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Here is the referral form for the Mental Health Collaborative.

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NT049 MHEW Collaborative Request for Support Form

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Here is a link to the Sleep Action website - a fantastic resource for parents who have children who struggle with their sleep.

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Learn about sleep | Sleep Action | UK’s oldest sleep charity

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Learn how & why we sleep, and discover tips and advice on overcoming sleep problems to get a better night’s sleep and improve your wellbeing

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This document is to be used at the initial meeting with the parent/carer's to share concerns about the child.  This meeting can be the result of the teacher or the parent/ carer outlining concerns.
The first page has a set of prompt questions to consider asking at the meeting which may support the identification of need.
The second page is a chance to discuss the strengths and areas of difficulty of the child and has sections for school, parent/carers and child to fill out.  There then is a place for targets to be agreed upon for both home and school to focus on.
This document is between the class teacher, child and parent/carer and is not formally monitored. The review date can be determined on an individual basis. If after 2 or 3 cycles of review, concerns are still there or growing, then a discussion should be had with the SENCO to move to a Student Support Plan.

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SWFS SEN Emerging needs document 2024-25

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Here is an explanation of how dyslexic intervention works at SWFS.

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Here is how OT intervention works at SWFS.

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Here is an explanation as to how SALT interventions work at SWFS.

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Here is an explanation of how Maths intervention works at SWFS.

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This document outlines when it is appropriate to place a child on the SEN register and when to remove them.

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Clear entry and exit criteria for children on the SEN register reviewed Feb 23

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Here is an explanation as to how BRP intervention is organised at SWFS.

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Here is an explanation as to how SMEH interventions happen at SWFS.

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This pack is an excellent tool to use for assessment to identify where their difficulties lie and whether they would benefit from a referral.

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If you are considering or have been requested to carry out Early Help, this is a useful booklet to explain what the process is for families.

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These documents follow through their SEND journey in school, a new one is started each school year or as and when the child is placed on Student Support.
The front page is an overview of information known by the class teacher or shared at transitions and includes any external assessments and recommendations about how best to support the child.  It also includes the child's voice.
Assessment data is updated each term to track progress.
Targets are written in conjunction with the child and their parents/ carers, they are SMART and written in the voice of the child.  Targets are reviewed termly with children and parents and new ones are written which are then shared with all who work with the child.
A learning support card may be written if it is helpful to keep beside the child.

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Here is an annotated example of the SEN Support plan to help understand what information is required and where.

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These cards are a practical, quick and easily accessible way of sharing targets and helpful strategies to use when supporting specific children in class.
The cards are individualised for children o Support Plans and contain 5 things that are important to the child as a learner. They should be discussed with the child and in the child's voice.

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If you feel that you have growing concerns about a child in Early Years or a parent has approached about their concerns, then please read through this document explaining the process.

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Information about the SEND process for class files EY

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If you feel you have growing concerns about a child in your class or a parent/ carer has approached you about their concerns, please read through the guidance on this document.

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Information about the SEND process for class files ks1 and 2

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This leaflet can be shared with parents to explain the SEN process at South Wellfield First School

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Aimed at parents to help children who are neurodiverse and / or have sensory needs which would benefit from support at back to school time.

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Here is a list of the SEN jargon that can be used and their definitions which can be shared with parents.

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SENDIASS are a support service for parents/ carers and families to access if their child has SEND. This can be shared with parents if their child is placed on the SEND register.

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SENDIASS General Service Leaflet Dec 22 (1)

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This document is a really helpful tool in creating an OT focused support plan. Read through the behaviours observed and decide which apply to the child and then apply the suggested support for those areas. Cut and paste these on to the OT plan.

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Using the Identifying OT needs overview, create a plan for the child indicating their area of need and how you plan to support it in class or with intervention. Review after 3 months. If little to no progress has been made a referral to OT is appropriate.

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NHS guidelines on supporting fine motor skills - it has some great ideas that you can use in class or send as activities to do at home.

