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

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

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

1. Understand how hard school can be for some children

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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Five tips on how to handle the after-school 'meltdown' or 'restraint collapse'

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

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The COVID-19 pandemic has changed how we live as individuals and as families. We are uncertain about the future and we are limited in what we can do. It's not surprising that we may sometimes struggle to feel happy and motivated.

This is true for both grown-ups and children. How often have we, as parents, felt frustrated or irritable during lockdown? How many times have we found ourselves snapping in situations that we could usually take in our stride? This is the same for children, and it often simply reflects that we have all been facing a difficult situation and need to find better ways of coping with it.

Unfortunately, we can't magically change our feelings, or our children's feelings, by clicking our fingers. However, we can work to change our behaviour, which in turn can influence our emotions.

Here are some tips to help you boost positivity within your family and manage difficult emotions that may arise at this time and in the future.

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How to boost positivity for your family at home

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The COVID-19 pandemic has changed how we live as individuals and as families. We are uncertain about the future and we are limited in what we can do. It's not surprising that we may sometimes struggle to feel happy and motivated. This is true for both grown-ups and children.

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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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Prioritising happiness and kindness influences how we approach everything - including our personal lives, families, communities, schools and workplaces. It also shapes our views on public policy and helps us to consider the wellbeing of future generations too.
We have no religious, political or commercial affiliations and welcome people of all faiths (or none) and all parts of society. Our members make a simple pledge: to create more happiness and less unhappiness in the world.

Our patron is The Dalai Lama.

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Action for Happiness is a charity that promotes a happier and more caring society. We promote how to be happy, kindness, connection & wellbeing

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Resources for Emotional Literacy Support Assistants - ELSA Support

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Emotional literacy support assistants - or ELSAs - are teaching assistants trained to provide emotional and social skills support to children.

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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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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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Sunshine Support - Oh we love this!   ☀️Diversity is beautiful!☀️  Credit: Erin Human   Downloadable version here: eisforerin.com/portfolio/diversity-is-beautiful-pdfs/.   Poster sizes available here: tinyurl.com/mre5zna8.  [Image titled “diversity is beautiful” / drawings of animals, text “diversity in the animal world: there are millions of different kinds of animals – more than we can count!” / drawings of kids, text “diversity of people: people come in a great variety of shapes, sizes, genders, abilities, and appearances – we are all unique!” / drawing of smiling heads with multicolored brains, text “diversity of human brains: no two brains are alike, but we have names for different types – like ADHD, autistic, dyslexic, typical, & more!”] | Facebook

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Oh we love this! 

☀️Diversity is beautiful!☀️

Credit: Erin Human 

Downloadable version here: eisforerin.com/portfolio/diversity-is-beautiful-pdfs/. 

Poster sizes available here:...

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special educational needs and disabilities

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Information about the Local Offer in Cheshire East education settings.

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Cheshire East Information Advice & Support

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Cheshire East Information Advice & Support

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Information Advice & Support

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and groups

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Clubs and groups category page for Live Well in Cheshire East.

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The Cheshire East Autism Team (CEAT) are a team of autism specialists consisting of teachers, support assistants, a speech & language therapist and a Family Liaison Officer. We are part of Cheshire East's Children and Families Service. We provide a service to schools throughout Cheshire East, offering advice and support to all professionals working with pupils with Autism Spectrum Condition (ASC) or with children who are undiagnosed and have social and communication differences that may be related to an ASC. We also provide advice and support to parents/carers of children and young people with ASC.

What do we do?

The main role of the team is to support schools in meeting the needs of pupils experiencing social and communication difficulties related to ASC. We provide training to schools in order to support them in the development of a whole school staff who have the knowledge, skills and confidence to successfully include and work with children with ASC and social communication difficulties. We provide advice and guidance for individual children through a group consultation model, where schools can share good practice as well as availing themselves of the expertise of the team. For more complex cases, we conduct visits to schools to provide support through observation/informal assessment/1:1 work. We advise on the use of structure and visuals in the classroom and on creating an 'autism friendly' learning environment.

Alongside our work with schools we provide support to parent/carers via email, telephone, coffee mornings and drop in sessions. We work closely with organisations such as Space4Autism, Autism Inclusive, Ruby's Fund and the parent/carer forum. We provide training for agencies such as Family Support Workers to enable them to work more effectively with families where there is autism.

