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Local mental health advice and help for young people in Nottingham and Nottinghamshire. | NottAlone

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Local mental health advice and help for young people in Nottingham and Nottinghamshire.

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How we can help

RNIB is committed to helping blind and partially sighted people

If you're blind or partially sighted, you've come to the right place for products that help you live independently and enjoy everyday activities. Not sure where to start? Why not have a look at our best sellers, our new products, or our special offers.

We are leading the creation of an accessible world. A world where everyone can participate equally is a better world for everyone.

Our impact

RNIB is dedicated to making a difference

We provided employment advice and information to more than 2,400 people, and supported more than 800 people to stay in work.

Find employment advice

Our Eye Care Liaison Officers (ECLOs) provided vital emotional support to over 60,000 eye clinic patients, their friends, and their families.

Find out more about ECLOs

With the help of our supporters, we raised £61.5 million this year to support and empower blind and partially sighted people.

Get involved

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The homepage of the Royal National Institute for Blind People. Discover how the RNIB supports blind people and those with visual impairments.

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My Sight Notts | Seeing Beyond Sight Loss

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Frequently Asked Questions

We'd love to meet up with other families and children with hearing loss...any suggestions?

At Hear Together, our mission is to help connect and communicate, so we love to bring people together! Check out our Events page for online events for primary aged children and teenagers, and we will move these face-to-face as soon as we can. We are also planning to set up groups for families with younger children very soon. Register with us to keep informed of the latest developments!

My child has just been diagnosed with a hearing loss. Where do I go for hearing loss support?

When you get this diagnosis, it can feel overwhelming. There is so much to take in with new information and people and uncertainties about the future. Try to take it one step at a time and ask questions if you're not sure, no one will think it's a 'silly' question. Hear Together brings together lots of information and useful links. We're always happy to help- contact us or register to keep updated with new events you might like to join. You've got this!

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Hearing Loss Support for Young People | Hear Together

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At Hear Together, our mission is to help connect and communicate, so we love to bring people together! Check out our Events page for online events for primary aged children and teenagers, and we will move these face-to-face as soon as we can.

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Our Annual General Meeting (AGM) will be held in person on Wednesday 13th October 2021 at 6.00pm.

Join us for our AGM to hear about our work and progress over the last year. The agenda will include a presentation about our Financial Accounts and elections for trustees. The AGM will be held in the Hall at Nottinghamshire Deaf Society.

COVID Measures

While most restrictions have been removed some COVID-19 protection measures will be in place:

Our building is cleaned regularly and we will ensure the venue is well ventilated.

Please consider using a face mask/covering while attending the event. Face coverings can be removed when seated.

Please do not attend if you have symptoms of COVID-19 or have a positive test result.

Please use hand sanitiser regularly.

Please be respectful of others who may have concerns about catching COVID-19.

AGM Papers

Papers have been circulated to Company Members in advance. The papers will be published here in advance of the meeting for all to read.

NDS AGM Agenda

AGM Slides 2021

Trustees Annual Report and Financial Accounts 2020-21

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Welcome to Nottinghamshire Deaf Society | Nottinghamshire Deaf Society

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Our Annual General Meeting (AGM) will be held in person on Wednesday 13th October 2021 at 6.00pm. Join us for our AGM to hear about our work and progress over the last year. The agenda will include a presentation about our Financial Accounts and elections for trustees.

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The Dyspraxia Foundation defines dyspraxia as:
'Dyspraxia, a form of developmental coordination disorder (DCD) is a common disorder affecting fine and/or gross motor coordination, in children and adults. While DCD is often regarded as an umbrella term to cover motor coordination difficulties, dyspraxia refers to those people who have additional problems planning, organising and carrying out movements in the right order in everyday situations. Dyspraxia can also affect articulation and speech, perception and thought.'
(Dyspraxia Foundation 2013)

Although dyspraxia may be diagnosed at any stage of life, increasing numbers of children are identified as having the condition.

Early recognition of dyspraxia will enable early intervention and practical steps to help your child to achieve their potential. Children whose dyspraxia is identified at an early stage are less likely to have problems with acceptance by their peers and with lowered self-esteem.

When children become teenagers their problems may change as social and organisational difficulties become more pressing.

The Dyspraxia Foundation can help and support you and your child through its services and publications.

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The Dyspraxia Foundation defines dyspraxia as: 'Dyspraxia, a form of developmental coordination disorder (DCD) is a common disorder affecting fine and/or gross motor coordination, in children and adults. While DCD is often regarded as an umbrella term to cover motor coordination difficulties, dyspraxia refers to those people who have additional problems planning, organising and carrying out movements in the right order in everyday situations.

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This has some useful information about sensory processing issues.

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Sheffield Children's NHS Foundation Trust

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What is the Sensory Service?

The Sensory Service is a multi-disciplinary team based at the Ryegate Children's Centre in Sheffield. We aim to help parents, carers, school staff and young people to have a better understanding of sensory processing and how this impacts on every day life. We provide information and advice on how to adapt activities and the environment to support children's sensory needs. The team includes Occupational Therapy, Physiotherapy, Clinical Psychology, Speech and Language Therapy.

What is sensory processing?

Sensory processing is the way that our body takes in and makes sense of information. Our senses include hearing, vision, touch, taste and smell, as well as vestibular processing (which helps with balance and movement), proprioception (which is the awareness of our body in the space around it), and interoception (our awareness of our internal body feelings). We use our senses every day to interact with the world.

What might happen when sensory processing becomes a problem?

Children might find sensory information overwhelming and they might struggle to cope with certain sensory experiences. They may try to avoid certain things, people or places.

Children might find everyday tasks difficult to tolerate, such as showering, wearing certain clothes, eating or teeth-brushing.

