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Understanding my autism and ADHD

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Understanding my ADHD and Autism for ages 5- 10.

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Each week there will be an hour long workshop on a specific topic that you can listen to and ask questions. Following this there will be an hour where we open to discussions/chats about any topic or concern and can offer help support and guidance.

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A Fun, Digital Therapeutic Intervention supporting 7-12 year olds to manage fears and anxieties.

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A Fun, Digital Therapeutic Intervention supporting 7-12 year olds to manage fears and anxieties.

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WithYouth - Herts Mind Network Children and Young People

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Skip to content

A Fun, Digital Therapeutic Intervention supporting 7-12 year olds to manage fears and anxieties.

The Lumi Nova App for children and their families

We've partnered with BFB Labs to offer Young People across Hertfordshire free, instant access to Lumi Nova: Tales of Courage, a digital therapy delivered through a fun and engaging mobile game to help 7-12 years olds learn how to manage and reduce symptoms of anxiety whilst building resilience and skills to support them longer term, gain confidence and thrive.

Lumi Nova works best when children are supported by a parent or a trusted adult to complete challenges, especially the real life ones (this can be at home, school or nearby).

It is suitable for:

7-12 year olds (who require initial support but are not in crisis)

Children who have some fears and worries that they find challenging

Instant access to Cognitive Behavioural Therapy (CBT) based support:

CBT is proven to be the most effective treatment for anxiety

Lumi Nova supports this by safely and gradually increasing exposure in relation to concerns and worries and helping to develop the skills to deal with those concerns and worries

For more information, watch our short video about Lumi Nova

Getting Access to Lumi Nova

Follow the steps below to get instant access to Lumi Nova today:

1) Click the "Get Access" button below and complete the sign up form.

2) You will receive a text message with a link to get started and will need to complete a short survey. Once complete, you'll receive another text message with your game key and download link.

3) Download the game on a mobile phone or tablet that your child has regular access to. Unlock the game with your game key and don't share the game key with your child.

Compatible on iPhones, iPads and most Android devices.
For professionals that would like to demo the game, please email us at [email protected] and we will set you up with a test account.

How it works

Lumi Nova has been developed alongside both NHS clinicians and leading academics at the Anxiety & Depression in Young People Clinic based at the University of Reading.

The young person goes on an exciting intergalactic adventure through space where they explore new planets and collect treasure. As part of the therapy your child/young person will:

Shortlist 3 goals with you from a list of 15 different goals related to separation anxiety, social anxiety and phobias

Learn to break down goals into smaller, manageable challenges that gradually get harder

Complete in-game challenges to help build confidence before tackling real life challenges

Learn about how our thoughts, feelings and actions affect each other

Repeat challenges to build resilience and unlock new rewards

Game play is time limited to support positive screen time

As this is a therapeutic intervention for young people, the With YOUth team will be in contact with trusted adults after 3-4 weeks of inactivity or if a young person rates high on the anxiety scales during a challenge to offer additional support.

For children with sensory difficulties or sensory based anxieties, it is recommended that Lumi Nova is used alongside professional support so that reasonable adjustments can be made. Lumi Nova is not suitable for children with severe or complex needs.

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Skip to content A Fun, Digital Therapeutic Intervention supporting 7-12 year olds to manage fears and anxieties.

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You are invited to find out more about the SEND Strategy, and services and support available in your area at one of our ‘SEND is Everybody’s Business’ events across Hertfordshire.`

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Families First is the name for early help in Hertfordshire. It is a way of getting extra support for your family to help you manage problems early on.

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Local Schools Partnership
Welwyn Garden City & Hatfield Schools Partnership (wgc-hatfieldschoolspartnership.com) Your local schools partnership are here to help improve outcomes for children and young people and to help make it easier for you to support your children with their learning.
Our School Family Workers support families in whichever way they need. They have a wealth of knowledge regarding services available to support families and can offer one to one support on parenting issues. They support schools with the Common Assessment Framework, a tool which supports children and young people gain additional help in some areas of their lives. The School Family Workers will happily help with queries you may have.

We aim to bring together information on all services and support , not just DSPL projects, through this website.