We have a website with a range of resources which can be used by parent/carers and schools.

Organisation:

Cheshire East Council

Service Type:

Education, Training and Skills

Website:

Cheshire East Autism Team

Age Range:

3 to 19

Age Band:

Early Years (Under 5)

Children (5-18)

Young Adults (14-25)

Adults (18+)

Provides support to:

People with an autistic spectrum condition

Eligibility criteria:

Pupils must be identified as having a social and communication difference. There is an expectation that schools will have used their Quality First Teaching knowledge of autism to address the pupils needs before referring to the team.

Is a referral required?:

Yes

Accepted referral methods:

Additional Referral Information:

The Team operate via Group Consultation. Parental Consent is obtained for the SENDCO to discuss the needs of a pupil during a consultation sesion. Action plans will be written and a plan do review process carried out. This may result in the pupil being seen by a member of CEAT or it may be advice only given the level of need and complexity of the case.

Waiting List:

There is no waiting list. Group consultation ensures that all schools have equal access to the service.

How is the service provided?:

Additional information on how service is provided:

Extensive programme of training for schools and other professionals. We also provide advice and support to parents/carers of children and young people with ASC.

Areas covered in Cheshire East:

All Areas of Cheshire East

Communication aids and support available:

Large Print Material

Materials in Braille

Translated Material

Additional information for assistance with communication:

Translated material, large print material and materials in Braille available if needed.

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The Cheshire East Autism Team (CEAT) are a team of autism specialists consisting of teachers, support assistants, a speech & language therapist and a Family Liaison Officer. We are part of Cheshire East's Children and Families Service.

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To access our Cheshire East 0-18 CAMHS service, please speak to a GP, social worker, or any other health professional. They will be able to make a referral if they think our service can help.

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To access our Cheshire East 0-18 CAMHS service, please speak to a GP, social worker, or any other health professional. They will be able to make a referral if they think our service can help.

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Neurodiversity Celebration Week aims to bring about worldwide neurodiversity acceptance, equality and inclusion in schools and workplaces.

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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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SEND tips and advice - BBC Parents' Toolkit - BBC Bitesize

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Activities, advice and personal stories about parenting and special educational needs and disabilities to help you support your family.

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Cbeebies - Does your child have Special Educational Needs?

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Cbeebies - Does your child have Special Educational Needs?

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At CBeebies we believe passionately that what we do should be enjoyed by all children, including those with additional needs. We believe that it's important for children a disability to see themselves positively represented on the channel, so we make every effort to do so. We also produce shows, activities and parenting resources for children with a range of different needs.
Communication difficulties:
Problems with speech and language are the most common developmental difficulty in the UK where studies indicate that as many as 1 in 10 children may be affected in some way. Children with communication difficulties may have problems understanding language, using spoken language, producing the sounds needed for spoken language or problems with their listening and attention skills.

The impact of these difficulties can be profound, affecting children's ability to follow instructions and understand information, making it difficult for them to develop social skills and form relationships and making them frustrated at not being able to express themselves, sometimes leading to tantrums.

There are lots of strategies parents can use to help children with communication difficulties, you can find out more about these on our communication difficulties page.

Something Special, featuring Mr Tumble, AKA Justin Fletcher, is designed to be enjoyed by all children but is particularly aimed at children with communication difficulties. The show gives children an introduction to using Makaton signing, which can help support communication and language development. You can find out more about using Makaton signing and how it could help your child in this Makaton resource for parents.

The Something Special website also has a range of games designed to be suitable for children with communication difficulties and many Makaton signs to watch and print out.
Health and Medical Needs
Looking after a child with a long term health condition can be incredibly hard. It can mean frequent medical appointments and hospital visits which can be stressful both because you're worrying about the outcome and because it can be very hard to fit it around a 'normal' life, especially if you're trying to hold down a job or have oter children as well.

Our page on dealing with health problems and operations has lots of practical suggestions and strategies for making hospitals and medical conditions less stressful and easier to fit in to your life.
Physical Disabilities
Children with physical disabilities may have problems with gross or fine motor skills, balance and co-ordination, or muscle tone. They may need extra help and support with everyday activities like walking, feeding themselves or holding a pencil.

CBeebies has a range of games which are 'switch' compatible, including Something Special's 'The Looking Game'.