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NHS advice on getting active and how important movement is to children.

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NHS advice on how to best support a child in being ready to attend to learning in a classroom.

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NHS advice on how to ensure children are ready to write - useful tips you can use in the classroom and as part of a support plan.

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An overview from the NHS on developmental self care skills and how to support them if they are not there yet.

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A resource from Silverdale discussing the value of a sensory circuit and how you can apply one in school.

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This form helps build a sensory profile for a child and is to be filled out by the caregiver. The school nurse will analyse it and produce a report. This is a good exercise to undertake if you have concerns about meeting the sensory needs of a child in your class or if a parent has concerns at home. (Complete alongside the teacher version).

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This form helps build a sensory profile for a child and is to be filled out by the teacher.  The school nurse will analyse it and produce a report.  This is a good exercise to undertake if you have concerns about meeting the sensory needs of a child in your class or if a parent has concerns at home. (Complete alongside the parent version).

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These are the pictures that go alongside the Northumberland Speech Sound Screener

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Dyslexia Team - Spelling Difficulties Brochure

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Dyslexia Team - Spelling Difficulties Brochure

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Speech and Language Assessment checklist

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Dyslexia Team - Verbal Processing Skills Brochure 

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Dyslexia Team - Verbal Processing Skills Brochure 

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Dyslexia Team - How can technology help brochure

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Dyslexia Team - How can technology help brochure

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A brochure to share with parents who have concerns about dyslexia and want to understand what the Local Authority Offer in terms of support for dyslexia.

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Child and Adolescent Mental Health Service 

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Child and Adolescent Mental Health Service 

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New Referral Form to EPS - Revised July 2018 (Final)

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If anyone is interested in reading about how to use person centred planning, this toolkit is an excellent resource. It outlines different approaches and ideas to implement when working with children and their families.

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Person Centred Planning at South Wellfield 

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Person Centred Planning at South Wellfield 

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A variety of approaches to use when speaking to parents and children about their strengths and needs to create their support plan.

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A lovely child friendly document to help gain the Pupil Voice.

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A leaflet that can be shared with parents to support transition at home.

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Supporting your child at home with Transitions in school (1)

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Here is an overview of activities the word aware programme suggest to support pre-teaching of vocabulary.

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Evidence Builder for Autism Spectrum Disorder 

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Evidence Builder for Autism Spectrum Disorder 

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Please use this form to support a referral to CAMHS for a child whom you feel may have Autism Spectrum Disorder (ASD).

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Evidence Builder for Attention Deficit Hyperactivity Disorder.  

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Evidence Builder for Attention Deficit Hyperactivity Disorder.  

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This form can be used to add information to a CAMHS referral for ADHD.

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Presentation for parents about who the North Tyneside Parent Carer Forum are and how they can help.

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Blank level questions - for older children 

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Blank level questions - for older children 

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Here are some good examples of the different levels of questions we use when working with children.

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Blank level questions for younger children 

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Blank level questions for younger children 

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Here are some good examples of the levels of questions we use with younger children.

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Visual Timetable at South Wellfield First School 

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Visual Timetable at South Wellfield First School 

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This timetable should be visible and used regularly throughout the school day in each classroom.

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Just a reminder of the plethora of reasons that we use visuals in school.

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A leaflet to be shared with parents about some relaxation and mindfulness techniques to use with children at home.

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This is the initial form used when working with a family for the first time. It must be logged with the Early Help team.

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This form is used at the 6 weekly TAF meetings with the family and the professionals involved.  This must be signed and sent to the Early Help Team alongside the child's views.

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This form must be filled in with the child and submitted with the TAF. It is a child friendly way to gather their views and opinions.

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An alternative to the 3 houses to use for children to gather their views.

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A checklist to remember to use for High Quality Teaching.

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This document explains our best practice which will ensure we have a school which is inclusive for all children.