If you would like more information or would like to join the DSPL5 mailing list for updates please contact us on DSPLAdmin@dsplarea5.onmicrosoft.com

DSPL5 SEND Parent Workers are based at Southfield School and can be contacted at parentworkers@southfield.herts.sch.uk. Online referrals can be made via https://www.surveymonkey.co.uk/r/MS3P2S7

Information about services available in your local area for parents, carers of children and young people aged 0-25 with special educational needs and disabilities.
https://www.hertfordshire.gov.uk/localoffer
Hertfordshire Additional Needs Database

You are entitled to join HAND if you are a parent or carer of a child or young person with additional needs or disability aged 0-19. Benefits of joining include a leisure concession card and subscription to the HAND newsletter. For more information please email hand@hertfordshire.gov.uk

Hertfordshire Special Educational Needs and Disabilities Information, Advice and Support Service (SENDIASS)

SENDIASS offers impartial information , advice and support for parents and carers of children with special educational needs via telephone, email or in person. Contact them by telephone: 01992 555847 (open Monday-Thursday 9.30am- 3.30pm and Friday 9.30am-2.30pm) or email sendiass@hertfordshire.gov.uk

The KIDS East and West Hubs

The KIDS HUB offers information and support for parents and carers of children with special educational needs and disabilities aged 0-19 in Hertfordshire. They offer free and impartial support via telephone, email and face to face (including home visits) with matters such as helping you find activities, groups, training, information about benefits and parking, support meetings about your child. KIDS HUB have a directory services that is available on their website.

HPCI (Herts Parent Carer Involvement)

There are a number of ways in which parents and carers can get involved in services. Herts Parent Carer involvement is a forum for parents and carers to get more involved in the shaping and improving of services for children with additional needs.

SEN Support in Education

If your child has special educational needs (SEN), they'll be able to get SEN support from childminders, nurseries, schools and colleges. SEN support replaces Early Years Action and School Action Plus.

More information including a link to the SEN support in education booklet can be viewed here:

www.hertfordshire.gov.uk/microsites/local-offer/education/sen-support.aspx

Do you need to talk to someone about your child's development, learning or emotional wellbeing? New opening hours for advice from Hertfordshire's Contactline, is between 2pm - 4:30pm on Tuesdays and Wednesdays during term time and on a Wednesday between 2pm and 4:30pm in school holidays.

Contactline telephone: 01992 588574

Southfield School Outreach Service

Southfield School is a primary school based in Hatfield that caters for pupils with Learning Difficulties, Autistic Spectrum Disorders and Speech Language and Communication Difficulties.

Our Outreach service has been running for over a year and provides primary schools in the DSPL 5 area with a range of services to help them to support pupils with learning difficulties working below age related expectations.

Our service is varied and offers support in a range of different formats including pupil focused (advice and resources relating to a specific pupil) and school focused (advice, resources and training to support groups of staff within a school) input.

We run termly twilight training sessions that are free of charge to schools in the DSPL 5 area and cover a range of different topics relating to supporting pupils with additional needs.

For further details of our service or information on how to make a referral, please see our outreach leaflet or visit our school website www.southfield.herts.sch.uk

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Local Schools Partnership Welwyn Garden City & Hatfield Schools Partnership (wgc-hatfieldschoolspartnership.com) Your local schools partnership are here to help improve outcomes for children and young people and to help make it easier for you to support your children with their learning. Our School Family Workers support families in whichever way they need.

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On Monday 15th November Community Sports and Education Trust are delivering a virtual parent workshop as part of Just Talk week, ‘Talking to your child about Mental Health and Wellbeing’ at 5:30pm.

The workshop is free of charge and will be presented via Zoom. We would like to inform your students parents about this webinar and have attached the link below to Eventbrite that allows parents to sign up to the session.

https://www.eventbrite.co.uk/e/talking-to-your-child-about-mental-health-and-wellbeing-tickets-195017431387

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Mental Health parent leaflet (Anna Freud)

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Mental Health parent leaflet (Anna Freud)

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HappyMaps - Find the best support, advice and information on young people's mental health, all in one place. For Parents, Professionals and Young People.

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Read reviews

"I think this is a fabulous resource-very clearly laid out with the full range of supports available, from parenting tips through to professional help" (Parent)

"This is great to recommend to parents when they are worried about their children. It's the best website for mental health issues that I've found" (Teacher)

"Excellent. I work for CAMHS Bristol and regularly recommend this website" (Child and Adolescent Mental Health Services)

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Home - HappyMaps: Help and Resources for Children's Mental Health

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An award-winning website on children's mental health collating sensible and professional advice on common problems. With new self-help pages for young people.

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Mental Health film made by children (Anna Freud)

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Mental Health film made by children (Anna Freud)

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special educational needs and disabilities

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The Local Offer lets parents and young people know what special educational needs and disabilities services are available in Hertfordshire, and who can access them.

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SEND Web Links to Support Remote Learning 

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SEND Web Links to Support Remote Learning 

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ISL SENT Advice contact lines flyer_Sept 2020

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The theme of this year's Children's Mental Health Week is Express Yourself.

Expressing yourself is about finding ways to share feelings, thoughts, or ideas, through creativity. It is about finding a way to show who you are, and how you see the world, that can help you feel good about yourself.

As parents and carers, you play an important role in your child's mental health . Check out our free resources below.