'Switch' is the name of the technology which makes access to computers easier for children who have difficulty using a mouse or keyboard.

'Switch compatible games' are those which have been designed to be controlled by just one or two keys - usually 'Enter' or the spacebar to select, sometimes 'Tab' as well in order to move between options. This makes the games easy to control and suitable for children who don't have a high level of mouse or keyboard skill.

CBeebies' show Tree Fu Tom has been specially designed to encourage children to develop movement skills, especially those with Dyspraxia - a developmental coordination disorder that causes difficulty in acquiring foundation movement skills. You can read more about how the movements in Tree Fu Tom can help children with movement difficulties and Dyspraxia in this article.
Deaf children and children with a hearing impairment
If you or your child uses BSL, check out Magic Hands, a ground-breaking show on CBeebies featuring poetry translated into BSL. Magic Hands features an entirely deaf cast of presenters interpreting a selection of classic poems through BSL and animation.
Children with a visual impairment
Melody is a show designed to introduce preschool children to a variety of classical music through stories and animation. Melody, the title character, is a partially-sighted girl with an incredible imagination. CBeebies worked with the RNIB to make the show as accessible as possible for children with a visual impairment, by working with high contrast colours, having centrally-focused action, bigger movements, longer shots and telling the story as much as possible with voiceover and sound effects.

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Something Special - Does your child have special needs?

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CBeebies has lots of help and resources for children with additional needs incuding Dyspraxia, Autism, visual impairment, learning disabilities, hearing impairment.

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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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We are the UKs leading charity for autistic people and their families. Since 1962, we have been providing support, guidance and advice, as well as campaigning for improved rights, services and opportunities to help create a society that works for autistic people.

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

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

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Supporting individuals and families affected by dyspraxia/DCD

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National Deaf Children's Society | Supporting deaf children

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We are the National Deaf Children's Society, the leading charity for deaf children and young people. We're here to support every deaf child who needs us.

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Tourettes Action is a support and research charity working to improve the lives of people living with Tourette Syndrome. Our services include online live-chat and email support, a befriender network, information, webinars, events and resources.

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The Royal Society for Blind Children offers a range of services including emotional support and practical advice for families, opportunities for children and young people to build confidence and skills through activities, and a specialist further education college.

What we do

RSBC Dorton College of Further Education

RSBC Dorton College is an independent specialist college in the London Borough of Bromley. We offer a day provision for vision impaired 16-25-year-olds and many of our students have additional needs.

Learn more

Activities

RSBC's wide range of fun online and in-person activities for vision impaired children and young people to reduce isolation, build friendships and teach new life skills.

Book

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Welcome to the Royal Society for Blind Children

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The Royal Society for Blind Children supports blind and partially sighted children and young people, and their families.

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1 in 18,000

One in 18,000 people in the UK have Williams Syndrome.

chromosome 7

Williams Syndrome is a micro-deletion of genetic material from a specific region of chromosome 7.

1 in 30

Only one in 30 GPs will ever see a patient with Williams Syndrome.

HOW WE CAN HELP

Help and Support

The WSF is on hand to offer help and support to families, carers and people with WS.

Holidays

The Foundation arranges and subsidises group respite breaks for WS adults and families.

Fundraising

However you choose to fundraise, we are here to help and support you every step of the way.

watch now

Mathew Baynton sets out to raise awareness of Williams Syndrome.

Latest News

The latest news from the Williams Syndrome Foundation

WSF Strategy: An Overview

Our strategy sets out how the WSF will work to ensure we continue to support the care of people with WS and those who love, care for and educate them.
Click here to view our strategy overview

Williams Syndrome Day - 7.11.23

7.11.23 is a once-in-a-century date. 7.11.23 also corresponds to the area of deletion on the #7 chromosome, 7q11.23, that signifies Williams Syndrome! Help spread awareness on this unique day. Click here to visit our page.

WSF Christmas Cards 2023

Our Christmas Card brochure 2023 is available to download now. Cards will be posted from Mid October. ALL proceeds from the sales of the cards go directly to the WSF!
Click here to download our brochure

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become a williams syndrome foundation member now

If you are an adult with Williams Syndrome, a family member or carer of someone with Williams Syndrome and would like to join the Foundation, please click here:

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1 in 18,000 One in 18,000 people in the UK have Williams Syndrome. chromosome 7 Williams Syndrome is a micro-deletion of genetic material from a specific region of chromosome 7. 1 in 30 Only one in 30 GPs will ever see a patient with Williams Syndrome.

