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The Association of Paediatric Chartered Physiotherapists

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Tiny Happy People is here to help you develop your child's language skills. Explore our simple activities and play ideas and find out about babies and toddlers' amazing early development.

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Children’s language development and parenting advice - BBC Tiny Happy People

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A chatty child is a happy child, so Tiny Happy People is here to help you develop your child’s communication skills through simple interaction and play.

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EiSMART is an evidence based framework to give high risk babies the best start in life. We span all aspects of a child's development: Sensory, Motor, Attention and Regulation, and Relationships. Professionals and parents work Together to support premature and sick infants from birth ( Early I ntervention).

parents

We are here to help. You are the expert on your baby; let us work with you and provide the resources, tools and education that can help fulfil your baby's potential.
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free resources

Our developmental play leaflets suggest activities to support all aspects of a child's development. You can get free access to these resources, plus webinars, posters and more.
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professionals

We are committed to supporting your development. We are working to advance knowledge, skills and practice in early intervention.
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Training Courses

Published October 20, 2023

Study Days and Ei SMART Implementation Workshops

The Ei SMART Framework - Foundation Training. This study day provides an in-depth introduction to the Ei SMART framework and is our Foundation level training before progressing to our advanced half days.

Dates for 2024 will be announced soon. Watch this space or subscribe to our newsletter for more information.

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Giving Every High Risk Infant The Best Start In Life

EiSMART is a framework for improving developmental outcomes for high risk infants. It is an approach founded in research, which combines multiple disciplines, to address every aspect of development in premature and sick babies. EiSMART is a uniquely collaborative approach, where professionals and parents work T ogether to provide early and more effective interventions for infants and young children with developmental challenges. Click on the balls to learn more.

How We Help

We provide resources to support child development, and deliver training courses to support professional development. We collaborate on research to advance practice in early intervention, and we influence policy on the care of high risk infants.

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Invaluable For Us & Our Baby

"In the beginning of my NICU journey I cried every day. There is no other outlet for the hurt, the sadness, the fear - especially the fear - of giving birth so early. In NICU, everything about those first weeks is different to how it should be. You emerge from that darkness into an intense, overwhelming, medical world where you feel utterly helpless to do the most natural thing: care for your baby. Stumbling upon EiSMART was like finding fresh air, after a long, dark time under water. It helped me recover purpose; recover focus; recover the ability to care for my baby."
- Parent of baby born at 24 weeks' gestation
DISCOVER MORE OUR APPROACH

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Building A Brighter Future For High Risk Infants: EiSMART is a transdisciplinary approach to early intervention for infants at risk of developmental delays.

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Since we published the renewed inspection framework on 9 September 2025, we've put on lots of online and face-to-face engagement with early years settings to answer your questions. We're publishing the most frequently asked questions below, so you can see all the answers in one place.

We'll regularly update this as we continue to inspect with our renewed approach, so do bookmark it and check back in future.

If you want to watch any of our webinars, you can find them on our YouTube playlist.

We update our early years YouTube playlists regularly:

1. When will my setting be inspected?

Currently, we inspect early years settings at least once in a 6-year window. However, from the new financial year (April 2026) we will receive funding to move to a 4-year inspection window. This was announced in the Department for Education's ' Giving every child the best start in life ' strategy. As part of this, we'll move to inspect newly registered settings within 18 months, rather than 30 months.

We're still working out what this will look like in practice and will update this blog with more information as soon as we can.

2. Who can take on the role of nominee and what do they do?

The nominee is a new, optional role in early years inspections. A nominee is someone working within your setting who acts as a link between the setting's staff and the inspector during an inspection. The nominee needs to be someone who knows the day-to-day running of the setting well. We explain more about the role of the nominee in our inspection guidance.

The nominee is not the same as the 'nominated individual' for registered early years settings.

You don't have to have a nominee; there is no disadvantage for you and your setting if you choose not to.

If you decide you would like a nominee, you can watch our nominee training video, which explains more about the role.

3. What happens on the planning call?

The planning call is important to help the inspector to:

understand your setting's unique context

gain an overview of your curriculum

explore your views on your setting's strengths and priorities for improvement

understand your approach to inclusion

discuss the arrangements for the inspection with you

The planning call lasts around 30 minutes and happens after your initial notification call, and before the inspector arrives at your setting. Before the call takes place, you'll have received an email to give you time to look at any guidance you need about inspection and to gather the information we need to help us understand the context of your setting.

The planning call will normally take place by video call, unless technology does not allow for this or you would prefer it to be by telephone call.

The inspector will explain the inspection process and the toolkit that guides evaluation and grading. They will also tell you where you can access the latest inspection documents. If the inspection is taking place because of a risk assessment, concern or complaint, the inspector will explain this. This, alongside all the other information about the context of your setting, will help to inform areas of inspection focus, which inspectors will agree with you.

Our early years inspection information explains how we notify you of an inspection and what information we'll need for the planning call. Our early years inspection operating guide for inspectors sets out what inspectors need to do when it comes to the planning call.

4. How do shared observations work?

We are no longer carrying out learning walks during early years inspections. Instead, inspectors gather most evidence through shared observations with leaders who know the children and setting best. This means that you can be alongside inspectors for as much as you can, or want to be.

If you're a leader working in ratio and you can't spend much time with the inspector, don't worry. You won't be at a disadvantage. Inspectors will be flexible and work around when you're available.

