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The best way to improve these vital skills is to have exposure to lots of language and to get as much practice as you can. The great thing is that one of the easiest ways to do this is through play. 

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The best way to improve these vital skills is to have exposure to lots of language and to get as much practice as you can. The great thing is that one of the easiest ways to do this is through play. 

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Suggestions from the Communication Trust for Primary School Age Learners

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Suggestions from the Communication Trust for Primary School Age Learners

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The Communication Consortium is a membership body made up of more than 35 community and voluntary sector (not for profit) organisations which support children's speech, language and communication development. This can be either for all children or children with particular speech, language and communication needs.

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Support from the Communication Trust for Younger Learners

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Support from the Communication Trust for Younger Learners

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The Communication Consortium is a membership body made up of more than 35 community and voluntary sector (not for profit) organisations which support children’s speech, language and communication development. This can be either for all children or children with particular speech, language and commu…

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This programme is available on BBC IPlayer. Designed with Speech and Language Therapists, the programme includes lots of repetition, rhyme, rhythm and retelling.

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Raa Raa The Noisy Lion Parent Information from the Communication Trust

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Raa Raa The Noisy Lion Parent Information from the Communication Trust

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Helping Your School Aged Child to Listen

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Helping Your School Aged Child to Listen

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Helping Your School Aged Child to Put Words Together

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Helping Your School Aged Child to Put Words Together

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A website with lots of useful information. Have a look at the top tips videos.

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Parent Portal - Speech and Language Link

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Support your child’s speech and language development with expert advice, activities, and resources in our award-winning Parent Portal.

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Listen to a fantastic story read by an actor or writer - all for free. A great way to improve listening and mental imaging skills! I've also included some links to other stories available. 

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Listen to a fantastic story read by an actor or writer - all for free. A great way to improve listening and mental imaging skills! I've also included some links to other stories available. 

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Now you can enjoy Lynley Dodd's classic story with our online, interactive book.

Hairy Maclary from Donaldson's Dairy became an instant favourite when it was published in 1983, and children today still love following Hairy's adventures.

From his friends Bottomley Potts and Schnitzel von Krumm to his big enemy Scarface Claw, there are plenty of characters to meet and enjoy.

With fun rhymes and brilliant illustrations, this is one for the whole family to savour, so get reading below! You can also watch a video with signing.

Our storybooks and games are free to use, however some older devices aren't able to support them. You can also watch our Storytime playlist on YouTube read by the likes of Ore Oduba, Adam Buxton, Fearne Cotton and many more.

BookTrust HomeTime

Looking for something fun as a family? Enjoy storytime with our free online books and videos, play games, win prizes, test your knowledge in our book-themed quizzes, or even learn how to draw some of your favourite characters.
Go to the HomeTime hub

Back to top

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Read a fun, online interactive version of the children's book classic Hairy Maclary from Donaldson's Dairy by Lynley Dodd. Enjoy Hairy's adventures with his friends - and his enemy Scarface Claw. You can also watch a video with signing.

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Time for Storytime: David McKee reads Elmer

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Fantastic Selection of Books at the Open Library for all ages - and it's free to sign up and 'borrow' books. 

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Fantastic Selection of Books at the Open Library for all ages - and it's free to sign up and 'borrow' books. 

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subject:%22Children:%20Grades%201-2%22, eBook - search | Open Library

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Open Library is an open, editable library catalog, building towards a web page for every book ever published. Read, borrow, and discover more than 3M books for free.

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Free Graded Reading Books from Oxford Owl

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Free Graded Reading Books from Oxford Owl

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Our free eBook library has been created to help children aged 3-11 to develop their reading skills at home.

All our eBooks are free to use, but you will need to register or sign in at the link below to read your book.

Please note, our eBooks are not optimised for mobile phones and are best viewed on a computer, laptop, or tablet .

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Free eBook library - practise reading with phonics eBooks - Oxford Owl

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Help your young child learn to read, and love to read, with our eBook library, containing hundreds of free eBooks. Developed for children aged 3-11.

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A Busy Day for Birds read by Ore Oduba BSL version

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Read along with Helen Ward’s The Dragon Machine, in our online interactive book. You can also watch with signing.

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Cressida reads How to Train Your Dragon: Chapter 1

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There are lots of ways you can develop your motor skills at home.

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There are lots of ways you can develop your motor skills at home.

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Fine motor skills are smaller movements often with your hands such as handwriting or doing up buttons. Gross motor skills are with your whole body or limbs such as balancing and jumping.

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The Evelina Resource Pack for school aged children

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The Evelina Resource Pack for school aged children

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Lots of activities here to focus on specific areas of difficulty.

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Kim Griffin is paediatric OT who has a YouTube channel with a range of motor skills videos and information about sensory processing disorder.

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"sensory processing disorder" children "special education" "occupational therapy" "sensory integration" "fine motor activities" "gross motor activities" dysp...

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GriffinOT helps children children to achieve their full potential by providing supports their parents and educators. Our expert advice and online training is specifically designed for educators and parents who want to know how they can help their children succeed.

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If you're a parent helping your child to learn a new skill, backward chaining is a useful approach. You can use this for mastering a range of skills such as dressing and undressing, doing up and undoing zips and buttons as well as writing letters and drawing.

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Using a word processing package can help children with their writing and spelling and enable them to produce a higher quality of written text. Keyboard skills are particularly useful as children get ready to move on to secondary school. Therefore, learning to touch type can be very beneficial indeed.

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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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Here are some resources and approaches that might help children deal with strong emotions at a difficult time. 

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Here are some resources and approaches that might help children deal with strong emotions at a difficult time. 

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ELSA stands for Emotional Literacy Support Assistant. The ELSA programme is usually run by educational psychologists and trains school staff to support children with their emotional regulation - including at times of difficulty, sadness and stress.

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Coronavirus Support Archives - Elsa Support for emotional literacy

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Coronavirus support provides free resources for teaching staff and parents to help children cope with the current viral outbreak.

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From Young Minds UK.

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What to Do if You’re Anxious About Coronavirus | Blog

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If the current news on coronavirus (COVID-19) is making you feel anxious, concerned or stressed, here are some things you can do.

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Emotion Coaching to Manage Behaviour and Emotions

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Emotion Coaching to Manage Behaviour and Emotions

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Emotion Coaching - Webinar from Lambeth Educational Psychology Service

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Sometimes pupils find it difficult to maintain focus and attention on learning. This can be even more of a challenge if access to high energy exercise is limited. The links below offer some approaches and information that could be useful for all children - including those with a diagnosis of ADHD or ADD.

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Sometimes pupils find it difficult to maintain focus and attention on learning. This can be even more of a challenge if access to high energy exercise is limited. The links below offer some approaches and information that could be useful for all children - including those with a diagnosis of ADHD or ADD.

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Developing Shared Attention in Younger Children

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Developing Shared Attention in Younger Children

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Here is a video about 'What's in the bucket?' shared attention activity from Bryony Rust. Bucket activities can be adapted to your child's interests. It's all about developing a child's attention to build positive associations around following an adult's lead.

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Building attention skills in children: THE BUCKET!

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Attention and Concentration Advice form the NHS

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Attention and Concentration Advice form the NHS

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Stories and Poems by Young People with ADHD. 

