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Helping and supporting children and young people with special educational needs and disabilities.

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If your child, or you as a young person (aged 16 plus), has been identified as needing additional support it is important to communicate to the people who work with you or your child.

You should ask about the provision that has been made as part of a graduated response. Settings and schools will be expected to provide information about the additional help and support made available as part of the graduated response.

You can find information about the role of schools and settings in supporting children and young people with special educational needs and disabilities in the early years and education sections of the Local Offer.

There are five steps from requesting an EHC needs assessment to an EHC plan being issued, if you or your child need a plan. This process takes up to 20 weeks.

Step one (four weeks)

Request an EHC needs assessment: a team of professionals from different backgrounds will look at what support has already been given and how funding is being used. A decision will be made at this point whether an EHC assessment needs to be carried out. If the team decides that an EHC assessment is not necessary, you will be given reasons why not and information on how to get any extra help that you may need.

Information from you, your child, the educational setting and any agencies or services involved can provide information to help the decision to be made. There should be evidence of the graduated response which has been put into place, and information about the impact of the support which should already have been provided.

Step two (six weeks)

Co-ordinated assessment: When an EHC needs assessment has been agreed, a named SEND officer will discuss the process with you. The SEND officer is impartial and is there to help you understand the process, coordinate the process and make sure the young person's views and the family's views are heard. This person will work with the family and professionals to coordinate the draft of the EHC plan. There will be a meeting to discuss the EHC plan, unless you decide you don't need one. Comments will be sought on the draft plan from parents and professionals.

Step three (two weeks)

Planning: Following receipt of the comments on the draft plan a panel of representatives from education, health and social care will consider the type of resources and support that the child will need. These will be allocated and listed in the plan. These resources will be included in the proposed EHC plan.

Step four (three weeks)

Proposed EHC plan is sent out: The proposed plan is sent to parents/carers for final consultation and to seek agreement.

Step five (five weeks)

Final EHC plan: Once agreed by the parents or carers, a school or education setting is included in the EHC plan. The plan is then agreed by us. The final EHC plan is then a legally binding document. The description of the child's SEN, the provision to meet those needs and the school or education setting named can be appealed up to a two-month period from date of issue.

Assessment Team

For queries regarding ongoing assessments or to place a request for a new Education, Health Care needs assessment, please contact: sendassessments@derbyshire.gov.uk

Post:

SEN Team
Derbyshire County Council
County Hall
Matlock
Derbyshire DE4 3AG

It is helpful if forms EHC 1 parts 4, 5 and 6 (in related documents section of this page) are completed and sent to us along with any supporting information or reports they think would be helpful.

If schools, colleges or other settings wish to request an EHC needs assessment they must complete and return forms EHC 1 parts 1, 2 and 3 and must also ensure that the parental information in EHC 1 parts 4, 5 and 6 is also completed and sent to us with their referral.

If you need any help, advice or support, please contact Derbyshire Information Advice and Support Service for SEND (DIASS), who will provide impartial information and can also represent you, if needed.

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Education Health Care Plan (EHCP) - Derbyshire Local Offer

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Education Health care plan (EHCP), process to apply, annual review

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The EHCP and the person centred connection

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The EHCP and the person centred connection

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The EHCP and The Person Centred Connection

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SEND Review Right Support, Right Place, Right Time

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SEND Review Right Support, Right Place, Right Time

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Derbyshire Information Advice and Support Service for SEND

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Derbyshire Information Advice and Support Service for SEND

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Derbyshire Information, Advice and Support Service (DIASS) provides independent information, advice and support to children and young people with special educational needs and disabilities (SEND), as well as their parents and carers.

We aim to help parents and carers increase their involvement in the education of their children and ensure that they have access to information and advice about issues relating to a child or young person's health and social care.

The service is impartial, confidential, and works at arm's length from the local authority. Our advice is free and accessible to all parents of children with SEND. We also offer support for children and young people with SEND.

We can also support you with:

the law around SEND

health and social care in relation to special educational needs provision

personal budgets

education health care plans (EHCP)

information on the Local Offer (services and provision available for those with SEND)

transition post 16 - preparing for adulthood

resolving any disagreements

The Children and Families Act 2014 and the SEND code of practice are intended to strengthen the participation of parents, children and young people.

Please note that the service is currently operating and support workers are available. Due to current COVID-19 (Coronavirus) restrictions we cannot offer face to face support. However parents, carers, children and young people can contact us through email and telephone.