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Parents & Carers | Children's Mental Health Week 2021

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The theme of this year's Children's Mental Health Week is Express Yourself. Expressing yourself is about finding ways to share feelings, thoughts, or ideas, through creativity. It is about finding a way to show who you are, and how you see the world, that can help you feel good about yourself.

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Inclusive strategies to support your child with their remote learning. 

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Inclusive strategies to support your child with their remote learning. 

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Our Wellbeing characters are ready to teach pupils all over the country. Each day has a focus to help pupil's wellbeing.

The focus is on bravery and confidence. Pupils will focus on that strength of character and will find ways to increase their confidence and bravery.

Tuesdays we look at being 'thoughtful'

The focus is on being thoughtful and kind. How they can help others and think about other people's feelings.

The focus is on goals and wishes. How they can set a goal and reach that goal. How that will make them feel.

Thursdays we look at 'thankfulness'

The focus is on gratitude and looking for those little things we appreciate. This will help their positive outlook on life.

The focus is on friendship and how connecting with friends is important for their wellbeing. It will also look at qualities of friendship.

The focus is on looking after minds and bodies by doing things that make them feel good.

The focus is on celebrating their achievements that week. If you look hard enough there is always something to be proud of.

Each PowerPoint has a few slides which you can share remotely from home using screen share, on a whiteboard in the classroom, on an IPAD (install the free PowerPoint app), on a laptop with PowerPoint installed.

Should you want to print this out you could do that by saving the PowerPoint as a PDF and then printing it.

For week one the PowerPoint starts with the character, moves onto vocabulary, then activities which only need paper and pencils. It ends with affirmations. This will change slightly each week. There are plans for 3 weeks worth of PowerPoints and that will be reviewed and extended if needed. You could add other activities or parents you could really focus the whole day on the PowerPoint and find other activities to do to compliment it. Check our free resources for additional resources.

We also have a printable pack with posters and worksheets and you will find the link within each PowerPoint.
WEEK 1 WEEK 2 WEEK 3
If you want to share these resources with parents you MUST ensure our terms and conditions remain on the resource. We use some licensed clipart and it is important that clipart artist is credited. The easiest way is to link to this post for parents to download.

If you want some activities for FEBRUARY please download our FREE Calendar which is linked to Children's Mental Health week. There are 28 activities in PowerPoint and Printable format. Please go to this link 'ELSA Support February Calendar'

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Wellbeing Week Daily Resources - Elsa Support

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Our Wellbeing week daily characters are ready to teach pupils all over the country. Each day has a focus to help pupil's wellbeing.

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Kooth is your online mental wellbeing community. Access free, safe and anonymous

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YoungMinds | Mental Health Charity For Children And Young People

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

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"My daughter, who is six, just loves the journal and is excited to work in it. She's totally learning and talking about skills in a fun way and already making comments outside of journal time that show she's absorbing the growth mindset ideology. Love it!"
Diane C.

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Big Life Journal UK: Growth Mindset for Kids & Teens

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We create effective tools and resources to help kids and teens develop a growth mindset so they can face life's challenges with confidence and have every opportunity in life. Our products are based on the latest research, and that's what makes them so unique and effective.

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Sometimes hearing what you have to do or listening to your work read back to you is really helpful. Here are some ways to make your devices read text to you.

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All children have moments when they lash out in anger by swearing, shouting, throwing or kicking objects. There are times when theaggression they show can seem particularly frightening and out of control, whether it's to parents, other family members or outside the home.

How does it make the parent feel?

Parents often feel helpless and in despair about their children's behaviour and unsure on the best approach to tackle this. It is not uncommon for parents to feel responsible for their child's behaviour. We often hear the term I love my child but don't like them at the moment when parents are in this situation and it is the behaviour they dislike not their child.

Some parents are ashamed to admit that they can't control their children's aggression and are reluctant to talk about it, especially if the aggression is directed at the parents. If you are facing a similar issue in your home, it may feel like you constantly have to walk on egg shells, not knowing what could trigger another outburst. You may be feeling isolated and unable to share this with anyone as you may fear being judged for your child's behaviour.

It is important to seek support and advice as soon as you can so help can be put in place for your child and the rest of the family. Our family support workers can offer you advice and support if you are struggling with this issue or something similar.

What causes a child to act aggressive?

It is not always obvious what the driving force is behind your child's aggressive behaviour for a parent. Your child may be feeling frustrated about something that is happening in their life, they may be getting bullied or having troubles at school, they may be seeking attention or it could be they are experiencing hormonal mood swings. Whatever the cause of their behaviour it may be quite clear to you they are struggling to manage their anger and emotions. This can cause a parent to feel at a loss on what to do for the best. If you are feeling this, please do not lose confidence in your parenting, as it is natural to feel this way under the circumstances.