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Contact for families with disabled children

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Contact for families with disabled children

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Contact - for families with disabled children | Contact

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We are Contact, the charity for families with disabled children. We support families, bring families together and help families take action for others.

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Madeline explains what happened when her daughter Eleanor, who has Down’s Syndrome, started primary school.

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Starting primary school - BBC Parents' Toolkit - BBC Bitesize

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Advice and games to help you and your child prepare for primary school, then thrive during their first year.

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Starting Primary School - Parent Stories

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Starting Primary School - Parent Stories

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Starting school: parents' stories

All Time for School
Time for School - Starting school: parents' stories

Real-life experiences, memories and advice from teachers, parents and CBeebies presenters about starting school.

Your child's first day at school can be really nerve-wracking for both you and your little one. Here at CBeebies Grown-ups we've collected some of our favourite articles about starting school. We asked some parents to share their own personal experiences with us and some of the CBeebies presenters joined in on the action too!

The teacher's story: starting school

Mum and early years teacher Susan tells CBeebies Grown-ups what it's like when you're a teacher and your own child is starting school...
Can you remember how you were feeling on the first day – what happened?
That’s the trickiest part of balancing being a teacher and being a mum – I wasn’t able to take time off work to be there... READ MORE

Parent's experience: starting nursery

Mum Emma talks to CBeebies Grown-ups about her experience of her daughter Fianna (aged two) starting at nursery…

Why did you choose the nursery that you did for your little girl?

My daughter Fianna originally went to a child minder from the age of twelve months, but just after her 2nd birthday my husband and I... READ MORE

Parent's experience: starting school

Mum Beate talks to CBeebies Grown-ups about her experience of her son Lucas starting Reception.

Can you tell us a little bit about you and your child?

Lucas is now six years old and about to start year 2. He has loved going to school, most of the time... READ MORE

Parent's experience: starting home education

Mum Alice talks to CBeebies Grown-ups about her experience of starting home education with her son...

Why did you choose to home educate?

After my son arrived our bond seemed so strong that I couldn’t think of sending him into day care, be that a nursery or a child minder... READ MORE

Parent's experience: starting school with special needs

Dad Chris talks to CBeebies Grown-ups about his experience of his daughter Harriet starting school…

Can you tell us a little bit about you and your children

Harriet is a twin who is diagnosed with Prader-Willi Syndrome (PWS) and was born premature at 28 weeks... READ MORE

Starting school: Cerrie's memories

CBeebies presenter Cerrie shares her own memories of school and her experiences as a mum...

What do you remember about starting school?

I couldn't read until I was eight (when my dyslexia was finally diagnosed) so my I spent my first four years of primary school in a lovely imaginative daydream... READ MORE

Starting school: Cat, Andy and Katy's memories

We caught up with some of the CBeebies presenters to see what they remember about their first days at school… READ MORE

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Time for School - Starting school: parents’ stories

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Real-life experiences, memories and advice from teachers, parents and CBeebies presenters about starting school.

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CBeebies Grown-ups: Time For School: Tips for preparing your child for Reception

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ADHD and What I Would Tell #MyYoungerSelf | Michael Phelps

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Ade Adepitan - Paralympic champion | Modern Studies - Spark: Fire up Your Future

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How Greta Thunberg's Asperger’s diagnosis empowered her to become an activist | 60 Minutes Australia

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Dyslexia is a learning difference which primarily affects reading and writing skills.

However it does not only affect these skills. Dyslexia is all about how you process information.

Dyslexic people may have difficulty processing and remembering information they see and hear, which can affect learning.

And when we're almost all stuck at home studying, that can cause huge challenges if not managed in the right way.

"It must be quite overwhelming"

Mollie King is an ambassador for the British Dyslexia Association. She was diagnosed with dyslexia when she was in primary school.

"I was about 9 years old when I got the diagnosis," she says. "Suddenly everything made sense... I now understood why I found my reading so hard compared to my classmates.

"I found homework so hard because I learned through having a conversation and having a teacher talk to me about something."

When you're working at home on your own and not having conversations with friends and teachers that can make learning really tough. And if you have dyslexia, with virtual deadlines, it can be even tougher.