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We adopt the assess, plan, do, review process to support SEND children in our school.

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A guide to the senses and what difficulties children may present with. There is also information on how to create a sensory diet for a child in your class.

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We had whole school training on the use of makaton, please see power point for a refresher.

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Please use this document to support a referral to CAMHS for a child whom you may feel have ADHD. This needs to be filled in alongside the parent or carer.

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The Solihull Parenting approach is an excellent resource for parents. There are a range of courses for parents to explore - please feel free to signpost - the password is QUADRANT.

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inourplace | Solihull Approach - Online courses for emotional health and wellbeing.

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inourplace | Solihull Approach | Online courses for parents

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inourplace | Solihull Approach : Online courses dedicated to improving emotional health and wellbeing in parents, children, teenagers, adults and grandparents.

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North Tyneside Local Authority Graduated Approach

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North Tyneside Local Authority Graduated Approach

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Follow link:

Graduated Approach - Final.pdf

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When thinking about ADHD and a child, please consider the positives - here is a great resource to learn more.

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Celebrate the Strengths of ADHD | ADHD Kids Rock

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This article celebrates the strengths of ADHD and explores the activities that kids with ADHD are good at. Innovative thinking, adventurous, and intelligent.

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A great resource to understand positives of having ADHD and maybe how you can use them to an advantage in the classroom.

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Don't mistake your ADHD strengths for symptoms! They are unique traits and abilities that make you more creative, spontaneous, caring, and energetic than anyone you know. Here are a few of our favorites benefits of ADHD.

Young girl with ADHD with headphones in urban background

1 of 19

A scientist with ADHD uses hyperfocus to examine a sample under a microscope.

2 of 19

Family with ADHD walking up a grassy hill together.

3 of 19

Two brothers with ADHD sharing a popsicle.

5 of 19

6 of 19

Girl with ADHD embracing boy with ADHD on footbridge over stream

7 of 19

Young Couple with ADHD in Off-Road Vehicle

9 of 19

A father with ADHD and his son with ADHD looking at each other

10 of 19

A happy couple with ADHD sits on a couch.

12 of 19

Girl with ADHD is drawing

15 of 19

A boy with ADHD gives a thumbs up.

19 of 19

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Don't mistake your ADHD strengths for symptoms! They are unique traits and abilities that make you more creative, spontaneous, caring, and energetic than anyone you know. Here are a few of our favorites benefits of ADHD.

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The HIVE team are a multi-disciplinary team of specialists offering advice and support or care to children and families. Please speak to the SENCO if you would like a consultation about a child.

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Our admin team support with queries about Personal Education Plans, Pupil Premium Plus, Health Assessments, Strengths and Difficulties Questionnaires and the support The HIVE Team provide. They help to keep all our information up to date and collect a range of data to support the work we do and evidence our effectiveness.

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Autism can be misunderstood and children can be pigeonholed with reduced aspirations for them. This website explores the positive side to autism - challenging the disorder definition.

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The positives of being autistic: creative, sense of humour, hyperfocus, empathetic, accepting, powerful memories, pattern recognition, unique talents

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Zones of Regulation gives us as a staff clear, concise and consistent vocabulary to use across school with children when talking about their feelings and emotions.

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Teach Kids to Manage Big Feelings Through Effective Social Emotional Learning

Over 80% of U.S. public schools reported in 2022 on the negative impact of the pandemic on child well-being and self-regulation. Kids are:

Struggling to manage their feelings and mental health

More disruptive in the classroom

Needing additional social, emotional, and behavioral support

(source: National Center for Education Statistics)

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The Zones of Regulation is a complete social-emotional learning curriculum, created to teach children self-regulation and emotional control.

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This toolkit has been designed to be used with individual children who may need a personalised toolkit to understand how to identify, manage and regulate their emotions. This can also be shared with parents to support consistent vocabulary between home and school.

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This can be shared with parents to enable them to identify emotions and strategies to help regulate with their children at home.