As part of shared observations, inspectors have ongoing discussions with you and your practitioners and will talk to parents. They'll want to speak with the practitioner designated to take the lead responsibility for safeguarding and talk with the special educational needs coordinator (SENCo), where appropriate. If you're a childminder, this is just you.

During shared observations, inspectors:​

track the experiences of a case sample of child(ren) relative to the size of your setting

focus on the outcomes and experiences of children, especially those who are disadvantaged, have special educational needs and/or disabilities (SEND), are known (or previously known) to children's social care, or who leaders have identified as being particularly vulnerable

observe children at play and in their daily routines

observe the interactions between practitioners and children

5. How will you evaluate my setting if no early years children are present?

If your setting has no early years children on roll and/or present on the planned day of inspection, we'll try to reschedule it. Inspectors want to see the impact of the provision on children that attend. ​

​If you don't know when you'll have early years children on roll again or if you're expecting to have children on roll on a specific date that is more than one month after the notification call, we'll carry out a 'no children on roll' inspection.

In these inspections, inspectors only grade the 'leadership and governance' evaluation area (you can find this in the early years inspection toolkit). This will determine whether your setting is meeting the requirements of the early years foundation stage (EYFS) and the Childcare Register (if applicable). They'll only be able to grade it as 'expected standard', 'needs attention' or 'urgent improvement' in this type of inspection. We'll then follow up with another inspection when children are on roll, and when that happens will depend on the grade.

6. How will you inspect before- and after-school settings and holiday provision?

If you're registered on the Early Years Register but only provide care exclusively for children at the beginning and end of the school day or in holiday periods, you only need to meet the safeguarding and welfare requirements of the EYFS. Therefore, inspectors do not grade the 'curriculum and teaching' or 'achievement' evaluation areas during your inspection.

This is the same for before- and after-school settings and holiday provision with children younger than Reception age. If you have one of these settings, you must have regard to, but do not have to meet, the learning and development requirements of the EYFS.

Inspectors do evaluate your safeguarding and welfare arrangements. They will confirm that your setting meets the requirements of the Early Years Register. If your setting is also on the compulsory or voluntary part of the Childcare Register, inspectors will also check it meets these requirements.

Inspectors may want to discuss:

key persons' knowledge of each individual child

how leaders decide on activities and routines to support children

how leaders collect and consider children's views

how well children keep themselves safe and healthy

the quality of support for children with SEND

how children are included in the setting's community

You can find out more in our webinar for out-of-school settings.

7. What do you mean by 'barriers to learning and/or wellbeing' and how do you define 'disadvantaged'?

Inspectors want to understand your setting's context, including your children, their needs and the specific families and community you serve.

Our inspections focus on the most vulnerable children, such as those who are socio-economically disadvantaged (as defined in our glossary of education inspection terminology), those with SEND and those who are known (or previously known) to children's social care. Inspectors focus on these children through various inspection activities and also use case sampling to gather first-hand evidence of their experiences. We want to find out how you're helping children overcome barriers they may face to their learning and/or wellbeing.

When we talk about barriers to learning and/or wellbeing, this means any factors that may make it difficult for a child to achieve as well as they should, and develop positive wellbeing.

Barriers can be caused by a child's individual circumstances, such as their health, development or emotional needs, or by external factors, including family, community or wider social conditions. They can include protected characteristics. There may also be barriers that children face that are specific to your setting's context. These may need tailored approaches to reduce their impact on learning and/or wellbeing.

8. How does case sampling of children work?

To help us select children for a case sample, inspectors will ask you to provide a list of children who:

are disadvantaged (including those who receive the early years pupil premium)

have SEND

are known (or previously known) to children's social care

face other barriers to their learning and/or wellbeing

Even if there aren't currently any children on roll who fall into these categories, you'll still need to show that you have systems in place to identify and support children who have these needs.

Our early years inspection operating guide for inspectors explains more about case sampling.

9. How do inspections work for co-childminders and childminders without domestic premises?

If you're a co-childminder, we'll normally inspect you together. In some circumstances, we may inspect you separately, especially if you work at different times of the week or from different premises.

Inspectors determine which childminder the parents contract with, who claims funding for the children, and which of you is the key person for which children.

If you're only assisting with the care of children who are the responsibility of another childminder, inspectors will consider you as an assistant for the purposes of the inspection.

You have a shared responsibility to safeguard children, as set out in the EYFS. If you share policies, procedures and resources with your co-childminder(s), inspectors will explore how each of you reflects on your practice and improves what you do, separately and collectively.

It's not possible to operate as a childminder and a childcare on domestic premises setting on the same premises at the same time. Therefore, if you provide or assist with care for children as a childcare on domestic setting and also hold a childminding registration, we'll need to inspect both registrations separately. Inspectors will determine when, where and how settings and childminders operate under which registration.

10. Is 'expected standard' a high standard?

Yes, 'expected standard' is a high standard. If your setting gets graded 'expected standard', it's meeting all the requirements of the EYFS for high‑quality provision. This means that children are healthy, safe, learning well and developing the knowledge and skills they need to start school. We've colour-coded 'expected standard' as green in our toolkit to visually indicate that you're on track and there are no concerns.