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Stories and Poems by Young People with ADHD. 

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A Good Sleep Routine Guide for a young person with ADHD

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A Good Sleep Routine Guide for a young person with ADHD

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Motivating Home Learners - Lambeth Educational Psychology Service Webinar

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ASD represents a wide range of difficulties and each child will have different strengths and needs. 

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ASD represents a wide range of difficulties and each child will have different strengths and needs. 

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This links and information in this column and others on the Padlet could be helpful in supporting development of key skills such as communication, social interaction and attention while at home.

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Here are links and advice to support children who experience difficulties with learning to read and spell. 

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Here are links and advice to support children who experience difficulties with learning to read and spell. 

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Some pupils who struggle to learn to read and spell will meet the criteria for a description of dyslexia. It is important to realise that difficulties with reading and spelling do not necessarily mean that a child has lower intelligence - sometimes the opposite can even be true. However, not all children who struggle to read and spell are Dyslexic - they may have gaps in their learning or other underlying learning needs and delay.

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This video outlines the key features of Dyslexia and some strategy principles.

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Dyslexia Awareness Part 1: Module 1 - About Dyslexia

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

5 Top Tips - Handwriting

5 Top Tips - Spelling

5 Top Tips - Reading

5 Top Tips - Organisation

5 Top Tips - Memory

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

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

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Research shows the 13 most frequently used words can make up as much as one quarter of a reading text and the 100 most frequently used words can make up 50%. So, learning to read and spell high frequency words, in combination with the systematic learning of phonics can be very useful.

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

5 Top Tips - Handwriting

5 Top Tips - Spelling

5 Top Tips - Reading

5 Top Tips - Organisation

5 Top Tips - Memory

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

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

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In this area, there will be links and information for general parenting advice when working and learning at home. 

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In this area, there will be links and information for general parenting advice when working and learning at home. 

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Supporting children and young people - Cruse Bereavement Support

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Get help with supporting children and young people after a death. Find resources and learn how to refer children to our services.

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Motivating Home Learners - Lambeth Educational Psychology Service Webinar

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Emotion Coaching to Manage Behaviour and Emotions

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Emotion Coaching to Manage Behaviour and Emotions

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Emotion Coaching - Webinar from Lambeth Educational Psychology Service

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Center on the Developing Child at Harvard University

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How to Motivate Children: Science-Based Approaches for Parents, Caregivers, and Teachers

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The intrinsic motivation to learn about the world around us begins in infancy. Learn science-based strategies to encourage children's intrinsic motivation.

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Pupils often struggle with Maths due to having gaps in their learning. Filling in these gaps in foundational skills and understanding can help other topics to fall into place. 

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Pupils often struggle with Maths due to having gaps in their learning. Filling in these gaps in foundational skills and understanding can help other topics to fall into place. 

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KS1 Maths Time learning resources for adults, children, parents and teachers.

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How can you make times tables games enjoyable for kids?

Games are a great way to get your children learning and having fun. They're a fantastic way for your children to use their knowledge, helping them exercise their times tables skills.

Practising multiplication using this extensive pack of times tables activities and games can help enhance times tables teaching by turning it into a game. Including games for individual times tables, e.g. 4 x tables and others that practice a range of multiplication facts up to 12 x 12, it will help clarify what children already know while potentially teaching them something they didn't.

Print these times tables activities and games out to use in lessons or take learning outdoors and create similar maths games, or times tables grid, on the playground using chalk. This resource is currently free, meaning you don't have to have a Twinkl subscription to be able to enjoy these amazing times tables activities and games. Just download the pack of games, pick and print off the ones you'd like to use and you're good to go!

Our resources are designed with clarity in mind, so your pupils can easily figure out what's being asked of them with a quick glance. Some of these resources also feature our lovely hand-drawn images drawn by our very own team here. Say goodbye forever to clip art and hello to vibrant and clear illustrations to help keep children engaged with their work.

For quick & easy online times tables assessment use T winkl Tables Assessment. No marking & live data reporting plus custom tests to share with groups of children. It's included in your subscription.

If you're looking for more types of resources linked to learning times tables, we have an amazing YouTube channel called Twinkl Kids' TV. It's full of brilliant lesson and topic overviews, educational videos, activities, games and plenty more for a massive range of subjects and topics. We have a whole host of Maths resources and video content up on the channel now, and all of the videos are aimed specifically at children.

How can parents support kids learning times tables at home?

Sing along to times tables songs or play quick-fire question games during car journeys or in the supermarket.

At home, use the materials included in the provided pack to play multiplication bingo, maths board games and dominoes, ensuring that times tables learning doesn't become boring! It's great to combine maths games and times tables grids.

If your child has access to the Internet, play online times tables activities and games available on the Twinkl website. Take a look at our Space Explorers: Multiplication Game. You might also like to try this Times Tables Activities and Games Pack for Year 3. For our wealth of resources on the 12 times tables, check out our Collection.

This printable 4 times table worksheet is also perfect for learning at home and in school. For an extra challenge, try the 23 times table.
Some games to play to learn times tables in an enjoyable and effective way:

10 fun tips for teaching times tables effectively.

Use times tables chanting. Check out this 8 Times Table Song.

Make times tables fun with songs and multiplication games like this Mathopoly Game.

Make use of times tables multiplication grids.

Use concrete resources like shoes, fingers, number blocks, pasta, and more!

Get active outside the classroom, for example by using pavement chalk to create times table activities.

Use pupil's interests to engage them with times tables.

Use tricks that may be common knowledge to us, but will be revolutionary to young minds! Like the 9 times tables on your fingers trick.

Use quick fire times tables quizzes.

Use times tables worksheets and tests.

How can I teach times tables to struggling students?

Times table multiplication can be difficult for all children at some point. To combat this, make sure to teach students all of the strategies for each set of facts and times tables. This way, they will hopefully find a method that works for them.

Allow them time to get to grips and understand these new maths strategies, once they have, you can then try to incorporate memorisation.

The above video may be from a third-party source. We accept no responsibility for any videos from third-party sources. Please let us know if the video is no longer working.

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Games are a great way to get your children learning and having fun. They're a fantastic way for your children to use their knowledge, helping them exercise their times tables skills.Practising multiplication using this extensive pack of times tables activities and games can help enhance times tables teaching by turning it into a game.

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NUMBERJACKS | Fraction Action | S2E17 | Full Episode

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NUMBERJACKS | Hundreds And Thousands | S2E20 | Full Episode

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KS1 Maths Fractions learning resources for adults, children, parents and teachers.

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Feelings of well-being are essential to the overall health of us all. When our children are well emotionally and physically they are better able overcome difficulties and achieve what they want.

Your child's well-being will be affected by your well-being so, it is essential that all parents take time for themselves in this respect.

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Read our quick tips on interacting with an autistic person, and understanding how autistic people might express themselves. Our tips include information on the different stages of communication and development. We also offer communication support resources and advice on engaging with pupils in school.
Communication tips

This quick guide may help you to communicate more effectively with an autistic person, whether it's your child, pupil, colleague or friend.

They don't pay attention to what I'm saying

Always use their name at the beginning so that they know you are talking to them.