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Early Years - Building a picture of emerging needs. 

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Early Years - Building a picture of emerging needs. 

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This is an information building exercise and should be completed with the parent/ carer (and information from previous settings) to determine strengths and difficulties and next steps.

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The play plan should be used with children in Early Years (Nursery and Reception) children. Please ensure the child voice and parent voice is captured on the form too. The plans needs to be reviewed with new targets written each term in line with the school assessment calendar.

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A resource for professionals and parents about ADHD.

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

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For affective advice and support for children who have visual and/ or hearing impairment or loss.

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North Tyneside Sensory Service - Beacon Hill School

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The Sensory Service at Beacon Hill aims to provide appropriate and effective support to children and young people with a visual and/or hearing loss.

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This is the website for the Dyslexia and Dyscalculia Team. Lots of advice and offer of support or training. The SENCO has access to the bank of resources, if you would like something to support a child or small group, please ask.

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Please be aware that although some specific product names are provided, the pace of change in technology means that specific product names or types are likely to be rapidly outdated. The North Tyneside Dyslexia Team does not specifically endorse any of the products mentioned within this blog. They are referred to only as examples of what is...

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Please be aware that although some specific product names are provided, the pace of change in technology means that specific product names or types are likely to be rapidly outdated. The North Tyneside Dyslexia Team does not specifically endorse any of the products mentioned within this blog.

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This is the link to the Speech and Language Therapist website supporting children from 0-19.

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Northumbria Healthcare NHS Foundation Trust

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Skip to main content Skip to accessibility tools

Our speech and language therapy service can support children and young people from birth to 19 who have speech, language or communication needs or difficulties with eating, drinking or swallowing. These include:

Stammering, where sounds or words are regularly repeated or a lot of effort is needed to produce them.

Speaking with a persistently unusual voice quality, which might sound croaky, breathy, or hoarse.

Difficulties in saying specific sounds when talking making your speech difficult to understand by others.

Difficulties with speaking, including difficulties putting words and sentences together to ask for something, telling a story or holding a conversation.

Making sense of what other people say to you and/or understanding and using body language and eye contact.

Difficulties learning the 'rules' of conversation such as when it is your turn to speak and when it is time to change the topic of conversation.

Feeding or swallowing difficulties.

As well as occurring on their own, these difficulties are common in children and young people who have other diagnoses such as autism spectrum disorder, cerebral palsy, cleft palate, learning, physical or hearing difficulties.

Your care

We can see you at health centres, schools, nurseries, and at home.

As well as working directly with children and young people we support their families and carers, their teachers or childcare staff and other professionals who have regular contact or work with them.

We carry out assessments, including observations of play, learning activities and will observe meal times for children who are experiencing feeding or swallowing difficulties. We sometimes work with other professionals to help us carry out assessments.

Our aim is to help children and young people develop their best possible communications skills, taking into account their individual abilities and needs.

Most importantly we look at the impact of their communication difficulty on the child, young person's life, their family and aim to find ways of reducing this as much as possible.

This can include one or a combination of:

A programme of agreed targets or goals for the child or young person, parents or carers, and other professionals who support them.

Coaching and education for parents/professionals working with the child or young person on specific communication/feeding techniques.

Specialist support from a speech and language therapist or assistant speech and language therapist for short periods of time to help develop specific communication skills

Liaising with other services involved in the child or young person's care, for example, the feeding team at Royal Victoria Infirmary and Regional Communications Aids Service.

Involvement in local authority statutory assessment procedures. For children and young people with complex and lifelong communication and or feeding needs we also support professionals working with them when they start a new school, or start receiving support from adult services.
Preparing for adulthood

If a young person has complex ongoing and changing communication and/or feeding needs we will work with them and their families, and professionals who are involved in supporting them to plan and prepare that youn person for leaving school. If necessary, a referral will be made to Adult Speech and Language Therapy services for further support .