Children may seek out sensations to help them to regulate in a way that creates a problem in another way, (for example, needing to move a lot during lessons).

When children are overwhelmed by sensory information it can make it more difficult for them to communicate their needs.

Sensory sensitivities can lead to higher stress and anxiety levels in a child. This in turn can mean they're more tuned into sensory information and can become overwhelmed more easily.

Children may present differently from one day to the next and their sensory needs may be context specific or be influenced by other factors, such as mood, tiredness or stress levels.

Who is the service for?

The service is for any child aged 3-16 years, living in Sheffield, who is having day to day difficulties because of the way that they process sensory information. Children known to the CAMHS Learning Disability service will be re-directed to CAMHS Occupational Therapy, if needing support beyond Universal Provision.

What is the Virtual Therapy Area?

The Virtual Therapy Area is our universal provision, the first level of service for all families. It aims to provide parents and carers with knowledge, ideas and strategies to support your child or young person with sensory needs that may be impacting on their every day life. These resources are primarily aimed at supporting children who are neuro-divergent; for example, your child may have a diagnosis of Autism Spectrum Disorder (ASD), Attention Deficit Hyperactivity Disorder (ADHD), Attention Deficit Disorder (ADD), Developmental Coordination Disorder (DCD), Developmental Language Disorder (DLD) or a combination of these. However, your child may not have any diagnosis, but may present with sensory needs that are creating challenges in everyday life. Or your child might have a different diagnosis and also have sensory needs that are impacting on their day to day life.

The Royal College of Occupational Therapists states "The term Sensory Processing Disorder is not recognized as an independent diagnosis...and should be avoided" (RCOT Informed View, 2021). Therefore, at the Sheffield Sensory Service, we do not formally assess or provide diagnosis of Sensory Processing Disorder. Our focus is to offer sensory interventions that support a child's sensory needs by adapting tasks or the environment, and by improving a child's capacity for self-regulation.

In addition to the virtual resources, our multi-disciplinary team deliver sensory training to Sheffield schools and educational establishments, and we are aiming to support all schools in Sheffield to be 'sensory accessible'.

If you need these resources in a different language, look at the bottom of the page for a guide to Google Translate.

How to use these resources

Translating information to your home language: Google Translate

1) Click the Google Translate button:

2) Click on your home language. The text will then change

Google Translate may not translate all words correctly. Please contact us on 0114 271 7645 if you have any questions about the text.

Translating information to your home language: subtitles

1) Click the subtitles icon

2) Click the settings icon then ' subtitles/CC'

3) Click Auto-translate

4) Choose your language

You need to turn on the subtitles for all the videos.

The subtitles are translated through YouTube. Some words may not be translated correctly. Please contact us on 0114 271 7617 if you have any questions about the videos. We can arrange a telephone call with an interpreter if needed.

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Sensory processing difficulties - Sheffield Children's NHS Foundation Trust

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What is the Sensory Service? The Sensory Service is a multi-disciplinary team based at the Ryegate Children's Centre in Sheffield. We aim to help parents, carers, school staff and young people to have a better understanding of sensory processing and how this impacts on every day life.

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Welcome to I CAN's Talking Point for parents

This gives parents/carers the information they need to help children develop their speech, language and communication skills.

If a child has difficulty understanding language or speaking, they may struggle in nursery or school. If the problem persists they might require support, but with the right help, they can develop the skills they need.

I CAN has developed a range of resources and factsheets to help children with speech, language and communication needs.

Got a question you'd like to discuss with an I CAN speech and language advisor? Book a call with our free enquiry service.

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Welcome to I CAN's Talking Point for parents This gives parents/carers the information they need to help children develop their speech, language and communication skills. If a child has difficulty understanding language or speaking, they may struggle in nursery or school.

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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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What can I do at home to help my child?...

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Action for Young Carers (AYC) is a free and confidential service that supports young carers in Nottingham City. Funded by Nottingham City Council, AYC provides young carers with the chance to get together, have fun and access the help they need.

Best of all, young carers at AYC are encouraged to say what they like and dislike, meaning the service provides them with exactly what they need.

Meet other young carers

Take part in fun activities

Get help when you need it

Have a break from your caring role

Tell us what you like and what you want

Influence what the service does

Get your voice heard

Call us on: 0115 9629351 /2/3 or 0115 9629349
Email: AYCservice@carersfederation.co.uk
Text Phone: 07814 678 460

Office Hours
Monday to Thursday 9am - 5pm
Friday 9am - 4:30pm

The Carers Federation Limited is registered in England as a company limited by guarantee

Registered office: Christopher Cargill House, 21-23 Pelham Road, Sherwood Rise, Nottingham NG5 1AP
Registered number 3123142
Registered charity number 1050779

Site designed by Stimulating Minds

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Action for Young Carers (AYC) is a free and confidential service that supports young carers in Nottingham City. Funded by Nottingham City Council, AYC provides young carers with the chance to get together, have fun and access the help they need.

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Ask Us offer help in a variety of ways to suit you, find out more about the support available.

The Local Offer

In both the city and the county the Local Offer websites pull together details of special needs services in education, health and social care in one place. They are a one-stop shop for everything parents or carers need to know and every SEND service they might need to access. For Nottingham City, please visit Ask LION and for Nottinghamshire, visit Nottinghamshire Help Yourself.

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Ask Us offer help in a variety of ways to suit you, find out more about the support available. The Local Offer In both the city and the county the Local Offer websites pull together details of special needs services in education, health and social care in one place.

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SEND (special educational needs and disabilities) resources, activities and support to help parents support their family.

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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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We help children, young people, parents, and families to rebuild their lives when a child grieves or when a child dies.

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Help your child to manage their emotions by deep breathing

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Use the zones to help your child describe their emotions.