It's important to remember that inspectors are looking for a 'secure fit', not a 'best fit' for each grade. This means that each standard within each grade must be met before it can be given.

So, to get an 'expected standard' grade, you'll need to meet all the standards in that column. You'll see words such as 'typically' and 'generally' because the 'expected standard' is not about perfection. For example, you might have an area of learning that you're developing well but it doesn't yet quite meet the same standards as others consistently. So, if that was the case, the inspector may still grade your setting as having a secure fit with the 'expected standard'. To get a 'strong standard', then all standards for 'expected' would need to be met first.

11. Is 'exceptional' the new 'outstanding'?

There is no read-across from the previous grading system, so 'exceptional' is not the new 'outstanding'. It is also important to say that the 'expected standard' or 'strong standard' do not equate to the old 'good' grade.

'Exceptional' will be rare. When considering this grade, inspectors will consider whether your setting's specific practice could support system-wide improvement. 'Exceptional' means practice so unique that it should be showcased: among the very best nationally.

12. Is 'needs attention' the new 'requires improvement'?

As with question 11, the 'needs attention' grade is not equivalent to 'requires improvement'.

Inspectors are likely to grade an evaluation area as 'needs attention' when the 'expected standard' of the particular evaluation area is not met because inconsistencies in practice have a negative impact on children in general, or on a particular group.

The 'needs attention' grade is not a 'fail'. It's about early identification and setting clear actions on how to meet the requirements of the EYFS, before they become bigger problems that need 'urgent improvement'.

13. What are you doing to explain the new grade system to parents?

We've published a video, ' New Ofsted report cards and grades: a guide for parents ', which explains the changes for parents.

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Early years inspections: frequently asked questions

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Since we published the renewed inspection framework on 9 September 2025, we've put on lots of online and face-to-face engagement with early years settings to answer your questions. We're publishing the most frequently asked questions below, so you can see all the

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Nap times

Once your child has stopped using nappies in the daytime, it's time to think about nap times.

Learning to sleep without a nappy on at naptime and use the potty when they wake up, will help prepare your child for being dry at night.

Tips for managing nappy-free nap times:

Just before nap time, help your child use the potty or toilet, so they are more likely to stay dry.

When you notice the nappy is staying dry at least some of the time, stop using a nappy at nap time.

Accidents are common during the first few months. Use a waterproof sheet or similar underneath your child, to protect their sleep area.

Lots of children need to use the potty when they wake so help them to do this.

Using praise and rewards to motivate your child

Research shows that rewards such as sweets or sticker charts may help your child initially, but they can stop working quickly.

For most children, encouraging and supporting them to be as independent as possible is the best way to motivate them.

Tips for keeping your child motivated:

Give your child plenty of encouragement and praise their efforts. When your child uses the potty or manages to stay dry, even if it's just for a short time, tell them how pleased you are.

Try to stay calm when accidents happen and do not make a big fuss.

Give your child the opportunity to do things for themselves as far as possible. This will help them to feel in control, positive and relaxed about the process.

Use favourite toys, books or songs to help them feel comfortable on the potty.

Try to avoid prompting or asking your child too often. Instead, wait until you think they need to go and then direct them gently, e.g. "it's toilet time" or "let's get that wee/poo in the potty!"

Be clear, confident and consistent so your child knows what you are asking them to do.

Managing potty training accidents

It is normal to have lots of accidents at the beginning and they are an important part of the learning process. This is a big step for your child, so be patient and encourage them.

Tips for managing accidents:

When your child has an accident, clean it up together and remind them to use the potty next time.

Do not shame or punish your child about accidents, as stress and upset can make it harder for you and your child to learn together.

It's important not to pretend an accident hasn't happened. Help them get clean and dry as soon as possible and involve your child in this process. Gently explain that you want them to use the potty next time.

Potty training out and about

When you first stop using nappies, choose a time when you can stay home with your child for a few days, so you can do some one to one learning with them.

Tips to make your first trips out easier to manage:

Don't forget your potty and spares of everything just in case!

Make trips out short to begin with.

Dress your child in clothes that are easy for them to push down and pull up again.

Avoid putting your child back in a pull up or nappy for outings. This will confuse them and undo all that learning.

A travel potty and washable car seat cover can come in handy.

Using the toilet away from home is a good thing for your child to get used to. Talk to them about things like how the flush at the supermarket is different from the one at home or nursery for example.

We have an excellent range of products to help with this stage including portable potties and car seat covers.

Potty training at nursery & pre-school

Many children spend part of their day being looked after by someone other than you and away from home.

For potty training to go well, your child needs a consistent approach to help them learn what they need to do whether they're at home or in childcare.

As soon as your child starts attending the setting, communicate about their bladder and bowel health. Ask the staff to tell you about the child's poos, so you can keep track and avoid constipation.

Find out what they are offered to drink to you can supplement appropriately at the beginning and end of the session. If the setting will only offer water, and your child is reluctant to consume enough water, talk to staff. Offer to supply juice or squash for them to dilute; it is vital for your child to stay well hydrated when they are away from home.

Start conversations about potty practice as soon as your child can sit up. Settings may regard potty training as something to attempt when the child is older; share this information so they too can see the benefits of potty practice.

When you are thinking about stopping using nappies, plan with the staff. Agree dates together with your child's caregivers so everyone is ready to support them. Time what you are doing at home to fit in with the setting.