How to access this service

You can self-refer to this service if you live in Northumberland and North Tyneside. We also accept referrals from any professional working with the child and family. For example a health visitor, doctor, nurse, social worker or teacher etc..

For new referrals we prioritise seeing children and young people with urgent feeding and swallowing difficulties within 10 working days. Children and young people with communication difficulties will be seen within 18 weeks from a referral.

Contact us

If you are a parent or carer you can contact our speech and language therapy service directly, just contact the nearest team to where your child lives (see contact details below).

You can contact us Monday to Friday 8.30am to 5pm. Each clinic has an answer phone so please leave a message to speak to a therapist. Alternatively if your enquiry is urgent please call the main office at Shiremoor Resource Centre.

Alternatively health visitors, GPs, school staff and any professional can make a referral for a child or young person. You can contact us to receive a copy of our referral form on any of the numbers below.
Clinic venues and contact numbers Main office
Shiremoor Resource Centre

Earsdon Road

Shiremoor

NE27 0HJ

North Tyneside tel: 0191 297 9031 Northumberland tel: 0191 297 9019

Area teams

Alnwick or Berwick at Alnwick Medical Group, Infirmary Drive, Alnwick, NE66 2NR Tel: 01665 511 880

Castle Morpeth, Ashington or Wansbeck at Northumberland Child Health Centre, Woodhorn Lane, Ashington, NE63 9JJ Tel:01670 564029

Blyth Valley at Brockwell Health Centre, Northumbrian Road, Cramlington NE23 1XZ Tel: 01670 293 163

Tynedale area at Cobridge Health Centre, Newcastle Road, Corbridge, NE45 5LG Tel: 01434 636940

Useful links

nas.org.uk- the National Autistic Society website contains information about autism as well as links to help available for both children and parents.

Downs Syndrome educational trust

Afasic- national charity that helps families affected by speech and language problems

Contact a Family- UK charity providing advice, information and support to the parents of all disabled children - no matter what their disability or health condition

ICAN- a national charity that works to help children communicate

British Stammering Association- information aimed at adults, parents, teenagers and teachers and employers.

apraxia-kids.org- this is an American website containing information on and about children who suffer from apraxia

Speech Teach- for parents with children with speech difficulties and provides chat room facilities and materials for working with your child

The Hanen Centre- information about training programmes for young children with language delay issues

Makaton- information about Makaton, a language programme that incorporates signing into a child's communication to assist with their overall communication development

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Children's Speech and Language Therapy :: Northumbria Healthcare NHS Foundation Trust

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Skip to main content Skip to accessibility tools Our speech and language therapy service can support children and young people from birth to 19 who have speech, language or communication needs or difficulties with eating, drinking or swallowing. These include: Stammering, where sounds or words are regularly repeated or a lot of effort is needed to produce them.

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Graduated Approach - Final ppt.ppsx

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This is a website for adults and children to access for support around mental health.

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

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This was sent for Mental Health Awareness Week 2024- it has some lovely resources to use with primary children.

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Signposting about the Local Offer - a directory of support available in North Tyneside for families with additional needs and/ or disabilities.

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A now and next board is an excellent resource to use for individual children who need support in the small steps of learning. Please feel free to adapt and add other pictures used in the whole class visual timetable.

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Here are some symbols to use on the now and next board you may want to use alongside the whole class timetable pictures.

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A checklist to be used in the cloakroom

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A checklist to be used for some children to help them get ready to start their lesson reducing cognitive load.

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A checklist to be displayed to reduce cognitive load and remind children what they need to do.

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A guide to SEN sent to parents on the weekly newsletter.

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Here is a helpful website to signpost families to support bereavement.

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Winston's Wish is the UK's childhood bereavement charity. We support children and their families after the death of someone important.

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This is a booklet to work through with the child. A copy is in the SEN room.

There are also a number of picture books to share with a child on the theme.

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Here are all those who work for Connect Mental Health