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This is the website of Dr Ross Greene who wrote The Explosive Child

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All kids have times when they struggle to handle expectations. How they express that they're struggling has an outsized impact on how adults respond. Some kids communicate that they're having difficulty meeting certain expectations through whining, pouting, sulking, crying, or withdrawing. They're the "lucky" ones, for these behaviors are likely to be responded to with empathy, nurturance, and support. Others - the "unlucky" ones - communicate that they're having difficulty meeting expectations in ways that are more troubling, like screaming, swearing, hitting, kicking, biting, and spitting. Regrettably, these behaviors are less likely to elicit empathy, nurturance, and support from caregivers.

But whether lucky or unlucky, the concerning behavior is communicating the same thing: there's an expectation the child is having difficulty meeting. And that means that there's a problem that needs to be solved. In the CPS model, the problem solving is collaborative and proactive.

The best place to begin is with the Guided Tour, which will take you through the three key facets of the CPS model. Demonstration videos will help you to understand your child's concerning behaviors, how to identify unsolved problems, and how to start solving problems collaboratively and proactively. When you're ready to get started, click below.

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All kids have times when they struggle to handle expectations. How they express that they're struggling has an outsized impact on how adults respond. Some kids communicate that they're having difficulty meeting certain expectations through whining, pouting, sulking, crying, or withdrawing. They're the "lucky" ones, for these behaviors are likely to be responded to with empathy, nurturance, and support.

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Moving Up! The transition to secondary school

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Ten percent of the population are believed to be dyslexic, but it is still often poorly understood. With the right support, the strengths and talents of dyslexic people can really shine.

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Ten percent of the population are believed to be dyslexic, but it is still often poorly understood.

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We provide services to families in Nottingham who live in the areas of Aspley, Bulwell, Hyson Green & Arboretum and St Ann's. Check if you're in an SSBC area.

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This film was recorded before the Covid-19 pandemic.
Parents share their concerns before their child starts secondary school, including forming new friendships, new routines, and being overprotective. The film offers tips that can help you and your child prepare emotionally for these changes.

Tips:

Get your child to make a list of things they like about themselves, making sure they identify the attributes behind those qualities

Don't let your worries become their worries

Don't let them feel unsafe because you are constantly talking about safety

Prepare them for all of the new and fun opportunities that they'll have by talking to them about clubs and activities and encourage them to explore what's available

Increase the independence that you give them over the summer holidays or even their last months at primary school so that the jump to secondary feels natural

Let them know that should they need you, you are there for them and will help them no matter what

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Tips that can help you and your child prepare emotionally.

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Starting secondary school with Special Educational Needs (SEN)

This film was recorded before the Covid-19 pandemic.

As a parent or carer of a child with special educational needs, or a child with an educational health & care plan the very idea of moving from primary to secondary school can feel daunting. Here are 5 top tips from an experienced inner city secondary school special educational needs co-ordinator, SENDCo, to help.

1. Create a one page profile about your child noting the difficulties and barriers they face at their primary school, and the strategies that work and that don’t work. This will help the school understand the world of your child quickly, from the people who understand them best, you. Things to consider when pulling it together; what’s currently working well at primary school? Can these strategies be replicated at the secondary school? Situations for your child to avoid, and main concerns about secondary school?

2. Visit the school on a regular school day with, and without, your child. When there, ask as many questions as you like; the school is new to you so don’t feel anything is silly to ask. What do you see are the barriers when you walk around; take notes if you need to.

3. Request a multi-agency meeting that will bring all key adults and agencies connected to the support and care of your child together in one meeting. Any key adult involved with the child would attend this meeting; class teacher, TA, parents, educational psychologist, communication interaction team, speech & language therapist etc. Your current primary SENDCo will be able to co-ordinate this with their secondary school equivalent. Bring along the one page profile, multiple copies if possible, so that it can be shared with everyone, and questions following your visit to the school.

Sample questions to ask:

Where can my child go if they are struggling/anxious/having a meltdown?

What happens at break and lunch time when it is unstructured time?

How can my child get help with reading/spelling/maths/homework?

How will support in assessments work?

Will my child get a Teaching assistant?

4. Ensure you have a named contact at the secondary school and their contact details. This can be the form tutor, SENDCo or head of year. Ask the school which is the best way of contacting them.

5. Consider what needs to be shared with your child:

Transition plan - between the professionals. Lists of multiple individuals and agencies could be overwhelming for the child.

Transition booklet – a go-to guide for the child with named staff and photos of key adults and rooms that they can keep in their bag or locker.

Avoid making your child anxious by saying things like "I don't know how it works, I don't know who to ask". Hopefully with a named contact this shouldn't happen.

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Starting secondary school with Special Educational Needs (SEN)

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SENDCo Trudi Skinner gives advice for parents of SEN children about to start secondary school.

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Bereavement charity supporting grieving children and families

A bit about Winston's Wish. We were the UK's first childhood bereavement charity and have been supporting grieving children and young people since 1992. We continue to lead the way in providing specialist child bereavement support services across the UK. Winston's Wish provides emotional and practical bereavement support to children, young people (up to 25) and those who care for them. Our expert teams offer one off and ongoing bereavement support and we also provide online resources, specialist publications and training for professionals.

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Winston's Wish, established in 1992, was the UK's first childhood bereavement charity. We support children and their families following bereavement.

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It can be easy to feel other people's lives are better than our own, especially when we're bombarded with perfect images on social media. We can get stuck thinking others are more beautiful, have more money and fun, or simply 'have more'.

And children are just as susceptible as adults to this comparison trap. So how can we help them (and ourselves)?

One idea is to bring attention to what's working well in your/their life by developing gratitude skills. To develop these skills, you can use techniques such as starting a gratitude jar, writing a gratitude journal or having a gratitude conversation.