"It must be so overwhelming at points... If someone said to me you've got to read this quicker now all that's going to do is make me read more words in the wrong order... I'm best when I'm most relaxed and have time to process things."

And that's the key to getting a grasp of your dyslexia. Time to process.

Top tips for managing your dyslexia:

Setting the scene - make sure you're in a quiet place and minimise your distractions.

Take a brain break - take time out to help process information into bite size chunks... BUT don't watch TV!

Keep a learning journal - like a scrapbook it will help you keep track of what you've learnt.

Mollie and Donna from the British Dyslexia Association have shared their insights into how best you can handle your dyslexia in lockdown and help you form strategies that will have a positive effect on your learning, whether you are remote-learning or in the classroom.

Dyslexia can be your superpower

Mollie, who's a member of the girl group 'The Saturdays', and now a Radio 1 presenter, says her dyslexia has never held her back - and she's not met anyone who's dyslexic that hasn't had the "fire in their belly" to work hard.

Dyslexia is definitely not something to hold you back, and in some ways can actually be a superpower

She says being dyslexic has only meant she, like many others, have just had to work that bit harder.

Whilst recognising that learning in lockdown must be incredibly challenging if you have a learning difference like dyslexia, identifying and understanding how to manage it can actually make you better equipped to deal with difficult circumstances, like home learning.

And with that determination to succeed it can be your superpower.
How have you been handling your dyslexia in lockdown? Do you have any tips for what's worked for you? Let us know.

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Mollie King on dyslexia: In some ways it's your superpower - CBBC Newsround

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Dyslexia is a learning difference which primarily affects reading and writing skills. However it does not only affect these skills. Dyslexia is all about how you process information. Dyslexic people may have difficulty processing and remembering information they see and hear, which can affect learning.

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Celebrities with dyslexia, ADHD, and dyscalculia

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Celebrities with dyslexia, ADHD, and dyscalculia

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Celebrities With Dyslexia, ADHD, and Dyscalculia | Understood

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From Justin Timberlake to Whoopi Goldberg, many celebrities learn and think differently. Read about famous people with dyslexia, ADHD, and other challenges.

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Archie - Cerebral palsy

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10-year-old Archie has cerebral palsy and loves to play wheelchair basketball with his friends.

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People across the globe will be marking World Down Syndrome Day today.

The awareness day was first celebrated in 2006, and has been officially observed by the United Nations since 2012.

It is a day to raise awareness of the genetic condition. This year, the theme of World Down Syndrome Day is: With Us Not For Us.

The theme aims to discourage people from pitying those with Down's Syndrome, and instead to work together with them to create a more equal society.

One of the ways people mark the day is by wearing colourful socks - so if you see somebody out today in colourful socks, this might be why.

Read on to find out more about the condition...

Down's syndrome is a genetic condition which typically affects someone's learning and physical features.

It is not a disease, an illness or a condition that someone can catch.

How does Down's syndrome affect a person?

People who have Down's syndrome have different personalities and abilities to each other, just like anybody else.

Typically, everybody with the condition will experience some level of difficulty learning, so it might take a person with the condition a little longer to process information, carry out a task or learn new skills.

People may also share common physical characteristics (for example, a smaller mouth and one individual line across the palm of their hand), but they will look like their parents just like anybody else.

Individuals with Down's syndrome may be more likely to have some health problems - for example, with their hearing - so children with the condition might go to the doctor a little more often to keep on eye on their health. It can also cause speech problems, so a person might have speech therapy to help with this.

The majority of people with the condition walk and talk, go to ordinary schools, play sport if they wish and lead a fairly typical life.

The Down's Syndrome Association explains: "The level of support that a person with Down's syndrome needs as they grow older will be different from person to person."

How common is Down's syndrome?

About one in every 1,000 babies is born with the condition. There are currently about 60,000 people in the UK with Down's syndrome.

It is a little more likely for a woman to have a child with Down's syndrome if she has a baby when she is older.

It occurs completely by chance in all races, in all countries across the world.

What causes Down's syndrome?

Down's syndrome is a genetic condition, which means it is caused by something in a person's genes.

Our bodies are made up of billions of tiny cells, and each cells contains genes. Genes are grouped together in structures called chromosomes.

Genes contain important information that determine features like our eye colour and whether we are a boy or a girl.