Make sure they are paying attention before you ask a question or give an instruction. The signs that someone is paying attention will be different for different people.

Use their special interest, or the activity they are currently doing, to engage them.

They find it hard to process what I say

An autistic person can find it difficult to filter out the less important information. If there is too much information, it can lead to 'overload', where no further information can be processed.

Say less and say it slowly.

Use specific key words, repeating and stressing them.

Pause between words and phrases to give the person time to process what you've said, and to give them chance to think of a response.

Don't use too many questions.

Use less non-verbal communication (eg eye contact, facial expressions, gestures, body language) when a person is showing signs of anxiety.

Use visual supports (eg symbols, timetables, Social Stories™).

Be aware of the environment (noisy/crowded) that you are in. Sensory input may be affecting how much they can process.

Read what autistic people say about processing difficulties.

They struggle with open ended questions

Keep questions short.

Ask only the most necessary questions.

Structure your questions, eg you could offer options or choices.

Be specific. For example, ask "Did you enjoy your lunch?" and "Did you enjoy maths?" rather than "How was your day?".

They don't ask for help

They takes things literally

Avoid using irony, sarcasm, figurative language, rhetorical questions, idioms or exaggeration. If you do use these, explain what you have said and be clear about what you really mean to say.

They hit me if they don't want to do something I ask

Use a behaviour diary to work out if the behaviour is a way of telling you something.

Offer other ways of expressing 'no' or 'stop'.

They react badly when I say no

Try using a different word or symbol.

They may be confused about why you said no. If it's an activity that they can do later on that day or week, try showing this in a timetable

'No' is often used when someone is putting themselves or others in danger. If it's a safety issue, look at ways of explaining danger and safety.

If you are saying 'no' because they are behaving inappropriately, you may want to change your reaction to their behaviour. Try not to shout or give too much attention, a calm reaction may help to decrease this behaviour in time.

Set clear boundaries and explain why and where it is acceptable and not acceptable to behave in certain ways.

Find out more about behaviour.

Understanding an autistic person's communication

Communication happens when one person sends a message to another person. This can be verbally or non-verbally. Interaction happens when two people respond to one another - two-way communication.

Most people on the autism spectrum have difficulty interacting with others. They may have difficulty with initiating interactions, responding to others, or using interaction to show people things or to be sociable. Understanding and relating to other people, and taking part in everyday family, school, work and social life, can be harder.

Other people appear to know, intuitively, how to communicate and interact with each other, yet can also struggle to build rapport with autistic people. A 2016 study found that neurotypical people often quickly develop a negative bias towards autistic people in face to face social situations. However, these biases were not present when the conversation took place without audio-visual cues.

Non-verbal communication

Some autistic children are delayed in their use of language and some autistic adults don't use speech. In those cases, other methods of communication need to be established.

The person may appear not to hear what you say to them, not respond to their name, or appear indifferent to any attempts you make to communicate.

They may use some of the following to communicate with you:

gestures

crying

taking your hand to the object they want

looking at the object they want

reaching

using pictures

challenging behaviour

echolalia (the repetition of other people's words).

Echolalia

Echolalia can seem like a person repeating words they don't understand, rather than trying to communicate. But echolalia can in fact be meaningful communication.

The person might repeat what you say because they don't understand the question or how best to respond. Check their understanding and support them with visual support or offering choices. Tell them that it is ok not to know the answer sometimes, and encourage them to ask for help.

They may memorise the words that were said to them when they were asked if they would like a drink, and use them later, in a different situation, to ask a question of their own.

A person might use phrases that they frequently hear in their favourite TV programme. Watch the programme with them to try to understand what they might be trying to communicate to you when they use these phrases.

Stages of communication

The stage of communication that a person has reached depends on three things:

the person's ability to interact with another person

how and why they communicate

their understanding.

Communication may be:

pre-intentional - saying or doing things without intending to affect those around them. This type of communication can be used by someone to calm themselves, focus themselves or as a reaction to an upsetting/fun experience.

intentional - saying or doing things with the purpose of sending a message to another person. This type of communication can be used to protest about something or to make requests.

Intentional communication is easier for a child once they have learned that their actions have an effect on other people. The move from pre-intentional communication to intentional communication is a big step for a child on the autism spectrum.

The four different stages of communication, as defined by The Hanen Programme, are as follows.

1. The own agenda stage. The person appears uninterested in others and tends to play or do activities alone. Their communication will be mainly pre-intentional.

2. The requester stage. The person has begun to realise that their actions have an effect on others. They are likely to communicate their wants and what they enjoy by pulling you towards objects, areas or games.

3. The early communicator stage. Interactions will begin to increase in length and become more intentional. The person may begin to echo some of the things that they hear to communicate their needs. Gradually, they will begin to point to things that they want to show you and begin to shift their gaze, beginning to engage in a two-way interaction.

4. The partner stage. The person will be using speech and will be able to carry out a simple conversation. While they may appear confident and capable when using communication in familiar settings (eg at home), they may struggle when they enter an unfamiliar environment (eg a new school). In these places, they may use memorised phrases and appear to be ignoring their communication partner, speaking over them and ignoring the rules of turn-taking.

Read about how to support communication development, and discover our quick communication tips.

Here are ideas you can try to support communication development that you can use alongside the quick tips above.

Follow their lead

Follow the person's lead, rather than directing them. They will be more likely to pay attention to the activity, more likely to focus on the same thing as you, and will learn how to make choices for themselves.

The early stages

If the person has only recently started to talk, use single words to communicate with them. For example, label their favourite toy and repeat that word when they reach for it.

Use expansions - adding one more piece of information to what they say. For example, if they say 'car', you can reply 'yes, blue car'. That way you are only giving them one more piece of information to process.

Build in time for communication

When someone is unable to communicate their needs, it's tempting to help by constantly doing things for them. For example, fetching their shoes and tying their shoelaces, bringing a biscuit. However, this may reduce opportunities for the person to communicate.

When at the own agenda stage, it is particularly difficult to decide how much to do for the person. Spare an extra few minutes for these tasks to help them understand what's happening around them and to think about what they can say during these activities. Ask if they need help, wait and then ask a second time before giving the help.

Be face-to-face

Be face-to-face with the person so that you can more easily observe what they are interested in. Being level with them will allow them to see the variety of facial expressions that are used in communication.

But be aware that having to process this visual information at the same time may make it more difficult to process any verbal information.

The person may eventually become used to you playing or interacting with them and will begin to anticipate your presence, fetching you if you are not there.

Imitate

Imitate the person's actions and words. If they bang the spoon on the table, and you do the same, it is likely that they will pay attention to you. You could also imitate sensory behaviours such as hand-flapping and spinning.

Once the person has noticed that you are imitating their actions, they may begin to imitate back. This creates the opportunity for you to add something new to the exchange for the person to copy.

Try gestures and visual supports

When offering a drink, gesture the action of drinking by pretending to hold a glass in one hand and bringing it your mouth.

Nod/shake your head for "yes" and "no". Wave your hand for "hello" and "goodbye".

When talking about people, eg "grandma is staying", show a photo of who is being spoken about.

Other visual methods that can be used to increase understanding include picture timetables, line drawings, cue cards and object/picture schedules.