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Five steps to help with children's wellbeing

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It can be easy to feel other people's lives are better than our own, especially when we're bombarded with perfect images on social media. We can get stuck thinking others are more beautiful, have more money and fun, or simply 'have more'. And children are just as susceptible as adults to this comparison trap.

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The New Social Story BookTM: Over 150 Social Stories That Teach Everyday Social Skills to Children and Adults with Autism and Their Peers

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Since the early 90s, Carol Gray's world-famous Social Stories have helped thousands of children with autism spectrum disorders. This 15th Anniversary Edition of her best-selling book offers over 180 ready-to-use stories that parents and educators have depended on for years, and new sections...

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We use necessary cookies to make our site work. We'd also like to set optional analytics to help us improve it. We won't set optional cookies unless you enable them. Using this tool will set a cookie on your device to remember your preferences.

For more detailed information about the cookies we use, see our Cookies page

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Necessary cookies enable core functionality such as security, network management, and accessibility. You may disable these by changing your browser settings, but this may affect how the website functions.

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We'd like to set non-essential cookies, such as Google Analytics, to help us to improve our website by collecting and reporting information on how you use it. The cookies collect information in a way that does not directly identify anyone. For more information on how these cookies work, please see our Cookies page. If you are 16 or under, please ask a parent or carer for consent before accepting.

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Parents and Carers | Advice and Guidance | Anna Freud Centre

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Advice and guidance for parents and carers to help them support a child or a young person experiencing poor mental health or wellbeing.

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0:00 / 6:34•Watch full video

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

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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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Rainbow Relaxation: Mindfulness for Children

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Mental health problems affect around one in six children. They include depression, anxiety and conduct disorder (a type of behavioural problem), and are often a direct response to what is happening in their lives.
*Last updated: 12 August 2021
Alarmingly, however, 75% of children and young people who experience a mental health problem aren't getting the help they need.

Children's emotional wellbeing is just as important as their physical health. Good mental health helps them develop the resilience to cope with whatever life throws at them and grow into well-rounded, healthy adults.

Things that can help keep children and young people mentally well include:

being in good physical health, eating a balanced diet and getting regular exercise

having time and freedom to play, indoors and outdoors

being part of a family that gets along well most of the time

going to a school that looks after the wellbeing of all its pupils

taking part in local activities.

Other factors are also important, including feeling loved, trusted, understood and safe. Children who are optimistic, resilient, have some control over their lives and feel like they belong are more likely to have good mental wellbeing.

Most children grow up mentally healthy, but surveys suggest that more children and young people have problems with their mental health today than 30 years ago.

What can affect children and young people's mental health?

Traumatic events can trigger mental health problems for children and young people who are already vulnerable.

Changes often act as triggers: moving home, changing school or the birth of a new sibling, for example. Some children who start school feel excited about making new friends and doing new activities, but there may also be some who feel anxious.

Teenagers often experience emotional turmoil as their minds and bodies develop. An important part of growing up is working out and accepting who you are. Some young people find it hard to make this transition to adulthood and may experiment with alcohol, drugs or other substances that can affect mental health.

Are some children and young people more likely to experience mental health problems?

Certain risk factors can make some children and young people more likely to experience mental health problems than others. However, experiencing them doesn't mean a child will definitely - or even probably - go on to have mental health problems.

These factors include:

having a long-term physical illness

a parent who has had mental health problems, problems with alcohol or has been in trouble with the law

the death of someone close to them

parents who separate or divorce

experiencing severe bullying or physical or sexual abuse

poverty or homelessness

experiencing discrimination

caring for a relative, taking on adult responsibilities

having long-lasting difficulties at school.

What mental health problems commonly occur in children?

Depression affects more children and young people today than in the last few decades. Teenagers are more likely to experience depression than young children.

Self-harm is a very common problem among young people. Some people who experience intense emotional pain may try to deal with it by hurting themselves.

Generalised anxiety disorder (GAD) can cause young people to become extremely worried. Very young children or children starting or moving school may have separation anxiety.

Post-traumatic stress disorder (PTSD) can follow physical or sexual abuse, witnessing something extremely frightening or traumatising, being the victim of violence or severe bullying or surviving a disaster.

Children who are consistently overactive, impulsive and have difficulty paying attention may have attention deficit hyperactivity disorder (ADHD).

Eating disorders usually start in the teenage years and are more common in girls than boys. The number of young people who develop an eating disorder is small, but eating disorders such as anorexia nervosa and bulimia nervosa can have serious consequences for their physical health and development.

I'm a young person - what help is available?

If you're a young person and you're worried about your mental health, there is help available. You may want to try the following things.

Talk to someone about how you feel, such as a parent, friend or adult you trust. Our page on friendship has ideas on opening up to a friend.

Visit your GP. They can answer any questions you have about how you're feeling, talk you through different support options, and refer you to other services who could give you more help.

Get in touch with services and organisations that help people with mental health problems. Visit our getting help page, or look at 'organisations that can help' below for support that is specifically for young people.

You could text the Young Minds Crisis Messenger if you need support. A trained volunteer will text with you to help you think through your feelings and signpost you to other support.

Mind has lots of information for young people about understanding your feelings, how to get help and support, what happens when you visit your GP, looking after yourself and more.

I'm worried about my child - what can I do?

One of the most important ways parents or guardians can help is by listening to their children and taking their feelings seriously. They may want a hug, they may want you to help them change something or they may want practical help.

Children and young people's negative feelings usually pass. However, it's a good idea to get help if your child is distressed for a long time, if their feelings are stopping them from getting on with their lives, if their distress is disrupting family life or if they are repeatedly behaving in ways you wouldn't expect at their age.

If your child is having problems at school, a teacher, school nurse, school counsellor or educational psychologist may be able to help. Otherwise, go to your GP or speak to a health visitor. They can refer a child to further help if necessary. Different professionals often work together in Child and Adolescent Mental Health Services (CAMHS).