Managing aggression in your children

It is important to try and set some time aside to find out if they are struggling with this, it might not be easy for them to open up straight away and you may have to keep approaching them gently until they can open up. You might want to leave a book for them to write their feelings in if they do find it hard to talk. If they are not much of a writer, maybe give them a memory stick and they can store their thoughts digitally. Let them know that you love them very much and are there for them but need them to meet you halfway. You can ask them questions that will help them to explore their anger, like how it makes them feel when they hit that point, how it makes them feel after, etc.

Feeling angry and upset at times is natural and acceptable and most people do at some point or another, so let your child know this. Try to acknowledge their feelings, but set limits: "I know you feel angry, but I don't want to see any hitting; biting; shouting or swearing."

Keep a diary so you can write down the incidents as there may be a pattern and note down the triggers. Are there particular events that set your child off? If you start to see when, you can sometimes work out why.

If children see problems solved with raised voices or fists, they learn to follow suit. If you want to stop a child being violent, you may first have to address what is happening around them, it may be difficult to explore this but if there is conflict in your family life or perhaps communication is often through shouting, they may have learned this behaviour.

Learn how to defuse an angry situation. Lower your voice instead of shouting and look them in the eye. Talk with and listen to your child when they're calm. Look at why they might be feeling bad before looking at what they may do to control their behaviour.

You can't wave a magic wand and vanish away a child's unhappy feelings. What you can do is help them learn how to manage what they do about them. So encourage them to say, "I feel angry/left out/put down", instead of hitting out.

It isn't easy loving or showing affection for a child who is being hurtful. But they need to be shown that they are acceptable. Separate who they are from what they do by saying, "I love you and always will, but I don't love what you're doing."

Be positive and praise them when they do well. Blaming, shaming, or punishing children can make them feel worse about themselves and so even more aggressive.

Further support

Coping with a potentially violent child is very challenging and no parent should expect to have to do this alone. You can get support from us directly from one of our family support workers through the Family Lives Helpline on 0808 800 2222. You can also speak to your GP, Health Visitor, School Nurse or even your child's teacher.

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All children have moments when they lash out in anger by swearing, shouting, throwing or kicking objects. There are times when theaggression they show can seem particularly frightening and out of control, whether it's to parents, other family members or outside the home.

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Plan your way to a calmer way with Chill Panda

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Plan your way to a calmer way with Chill Panda

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Chill Panda - Reducing anxiety and improving well being in Children through a fun gaming app

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Based on the 5 point scale - Download click the link below

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For over 10 years, we've been on a mission to help young people overcome the issues that affect them the most. Whether that's bullying, mental health, relationships, identity or the tough stuff in-between, we're here. We provide digital safe spaces, direct support, education, campaigns and world-class research.

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In the last five years, the people we support have achieved over 650 external awards and qualifications - a fantastic achievement.Working towards these awards has provided important structured activity to give individuals something to focus on and aim for throughout the changing periods of lockdown during [...]

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In the last five years, the people we support have achieved over 650 external awards and qualifications - a fantastic achievement.Working towards these awards has provided important structured activity to give individuals something to focus on and aim for throughout the changing periods of lockdown during [...]

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The Communication Trust is a coalition of over 50 not-for-profit organisations. Working together we support everyone who works with children and young people in England to support their speech, language and communication

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The Communication Trust is a coalition of over 50 not-for-profit organisations. Working together we support everyone who works with children and young people in England to support their speech, language and communication

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Improve Your Spelling, the latest book written by Nessy founder Mike Jones, explains the rules of reading and spelling. It will help teachers teach, and parents to understand how to help their children.

By the end, you'll be a master speller!

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You've found Nessy; World leader in helping children who learn differently. Founded and run by educators and dyslexia specialists, our award-winning programs are guided by the Science of Reading.

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BBC - 5 ways to support children's mental health

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BBC - 5 ways to support children's mental health

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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Five ways to support children's mental health

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

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Life can be tough for children with modern day pressures. It can result in anger, worry, anxiety and emotional overwhelm. If your child is experiencing stress at school or home, such as friendship issues, exams or sibling rivalry Chatterminds can help.

Chatterminds helps to...

Equip children and adults with the skills and benefits of mindfulness

Enable young people to name and recognise different emotions and how they feel in the body

Empower young people to regulate their emotions and foster an ethos of kindness and gratitude

Support young people with their friendships, giving them the confidence to stand up for themselves whilst still being kind

Build resilience and self-esteem

Equip young people with skills to nurture their mental health, with an emphasis on positive self-care

Why not join the Chatterminds Facebook group?

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Life can be tough for children with modern day pressures. It can result in anger, worry, anxiety and emotional overwhelm. If your child is experiencing stress at school or home, such as friendship issues, exams or sibling rivalry Chatterminds can help.