Find out how Derbyshire's Local Authority are supporting vulnerable children, young people and families during the coronavirus outbreak.

The Council for Disabled children has some useful information about COVID 19 (Coronavirus) and schools.

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Welcome to the Derbyshire Information, Advice and Support Service for SEND

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Derbyshire Information, Advice and Support Service (DIASS) provides independent information, advice and support to children and young people with special educational needs and disabilities (SEND), as well as their parents and carers.

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DERBYSHIRE AUTISM SERVICES (charity number 1105525) is a small and very hardworking charity, working right across Derbyshire.

We offer information, advice and guidance but above all support to children, young people and adults affected by autism - with or without a diagnosis - and their families.

We also work with professionals in other services to make sure that individuals and families affected by autism have their needs met and fully taken into account when involved with them.

More detail on our services is provided through the links below and other areas of the site can be accessed through the buttons above.

If you'd like to support DAS, you might like to consider becoming a member - this would allow you a vote at our Annual General Meeting and you'd also receive a copy of our quarterly DAS newsletter.

Memberships cost:

£15.00 individual

£20.00 Family

£25.00 Professional

If you'd like to register, just complete the application form on the link below or email us on enquiries@derbyshireautismservices.org

Visit our Facebook page for regular updates and news!

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DERBYSHIRE AUTISM SERVICES (charity number 1105525) is a small and very hardworking charity, working right across Derbyshire. We offer information, advice and guidance but above all support to children, young people and adults affected by autism - with or without a diagnosis - and their families.

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Newsround has made a special programme about autism.

It's a condition that affects the way you live your life and see the world around you.

Our presenter Rosie was born with it. She says even though living with autism is difficult, it makes her unique and who she is.

As well as telling her own story, you'll find out how Ben, Tony and Lenny are affected by the condition.

Lots of children with autism get bullied at school and find it hard to get jobs when they grow up.

In our special film Rosie wants to tell the world what autism is and help people understand what it's like to live with it.

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Newsround has made a special programme about autism. It's a condition that affects the way you live your life and see the world around you. Our presenter Rosie was born with it. She says even though living with autism is difficult, it makes her unique and who she is.

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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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Since 2016, this group of young people, ages 15-25, have shared their voices and lived experiences to steer, influence and advise the work we do. As well as advising on AET materials and strategy, Panel members speak at events, co-deliver training and support autism education networks.

Find out how this group of young people are supporting, co-producing and advising the AET.

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Helping you support autistic children and young people since 2007

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Ways to cope for parents of children with ADHD

Caring for a child with attention deficit hyperactivity disorder (ADHD) can be challenging. The impulsive, fearless and chaotic behaviours typical of ADHD can make everyday activities exhausting and stressful.

Although it can be difficult at times, it's important to remember that a child with ADHD cannot help their behaviour. People with ADHD can find it difficult to suppress impulses, which means they may not stop to consider a situation, or the consequences, before they act.

If you're looking after a child with ADHD, you may find this advice helpful.

Plan the day

Plan the day so your child knows what to expect. Set routines can make a difference to how a child with ADHD copes with everyday life.

For example, if your child has to get ready for school, break it down into structured steps, so they know exactly what they need to do.

Set clear boundaries

Make sure everyone knows what behaviour is expected, and reinforce positive behaviour with immediate praise or rewards. Be clear, using enforceable consequences, such as taking away a privilege, if boundaries are overstepped and follow these through consistently.

Be positive

Give specific praise. Instead of saying a general: "Thanks for doing that," you could say: "You washed the dishes really well. Thank you."

This will make it clear to your child that you're pleased and why.

Giving instructions

If you're asking your child to do something, give brief instructions and be specific. Instead of asking: "Can you tidy your bedroom?" say: "Please put your toys into the box and put the books back onto the shelf."

This makes it clearer what your child needs to do and creates opportunities for praise when they get it right.

Incentive scheme

Set up your own incentive scheme using a points or star chart, so good behaviour can earn a privilege. For example, behaving well on a shopping trip will earn your child time on the computer or some sort of game.

Involve your child in it and allow them to help decide what the privileges will be.

These charts need regular changes or they become boring. Targets should be:

immediate - for example, daily

intermediate - for example, weekly

long-term - for example, 3-monthly

Try to focus on just 1 or 2 behaviours at a time.

