council

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How to make direct referrals for the neurodevelopmental pathway

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Welcome to Corbettmaths! Home to 1000's of maths resources: Videos, Worksheets, 5-a-day, Revision Cards and much more.

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On this site you will find links to books, worksheets and videos

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With a library of activities and resources for every stage of the learning journey, curated by the team at Oxford University Press, we are here with inspiration to help your little ones learn, grow and flourish at home, in the classroom and beyond.

Just click on the sections in the menu to explore by subject, or use the options below to uncover content by age group.

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Oxford Owl for Home: help your child learn at home - Oxford Owl

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Oxford Owl is packed with expert advice, tips and activities to help parents support their child's education. Help your child with reading, phonics and maths.