Usually, cells contain 46 chromosomes. But Down's syndrome happens when all or some of the cells in a person's body has 47 chromosomes due to an extra copy of chromosome 21. This is why you might also hear the condition being called trisomy 21.

Professor Jerome Lejeune proved that this is what causes Down's syndrome in 1959.

There are three types of Down's syndrome:

* Trisomy 21 - All the cells have an extra chromosome 21 (most people with Down's syndrome have this type)

* Translocation - The added genetic material on chromosome 21 is attached to another (around 4% have this type)

* Mosaic - Some cells in the body, not all, have an extra chromosome 21 (this is the least common type)

Why is it called Down's syndrome?

Down's syndrome is named after Doctor John Langdon Down who first published information about the condition in 1866.

Since then, we've learned a lot more about the condition.

Are you doing anything to mark World Down Syndrome Day? Let us know in the comments below!

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It's World Down Syndrome Day. Down's syndrome is a genetic condition that can affect someone's learning and physical features. Let us know if you're doing anything to raise awareness!

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Meet Grace, Rupert and Connor, who all have Tourette's Syndrome.

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Learn reading and spelling skills with Nessy Reading or develop understanding of core mathematical concepts with Nessy Numbers.

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Learning to Read for Kids | Learn to Read with Phonics | Free Trial

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Reading Eggs is the online reading program that helps children learn to read. Hundreds of online reading lessons, phonics games and books for ages 2–13. Start your free trial!

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Inspire learning with our magical games for kids.

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Super Movers helps children across the UK to get physically active with curriculum linked videos.

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Times Tables Rock Stars – Times Tables Rock Stars

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QR CODE

Scan this on mobiles and tablets to quickly open this web page.

Hit the Button is an interactive maths game with quick fire questions on number bonds, times tables, doubling and halving, multiples, division facts and square numbers. The games, which are against the clock, challenge and develop mental maths skills. An untimed, practise mode is available in our Hit the Button app along with lots more extra features.

The activities can be matched to appropriate mathematical ability. Regular use of Hit the Button can help students to sharpen their recall of vital number facts in a fun way and learning multiplication tables need not be boring.

AGE

6-11 Years

SUBJECTS

Maths Times Tables Division Number Bonds Doubles Halves Square Numbers

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Hit the Button - Quick fire maths practise for 6-11 year olds

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Quick fire questions on number bonds, doubles, halves, times tables, division facts and square numbers against the clock. Superb!

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Daily 10 - Mental Maths Challenge - Topmarks

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Daily 10 is a primary maths resource for teachers of Years 1 to 6. It asks ten random questions on addition, subtraction, multiplication, division, fractions, ordering, partitioning, digit values and more. Ideal for use on a IWB and as a starter or plenary activity.

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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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This tool has been designed to support education staff and parents take a fresh look at behaviours that may have a sensory function.

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This website makes use of cookies to allow it to personalise its website to meet your requirements. For more information, see our full Cookies Policy.

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Description

Our Occupational Therapists (OTs) carry out assessments and provide services that help people remain as independent as possible in their own homes. This may include identifying equipment and/or adaptations to your home. We can also provide specialist advice.

OTs and Social Care Assessors (SCAs) work with a range of people, including children, who have physical, mental and/or social problems, either as a result of accident, illness or ageing. We are aware of the impact that changes in circumstances can have on individual's independence and confidence.

You can contact the service if you or the person you are caring for is:

finding it difficult to cope with daily activities, or

needs equipment or adaptations for the home

We will talk with you to understand what could help you. We may be able to give you advice and information on the phone.

However, if the help you need is more complex, someone from the OT service may come and see you to make sure we give you the best advice. This is called an assessment. If your assessment shows that you need equipment, for example, a mobile hoist and sling, or minor works such as stair rails, then we will provide them free of charge.

You may need major alterations to your home such as putting in a stair-lift or wet-floor shower. You may qualify for a Disabled Facilities Grant (DFG) to help pay for the work. This is dependent upon your finances.

adultcontactteamsouth@cheshireeast.gov.uk (if you live in Crewe, Nantwich, Sandbach, Middlewich, Alsager, Scholar Green, Haslington, Congleton, Holmes Chapel).

eastfpoc@cheshireeast.gov.uk (if you live in Macclesfield, Knutsford, Wilmslow, Poynton or Handforth).