Use songs and role play

Sing songs with them, pausing to see if they can sing the next part. You may need to prompt them with a sound cue.

Use role play to model social interaction and explore how things can go wrong/what to avoid.

Give feedback

Reward attempts to understand and communicate. By doing this you can increase the likelihood that they will try and do it again. By using praise and commenting on what has been achieved, the person can make a connection between their own actions and your specific words.

Give a reason to communicate

You can engineer situations to create an opportunity for communication and interaction.

Encourage requests

Place a favourite toy/food/DVD in a place where the person can see it but is unable to reach it, eg on a high shelf. Alternatively, place the favourite object in a container which is difficult to open, eg an old ice-cream tub or an old jam jar. This will encourage the person to ask for help and result in an interaction.

Offer a toy or game that is difficult to operate

Some toys and games will be difficult for some children and adults to operate alone. Once given the toy/game, allow them some time to work out how to use it. If they become frustrated, step in and help them.

Give them a 'high-interest' object

Balloons and bubbles are high-interest items and can be easily adapted to involve two people. Blow up a balloon and then let it go so that it flies up in the air. Then blow up a balloon part-way and wait for a response before blowing it up to its full capacity. This could enhance interaction. A similar thing can be achieved with bubbles. Blow a few bubbles towards the person. Once their attention has been captured, close the container and wait for a response from them before you blow any more.

Give them things gradually

Staggering the giving of desired objects creates opportunities to express wants and needs. For example, if the person wants a biscuit, you could break it into small pieces, initially give them one piece and then gradually give them more once they have communicated a request for it.

Let the person decide when to end an activity

Once engaged in an activity, carry on until the person indicates that they have had enough. Look out for facial grimaces or the person pushing away the activity. If they do not use language to indicate they have finished, accompany their form of communication with words such as "had enough" and "stop".

Find opportunities to interact

When the person isn't interested in doing any of the activities presented, you might still be able to find opportunities for communication and interaction.

For example, if a child is lining up their cars in a row, you can join in the activity by handing them the cars one by one. This way, you play a part in the game and the child includes you in what they are doing. If they are only interested in throwing the toys on the floor, you could use a basket to collect them before giving them back, establishing a pattern of interaction and communication with the child.

They may begin to learn that interaction with another person can be fun.

Find out about understanding an autistic person's communication and read our quick communication tips.

Using Augmentative and Alternative Communication (AAC) supports

AAC is any form of language other than speech that can help a person in social-communicative interactions.

Autistic people who have no spoken language sometimes resort to challenging behaviours to meet their needs and express their feelings. The use of an AAC device can give them another way of communicating.

There is a large range of AAC devices. It is essential that a team of appropriate professionals evaluates different AAC options with the person before making a decision about what to use. Things to be considered include cognitive and motor abilities, learning style, communication needs and literacy ability.

Examples of AAC devices

Picture Exchange Communication System (PECS), where the person hands over a picture to request or express something.

Sign language, eg British Sign Language (BSL), Makaton, Sign Supported English, or as part of a total communication approach (where a combination of methods is used, eg a person might receive information via speech and signs but express themselves using signs and symbols).

Communication boards and communication books, where the person can point to words, photos and/or symbols.

Communication cue cards, used primarily with people who are verbal, can be a reminder of what to say and provide an alternative means to communication in stressful situations.

Conversation books, which can use text, pictures or photographs to support conversation.

Voice output communication aids, eg BIGmack, generate digitised speech when the person presses a symbol or button. The person will need an understanding of cause and effect to use these devices.

For some forms of AAC, such as Rapid Prompting Method (RPM), there is no evidence to show whether they are effective or ineffective, safe or harmful.

For others, there is some evidence of harm or ineffectiveness. For example, we do not believe that Facilitated Communication is an appropriate intervention for people on the autism spectrum, as there is evidence that it is ineffective and can lead to significant harm.

Find out more about choosing an approach.

Communication in schools

There are many autistic pupils within mainstream schools and specialist units. It's important for education staff to consider their communication difficulties and needs.

Often, an autistic pupil can give the appearance of having 'mastered' communication. However, it's important to understand that communication and social skills need to be taught and practised.

Negative past experiences of social interaction can damage an autistic person's confidence. Social interactions are likely to bring with them increased anxiety and be exhausting to participate in.

An autistic person's ability to understand or use spoken language can vary depending on their anxiety or stress levels. For example, someone who is normally able to communicate well may have reduced ability due to underlying anxiety or sensory needs.

Find more information for school staff and read our quick communication tips.

Further information and resources

AbilityNet

Inclusive Technology

Using technology

AAC literature reviews

NAS library catalogue
The Play Doctors
Tom Tag picture schedules for visual communication supports.

Last reviewed: May 2017

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Read our quick tips on interacting with an autistic person, and understanding how autistic people might express themselves. Our tips include information on the different stages of communication and development. We also offer communication support resources and advice on engaging with pupils in school.

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Winter bugs and viruses are usually mild, but can sometimes become more serious. It can be hard to know what to do when your baby or child is ill and when you can manage this at home or need to see a doctor or nurse for more help.

We have put together information about keeping your family well this winter, as well as help on finding agencies and schemes that can provide support if you are struggling and tips for staying warm.

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Health Advice & Support for Children - Just One Norfolk

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Here at Just One Norfolk, we are dedicated to providing children and young people's health services to the community. Find out more about our services

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Our 1-1 telephone appointments for parent carers looking for emotional support.

You might be struggling emotionally and looking for strategies to help you cope. Or maybe you just need to talk to someone who understands the extra challenges you face and who can point you in the right direction to get the support you need for your family.

To help, we offer 1-1 telephone appointments with a family support adviser for parent carers looking for a listening ear, reassurance and practical and emotional support.

Making an appointment is simple: Choose the day (morning, afternoon or evening), and when you register choose the time slot you want. Appointments are regularly updated and are subject to availability.

Important information before booking

Please ensure that you book your call for a time that you know you will be free to talk and somewhere that you feel safe and is quiet so that you can get the most out of the time you have

Appointments are 45 minutes long.

BOOK A FREE APPOINTMENT
Watch our senior parent adviser Shona talk about Listening Ear below to find out more about what the service is, what parents can talk about during their call, what families think of their Listening Ear experience, and some of her most memorable calls so far.

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We offer 1-1 telephone appointments with a family support adviser for parent carers looking for reassurance and support.

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A guide to Norfolk's Virtual School for Looked After and Previously Looked After Children

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SEND & Inclusion Support line for families and professionals

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SEND & Inclusion Support line for families and professionals

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Norfolk Schools and Learning Providers - Norfolk County Council

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The SEND and inclusion support line​ - Norfolk Schools and Learning Providers - Norfolk County Council

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Call our advice line for help, support and guidance​

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The PEASS guidance specifies what SEN Support places of learning should provide for children and young people with SEND in Norfolk.

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Did you know that we also run a number of workshops for both parents and careers? Details of the ones coming up can be found in our Parent/Carer Workshops Flyer

Below is some supporting information for parents and also resources to help create a dyslexia friendly environment for your child at home. Do check back for updates!