Intervene early

Watch for warning signs. If your child looks like they're becoming frustrated, overstimulated and about to lose self-control, intervene.

Distract your child, if possible, by taking them away from the situation. This may calm them down.

Social situations

Keep social situations short and sweet. Invite friends to play, but keep playtimes short so your child does not lose self-control. Do not aim to do this when your child is feeling tired or hungry, such as after a day at school.

Exercise

Make sure your child gets lots of physical activity during the day. Walking, skipping and playing sport can help your child wear themselves out and improve their quality of sleep.

Make sure they're not doing anything too strenuous or exciting near to bedtime.

Read our physical activity guidelines for children and young people, which includes information on getting active, and how much activity you and your child should be doing.

Eating

Keep an eye on what your child eats. If your child is hyperactive after eating certain foods, which may contain additives or caffeine, keep a diary of these and discuss them with a GP.

Bedtime

Stick to a routine. Make sure your child goes to bed at the same time each night and gets up at the same time in the morning.

Avoid overstimulating activities in the hours before bedtime, such as computer games or watching TV.

Night time

Sleep problems and ADHD can be a vicious circle. ADHD can lead to sleep problems, which in turn can make symptoms worse.

Many children with ADHD will repeatedly get up after being put to bed and have interrupted sleep patterns. Trying a sleep-friendly routine can help your child and make bedtime less of a battleground.

Help at school

Children with ADHD often have problems with their behaviour at school, and the condition can negatively affect a child's academic progress.

Speak to your child's teachers or their school's special educational needs co-ordinator (SENCO) about any extra support your child may need.

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Attention deficit hyperactivity disorder (ADHD) - Living with

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Read about living with attention deficit hyperactivity disorder (ADHD), caring for a child with ADHD, plus ways of coping with the condition.

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Speech and Language UK: Changing young lives

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Skip to content

We give families the confidence and skills to help their children. If you're concerned about your child's speech and language development, we can help.

We know that it can be hard to know where to start if you are worried about your child's development. If you think your child is having challenges with talking and understanding words, we are here to help you.

Our free resources and services can help with understanding what to look out for, how to get support and even some simple ways you can help your child at home.

Our progress checker will provide short questions you can answer to see how your baby or child is getting on with their talking and understanding of words.

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Help for families - Speech and Language UK: Changing young lives

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We give families the confidence and skills to help their children. Access our free resources and learn more about ways to encourage children's speech and language development.

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Raising Awareness of Developmental Language Disorder

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Raising Awareness of Developmental Language Disorder

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Welcome to RADLD.ORG, created to Raise Awareness of Developmental Language Disorder or 'DLD'. Here you will learn more about DLD, access resources and find out how to raise awareness.

SAVE THE DATE | DLD Day #dldday

Friday 18 October 2024

THANK YOU TO EVERYONE FOR SUPPORTING The 2023 DLD Day theme is 'DLD Around the World'.

Please share our website with family, friends and professionals. Our website is constantly growing, so please check in regularly. Send us your ideas or links to your own resources or activities about DLD to hello@radld.org.

DLD AROUND THE WORLD

Click on a highlighted country to see our international committee pages:

Meet RADLD Spokesperson Marie-Soleil Labelle "Sunny"

Hear about Growing with DLD from our RADLD Spokesperson Race Car Driver Marie-Soleil Labelle "Sunny".

The 2023 Dorothy Bishop lecture

Join RADLD for our annual Dorothy Bishop lecture in the lead up to #DLDday 2023 presented by Prof. Elizabeth Peña!

Learn more about RADLD

Learn more about DLD

How well do you know Developmental Language Disorder? Take our short quiz to test your knowledge.

More information

Here we share resources to help build your knowledge of this hidden but common condition.

More information

SAVE THE DATE | #DLDDAY 2024 FRIDAY 18 OCTOBER 2024 Developmental Language Disorder is a hidden but common disability that affects 1 in 14 people causing difficulties understanding and using language for no known reason. The 2024 DLDday theme will be announced in the coming months. Please contact the RADLD...

More information

Developmental Language Disorder

Developmental Language Disorder (DLD) is the new term to replace Specific Language Impairment (SLI). Developmental Language Disorder is diagnosed when children fail to acquire their own language for no obvious reason. This results in children who have difficulty understanding what people say to them, and struggle to articulate their ideas and feelings. Recent research has shown that, on average,...