Alternatively, please contact 0300 123 5010.

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Locations:

Dean Row Centre, Ringstead Road, Wilmslow, Cheshire, SK9 2HA (directions displayed on map)

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Cheshire East Council

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Early Years (Under 5)

Children (5-18)

Young Adults (14-25)

Adults (18+)

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How is the service provided?:

Accepted referral methods:

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You can self-refer - just ring or email us.

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Information can be provided in various accessible formats please ask.

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Days service available:

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08:30 - 17:00

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This website makes use of cookies to allow it to personalise its website to meet your requirements. For more information, see our full Cookies Policy. Cookie preferences Our Occupational Therapists (OTs) carry out assessments and provide services that help people remain as independent as possible in their own homes.

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Please also See mental health and well being section for advice.

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Please also See mental health and well being section for advice.

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Dyslexia is a common learning difficulty that can cause problems with reading, writing and spelling.

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

Unlike a learning disability, intelligence isn't affected.

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

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

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In truth, Calliope wasn't catching up. As peers began whizzing past her in reading, Taylor became more anxious and worried. Their collective frustration levels - both Calliope's and her parents-soon reached a breaking point, especially after they'd hired a private tutor to help speed up her reading in the fall of second grade.

"She'd have massive tantrums over homework," Taylor said. Calliope would be happy and fine all afternoon, but when it came time to do homework, she would refuse to begin. "She would scream and cry, then I would scream and cry," Taylor said. "I once crumpled up the whole assignment and yelled, 'What are we going to do?' "

Then one night, after four months of intensive (and expensive) tutoring, Taylor's husband, Matthew, was talking to Calliope's tutor on the phone when she mentioned the word "dyslexia." A light went on. Taylor recalled that up to that point, everyone had been very careful not to say the word, but the tutor suggested that it might be time to have Calliope officially evaluated in order to receive more targeted instruction.

An intensive two-day battery of tests provided the data that Taylor, by this time, already knew: Calliope had dyslexia. Although she was very bright and displayed above-average social skills, without intense and specific intervention, she would never "catch up" in reading.

Taylor now knows that an overly emotional response to homework is common in those with dyslexia: Calliope didn't know why she couldn't read either. Now with a diagnosis and intensive intervention, Calliope is entering seventh grade with her peers. She's able to accomplish all the work, although she requires more time. "I always disliked the words 'learning differences,' " Taylor said. "But the more I get to know about this, the more I think it's true."

This kind of anxiety and frustration can be largely avoided, said Wolf, who is also director of the Center for Reading and Language Research at Tufts University and author of " Proust and the Squid: The Story and Science of the Reading Brain."She and colleague Martha Denckla designed a simple test to quickly know whether there is a problem in the reading circuit very early on, as early as kindergarten or first grade. Called the RAN/RAS test (Rapid Automatized Naming/Rapid Alternating Stimulus), students are timed on how fast they can name letters, numbers, colors and objects.

RAN/RAS or a comparable evaluation is one of the single best predictors that there's something different in how the brain is putting together letters with their name, which is like a mini-version of the later reading circuit. While RAN/RAS cannot diagnose a reading problem, it does provide educators with a red flag, suggesting that students may need further evaluation.

In "Proust and the Squid," Wolf writes that if she were given five minutes with all teachers and parents everywhere, she'd want them most to know that "learning to read, like Red Sox baseball, is a wonderful thing that can go wrong for any number of reasons." For students accused of being stubborn or not working to their potential, often neither is true: Children with dyslexia need immediate and intensive intervention to connect the pieces of the reading circuit.
The Science of Reading and Dyslexia
The act of reading itself is anything but natural. Human brains weren't designed to read: There is no "reading center" of the brain, and there are no "reading genes." Instead, in order to read, each brain must fashion new circuits between parts originally designed to do other things, like retrieving the names for objects. These new circuits must not only combine many processes from different areas of the brain to form a specialized circuit just for reading -- in order to become a fluent reader, the circuit also needs to run lightning-fast, nearly automatic.

Wolf has spent her career studying how the brain reads and, in some cases, how it doesn't. "Because we have no pre-programmed wiring for reading [in the brain], we have to do something very different," Wolf said. "What the brain does have -- which is fantastic -- is the ability to make new circuits based on new connections among its already-there parts. So, when I said [in the book] we were never born to read, that is the absolute truth. We weren't. Each child has to do it by themselves."