Please click each heading for additional information:

A useful Dyslexia Awareness poster from Dyslexia Daily

Signs your child may be dyslexic

Strategies to help your child with homework

Support you can expect in the education system

Stress reduction ideas

Ideas for resources to support learning

Inspirational stories

Just looking on the internet and in the media, we can find stories of many famous dyslexic people, with remarkable and inspiring stories which are great to know about. However, most of our children will succeed in a way that does not make them famous. Take a look at dyslexiahelp.umich.ed/success stories to see people from all walks of life telling you about their experience. Their successes will still serve as motivation for both yourself, as a parent, and your child.

Access Arrangements for all stages of education

If you are looking for tutors or a dyslexia diagnostic assessment, we have provided links to charitable organisations that may be able to offer these services and support:

Patoss, Dyslexia Action and BDA (British Dyslexia Association)

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Strategies for Parents - Dyslexia Outreach Service

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Did you know that we also run a number of workshops for both parents and careers? Details of the ones coming up can be found in our Parent/Carer Workshops Flyer Below is some supporting information for parents and also resources to help create a dyslexia friendly environment for your child at home.

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Enjoy the videos and music you love, upload original content, and share it all with friends, family, and the world on YouTube.

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Enjoy the videos and music you love, upload original content, and share it all with friends, family, and the world on YouTube.

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What is your concern?

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

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

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

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

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Advice for supporting your child's mental health | ThisMayHelp

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

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Find trusted NHS advice on spotting signs of self harm in children and find professional support locally to help young people with their mental health

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Welcome to Norfolk SEND Partnership. Norfolk SEND Partnership offer information and advice to children, young people and parents/carers about special

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Nansa was founded in 1954 by a group of families; for the purposes of providing meaningful and enriching activities and support to their adult children with cerebral palsy. In the 65 years since; Nansa has grown to provide a far wider range of specialist provision, for people of all ages living with disabilities and/or those with complex behavioural, sensory, or developmental needs.

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1. Find out what they know and how they feel

Choose a time and place when you can bring it up naturally and your child is more likely to feel comfortable talking freely, such as during a family meal. Try to avoid talking about the topic just before bedtime.

A good starting point is to ask your child what they know and how they are feeling. Some children might know little about what is happening and not be interested in talking about it, but others might be worrying in silence. With younger children, drawing, stories and other activities may help to open up a discussion.

Kids can discover the news in many ways, so it's important to check in on what they're seeing and hearing. It's an opportunity to reassure them and potentially correct any inaccurate information they might have come across whether online, on TV, at school or from friends.

A constant stream of upsetting images and headlines can make it feel like the crisis is all around us. Younger children may not distinguish between images on screen and their own personal reality and may believe they're in immediate danger, even if the conflict is happening far away. Older children might have seen worrying things on social media and be scared about how events might escalate.

It's important not to minimize or dismiss their concerns. If they ask a question that might seem extreme to you, such as "Are we all going to die?", reassure them that is not going to happen, but also try to find out what they have heard and why they are worried about that happening. If you can understand where the worry is coming from, you are more likely to be able to reassure them.

Be sure to acknowledge their feelings and assure them that whatever they are feeling is natural. Show that you're listening by giving them your full attention and remind them that they can talk to you or another trusted adult whenever they like.

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How to talk to your children about conflict and war

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8 tips to support and comfort your children

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Virtual school for children in care and previously in care

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Includes service role, responsibilities and what we do; support for children and young people previously in care, training, resources, enrichment offer, newsletters and contact information

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Support for young carers from Carers Matter Norfolk 

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Support for young carers from Carers Matter Norfolk 

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Are you giving support or care to your child or young person above what you would normally expect as a parent? Your child may have additional needs, disabilities, long term illness, mental health or substance misuse problems.

You may not see yourself as a carer, above all you are a parent. You might find that health and social care professionals are less likely to see you as a carer too. It's important you see yourself as a carer, this is the first step to getting support for worries you may have.

Our Parent Carer service provides information, advice and support to parent carers across Norfolk.

What we offer

You might be looking for practical help or someone to talk to. You may have money concerns, need help with education issues, looking to make friendships with other parents or just not sure who to contact. Or you may just want to ask a question.

Our Parent Carer Service can be the first point of contact for you to get advice and support. We can help by listening, talking about any concerns, and connecting you to other organisations, groups or parents. It may be that you simply don't know who or what could help. We can help you explore this.

We have a team of support workers to help you in the best way that suits you. They can offer one to one support; face to face, online or over the phone. You might want to meet other parents to share experiences in a group, get tips and advice; we can help with this.

You may be also caring for someone else, maybe one of your parents or a partner. Or you may have another child or young person who is a young carer. Or perhaps your child is about to become an adult. As part of a much wider team, including support workers from the Carers Matter Norfolk Adult Team and the Young Carers Team, we can offer a much wider scope of support, where you only need to tell your story once.

Family Voice Norfolk
Even if you don't think you want help now, why don't you join Family Voice Norfolk. They are Norfolk's parent forum and can help you have your voice heard. You will receive a monthly newsletter which will give updates on this service. Join here

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Our parent carer service provides information, advice and support to people across Norfolk: from practical help to just someone to talk to.

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Get help and advice about a wide range of issues, call us on 0800 1111, talk to a counsellor online, send Childline an email or post on the message boards.

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Norfolk SEND Youth Forum is an opportunity for young people to share their experiences and work together to improve services for young people with Special Educational Needs and Disabilities.

You can join the Youth Forum and participate in regular online meetings and share thoughts and feelings on our online pinboard. If you do not want to be a part of the meetings you can choose to only participate via the pinboard.

The SEND Youth Forum invites all YP with SEND, in Norfolk, to register and join. You will then be invited to:

Attend regular on-line (virtual) meetings and the option to take part in outreach events and social outings

All meetings are one hour in duration 6.30-7.30pm

12 th July 23

And/or

2. Share your ideas, thoughts and feelings on our online pinboard.

So, for example, you may not want to participate in live meetings, but still have much to say, and can send your ideas in, which we will then post on the pin-board to be shared with other Forum participants.

You can of course do both, or just one of these options, but the idea is you can access the Forum and share your views in different ways!!!

If you are 11 - 25 years, and have something to say, we would like to hear from you to meet discuss and create change!

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Norfolk SEND Youth Forum is an opportunity for young people to share their experiences and work together to improve services...

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The Dragons Project began in 2011 (under a different name) as an independent organisation and, although based at Nansa, the project was not actually part of the charity. They became the 'Dragons' after a consultation with participants in 2016 and in April 2021, Dragons joined the Norfolk and Norwich SEND Association as a formal Nansa project and together, Nansa and the Dragons, aim to increase opportunities for advocacy and participation, in Norfolk, for young people with disabilities and special educational needs. The group now has a wide range of experience and have done quite a lot of things, including; reviewing and commissioning short break services for Norfolk County Council's Children with Disabilities team; facilitating interviews for senior posts in the council; and reviewing the accessibility of local sports and leisure facilities. The Dragons recently helped to redevelop the Local Offer (Preparing for Adulthood) website and prior to the pandemic in 2020, they had reviewed Norfolk Trails to check that walking routes are accessible and safe. The Dragons have also looked at employability and transition opportunities within day services, helping to ensure that young people with disabilities are supported to prepare for (and gain experience in) the real world of work; should that be something they wish to explore in the future. To find out more, or to get involved, please get in touch with Sarah Harrison (Head of Advocacy and Participation) on: 01603 414109 or email: referrals@nansa.org.uk
Thanks to support from the National Lottery Reaching Communities Fund, the Dragons have partnered with Active Norfolk and launched a new programme called Dragons On The Move; click the button below to find out more:

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Nansa and partners, proudly introduce a range of opportunities for Young People...