Avoid starting to wear pants when the child is about to change rooms at nursery - that will be a big enough upheaval for them.

Tell the staff about the language you use at home for wee and poo.

Talk to the staff at the beginning and end of each session so everyone knows how things are going both at the setting and back at home. Use our potty training record so staff can keep track of their progress.

More information and free resources for childcare settings to support potty learning.
Getting dry at night

The age at which children become dry at night varies hugely. For some, it follows on quite quickly after achieving daytime dryness. For others, the wetting carries on after the age of 5 and treatment will be advised.

It is not your child's fault if they wet during sleep.

There are however lots of things you can do to gradually work towards night time dryness including:

Help your child get into the habit of using the potty or toilet at bedtime.

As well as making sure they are drinking plenty during the daytime, work on a good bedtime drinking routine as well. STOP drinks one hour before bedtime, every night, and no more after that till morning. Our Wee Checker has information on how much children should drink for their age.

Prepare your child for sleep. Unwind with a book or listen to music with the lights turned low. NO screens - so no TV, iPad, computer games in the hour before sleep, or the brain will get the wrong message!

Avoid lifting - in other words waking your child to take them to the toilet - if you want to work on stopping bedwetting. It might keep the bed dry, but it encourages the child to wee during sleep as they don't really wake up.

If your child is still wetting the bed when they are 5, see our Advice for Children with Night Time Wetting factsheet for more information and help.

Common potty training problems

Taking your time leading your child through the preparation and practice stages should help to avoid the most common potty training problems.

If you feel as though it's all gone wrong and they're just not getting it, it's ok to stop, go back to the preparation stage and start again.

Could they be constipated?

Constipation affects 1 in 3 children and is especially common in under 5s. Your child may be struggling because they have some underlying constipation that was there before you started potty training.

So stop, treat the constipation and then try stopping the nappies again once it is all under control. Carry on with potty practice - this in itself is an important part of constipation treatment.
Are they drinking enough?
Sometime the bladder misbehaves and we realise that our child is simply not drinking enough.

Once again, you don't have to go right back to the beginning, but go back to the potty practice stage while you increase your child's fluid intake.

Try not to panic if it seems as if they just aren't getting it. Some children take longer to learn, and just need more time.

Reassure your child that their wees and poos will learn to go in the potty, they just need more practice!

Get more information and help with common potty training problems.

FAQs

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Potty training: how to start & best age to potty train - ERIC

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We've broken down potty training into 3 easy steps: preparation, practice and perfecting those skills! Use our step by step guide to help your toddler become toilet trained.

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A decent night's sleep will help children to learn more effectively and make them less susceptible to minor ailments,

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Physical Strategies for supporting children with SEND

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Cleft lips and cleft palates: How are cleft lips treated? How do cleft palates affect speech?

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Catrina Dyer, a specialist speech and language therapist explains what cleft palates and cleft lips are, how they’re caused, how they’re treated and how they affect speech.

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The Launchpad for Literacy Package provides materials and information to implement and embed the approach. This includes the following.

The A1 chart of the Launchpad for Literacy Skills Framework underpins the approach. Skill strands are broken down into systematic, incremental skill steps through which children need to progress in order to be ready for all aspects of literacy.

The Skills Handbooks cover theoretical and developmental information about each skill area, giving practical ideas and guidance for each skill step in order to implement and embed the approach.

The Customer Number and Password allows access to the log-in area of the website to access the Class Tracker, supporting documents and assessment information.

The Launchpad for Literacy Class Tracker enables skill progression to be tracked, supplying summative data across the skill strands, comparing progression between vulnerable groups. The process of closing the gaps, literacy readiness and speech and language support becomes measurable, also aiding the early identification of specific developmental needs.

Cost of Package: £295 (including P&P)

Training to support implementation of the Launchpad for Literacy Approach is available on request.
Please email kirstie.page@launchpadforliteracy.co.uk for more information.

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The Launchpad for Literacy Package provides materials and information to implement and embed the approach. This includes the following. The A1 chart of the Launchpad for Literacy Skills Framework underpins the approach. Skill strands are broken down into systematic, incremental skill steps through which children need to progress in order to be ready for all aspects of literacy.

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Summary of changes - early years foundation stage regulatory changes consultation

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Strong foundations in the first years of school

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This report examines how schools secure the foundational knowledge and skills that every child needs by the end of key stage 1 to give them the best chance of educational success. Schools are facing significant challenges in dealing with the impact of the COVID-19 pandemic on children currently in Reception and key stage 1. This report identifies what might be particularly important for schools to focus on.

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Best start in life part 3: the 4 specific areas of learning

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This report is part of our series of curriculum research reviews. Its purpose is to help early years practitioners to raise the quality of early years education. The report is the third in a 3-part review:

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Giving every child the best start in life

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Giving every child the best start in life

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High quality interactions in the Early Years - The ShREC approach

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Resources - Irresistible Learning - Pete Moorhouse

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NEWS: The new in-depth online woodwork course is now available. More info These resources are divided into categories: Share this on: Share on TwitterShare on FacebookShare on LinkedinShare on Pinterest

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Professional development courses for teachers and leaders to develop skills, progress careers and improve school outcomes.

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We'd also like to use analytics cookies so we can understand how you use this service and make improvements.