Since each brain must learn to read from scratch, as Wolf put it, "many things can happen along the way." Dyslexia, originally called word-blindness, is a neurobiological condition describing the failure to read words and letters affecting an estimated 10-20 percent of schoolchildren, depending on whom you ask.

While classified as a "learning disability," dyslexia is not a brain disorder or a disease, nor is it flipping letters backward. Often the failure to read is in direct opposition to a brain's cognitive ability, leaving parents and teachers stymied when an otherwise intelligent child can't spell words they've seen a thousand times, or put a sentence together.

Dyslexia, Wolf said, is the result of a brain that's organized in a different way. In many children, this is because the right hemisphere tries to muscle the strengths of the left, specifically at tasks that are the domain of the left, like many language functions. When the reading circuit is being dominated by the right hemisphere, it takes longer for the information that goes to both hemispheres to get together.

In the dyslexic brain, there are several major areas that could develop problematically. (While there is no singular form of dyslexia, there are several profiles that appear most prominently.)

* Phoneme awareness, or knowing the sounds that correspond with letters and words, is the No. 1 deficiency in the dyslexic brain. "Our language is made up of 44 sounds called phonemes," Wolf said. "English is trickier because we have phonemes that can be expressed in different letters, and we have letters that can stand for different phonemes. It's an irregular language, and that adds to the complexity, but the underlying issue for many, but not all, children is problems in the basic representation of those phonemes." Wolf said there are multiple areas of the brain contributing to our ability to represent phonemes, and that many dyslexic children have issues with developing phonemes, as well as knowing which sounds are assigned to which letters.

* Fluency, or getting the reading circuit to work together quickly, is the second-biggest issue. "Children can have perfectly represented phonemes, but can't get the phonemes together with the letters, because there's a speed-of-processing issue," Wolf said. "And part of that may well be because that right hemisphere is taking a longer time and trying to do what the left hemisphere usually does, in getting that circuit to work very fast together. That can mean not just the phonemes aren't represented very well. It might also mean that letters aren't getting represented very well, and that the circuit is not becoming automatic."

* Comprehension is the third but no less crucial issue to reading. "After making letters and sounds work together, and getting the whole circuit to work in time, then words have to be connected to meanings and functions of grammar," Wolf said. "It takes explicit work to get the visual representation, meaning, sound and grammatical function all working together, and that's what dyslexic children must do." Wolf said that often this kind of dyslexia doesn't show itself until the child is older, third grade and up, when a child switches from learning to read to reading to learn.

"Some of our children can read words, but read them laboriously," Wolf said. "And by fourth grade they're a major failure and have never become fluent." Many of these children are bright and have compensated up to this point by memorizing words, but have never learned to read fast enough to comprehend what they're reading.

Understanding that these developments are nothing more than brain differences that can be aided with systematic and explicit instruction, Wolf said, is a large but necessary step for everyone involved: students, parents and teachers. When children find they're unable to read or read with much difficulty, they often believe that it's the result of a bad or broken brain. Some teachers may also unwittingly hold beliefs that reading happens for all children by a kind of osmosis.

Wolf insists that three decades of research has shown that neither are true, but keeping the truth about dyslexia hidden or misunderstood only hurts the students, their parents and the educators trying desperately to help them.

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Understanding Dyslexia and the Reading Brain in Kids | KQED

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Reading is a skill humans aren't born with, but schools are designed to reward those whose brains are well-wired to read, which can complicate the learning experience for kids with dyslexia.

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Super Movers helps children across the UK to get physically active with curriculum linked videos.

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What is Dyslexia? - The Dyslexia Association

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

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Make reading easier - these Dyslexia Reading overlays are a simple and effective tool. Easily track print through transparent tinted window. Soft colours help your child stay focused while reading verbatim, reducing visual stress and making reading easier and more comfortable than ever before.

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16 Pieces Professional Dyslexia Coloured Reading Overlays And Window Reading Ruler Overlays - Dyslexia Aids and Visual Stress Specialists (Mixed Colors)

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Great prices on your favourite Office brands plus free delivery and returns on eligible orders.

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can printed or digital texts, and the reading pen will read to you. which is an effective read tool for people with dyslexia and reading difficulties.

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Zones of Regulation Parent coffee morning Powerpoint.