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Watch the full video

Thinking of suicide?

Are you, or is a young person you know, not coping with life? For confidential suicide prevention advice contact HOPELINE247.

My whole way of thinking has changed. I feel positive about my future and the people around me. I'm now looking forward to the future and helping others just like me!

Thank you so much for the incredible support PAPYRUS and HOPELINE247 has given me. You helped me in that moment and it kept me alive.

I intend to continue to fundraise for and promote PAPYRUS. I am so proud and humbled to be involved with a wonderful charity, and to have received the support that I have.

Having been personally bereaved by suicide I understand the importance and need for our charity. I am surrounded by others who are as passionate as I am about saving lives.

* All feedback is provided by people who contact PAPYRUS. All feedback has full consent of the user and the user remains fully anonymous. Some feedback may have been adapted to keep the users anonymity.

Our latest news

Stay up to date with PAPYRUS; our news section is regularly updated with helpful advice and guidance, as well as information about our upcoming events and campaigns. If you have any questions or queries please get in touch.

Our upcoming events

Please see below some of our upcoming and exciting events including fundraisers and charity events we will be attending. For more information please get in touch.

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Papyrus UK Suicide Prevention | Prevention of Young Suicide

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PAPYRUS UK is a charity for the prevention of young suicide (under 35) in the UK | Call PAPYRUS HOPELINE247 on 0800 068 4141 Now

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Just One Norfolk has been created by Norfolk & Waveney Children & Young People's Services which is provided by Cambridgeshire Community Services NHS Trust. This service is commissioned by Norfolk County Council.

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Here at Just One Norfolk, we are dedicated to providing children and young people's health services to the community. Find out more about our services

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Just One Norfolk has been created by Norfolk & Waveney Children & Young People's Services which is provided by Cambridgeshire Community Services NHS Trust. This service is commissioned by Norfolk County Council.

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Here at Just One Norfolk, we are dedicated to providing children and young people's health services to the community. Find out more about our services

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ASD Helping Hands is a Registered Not for Profit Charity, located in the UK. Offering Support and training for those working or affected by Autism.

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Child & Young People Support and Activity Groups

Name

Description

Website

Action for Children

Find local services and groups for children and young people.

Click here

BOOM Young Carers

Provides activities for young people up to 18 years who have a caring role. Gives a chance to meet new people, broaden horizons and raise aspirations.

Click here

Hamlet Centre

Their children's services offer a range of services for 0-18 year olds with disabilities and complex health needs. They run a pre-school, provide playschemes during the holidays and weekends, stay and play sessions, a nurture group for babies and support groups for families.

Click here

UEA Norwich Swimming Club

Various swimming classes for people with or without disabilities.

Click here

Adult Support and Activity Groups

Acle Library

Autism support group every 3rd Wednesday of the month between 10.30-12.30 during a quiet time in the library and is relatively small. Have refreshments and different activities on offer. It's a free, drop in event.

Click here

Swaffham Library - Autism meet-up Group

Monthly autism meet-up which will take place at Swaffham library every last Saturday of the month, 10.30am-12noon.

Click here

Parent & Carer Support and Social Groups

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We are aware of the following support and social groups, clubs and activities running in the Norfolk area.

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Autism Central for Parents and Carers | Autism Central

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Autism Central offers a wealth of resources for parents, carers and personal assistants of autistic people in England – from articles and learning materials to signposting you to services and support in your local area.

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West Norfolk Autism Group | Supporting Autistic Children & Adults

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Home - West Norfolk Autism Group | Supporting Autistic Children & Adults

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Welcome to the West Norfolk Autism Group The West Norfolk Autism Group provides support and guidance to individuals of all ages whose lives are affected by autism. They organise training/workshops and coffee mornings in a range of public venues, for anyone including professionals who are interested and would benefit from knowing and understanding more about … Home Read More »

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Here at Just One Norfolk, we understand how much sleep and behaviour play a role in the development of children and young people. Read more about this here.

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Norfolk Positive Behaviour Strategies (PBS)

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Here at Just One Norfolk, we understand how much sleep and behaviour play a role in the development of children and young people. Read more about this here.

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Little Parachutes: Picture books to help children

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Little Parachutes helps you to find children’s picture books about your child’s worries, experiences and milestones. Our children’s book reviews library contains hundreds of picture books about sharing, moving house, starting school, potty training and the arrival of a new baby. There are also children’s books about more challenging situations: bereavement, adoption, divorce and serious illness.

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Neurodivergence means that across the population, there is variation in the way people's brains work. Having people in society who see the world differently and have unique skills is an important part of life to be celebrated. The term "neurodivergent" refers to people whose brains work differently to the typical cultural standards. Neurodivergence includes conditions that people are born with including autism, ADHD, learning disability and learning disorders.

The NSFT Psychology in Schools Team offers an online parent/carer workshop program that addresses childhood neurodiversity and covers key topics that families have identified as most helpful. These workshops are offered to support families on the neurodevelopmental (NDD) pathway in Suffolk. These can be accessed via the Suffolk Local Offer Page here: Neurodiversity online parent/carer workshops - Suffolk SEND Local Offer. We also have a range of pre-recorded workshops on Childhood Neurodivergence topics which are available to watch anytime.

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Neurodivergence means that across the population, there is variation in the way people's brains work. Having people in society who see the world differently and have unique skills is an important part of life to be celebrated. The term "neurodivergent" refers to people whose brains work differently to the typical cultural standards.

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Our Psychology in Schools Team run a program of parent workshops throughout the year to provide up to date advice and guidance on how parents and carers can support the young people in their life. All the workshops are recorded for you to watch at any time.

Use the hyperlinks below to find out more about the workshop and get the link to the video on YouTube.

Parent Workshop Programme

Childhood Neurodiversity Parent Workshop Programme

Workshops for Young People

Archived Workshops

All workshops

Supporting Young People with Eating Difficulties

This workshop explores reasons why children and young people may struggle with eating difficulties, what parents/carers can do to help and what are the red flags for eating disorders to alert families to seek specialist help. The workshop is presented by Dr Annie Bryant (clinical psychologist) and Emily Mizen (assistant psychologist) from the Psychology in Schools Team.

Supporting our young people with challenging behaviour

In this workshop Dr Kelsey Odgers (Clinical Psychologist, NSFT) and Katherine Thrasher (Assistant Psychologist, Countywide ADHD Service, NSFT) will explore child behaviour that parents or teachers find challenging to manage, such as: hyperactivity, difficulties with attention, aggression, difficulties with friendships and relationships, and irritability. We will cover practical strategies to help manage these behaviours positively. This workshop may be helpful for parents who have concerns around possible ADHD in their young person.