Most mental health support for children and young people is provided free by the NHS, your child's school or your local council's social services department.

Young Minds has a parents' helpline you can call if you're worried about a child up to the age of 25. They provide advice, emotional support and signposting to other services.

What treatment might young people be offered?

Treatment for children and young people often involves talking through the problem in order to work out the best way to tackle it. For young children, this may be done through play. They may be referred to a specialist such as a counsellor who is trained to help them explore their feelings and behaviour.

There is a lot of evidence that talking therapies can be effective for children and young people, but medication may also help in some cases. Children need to be assessed by a specialist before they are prescribed any medication.

The professionals supporting a child will keep information about them and their family confidential. Young people can seek help on their own, either by ringing a helpline or by approaching a professional directly, but will usually need a parent's consent for medical care if they're under 16.

Young people have a right to privacy if they don't want to talk to their family about their conversations with professionals.

Organisations that can help

Barnardo's protects and supports the UK's most vulnerable children. They provide a range of services to help and support children, young people, parents and carers.

CALM (Campaign Against Living Miserably) runs a free, confidential helpline and webchat service offering help and advice to anyone feeling down or in need of support.

ChildLine is a free, confidential service where children can talk about any issue they're going through. You can call their helpline or use their webchat to speak to a trained counsellor.

The Children's Society supports children going through serious life challenges. They run services and campaigns to make children's lives better.

Contact offer advice and support to families with disabled children. If you're a parent caring for a disabled child, you can arrange to speak to an adviser for practical and emotional support.

Family Lives offers information and support on all aspects of family life, including the stages of child development, issues with schools, parenting support, bullying and mental health concerns.

Papyrus supports people under 35 who have thoughts of suicide and others who are concerned about them. You can contact them by phone, text or email.

Penumbra supports adults and young people in Scotland with mental health problems. They offer services that provide practical and emotional support.

You can text Shout on 85258 for confidential support by text.

The Mix offers free emotional support to people under 25 by phone, webchat or email. They also offer a short-term counselling service.

YoungMinds offers information and support to young people about their mental health, and helps adults to support the young people in their lives. If you're a parent worried about a child's mental health, you can call their helpline.

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Mental health problems affect around one in six children. They include depression, anxiety and conduct disorder (a type of behavioural problem), and are often a direct response to what is happening in their lives. *Last updated: 12 August 2021 Alarmingly, however, 75% of children and young people who experience a mental health problem aren't getting the help they need.

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We would like to announce that The Makaton Charity has successfully acquired the intellectual property rights of Special iApps, a renowned creator of award-winning educational apps. These apps are specially designed to provide support to children with special educational needs, fostering language and communication development.

With Special iApps, users can effortlessly create personalised learning resources in minutes, making it easier for children to access the educational tools they need.

We are excited to continue the legacy of Special iApps and further enhance the impact these remarkable apps have on individual's learning journeys.

Next steps

Our goal is to enhance and modernise the existing Special iApps functionality through updated technology and advancements. We are aiming to relaunch the apps by Summer 2024.

We are delighted to announce that as part of their membership package, all Makaton Members will have exclusive access to the apps. This means that Makaton Members will be able to benefit from the incredible features and educational resources offered by Special iApps, further enriching their membership experience.

Previous Special iApps customers

The apps will also be made available free of charge to previous Special iApps customers for a period of six months. During this time, we encourage users to provide feedback on the development and usability of the apps. This valuable input will help us further improve and refine the apps.

Sharing your data

If you were a previous Special iApps customer and you would rather not have your personal data stored with The Makaton Charity, please email vicki.partridge@makaton.org and we'll ensure it is removed from our database.

More information regarding these exciting developments will be released later in the year. Makaton has worked closely with the Founders of Special iApps and is committed to continuing and expanding upon the remarkable work they have accomplished.

Stay tuned for more updates on how we will be taking this important work forward!

The Makaton Charity

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Makaton is a unique language programme that uses symbols, signs and speech to enable people to communicate. It supports the development of essential communication skills such as attention and listening, comprehension, memory, recall and organisation

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Amazing Things Happen - by Alexander Amelines

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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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This is a new service - your Beta feedback will help us to improve it.

Last updated

Release type

National statistics ?

This publication combines information from the school census (state-funded schools), school level annual school census (independent schools) and general hospital school census on pupils with special educational needs (SEN).

The publication includes breakdowns by type of SEN provision, type of need, age, national curriculum year group, gender, ethnicity, English as a first language and free school meal eligibility.

Local authority data on EHC plans is published in the Education, health and care plans publication. That data covers all children and young people up to age 25 with EHC plans, and includes those not captured in this publication in non-maintained early years provision, further education, home education or not in education, employment or training.

Related information

Releases in this series

View releases (13)

Methodologies

Headline facts and figures - 2022/23

Explore data and files used in this release

View tables that we have built for you, or create your own tables from open data using our table tool

Browse and download open data files from this release in our data catalogue

Learn more about the data files used in this release using our online guidance

Download all data available in this release as a compressed ZIP file

All supporting files from this release are listed for individual download below:

Pupils with special educational needs (SEN) are currently classified as follows:

SEN support

SEN support means support that is additional to, or different from, the support generally made for other children of the same age in a school. It is provided for pupils who are identified as having a learning difficulty or a disability that requires extra or different help to that normally provided as part of the school's usual curriculum offer. A pupil on SEN support will not have an education, health and care plan.

Education, health and care (EHC) plans

A local authority may issue an Education, health and care plan for a pupil who needs more support than is available through SEN support. This will follow a statutory assessment process whereby the local authority considers the pupil's special educational needs and any relevant health and social care needs; sets out long term outcomes; and specifies provision which will deliver additional support to meet those needs.