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Special educational needs and disability - BBC Bitesize

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All the latest BBC Bitesize content about special educational needs and disability.

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Special Needs Jungle provides parent-centred information, news, resources and informed opinion about SEN, disability, children’s health and SEN politics

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Supporting children, adults & their families affected by Cerebral Palsy. This website is a useful net based resource only, providing information, support & advice for those affected with and by cerebral palsy in the uk.

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Supporting children, adults & their families affected by Cerebral Palsy. This website is a useful net based resource only, providing information, support & advice for those affected with and by cerebral palsy in the uk.

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This leaflet was produced through a consensus process led by Movement Matters, which involved relevant stakeholders and organisations from across the UK.

What is DCD?

Developmental Co-ordination Disorder (DCD), also known as Dyspraxia in the UK, is a common disorder affecting fine or gross motor co-ordination in children and adults.

This lifelong condition is formally recognised by international organisations including the World Health Organisation.

DCD is distinct from other motor disorders such as cerebral palsy and stroke and occurs across the range of intellectual abilities.

Individuals may vary in how their difficulties present; these may change over time depending on environmental demands and life experience.

An individual's co-ordination difficulties may affect participation and functioning of everyday life skills in education, work and employment.

Children may present with difficulties with self-care, writing, typing, riding a bike and play as well as other educational and recreational activities.

In adulthood many of these difficulties will continue, as well as learning new skills at home, in education and work, such as driving a car and DIY.

There may be a range of co-occurring difficulties which can also have serious negative impacts on daily life. These include social and emotional difficulties, as well as problems with time management, planning and personal organisation.These difficulties may also affect an adult's education or employment experiences.

When and how is DCD identified?

Though formal identification of DCD rarely occurs prior to a child's 5th birthday, parents and teachers may notice that a very young child has co-ordination difficulties or delays in motor development when compared with peers.

As soon as a child is old enough to be diagnosed, a paediatrician or occupational therapist can assess the child through observation and an evaluation of the child's motor performance via standardized parent questionnaires and tests.

Multiple sources of information should be used when assessing a child for DCD. These will be collated from parents, teachers and the child/young person. In addition, formal testing is often carried out by a health professional (e.g. Occupational or Physiotherapist) and confirmed by a medical practitioner.

A diagnosis is made when there are significant motor difficulties that are not due to a visual impairment, neurological disorder or other medical condition.

How might DCD affect my child at home?

Your child's movements may generally appear awkward. S/he may have difficulties with some or all of the following:

Self-care (e.g. washing, toileting, dressing - doing up buttons, tying shoe laces, putting clothes on the right way around).

Physical play and sports especially in playing team games, including ball skills.

Handwriting and drawing.

Using tools (e.g. a toothbrush, cutlery, scissors).

Doing crafts and playing with construction toys.

Some children may also experience:

Social difficulties (e.g. difficulty in groups especially maintaining friendships).

Emotional difficulties (e.g. low self-esteem).

DCD may exist with other conditions (such as ADHD, Autism, Dyslexia and Specific Language Impairment). In these cases, the child may have a complex profile and a range of difficulties.

Who should I talk to if I think there is a problem?

GP: In the first instance you should discuss any concerns about your child's development with his/her GP for advice regarding further assessment and support.

Teacher: Discuss concerns that you have about your child with his/her class teacher, to establish if they are having difficulties outside of the home environment. Discuss your child's strengths and how to build on these to support your child's development.

SENCo: Discuss specific strategies (e.g. recording information in class, inclusive approaches for PE; assistance with planning and organisation).

Local support groups: Who will provide support for children with DCD and their families.

Local community sports facilities (e.g. judo clubs, swimming classes): Talk to coaches about your child's needs.

Transition teams: Plan ahead with school staff for transitions at school and into employment.

What can I do to help my child?

There is much that you can do to help your child at home.

In order for your child to succeed, you will need to support his/her learning and encourage him/her to participate in activities.

Make adjustments at home to encourage greater independence and participation (e.g. elasticated shoes, trousers, easier fastenings on clothes, strategies for organisation and time management).

Provide opportunities for regular practice of activities and exercises by involving your child in everyday activities such as cooking (mixing, spreading), household chores (folding clothes, putting away cutlery, mopping the floor) and simple games (catching a ball, hop scotch).

As your child practices and improves, gradually increase the demands of the task (e.g. catching a smaller ball, cutting around more complex shapes).

Let your child choose activities that they particularly enjoy or wish to try.

Praise your child for effort, as well as achievement.

Celebrate successes and attribute them to your child's hard work and effort.

Try to make sure your child practices meaningful, 'functional' tasks that s/he will come across in everyday life e.g. decorating biscuits with icing rather than meaningless finger exercises.