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Early years child development training : Home page

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Early Excellence are the leading provider of Early Years Resources, Furniture and CPD Training in the UK supporting Nurseries, Infant and Primary Schools. We are passionate about supporting young children's development and provide a wide range of services and products to support school improvement.

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SPONSORED CONTENT Embarking on an Early Childhood Studies degree is the start of an exciting journey - leading to a fulfilling career and the opportunity to make a real difference to children's and families' lives. Use this guide to inform your decision to study at degree level and choose the university that is best for you.

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What should I do if I have concerns about my child's development?

If you're worried about your child's progress, talk to your childminder/nursery/pre-school team, health visitor, local children's centre or Family Hub.

If your child has developmental delays or SEND (suspected or confirmed), speak to their nursery, childminder, or health visitor/nursery/pre-school team well before they start Reception and discuss their needs when you are selecting schools.

You can work with your child's early years setting to help your child with self-care, managing emotions, social skills and communication in a way that suits their stage of development.

​You might want to share details about: their development, needs, what motivates them, what might trigger difficulties, how they learn best, and what strategies work well.

Make sure you share important information with everyone supporting your child, including their new Reception teacher.

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Your child's journey to school starts at home. We understand that all children develop at their own pace, and that we're all learning from birth. When it's time to start school, some children will need more help than others.

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Greater Manchester Combined Authority (GMCA) - working together to improve the lives of people in Greater Manchester - Bolton, Bury, Manchester, Oldham, Rochdale, Salford, Stockport, Tameside, Trafford, Wigan

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Foundation Years - Latest news, policy and resources for early years professionals

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Resources for Parents - Foundation Years

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Childcare for 2, 3 and 4 year olds Encouraging your toddler’s independence Family Information Services Family relationships Preparing to be a parent School reception class Support if your child has SEND Understanding how your child will develop and learn Your baby’s development Your newborn baby

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Tiny Happy People is here to help you develop your child's language skills. Explore our simple activities and play ideas and find out about babies and toddlers' amazing early development.

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Children’s language development and parenting advice - BBC Tiny Happy People

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A chatty child is a happy child, so Tiny Happy People is here to help you develop your child’s communication skills through simple interaction and play.

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Applying for Disability Access Funding (DAF)

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Cherry Garden Branch Maps Here at Cherry Garden School, we have developed a bespoke assessment package for children with SEN and complex needs. The Cherry Garden Branch Maps are based on years of SEN teaching experience and are targeted at children who are working below Year 1 expectations.

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pdnet is a free to join, national network that provides professionals in education with support in promoting positive outcomes for children and young people with physical disability.

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Story Massage combines the benefits of positive touch with the creativity of storytelling. It is a fun and therapeutic activity that has become popular in the home, school and wider community. We have a book, eBook, DVD and training options for those wishing to work with Story Massage for Children. For more information please visit our website: http://www.storymassage.co.uk/

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The Story Massage Programme combines the benefits of positive touch with the fun and creativity of words - whether as story, rhyme or song. Ten simple massage strokes form the basis of the programme. These strokes have a name, such as The Circle or The Sprinkle, and an easy to recognise symbol making it fully accessible for all ages and abilities.

Story Massage sessions can be shared as a child to child or parent to child activity or with adults. It is popular in a variety of settings including schools, special schools, care homes, after-school clubs, family centres, hospices and of course, the family home. Do take a look at our blog for examples of how the Story Massage Programme is being used in different ways.

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The Story Massage Programme combines the benefits of positive touch with storytelling. It is an engaging sensory activity for all ages and abilities.

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Resources for Practitioners - Dingley’s Promise

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Useful resources from Dingley’s Promise for families of children with Special Educational Needs and Disabilities

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ERIC, The Children's Bowel and Bladder Charity is the UK's leading charity supporting children and young people to attain good bladder and bowel health.

This starts from the very beginning of children's lives, and that's why knowing the best way to potty train is so vital for families, and for professionals working with children.

That's why we have created Let's Go Potty - ERIC's online learning for early years practitioners, all about potty training.

At ERIC, we're on a mission to deliver the best education and learning for all those who support children and young people, including health, social care, early years and education professionals.

This accessible, thorough, and affordable eLearning course has been developed specifically with early years practitioners in mind, and covers the simple 3-step approach to potty training that we have adopted at ERIC. It's delivered via informative and educational videos from our specialist continence nurses, bite-sized, easy-to-digest information and quizzes.

At the end, participants receive a certificate recognising their achievement as an ERIC Potty Training Champion.

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Training for early years practitioners - ERIC

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Graduated Approach Overview with examples

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Welcome to Beacon House

Beacon House is a specialist, innovative and creative therapeutic service for young people, families and adults. With a special interest in working with individuals of all ages who have experienced trauma and loss, we are passionate about offering safe and effective therapies in a way that enables people to re-build their lives following stress and adversity. We also take pride in supporting individuals and teams to develop their trauma informed practice through training, supervision and consultation.

Our Cuckfield Clinic periodically closes to new child and adult referrals to prevent long waiting times. Please do get in touch with us to find out if we have spaces currently.

We have some specific capacity for child and family referrals at our Chichester Clinic. Please do get in touch with us to find out if we are able to allocate your referral at this time.

Find out more about us

Our Services

How can Beacon House help you?

Educational Psychology

Get In Touch

Get in touch today to find out more.