Independent schools
Guidance on how independent schools are advised to record pupils with special educational needs is available in section 2.5 of the School level annual school census.

The number and percentage of pupils with SEN has continued to rise

The percentage of pupils with an EHC plan has increased to 4.3% in 2023, continuing a trend of increases since 2016. Prior to this, the rate had remained steady at 2.8%. This is in line with local authority data on the number of EHC plans.

The percentage of pupils with SEN support has increased, from 12.6% to 13.0%, continuing an increasing trend from 2016.

Number of pupils with an EHC plan has increased by almost two-thirds since 2016

The number of pupils with an EHC plan has increased by 9% between 2022 and 2023 to almost 390,000, and by a total of 64% since 2016. The number of pupils with SEN support has increased by 5% from 2022 to 2023, to 1,183,000 and by a total of 19% since 2016. Over the same period, the total pupil population increased by 6%.

Pupils with an EHC plan made up one quarter (25%) of all pupils with SEN in January 2022.

Local authority data on EHC plans is published in the Education, health and care plans publication. The data covers all children and young persons up to age 25 with EHC plans, and includes those not captured in this publication in non-maintained early years provision, further education, home education or not in education, employment or training.

The number of pupils with an EHC plan has increased across all school types

In primary, 2.5% of pupils have an EHC plan and 13.5% have SEN support

In secondary, 2.4% of pupils have an EHC plan and 12.4% have SEN support

In state-funded AP schools, 25.5% have an EHC plan and 57.0% have SEN support

In independent schools, including independent special schools, 4.9% of pupils have an EHC plan and 15.2% have SEN support

The largest increase in EHC plans was in primary, with an additional 12,000 pupils with plans since 2022.

The number of pupils with an EHC plan in state-funded AP schools has increased, however the percentage of pupils with an EHC plan has decreased from 28.2% to 25.5%. This is driven by larger increases in the number of pupils in state-funded AP schools with SEN support or no SEN.

The percentage of all pupils with an EHC plan who are in mainstream schools (state-funded primary and secondary) has increased from 51.4% to 52.7% in 2023. The number of pupils in special schools continues to rise, the percentage of all school pupils with an EHC plan who attend state-funded special schools has dropped from 39.4% to 37.9%. These trends continue patterns seen since 2018.

Primary and secondary type of need are recorded in the school census and are available for state-funded nursery, primary, secondary and special schools, non-maintained special schools and state-funded AP schools. Data on type of need is not available for independent schools or general hospital schools and these are not included in totals in this section.

The most common type of need among pupils with an EHC plan is autistic spectrum disorder (ASD)

Almost one in three pupils with an EHC plan are identified with a primary need of ASD (116,000 pupils).

The most common type of need among pupils with SEN support are speech, language and communication needs

The primary need identified for 278,600 pupils was speech, language and communication needs. This is followed by social, emotional and mental health needs (229,700 pupils) and moderate learning difficulty (189,400 pupils)

These trends are similar to previous years.

Information on the characteristics of pupils with SEN are recorded in the school census and are available for state-funded nursery, primary, secondary and special schools, non-maintained special schools and state-funded AP schools. Data is not available for independent schools or general hospital schools and these are not included in totals in this section.

SEN is most prevalent at age 10
The percentage of pupils who have SEN support increases with age, reaching a peak of 15.7% of pupils at ages 9 and 10. This then steadily declines through secondary ages, to 12.4% at age 15.

The percentage of pupils with an EHC plan also increases with age, from 3.3% at age 5, up to a later peak of 5.3% at age 11 before slowly declining to 4.7% at age 15.

SEN continues to be more prevalent in boys than girls

72.4% of pupils with an EHC plan are boys, and 62.8% of pupils with SEN support are boys. Both of these rates have been slowly decreasing in recent years

The percentage of all pupils eligible for free school meals has increased sharply since the introduction of transitional protections which will continue to be in place during the roll out of Universal Credit. This has meant that pupils eligible for free school meals on or after 1 April 2018 retain their free school meals eligibility even if their circumstances change. In January 2023, the percentage for all pupils was 23.8%, compared to 22.5% in 2022, 20.8% in 2021, 17.3% in 2020, 15.4% in 2019 and 13.6% in 2018.

Pupils with SEN are more likely to be eligible for free school meals

41.1% of pupils with an EHC plan and 37.5% of pupils with SEN support are eligible for free school meals in 2023. This compares to 23.8% of all pupils in schools.

Pupils with SEN have higher rates of first language being English than the general school population

84.3% of pupils who have SEN support and 84.3% of pupils with an EHC plan have a first language known to be or believed to be English. This is unchanged from the previous year, and compares to 79.3% of all pupils in schools.

SEN is most prevalent in the Traveller of Irish heritage ethnic group

25.5% of pupils recorded as Traveller of Irish heritage ethnic group (1,760 pupils) had SEN support in 2023, and a further 6.1% had an EHC plan (418 pupils). The lowest rate for SEN is in the Chinese ethnic group, 4.9% of pupils in this ethnic group had SEN support (2,891 pupils) and 2.1% had an EHC plan (1,223 pupils). These groups are largely unchanged from 2022.

SEN units

SEN units are special provisions within a mainstream school where the pupils with SEN are taught within separate classes for at least half of their time. Units:

are designated by the local authority specifically for making SEN provision, and sometimes accommodate pupils registered at other schools on a part-time basis

receive funding of £6,000 or £10,000 per place, and usually top-up funding for any additional costs of support required by individual pupils

cater for a specific type or types of SEN (for example autistic spectrum disorder)

are usually for pupils with an EHC plan (but may also provide support for pupils with SEN support).

Schools should only use this indicator where the SEN unit has been formally recognised as such by the local authority where the school is located.