Tools to Manage Uncertainty and Building Resilience in Young People

Life is always unpredictable, but we have been living with a much higher degree of uncertainty over this last year than is usual. This workshop will introduce strategies that parents/carers/professionals can support their young people to help them cope better with uncertainty now and in the years to come. Being able to adapt to situations by learning to tolerate emotions and cope with change reduces stress levels and is a great skill for life. This workshop is suitable for parents/carers of all children struggling in the current pandemic who would like to learn strategies they can teach their children to manage difficult thoughts, feelings, and situations. It is also helpful for professionals who might work with young people.

"What I will take away from tonight's session - Try to take the uncertain path instead of keeping to the safe route was new to me and I think will change my life and make my children's future better. Living life to the full instead of a half life like I feel has been the case".

Surviving Lockdown Mark 3

This workshop explores how we make sense of what we are all experiencing at the moment. It will consider the most significant challenges posed by the pandemic for both parents and young people (including anxiety and low mood) while also thinking about the most helpful ways to manage these challenges.

"I found your session so helpful as it made me feel that I am not alone as a parent, that we are all going through this together. It made me feel that actually 'I'm doing an ok job' and not to be too hard on myself. I found the biochemistry side of things fascinating and it was exactly the things that are happening with my son. It made me feel reenergised and to 'keep going'."

Supporting Young People with Anxiety

This workshop is for parents of school aged children to help them understand anxiety better. The session covers: what is anxiety, why anxiety, how it effects the brain, how it effects the body, how it impacts on what we do and don't do and how parents can support their children/adolescents who might be struggling with anxiety.

"Connection over correction - its very difficult to do this and I often need reminding! ideas to help Children move from reassurance to self-assurance was useful as I'm often exhausted from having to reassure constantly!"

Supporting Young People with Low Mood

All of our young people have days when they feel low, this is perfectly normal. Sometimes this low mood hangs around for a bit longer and starts to make it much more difficult for our young people to do the things that are important to them and have the kind of relationships they want to have with others. For us as parents it can be hard to spot these difficulties especially among all the other changes that are happening in adolescence. This workshop will help you to have a better understanding of why our young people are more vulnerable to low mood once they reach adolescence, the warning signs and some evidence based strategies to best support your young person.

Building Resilience - managing the next steps
Part 1
This workshop explores what resilience is and why it is important for our young people. The sessions focus on five key components to wellbeing and resilience and suggests practical support for our young people in each of these five areas. The workshop pays particular attention to the approaching summer holidays and the opportunities these offer.
Part 2
This workshop, delivered by the Psychology in Schools Team (NSFT) is an extension of our previous workshop; Resilience and Managing the Next Steps (Part 1). In this workshop, we explore what resilience is, and provide an overview and re-cap of the five key components to wellbeing and resilience. By strengthening resilience, young people are in a better position to manage challenges in life, including change and transitions. The workshop also looks more closely at transitions, and how to help support young people to build the skills to manage transitions, as well as discussing practical considerations when preparing your child for a transition.

Supporting our children and adolescents with sleep

Experiencing sleep difficulties at some stage in our lives is common. We know that children and young people can particularly struggle with their sleep. Sleep difficulties are not only frustrating, but they start to impact on our mood and everyday lives.

This sleep workshop is aimed at parents and carers who have children over 11 years old who may be experiencing difficulties with their sleep. The workshop, delivered by the Psychology in Schools Team, covers important topics such as:

why we need sleep

why teenagers may struggle more with this

what you can do to support your young person to have a better night's sleep

Understanding the teenage brain - Supporting our teenagers with emotions

During adolescence, the brain is going through some very big changes - these changes are positive and support our young people to make the transition into adulthood. However, these changes can be confusing and understanding what is happening in the teenage brain is incredibly helpful. This session will explore these brain changes and how they impact on all aspects of our adolescent's life, including mood, behaviour, risk taking and relationships. We will also explore what we can do to strengthen our relationships with our young people and support them through this period of development. With thanks to Dr Hazel Harrison for the brilliant brain house illustration.

Supporting your child to manage their big feelings

Dr Hope Westgate and Dr Tamara Scully, Clinical Psychologists from NSFT, deliver a workshop for parents on 'supporting children to manage big feelings'. This workshop includes information on children's emotional development and what is happening in their brain when they are experiencing big emotions. It also provides practical and supportive guidance on what are some of the things that parents can do to support their children with the emotions they experience. This workshop is primarily aimed at parents of children who are under 12.

Managing Exam Stress

A workshop for parents and young people to provide guidance around exam season.

It is very normal for exams and tests to lead to anxiety, stress, and worry. This workshop is designed for both parents and young people to attend to provide guidance around preparing for and coping with exam season.

View a refreshed 2022 edition on our YouTube Channel

Understanding young people's self-harm

This workshop delivered by the Psychology in Schools Team (NSFT) provides an introduction to understanding self-harm among young people and adolescents. It aims to develop parents' understanding of self-harm and will cover: "What is self-harm?", "Why does self-harm happen?", and "What can I do to help?".

This workshop is presentation based and aimed at parents and carers who live within Norfolk and Suffolk.

This video contains information on self-harm among young people. If you are concerned about your child's safety please speak to a health professional. Samaritans can be called on 116 123.

Getting the best out of your relationships with your person

Dr Beth Mosley MBE (Consultant Clinical Psychologist) introduces Viktoria Cestaro and Sue Staff, experienced mental health clinicians, to present this parent workshop on how to get the best out of your relationships with your young person. We consider how adolescence can change our relationships and communication style with young people and how we can connect effectively with our children/young people, especially when they are struggling. This workshop provides some practical advice and guidance on communicating with those young people we love. It will be helpful if you feel your communication can sometimes be explosive or you feel you do not have enough connection with your young person, and they may be struggling with low mood.

How to get what you want: Adolescent workshop

Do you find that it is sometimes really difficult to get from others what you need? Do others struggle to understand you or you get the least helpful response from them? This session by the Psychology in Schools Team helps give practical tips for young people on how to communicate well with others (whether that is your friends, parents, teachers or any other human being). These tips have been tried and tested by other young people, and can be especially helpful, especially if you may experience times of low mood.

How to talk to your young people about the war in Ukraine

As parents and families we are likely to have been shocked about the devastating situation in Ukraine. Our children will be having conversations with us and others and trying to make sense of what is happening. This workshop aims to highlight the importance of communication around these topics and to consider the way in which we do this, providing practical guidance for having these sensitive conversations. We discuss how to manage exposure and time spent reviewing news stories, and how to turn difficult feelings into helpful actions.

Supporting your child to attend or get back to school

This workshop, delivered by the Psychology in Schools Team, focuses on supporting parents to help their young people in attending or getting back into school. The workshop provides an understanding of school avoidance for parents, with reference to West Suffolk Guidance. It also discusses strategies and ideas that can be used to help young people feel confident in re-engaging with school.

Building Understanding and Supporting Your Child with Tourette's Syndrome/Tics

This workshop delivered by clinicians experienced in working with young people with Tourette's/Tic Disorder will provide information about Tourette's and Tics in children and young people, dispel some common myths and give guidance on how you can best support your child/teenager as they negotiate the highs and lows of life with tics.