We have clinics in Cuckfield and in Chichester.

Please note: We are not able to accept any walk-ins. All meetings are by appointment only. Office hours are: Monday to Friday 9am to 5pm.

To ask any questions, please contact us on admin@beaconhouse.org.uk

We use cookies to help improve your experience of this website. By using this website, you agree to accept cookies from this site.

Accept

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Beacon House | Chartered Clinical Psychologist Trauma Specialist

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This DfE funded online course is FREE to access and will provide Early Years Practitioners with an overview and understanding of inclusive practice for SEND in Early Years settings.

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May 2022

NORTH TYNESIDE SENSORY SERVICE AT BEACON HILL "SENSORY STARS"

FUND RAISING FAMILY SPONSORED WALK - SUNDAY APRIL 10th 2022

Congratulations to all the children and young people, families, staff and friends who attended our fund raising sponsored walk to raise money to fund future social events for our children and young people with hearing and / or visual impairment. 15 families and 30 children in total joined us for a walk in beautiful sunshine along our coastline.

Our aim was to raise £500, and as of May 17th, we have raised £1240. This will enable us to provide social events for the next few years. Our Just Giving page is still open, for those who would like to make a last minute donation.

I would like to take this opportunity to thank all our children, their families and friends, and my service staff for all their efforts!
https://www.justgiving.com/crowdfunding/jacky-miraoui?utm_id=1&utm_term=BjrDMvzmZ
Nick Cubley, Service Manager, May 2022

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North Tyneside Sensory Service at Beacon Hill - Passionate about supporting children and young people with hearing and / or vision impairment in North Tyneside

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May 2022 NORTH TYNESIDE SENSORY SERVICE AT BEACON HILL "SENSORY STARS" FUND RAISING FAMILY SPONSORED WALK - SUNDAY APRIL 10th 2022 Congratulations to all the children and young people, families, staff and friends who attended our fund raising sponsored walk to raise money to fund future social events for our children and young people with hearing and / or visual impairment.

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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 Unit 2, Northumbria Health and Care Academy, Northumbria Way, Cramlington, NE23 6NZ. Tel: 0191 607 2097

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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The Language and Communication Team is an authority-wide commissioned service based within Benton Dene School which includes the specialist nursery, Dene Communication Centre. To access information about our local offer, select an option below:

Direct line 01914661814
Resources, Links and Online Training

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The Language and Communication Team is an authority-wide commissioned service based within Benton Dene School which includes the specialist nursery, Dene Communication Centre. To access information about our local offer, select an option below: Direct line 01914661814 Resources, Links and Online Training

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Educational Psychology | Education Services

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Using our knowledge and understanding of educational and psychological research, we promote the use of evidence based practice to promote social and emotional well-being and academic progress across

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Portage Support Service - Beacon Hill School

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The Portage Service is part of the North Tyneside Local offer, which is offered to children with special needs living in North Tyneside.

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Northumbria Healthcare NHS Foundation Trust

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If your child is aged 4 to 18 years and lives in North Tyneside our autism spectrum disorder assessment pathway teams will do the assessment. You will be assessed by our Child and Adolescent Mental Health Service (CAMHS) or our Community Learning Disability Team if your child has already been diagnosed with a learning disability. This might be a nurse or clinical psychologist who will meet with you to explain the process and begin the assessment.

Information from other people involved in your child's care including speech and language therapists, paediatricians, occupational therapists, or educational psychologists will be considered. Then they will arrange at least two observations in school/college before the final assessment.

Our autism spectrum disorder assessment pathway team will meet with you to discuss the findings and how this information should be shared, such as with your GP, school or agencies who support your child.

You will be given an information pack with local and national support services and there will be help and support in your child's school or college depending on what your child's needs are, which will be discussed with you.

You will be offered to take part in the cygnet parent programme run by North Tyneside Council's language and communication team with help from our community learning disability and speech and language teams, with lots of advice on how to support your child's development.

Children with a diagnosed learning disability and autism can get additional support from our community learning disability team to help with a range of health needs including psychiatry, psychology and mental health and wellbeing.

Click here for ASD diagnostic pathway for children 4years and older.

Click here for ASD diagnostic pathway for children 4 years and older with a learning disability diagnosis.

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Special Educational Needs and Disability (SEND) Support :: Northumbria Healthcare NHS Foundation Trust

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If your child is aged 4 to 18 years and lives in North Tyneside our autism spectrum disorder assessment pathway teams will do the assessment. You will be assessed by our Child and Adolescent Mental Health Service (CAMHS) or our Community Learning Disability Team if your child has already been diagnosed with a learning disability.

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The Launchpad for Literacy Package provides materials and information to implement and embed the approach. This includes the following.

The A1 chart of the Launchpad for Literacy Skills Framework underpins the approach. Skill strands are broken down into systematic, incremental skill steps through which children need to progress in order to be ready for all aspects of literacy.

The Skills Handbooks cover theoretical and developmental information about each skill area, giving practical ideas and guidance for each skill step in order to implement and embed the approach.

The Customer Number and Password allows access to the log-in area of the website to access the Class Tracker, supporting documents and assessment information.

The Launchpad for Literacy Class Tracker enables skill progression to be tracked, supplying summative data across the skill strands, comparing progression between vulnerable groups. The process of closing the gaps, literacy readiness and speech and language support becomes measurable, also aiding the early identification of specific developmental needs.