Resourced provision

Resourced provisions are places that are reserved at a mainstream school for pupils with a specific type of SEN, taught for at least half of their time within mainstream classes, but requiring a base and some specialist facilities around the school.

Resourced provisions:

are designated by the local authority specifically for making this kind of SEN provision

receive funding of £6,000 or £10,000 per place, and usually top-up funding for any additional costs of support required by individual pupils

cater for a specific area or areas of SEN (for example specific learning difficulties)

are usually for pupils with an EHC plan, but could include pupils with SEN support.

Schools should only use this indicator where the resourced provision has been formally recognised as such by the local authority where the school is located.

Most pupils placed in units will have an EHC plan. It is unlikely that a child would be placed in a unit and also receive support from resourced provision, but a school could have resourced provision for one type of need and a unit for another.

Following an exercise to investigate and improve the quality of data on SEN units and resourced provisions, additional validation checks on the recording of these provisions were introduced into the data collection from 2020. This has resulted in significant changes to the data series and as a result comparisons to previous years are not recommended. Full information on SEN units and resourced provisions is available in the school level underlying data file that accompanies this release.

Number of SEN units and resourced provisions has remained stable

The school level data shows that in January 2023, there were 373 schools in England with SEN units, a slight decrease from 377 in 2022, and 1,125 schools with a resourced provision, the same number as in 2022.

We would like to know more about our users and would encourage and welcome any feedback on how the data is used. Comments on any issues relating to this publication are also welcomed and encouraged. If you would like to be involved in future user engagement consultations then please do get in touch.

Please email us at: sen.statistics@education.gov.uk

Help and support

Methodology

Find out how and why we collect, process and publish these statistics.

National statistics

These accredited official statistics have been independently reviewed by the Office for Statistics Regulation (OSR). They comply with the standards of trustworthiness, quality and value in the Code of Practice for Statistics. Accredited official statistics are called National Statistics in the Statistics and Registration Service Act 2007.

Accreditation signifies their compliance with the authority's Code of Practice for Statistics which broadly means these statistics are:

managed impartially and objectively in the public interest

meet identified user needs

produced according to sound methods

well explained and readily accessible

Our statistical practice is regulated by the Office for Statistics Regulation (OSR).

OSR sets the standards of trustworthiness, quality and value in the Code of Practice for Statistics that all producers of official statistics should adhere to.

You are welcome to contact us directly with any comments about how we meet these standards. Alternatively, you can contact OSR by emailing regulation@statistics.gov.uk or via the OSR website.

If you have a specific enquiry about Special educational needs in England statistics and data:

Special educational needs statistics team

Email: sen.statistics@education.gov.uk
Contact name: Sean Gibson

Press office

If you have a media enquiry:

Telephone: 020 7783 8300

Public enquiries

If you have a general enquiry about the Department for Education (DfE) or education:

Telephone: 037 0000 2288

Opening times:
Monday to Friday from 9.30am to 5pm (excluding bank holidays)

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Special educational needs in England, Academic year 2022/23

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This publication combines information from the school census (state-funded schools), school level annual school census (independent schools) and general hospital school census on pupils with special educational needs (SEN). The publication includes breakdowns by type of SEN provision, type of need, age, national curriculum year group, gender, ethnicity, English as a first language and free school meal eligibility.

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by Dr Anne Emerson, Associate Professor in Special and Inclusive Education at the University of Nottingham.

Autism is a very broad spectrum, and those who are autistic have a wide range of varied characteristics, just like all children. However, there are a number of aspects that many autistic people will have in common. One of these is a need to be clear about what is going to happen and to know what is expected of them. This can be seen as an 'intolerance of uncertainty' where unfamiliar places or events can cause anxiety.

This goes along with some challenges of socialising with other people because some aspects of communication, either the verbal or non-verbal aspects, or both, are difficult to understand or to do.

Most children who are identified as being on the autism spectrum, or who have autistic traits, attend mainstream schools. All schools have rules, which can often help autistic children to know what to do. However, unexpected things frequently happen, and when they do, autistic children tend to feel uncomfortable or frightened.

These tips will help you to support your child to feel safe and confident at home and at school. First, I will offer advice for children in mainstream schools and then tips for children in special schools.

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Schooling tips for parents of autistic children

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Advice for parents of autistic children aimed at helping them to navigate their way through school. With tips for parents of children in mainstream and special schools.

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How to get your child's bedtime routine right

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Sleep consultant Mandy Gurney gives advice on how to get your child's bedtime routine right before primary school.

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

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Accessibility Plan

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Scotholme SEN Information Report

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The Explosive Child- a really helpful book for parents who are struggling to manage their child's behaviour. I wish I had been able to read it before I had my own children!

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A groundbreaking approach to understanding and parenting children who frequently exhibit severe fits of temper and other intractable behaviors, from a distinguished clinician and pioneer in this field.

What's an explosive child? A child who responds to routine problems with extreme frustration-crying, screaming, swearing, kicking, hitting, biting, spitting, destroying property, and worse. A child whose frequent, severe outbursts leave his or her parents feeling frustrated, scared, worried, and desperate for help. Most of these parents have tried everything-reasoning, explaining, punishing, sticker charts, therapy, medication-but to no avail. They can't figure out why their child acts the way he or she does; they wonder why the strategies that work for other kids don't work for theirs; and they don't know what to do instead.

Dr. Ross Greene, a distinguished clinician and pioneer in the treatment of kids with social, emotional, and behavioral challenges, has worked with thousands of explosive children, and he has good news: these kids aren't attention-seeking, manipulative, or unmotivated, and their parents aren't passive, permissive pushovers. Rather, explosive kids are lacking some crucial skills in the domains of flexibility/adaptability, frustration tolerance, and problem solving, and they require a different approach to parenting.