Use your child's interests as a focus for motivation (e.g. cutting out newspaper pictures of their favourite sport).

Encourage practice at every opportunity. 'Little and often' is best for learning - ten minutes every day rather than one long session each week.

Try to ensure that your child practices movement skills in a variety of different ways so that they can generalise to new situations (e.g. different activities for ball skills: throwing and catching with different size balls of different weights, with the child in different positions).

Break down tasks into smaller units to be learned; make sure that your child knows what they are working towards and what the end goal looks like (e.g. the different components in learning to tie a shoelace).

Support your child when they are learning a task (e.g. hold their coat as they do up the zip but gradually reduce this support as they become more confident and start to succeed on their own).

Encourage the use of 'thinking skills' (cognitive strategies) such as goal setting, self monitoring, problem-solving activities e.g. ask your child to say what aspect of the task they need to focus on to be successful (throw the ball higher/harder to get it in the net).

What might health and educational professionals offer?

Levels of intervention will be determined by the specific needs of your child and the impact this has on his/her everyday activities at home, school and in play.

The type of intervention will be informed by the individual needs of your child, agreed goals and the research evidence. Intervention may include school based activities and/or parent/teacher information sessions, Physiotherapy or Occupational Therapy in a group or individual setting.

Where else can I go for information?
www.movementmatters.org.uk Click here to download this leaflet.

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This leaflet was produced through a consensus process led by Movement Matters, which involved relevant stakeholders and organisations from across the UK. Developmental Co-ordination Disorder (DCD), also known as Dyspraxia in the UK, is a common disorder affecting fine or gross motor co-ordination in children and adults.

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Marcus has autism and ADHD. Symptoms of ADHD include inattentiveness, hyperactivity and impulsiveness.

He says some of the things people get wrong about ADHD are "we're just naughty, and obnoxious and don't listen at all".

He says these views can be quite "upsetting", but he sees ADHD as his super power.

Watch Marcus, who is an ADHD Foundation Young Ambassador, tell Newsround about how ADHD affects him and how his service dog Cocoa helps him

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Marcus: How ADHD affects me and why being different is good - CBBC Newsround

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Marcus has autism and ADHD. Symptoms of ADHD include inattentiveness, hyperactivity and impulsiveness. He says some of the things people get wrong about ADHD are "we're just naughty, and obnoxious and don't listen at all". He says these views can be quite "upsetting", but he sees ADHD as his super power.

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Ellie Symonds, Tom Aggar and Sarah Storey are just three athletes hoping to win gold at the Paralympic Games.

Some of the athletes taking part have a condition called cerebral palsy which means that their brains have trouble communicating with their muscles.

It affects around 1 in every 400 children in the UK, including 10-year-old Archie who tells his story in the video.
Watch Same But Different - Archie's Story co-produced by Libra Television & Two Sugars

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Archie - Living with cerebral palsy - CBBC Newsround

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Ellie Symonds, Tom Aggar and Sarah Storey are just three athletes hoping to win gold at the Paralympic Games. Some of the athletes taking part have a condition called cerebral palsy which means that their brains have trouble communicating with their muscles.

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Dyslexia is a learning difficulty that lots of people have. It affects about one in ten people in the UK, including adults as well as children.

If somebody has dyslexia, they may have difficulties with their reading, writing or spelling.

It doesn't affect intelligence and it is not a disease or an illness - it is a condition that someone is born with.

The British Dyslexia Association hold an annual event called Dyslexia Week to raise awareness of the condition.

In 2020, the week will run from 5-11 October.

Read on to find out more about dyslexia and also check out our Newsround Special on it here.

Getty Images

What is it like having dyslexia?

Some people learn special techniques to help them to live with dyslexia on their own, whilst others may need special support to help them to do this.

Figures suggest that even though the condition is quite common, there are a lot of people who are living with it without knowing that they've got it. This means that they are 'undiagnosed'.

As with many learning difficulties and conditions, not everybody with dyslexia has the same experience.

Some people might struggle with their reading and writing, while another person with dyslexia might find maths more tricky.

One experience that is quite common is finding it difficult to remember things.

This can affect tasks like going to the shop or remembering what to pack for a particular trip.

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

Another way that people with dyslexia might experience the condition is finding that words move about on the page when they try to read.

This can make school work difficult to complete without special help and support.

Radio 1 DJ Mollie King, who has dyslexia, explained: "The prospect of reading out loud in class filled me with dread. It got to the stage where I was so panicked that I'd make up an excuse to leave the room when it was my turn. That's when my teacher suggested I get tested for dyslexia."

When I was diagnosed with dyslexia at the age of 10, it came as a huge relief. I'd been feeling like I was stupid and somehow worse than my classmates, and I didn't understand why. But with the diagnosis, everything clicked into place. I knew I wasn't worse than everyone else - I was just different.