Cost of Package: £295 (including P&P)

Training to support implementation of the Launchpad for Literacy Approach is available on request.
Please email kirstie.page@launchpadforliteracy.co.uk for more information.

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The Launchpad for Literacy Package provides materials and information to implement and embed the approach. This includes the following. The A1 chart of the Launchpad for Literacy Skills Framework underpins the approach. Skill strands are broken down into systematic, incremental skill steps through which children need to progress in order to be ready for all aspects of literacy.

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Delayed language skills lead to under-performance later in life, yet many primary school children have unidentified speech and language difficulties. WellComm can help you to turn this around.
Both the Early Years and the Primary toolkits enable you to quickly and easily identify children needing support. They're quick and simple to use (requiring no speech and language expertise), and the traffic light scoring format of the instant reports makes them quick to interpret.

Both toolkits come with an age-appropriate Big Book of Ideas providing a total of over 150 instant, play-based activities so you can take appropriate action straight away. Activities can be used with parents at home too, so that support is provided whether or not a child is referred to a speech and language therapist

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Both the Early Years and the Primary toolkits enable you to quickly and easily identify children needing support.

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Speech and Language UK: Changing young lives

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Whether you’re working with early years, primary or secondary students, we can help you support children who struggle with talking and understanding words.

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Speech and Language UK: Changing young lives

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Skip to content

A catch-up programme for children aged 3-4 who are struggling with talking and understanding words.

Early Talk Boost is a targeted programme aimed at 3-4 year old children who need help with talking and understanding words, helping to boost their language skills to narrow the gap between them and their peers. The programme aims to accelerate children's progress in language and communication by an average of 6 months after 9 weeks.

Children who are selected to take part in the programme will attend three sessions per week during circle/story time, each lasting 15-20 minutes delivered by an early years practitioner. The sessions include activities that cover the foundation skills in speech, language and communication that children need for learning and understanding new words, as well as having conversations.

Further information can be found in these documents and the introductory video below:

The benefits are:

Supports children who are not achieving their expected levels of progress in their language development

Can be used to demonstrate to Ofsted how you are focusing on developing staff skills

Help to build relationships with parents, by reinforcing the language skills the child learned during the group sessions

Demonstrates the effective use of your Early Years Pupil Premium allocation

An all-in-one speech and language solution package

Can be used by non speech and language specialists

Proven to improve children's language and communication through our evidence base

Designed to be sustainable so you can deliver the programme multiple times to new groups of children

A dedicated team to support you to maximise the impact of Early Talk Boost in your setting

Identify, monitor and track children's progress before and following the programme with the online tracker

There are two parts to Early Talk Boost.

The first is Early Talk Boost training delivered by our regional team of Licensed Tutors. The training is for early years practitioners working with groups of 3-4 year olds in early years settings. Participants will develop the skills and knowledge to understand the rationale behind Early Talk Boost, identify appropriate children, measure their progress and deliver the programme successfully.

The second is the Early Talk Boost Programme Pack. The pack includes everything you need to run the programme. Specifically, the pack includes:

The Early Talk Boost Programme Manual containing detailed group session plans and required resources

10 Jake & Tizzy Complete Sets (Titles 1-8) that have been specifically designed and written for the programme

Early Talk Boost Participant Book

Tool Bag including all of the resources needed for programme activities

Access to the Online Tracker where progress can be monitored to support Pupil Premium

Example resources:

There are two costs to Early Talk Boost.

The Programme Pack costs £550.00 and the cost of training is set individually by our Licensed tutors. If you are a small setting you might wish to consider grouping your staff together with other settings for the training and sharing the costs between yourselves.

See a breakdown of the affordability of Early Talk Boost over time here.

Visit the Find a tutor page to find a Talk Boost KS2 Licensed Tutor near you using the Map. The Licensed Tutor can arrange training and quote the cost of training. You can then purchase the Programme Pack directly on our online shop.

Alternatively get in touch on info@speechandlanguage.org.uk or call 0207 843 2515 to talk to our team about Talk Boost KS2 or to arrange training.

Practitioner and Tutor resources
All the practitioner and tutor resources for our programmes can be found on our new learning portal.

Please register or sign in here.
Programmes tracker
To help you access the online tracker, we have created a number of resources that will show you how to set up your account and get the most out of the tracker.

To Set up an account please visit www.speechandlanguagetracker.org.uk

Please note, that all the PDFs of the trackers can be found in the resources section of the tracker and on the Learning Centre (register using the link given above).

Interested in this programme?

Purchase this programme and others on our shop.

Go to the shop

Our licensed tutors have been specially trained by us to deliver our programmes. Have a look at our map to find tutors in your area.

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Early Talk Boost - Speech and Language UK: Changing young lives

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Early Talk Boost - Speech and Language UK: Changing young lives

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ACCESSIBLE

BLAST is designed to be fully inclusive and accessible to all children within the setting. BLAST for Additional Needs explains how you can modify and differentiate the programme for children with a range of additional needs.

BENEFICIAL

BLAST has been proven to support the development of speech, language and communication in foundation stage children. It is linked to the curriculum and is viewed as good practice in developing listening and speaking skills.