Throughout this compassionate, insightful, and practical book, Dr. Greene provides a new conceptual framework for understanding their difficulties, based on research in the neurosciences. He explains why traditional parenting and treatment often don't work with these children, and he describes what to do instead. Instead of relying on rewarding and punishing, Dr. Greene's Collaborative Problem Solving model promotes working with explosive children to solve the problems that precipitate explosive episodes, and teaching these kids the skills they lack.

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The Explosive Child [Fifth Edition]: A New Approach for Understanding and Parenting Easily Frustrated, Chronically Inflexible Children

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Buy The Explosive Child [Fifth Edition]: A New Approach for Understanding and Parenting Easily Frustrated, Chronically Inflexible Children 5 by Greene PhD, Ross W (ISBN: 9780062270450) from Amazon's Book Store. Everyday low prices and free delivery on eligible orders.

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Nottingham City Local Offer

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"Our vision is a city where every child and young person can enjoy their childhood in a warm and supporting environment, free from poverty and safe from harm; a city where every child grows up to achieve their full potential.".

(Nottingham City Children's and Young People's Plan, 2016-2020, Nottingham Children's Partnership)

Local Offer for children with Special Educational Needs and Disabilities (SEND)

The Nottingham City Local Offer contains information about the support available to children and young people with Special Educational Needs and Disabilities (SEND) and their families.

Information about services and activities for children and young people has all been brought together in one place.

This website also contains information about new developments and changes to services.

Information about national legislation and guidance will be published on this website, alongside documents explaining how this is being implemented in Nottingham.
Would you prefer a paper copy of the Local Offer? Contact the Families Information Service on Tel: 0800 4584114, and we can provide you with a customised document containing the information most relevant to your needs.
Please note: the "Find Services by Age" section below filters services for each age range.

The joint Ofsted and CQC local area inspection of Nottingham City's implementation of the Special Educational Needs and/or Disabilities (SEND) Reforms took place from Monday 8 th to Friday 12 th November 2021. The final report letter can be found here.

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Special Education Needs & Disabilities Local Offer | Ask Lion - Nottingham City Directory

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This short film gives children and young people with SEND information on the Local Offer.

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Nottingham City SEN Team

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Tel: 0115 876 4300

A child has special educational needs if they have learning difficulties or a disability that needs special educational provision. In most cases the special provision that is needed can be made within a mainstream school. For some children and young people with the most complex needs, they may need extra or more specialised help.

The Special Educational Needs and Disability Code of Practice (0-25 years) 2015 states that:

"A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her.

A child of compulsory school age has a learning difficulty or disability if he or she:

Has a significantly greater difficulty in learning than the majority of others of the same age; or

Has a disability which prevents or hinders him or her from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or post 16 institutions

A child under compulsory school age has SEN if he or she is likely to fall within the definition above when they reach compulsory school age or would do so if special educational provision was not made for them.

Many children and young people who have SEN may have a disability under the Equality Act 2010 - that is '... a physical or mental impairment which has a long term and substantial adverse effect on their ability to carry out normal day to day activities'".

This definition includes children and young people with long term medical conditions such as asthma, diabetes, epilepsy and cancer. Children and young people with such conditions do not necessarily have SEN but where a child requires special educational provision over and above the adjustments, aids and services required by the Equality Act 2010, they will additionally be covered by the SEND definition.

Schools must also have regard to statutory guidance re supporting pupils with medical conditions (DfE 2014).

When your health visitor or doctor makes a routine check, they might suggest that there could be a problem. If you have any worries, you should talk to your health visitor or family doctor.

At school, there will be a teacher called a Special Educational Needs Coordinator (SENCO), who is responsible for planning the provision made for individual children with SEN.

If you are concerned that your child may not be receiving the support they need, you should talk initially to your child's teacher or the SENCO. You will be able to talk over your concerns, find out what the school thinks, and what happens next.

Working together with your child's teachers will often help to sort out worries and problems. The closer you work with your child's teachers, the more successful any help for your child can be.

Information about how the provision supports pupils with special educational needs must be made available in their SEN Policy.

Schools and other settings in Nottingham use a Graduated Approach to SEN Support, using a range of strategies and support depending on the needs of the individual.

The school or setting has the responsibility to involve parents in the planning for and meeting of their child's special educational needs.

For most children and young people, the SEN Support provided for them within the school or setting will be enough the meet their needs.

For a small number of children and young people (those with complex SEN and disabilities that need more intensive specialist support) an Education, Health &Care (EHC) Plan may be needed.

Only a very small percentage of children and young people with SEN require an EHC plan.

An EHC plan is a detailed plan that brings a child/young person's educational, health and care needs together into a single legal document. It is created by the local authority, based on specialist advice along with input from the parents or carers and the child or young person themselves.

More information on EHC needs assessments in Nottingham, along with how to request one, is available on the related page Education, Health & Care (EHC) Needs Assessments & Plans

Children and young people can only be educated in a special school if it is named in their EHC plan.

However, an EHC plan does not necessarily mean a special school is best suited: many children and young people with an EHC plan can be successfully supported in a mainstream school or college.

0115 876 4300
Graduated Approach to SEN

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Supporting children and young people with special educational needs to get the most out of school life.

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

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Autism East Midlands

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This Thursday we'll be joining Bassetlaw District Council, Citizens Advice Bassetlaw, the DWP and other organisations at an event to offer our support to Wilko staff affected by the closure of the Wilko distribution centre and stores.

We'll be talking about jobs here at AEM and the opportunities to retrain with us. Jobs include support worker and autism practitioner roles to teaching assistant posts and painter and maintenance roles.

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Providing help and support to autistic people and their families

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We provide a wide range of high-quality care, support and educational services to meet the needs of autistic individuals and their families and carers.