How do you manage dyslexia?

There are lots of different ways that children with dyslexia manage their condition. It also depends on their experience of it and how it affects them.

Some children who struggle to remember things may use a voice recorder to set reminders.

Children who have trouble reading might use a coloured overlay over the top of their text to help them to read.

"Reading through a coloured sheet really helps - the colour that works for me is yellow," explains Mollie. "If I put it over, it means I can read from left to right and it stops the words popping out on the page."

Others may benefit from special learning techniques or personal tutoring.

Dyslexia is caused by differences in the language areas of the brain and the connections between them.

It often runs in families and it can affect people of any age from any country.

Dyslexia can't be cured and people who are born with dyslexia have it all their lives - but it can usually be managed if a person is given the right support.

People with dyslexia can go on to be as successful as somebody without the condition - like successful businessman Sir Richard Branson.

Speaking to BBC Newsbeat, Mollie King has some great advice for anybody who is living with dyslexia.

"You're not alone - it's something to be proud of we shouldn't be embarrassed or ashamed and really focus in on those things you are good at," she said.

"For me it knocked my confidence because I couldn't keep up with the pace they read at [in school]. Focus on those things that you're good at - maybe you're sporty or maybe you're very creative."

Dyslexia isn't something that defeats you. The key is being diagnosed as early as possible. It breaks my heart that there could be people out there struggling through life unnecessarily because they've not been diagnosed, and are still feeling stupid the way I did. The better we all understand dyslexia, the more we can help people who have it to reach their full potential.

Getty Images/BBC

If you watched CBBC's music talent show 'Got What it Takes?' then you may remember Georgie.

Georgie has dyslexia and finds it hard reading things like song lyrics.

"It's something that I've found difficult and people don't always understand what it means to have dyslexia" Georgie said.

Georgie says she didn't wanted 'to make a big deal' out of having dyslexia and says it's just something she has.

But she still finds it hard and and hopes that other kids know that it's ok to struggle sometimes.

"I've had so many supportive messages, it's been amazing and that's why I wanted to talk about having dyslexia, I want other people know it's a completely normal thing."

Georgie isn't alone, she even had a special message from musician Freya Ridings who also has dyslexia.

"It was so amazing to get the message from Freya, she has achieved all the things she's achieved.

"That makes you feel as if nothing can stop you from doing the things you want to do."

And, Georgie said Freya is right: "Dyslexia is a superpower!"

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Dyslexia is a learning difficulty that lots of people have. It affects about one in ten people in the UK, including adults as well as children. If somebody has dyslexia, they may have difficulties with their reading, writing or spelling.

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A number of games to help strengthen your memory in different ways

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Why MentalUP Memory Games?

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MentalUP Educational Games will enable your child to use technology in a beneficial way.

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Memory Games for Kids Online & Free | MentalUP

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You can boost your skills with MentalUP's memory games for kids online, memory card games, memory match games, memory board games, working memory games.

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You will need individual login details for this. Please speak to your Class Teacher if you are not sure.

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What is Colourful Semantics?

Colourful Semantics is an approach created by Alison Bryan, a Speech and Language Therapist based in the UK.

It is a method of teaching children how to understand and build sentences.

It is aimed at helping children to develop their grammar, but it is rooted in the meaning of words (semantics).

In Colourful Semantics, sentences are cut up into their thematic roles and these are colour coded:

Who (Subject) - Orange

What doing (Verb) - Yellow

What (Object) - Green

Where - Blue

Pictures are also used to help construct the sentences and they are also colour coded to match the above. For example:

Once you have covered the above 4 key stages, there are additional stages for adverbs, adjectives, conjunctions and negatives.

Who can you use Colourful Semantics with?

Colourful Semantics can be used to help all children develop their language, but can be especially helpful for children with a range of Speech, Language and Communication Needs (SLCN) including:

Developmental Language Disorder

Developmental Delay or Disorder

Autistic Spectrum Disorder

Down Syndrome

Dyslexia

Literacy Difficulties

English as an Additional Language (EAL)

Better yet, Colourful Semantics works brilliantly as a whole-school approach for supporting language and literacy development and can be used in all classrooms.

Who can implement it?

A range of adults trained in the approach can implement it, including;

Speech and Language Therapists

Teachers

Teaching Assistants

EAL specialist/support Teachers

Parents/Carers

Tutors

Professionals

A Speech and Language Therapist can train you on how to use the approach with specific children or can provide training for a whole school approach.

Why use Colourful Semantics?

Research into Colourful Semantics has found that it:

Encourages a wider vocabulary

Makes sentences longer

Helps children to answer questions

Develops use of nouns, verbs, prepositions and adjectives

Improves story-telling (narrative) skills

Can be transferred to written sentences and written language comprehension

Can be carried out individually or in small groups

Examples of Colourful Semantics in use:

A Velcro picture bank using the Who, What doing, and What pictures.