Building Confidence and Managing Anxiety in Your Child (Under 12s)
Part 1
This workshop is for parents of children under 12 who have attended or viewed a recording of the Psychology in Schools Team anxiety workshop

and/or

This is the first part of a two-part webinar is delivered by the Under 18s Wellbeing Team part of Norfolk and Suffolk NHS Foundation Trust. It will provide additional strategies and aims to further develop understanding of anxiety, so that parents feel more confident in supporting their young people.

View part one on our YouTube channel:
Part 2
This workshop is for parents of children under 12 who have attended the "Building Confidence and Managing Anxiety in Your Child (Under 12s) - Part 1. This is the second part of a two-part webinar is delivered by the Under 18s Wellbeing Team part of Norfolk and Suffolk NHS Foundation Trust. It will provide additional strategies and aims to further develop understanding of anxiety, so that parents feel more confident in supporting their young people.

View part two on our YouTube channel:

Parenting the Anxious Adolescent
Part one
This workshop is for parents of children and adolescents who are aged 12 and above, who have attended or viewed a recording of the Psychology in Schools Team anxiety workshop

This is the first part of a two-part webinar is delivered by the Under 18s Wellbeing Team part of Norfolk and Suffolk NHS Foundation Trust. It will provide additional strategies and aims to further develop understanding of anxiety, so that parents feel more confident in supporting their young people with anxiety.

View part one on our YouTube Channel:
Part two
This workshop is for parents of children and adolescents aged 12 and above, who have attended or viewed a recording of "Parenting the Anxious Adolescent - Part 1" . This is the second part of a two-part webinar is delivered by the Under 18s Wellbeing Team part of Norfolk and Suffolk NHS Foundation Trust. It will provide additional strategies and aims to further develop understanding of anxiety, so that parents feel more confident in supporting their young people.

View part two on our YouTube Channel:

Supporting our Young People with Anxiety

This workshop is for parents of school aged children to help them understand anxiety better. The session covers: what is anxiety, why anxiety, how it effects the brain, how it effects the body, how it impacts on what we do and don't do and how parents can support their children/adolescents who might be struggling with anxiety.

Understanding trauma

This workshop recording is for parents and carers of young people who have experienced trauma. It includes a brief introduction to understanding what we mean by trauma and considers the impact of early traumatic experiences on child development. It focuses on what you can do to support your young person's wellbeing and sense of psychological safety. Resources and information around services have also be shared in the workshop for when further support is needed.

Supporting our Young People with OCD

This workshop is for parents of school aged children to help them understand 'Obsessive Compulsive Disorder' (OCD) better. This session covers: what OCD is, how it effects and impacts young people and how parents can support their children/adolescents who might be struggling with OCD and further support available. The Psychology in Schools Team is based in Suffolk, UK so resource information focuses on services local to there, but helpful national resources for parents, carers and young people are also shared. Since contact details change, do check the original source for the most up to date information about services.

Supporting your child to regulate their emotions

Does your child struggle to manage strong emotions, get very stressed or have difficulty with managing relationships? Then this parent/carer workshop may be for you! This introductory session will explore what emotion dysregulation is and what can impact a child's ability to regulate their emotions. It will then focus on what parents and carers can do to support their children/adolescents in this.

Supporting our Young People with self-harm

Knowing your young person is finding things difficult and engaging in self-harm can be frightening and confusing for parents. This workshop aims to develop parents' understanding of self-harm and will cover: "What is self-harm?", "Why does self-harm happen?", and "What can I do to help?". This event is presentation based and presenters will not be able to speak to attendees directly. If you are concerned about your child's safety and require crisis support please call 0808 196 3494; this number operates 24 hours a day, 7 days a week. This session will take place via Zoom. You can access the event either by using the link in your confirmation email or using the Online Event Page. A password is not required to enter the event. To access the Online Event Page please click the "View the Event" button on the reminder email and log into your Eventbrite account. More detailed instructions will be sent with your confirmation email.

Social Media and the Impact on our Teenagers' Mental Health

This workshop increases understanding of how the use of social media might be associated with mental health difficulties, including anxiety, low mood, self-harm and body image. It also explores the world of our young people to offer a balanced perspective to supporting our young people in this area. Delivered by Dr Beth Mosley (Consultant Clinical Psychologist) and Emily Mizen (Assistant Psychologist).

Building Resilience, Managing the Next Steps

A workshop to support parents/carers in building the resilience of their young people whilst looking ahead to the summer holiday and transitions.

Childhood Neurodiversity

What you need to know as a parent or carer

What is neurodiversity? What is autism, ADHD and learning disability? Does my child need a diagnosis to get support? This introductory workshop answers these questions and introduces where parents/carers can find advice and guidance for supporting their neurodiverse children. Delivered by Dr Beth Mosley (Consultant Clinical Psychologist) and Dr Annie Bryant (Clinical Psychologist).

Managing big feelings (including anxiety and low mood)

This workshop explores why neurodiverse children may develop difficulties with their emotions, including anxiety and low mood and how parents/carers can support neurodiverse children with managing their big feelings. Delivered by Dr Annie Bryant (clinical psychologist) and Dr Kelsey Odgers (clinical psychologist) from the Psychology in Schools Team.

How the Brain Develops

This workshop covers childhood brain development including the impact of relationships in early childhood and changes in adolescence. The workshops will also explore neurodiversity in brain development and how parents/carers can support their child's developing brain. The workshop is presented by Dr Annie Bryant (clinical psychologist) and Emily Mizen (assistant psychologist) from the Psychology in Schools Team.

Understanding and managing behaviour

When distressed, neurodiverse children and young people may show behaviours that challenge the adults around them. This workshop explores how to understand behaviour and how parents/carers can support their neurodiverse children with behaviours of distress. The workshop is presented by Dr Annie Bryant (clinical psychologist) and Anna Mulvey (assistant psychologist) from the Psychology in Schools Team.

The impact of early life stress

This workshop explores the impact of early life stress, or traumatic experiences, on childhood development. It considers neurodivergent children's vulnerability to early life stress and provides advice on how parents/carers can support their children with the potential impacts of early life stress. The workshop is presented by Dr Annie Bryant (clinical psychologist) and Linda Brindle (senior psychotherapist) from the Psychology in Schools Team.

Live workshops

You can get information about the latest LIVE workshops by logging into Eventbrite and following the Psychology in Schools team. You will then be notified of upcoming workshops and have a link to book onto these.

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Our Psychology in Schools Team run a program of parent workshops throughout the year to provide up to date advice and guidance on how parents and carers can support the young people in their life. All the workshops are recorded for you to watch at any time.

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Neurodivergence and Early Years Workshop for parents

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Neurodivergence and Early Years Workshop for parents

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The requirements, our expectations and further information

A special educational needs and disabilities information, advice and support service

Visit our sister website for SEND guidance for education providers in Norfolk

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Education, health and care EHC plans - Norfolk County Council

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Education, health and care (EHC) plans are used to support children and young people with complex SEND

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Norfolk SEN Network – Supporting parents of children with special educational needs

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Our Helpline is run Monday to Friday from 9am to 12 noon.