COMPLETE

Everything you need to deliver BLAST is in the box - all of the planning, the resources and the photocopiable materials. All you need is a group of children, a CD player (for BLAST 1) and a trained BLAST leader!

A new child gets 'BLASTED' every 3.5 minutes!

and counting!
We want to help more!

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BLAST is designed to be fully inclusive and accessible to all children within the setting. BLAST for Additional Needs explains how you can modify and differentiate the programme for children with a range of additional needs. BLAST has been proven to support the development of speech, language and communication in foundation stage children.

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The EEF is an independent charity dedicated to breaking the link between family income and educational achievement.

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We are here to represent the collective voices of Parent Carers

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Although we largely support families, we also work with a number of special schools in the area, in addition to a range of other local charities and community organisations that work with disabled children too.

Pathways 4 All offer a range of services including family-focused events and seasonal parties; supervised youth activities for children, teens and young adults, plus very popular Easter and Summer holiday playschemes.

Pathways 4 All also work with wider family members too, providing family carers with the opportunity to come together for parent-to-parent support at our regular term-time coffee mornings.

We know that having a disabled brother or sister can impact on family life, so we offer support to siblings through social activities just for them.

The majority of our services operated from our specialist play and leisure provision, the Tim Lamb Children's Centre.

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Welcome Making a Difference in Disabled Children's Lives Pathways 4 All is a parent-led charity, providing play and leisure services for disabled children and young people, situated at the Tim Lamb Children's

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If you would like to sign up to our seasonal newsletter and keep up to date with all the good news stories here at LD:NorthEast please fill out the form below!

Notice: JavaScript is required for this content.

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Home - LD:NorthEast - Registered Charity in North Tyneside

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LD:NorthEast are a local charity supporting adults and children with learning disabilities to live life to the full and be part of their community.

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Working for the common good by enabling people to develop to their personal potential. Welcome The Alan Shearer Centre is a highly specialist, respite, residential and social facility for people with complex disabilities and acute sensory impairments. Situated in its own grounds on the outskirts of Newcastle, the Alan Shearer Centre comprises three specialist facilities...

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This package includes four short videos and four slide packs from Dingley's Promise, a best practice SEND provision. The package intends to equip local authorities and providers with the confidence to foster meaningful inclusion throughout their settings.

Local authorities should signpost providers to these informative best practice resources, and providers should use them as a guide to foster meaningful inclusion within their settings. Providers could also use these resources as a training opportunity and discussion starter, so that all staff have a best practice foundation in inclusion.

The first video focuses on inclusive practice and creating the right environment. The experts at Dingley's Promise explore how to respond to the developmental level and the individual learning styles of each child, supporting the effective differentiation of activities. Providers will also gain a deeper understanding of meaningful inclusion and its three principles: an enabling environment, consideration of different developmental and learning styles, and individualised, supported learning. Providers will then consider meaningful inclusion in the physical environment of a setting, with practical questions to evaluate success.

Dingley's Promise Part 1: Inclusive Practice Creating the Right Environment

The second video focuses on progressing the learning of children with SEND. Colleagues at Dingley's Promise explore the psychology of early years learning, specifically delving into different play schemas. Providers will gain a practical understanding of how to identify a child's play schema preference and utilise this knowledge to enable successful, effective and individualised 'learning through play' sessions. The second part of this video provides explanations and demonstrations of specific strategies for supporting children with SEND, including physical, communication, listening, attention, and observation strategies. Finally, colleagues at Dingley's Promise share their best practice learner profile template to enable the most appropriate support to be put in place.

Dingley's Promise Part 2: Inclusive Practice - Progressing the Learning of Children with SEND

The third video focuses on the benefits of collaborative partnership working. Effective partnership working, with parents, external agencies and SEND professionals all work to improve children's developmental progress and long-term outcomes. Colleagues at Dingley's Promise explore how meaningful inclusion works best when we work in joined-up way. They provide practical advice on building trusting relationships with the whole family to foster SEND support networks and children's progress. The second part of the video outlines working collaboratively with other professionals: speech and language therapists, occupational therapists, portage, and dual placements. Finally, funding access for providers with SEND children is explained in depth, including funding through Education, Health and Care plans.

Dingley's Promise Part 3: Working in Partnership

The fourth and final video focuses on strategies to support SEND children. The strategies explored include home visits, social stories, visual timetables, now and next, sustained shared thinking and turn taking. Each strategy is explained with examples, equipping providers with the understanding of which children it would be appropriate for and shares the child centered benefits.

Dingley's Promise Part 4: Strategies

Finally, colleagues at Dingley's Promise have provided four best practice slide decks for provider leadership teams which equips them with the tools needed to plan for inclusion. The slides cover planning for welcoming ALL children, ensuring an inclusive physical environment and resources, staff training, as well as the benefits of inclusion not only for the children provider's support but also the provider's business model.

Dingley's Promise: Preparing for Inclusion

Dingley's Promise: Daily Management for Inclusion

Dingley's Promise: Leadership Priorities

Dingley's Promise: Business Planning for Inclusion

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Dingley's Promise: Fostering Meaningful Inclusion in Early Years Settings - childcareworks.org.uk

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This package includes four short videos and a slide pack from Dingley's Promise, a best practice SEND provision. The package intends to equip local authorities and providers with the confidence to foster meaningful inclusion throughout their settings.

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Our resources for children and young people, families, schools, colleges and nurseries.