Children are shown a picture, and asked to select the correct pictures from the picture bank to put into the sentence strip (bottom of the picture).

The child then reads out the resulting sentence, and staff can also use Makaton signs to help them.

Colourful classroom wall displays helps make the approach a whole-class intervention:

If you would like to know any more information about Colourful Semantics, or would like to arrange some training for your setting, do not hesitate to contact one of our Speech and Language Therapists at SLT for Kids on office@sltforkids.co.uk or call 0330 088 2298.

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Colourful semantics | Blog | SLT for Kids | Speech & Language Therapy, across Manchester & the North West

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What is Colourful Semantics? Colourful Semantics is an approach created by Alison Bryan, a Speech and Language Therapist based in the UK. It is a method of teaching children how to understand and build sentences. It is aimed at helping children to develop their grammar, but it is rooted in the meaning of words (semantics).

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Develop your typing skills

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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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Detailed on the newsletter is a calendar of events of workshops available for parents to join virtually including Yr6 School Transition sessions with Stanborough, Monks Walk and Bishop's Hatfield In June.  We have also added a general session for any of your pupils attending another secondary school.

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WGC&H Newsletter - Easter 2021_compressed (1)

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Courses for Parents and Carers 2020-2021

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Book a session with an autism and communication specialist to discuss your child's needs.

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Bringing up confident children for parents of children with ADHD/ASD (online group)

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Bringing up confident children for parents of children with ADHD/ASD (online group)

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Worried about your child? Join our online group and get support to help your child feel more confident and happier.

This is an online group and will be delivered via MS Teams.

When: Thursday, 27th January to 10th March 2022 Time: 7.00pm to 9.00pm

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2-week Understanding Anxiety in Children course

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2-week Understanding Anxiety in Children course

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Allocated School Family Worker Telephone Slots

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Allocated School Family Worker Telephone Slots

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Complete Guide SEND April 2022 PM L1 E1 (1).JPG

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Please find attached the latest newsletter from WGC & Hatfield Schools Partnership

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Please find attached the latest newsletter from WGC & Hatfield Schools Partnership

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ADHD for Professionals and Parents -April 2022

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ADHD for Professionals and Parents -April 2022

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School Doctor ADHD Awareness & Training V2

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NESSie & Angels Parent Online Workshops 2022Supporting Children with Additional Needs

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NESSie & Angels Parent Online Workshops 2022Supporting Children with Additional Needs

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NESSie & Angels Parent Online Workshops 2022

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This term's newsletter is full of useful courses and information for parents supporting children with SEND. Please book on to any courses of interest to you soon to avoid disappointment.

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Handling anger in your primary aged child with ASD or ADHD

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Handling anger in your primary aged child with ASD or ADHD

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Please see available award-winning, evidence based courses starting in June for parents of primary aged children living in Hertfordshire.

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Handling Anger in Your Child with Autism or ADHD Zoom Thurs AM June  2022

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I am extremely pleased to be able to share the link for the promotion/information video clip for the WGC and Hatfield LSP

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I am extremely pleased to be able to share the link for the promotion/information video clip for the WGC and Hatfield LSP

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For parents and carers of children aged 2-25yrs with suspected or diagnosed Autistic Spectrum Disorder and/or Attention Deficit Hyperactivity Disorder.

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NESSie & Angels Free Parent Online Workshops Autumn 2022Supporting Children with ASD / ADHD

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NESSie & Angels Free Parent Online Workshops Autumn 2022Supporting Children with ASD / ADHD

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Want to meet up in person with other parents of children with ASC/ADHD?

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FREE ONLINE SUMMER 2023 WORKSHOPSFOR HERTS PARENTS/CARERS

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FREE ONLINE SUMMER 2023 WORKSHOPSFOR HERTS PARENTS/CARERS

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This interactive course is designed for parents & carers of children aged 5 to 11 yrs with a diagnosis or suspected diagnosis of ADHD and/or Autism

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Understanding ADHD & Autism 6-week course poster summer 2023  (1) (1)

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Birchwood Avenue Coffee Morning  February 2023

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Birchwood Avenue Coffee Morning  February 2023

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A short online consultation with a Specialist Advisory Teacher and SEND Parent Worker to provide advice and signposting.

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If you would like an online meeting with Andrea Leigh, Hertfordshire's Lead Teacher for Autism and Leanne Marshment, the SEND Family worker.

You can book directly by contacting Andrea, email address is on the flyer.

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Family Surgery Flyer DSPL 5 virtual nov 21 (1) copy

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Please find our overview of provision. This is our tiered approach to support based on the four broad areas of need.