More information

Newsroom

Race car driver Marie-Soleil Labelle races to raise awareness of DLD/TDL as RADLD's first official Spokesperson Quebec (CA) Race car driver and bilingual French-English speaker, Marie-Soleil Labelle is known affectionately as 'Sunny'. RADLD is excited to announce that Sunny has joined us as our first official spokesperson. Sunny has...

read more

Amelia, a 9-Year-Old UK school girl and RADLD Ambassador, is living her best life. With support, she continues to reach her goals despite being diagnosed with an 'invisible' communication disability affecting 2 students in every class of 30. Amelia loves to be busy! She plays the cornet, enjoys dance,...

read more

Marie-Soleil Labelle is a young racing car driver from Quebec. Marie-Soleil has Developmental Language Disorder. What an inspiration! This video is in French, but you can add auto-subtitles if French is not your language. Thank you Marie-Soleil for sharing your story with RADLD.

read more

Get involved

RADLD is a movement of passionate academics, researchers, health professionals, educators and families from around the world committed to raising awareness of Developmental Language Disorder (DLD).
Events Partner with us

Stay up to date

Get the latest updates from the RADLD team straight to your inbox.

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RADLD - Raising Awareness of Developmental Language Disorder - RADLD

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Raising Awareness of Developmental Language Disorder (RADLD) is the international advocacy for people with Developmental Language Disorder.

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Children's Speech and Language Therapy Derbyshire

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Children's Speech and Language Therapy Derbyshire

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Childrens speech and language therapy in Derbyshire

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We support children with speech, language, communication or swallowing difficulties in Derby City and the southern half of Derbyshire.

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What is Developmental Language Disorder? Darcie's Story

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What is Developmental Language Disorder? Darcie's Story

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Darcie's story - a video about Developmental Language Disorder (DLD) #2in30

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Safe and happy childhoods

We protect and support children and young people, providing practical and emotional care and support. We ensure their voices are heard, and campaign to bring lasting improvements to their lives.

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We protect and support children and young people, providing practical and emotional care and support. We campaign to bring lasting improvements to their lives

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Learning about Children's Mental Health through Film

Nip in the Bud is regularly adding new FREE resources - short films and fact sheets - to raise mental health awareness among primary school staff, teacher trainees, anyone working with children, parents, carers and young people.

Early intervention is key, so the negative impacts of these conditions can be 'nipped in the bud' and so reduce the risk of them becoming entrenched. Our films cover Expert Information on different conditions, Real Life Experience, Emotional Wellbeing and Coping with the Aftermath of Covid.

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Nip in the Bud | Child Mental Health Resources for Parents and Teachers

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Nip in the Bud® works with mental health professionals of the highest standing to produce FREE short evidence-based films and fact sheets to help parents, educationalists and others working with children to recognise potential mental health conditions. The goal is to increase the prospects of early intervention and to avoid those conditions becoming more serious in later years.

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Children and Adolescent Mental Health Service

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Children and Adolescent Mental Health Service

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CAMHS stands for Child and Adolescent Mental Health Services.

CAMHS is the name for the NHS services that assess and treat young people with emotional, behavioural or mental health difficulties.

CAMHS support covers depression, problems with food and eating, self-harm, abuse, violence or anger, bipolar disorder, schizophrenia and anxiety, among other difficulties.

There are local NHS CAMHS services around the UK, with teams made up of nurses, therapists, psychologists, child and adolescent psychiatrists (medical doctors specialising in mental health), support workers and social workers, as well as other professionals.

The first step to getting help from CAMHS is usually that you will be referred for a CAMHS assessment. This referral can come from your parents/carers, a teacher, GP, or yourself if you are old enough (depending on where you live).

If you're being supported by social care, a youth offending team, or a service at your school, they might also be able to refer you.

It's important to tell the person referring you as much as you can so you can get the help you need.

Most local CAMHS teams have a website where you can look up how to get access to their service.

After you have been referred, you will be put on a waiting list for an initial appointment (often known as an 'assessment'). This may sound scary, but it's normally just a chat so the CAMHS team can get to know you a bit and see how they can help.

At this appointment, you will normally meet one or two members of the CAMHS team. If you're under 16 years old, your parent(s) or carer(s) will usually be invited to join for part of this meeting.

This appointment will generally take place at a CAMHS clinic. But, in some circumstances, they may meet with you at your school or home. They will discuss with you the best place to meet before your appointment.

When you meet, the team will ask you questions to understand what you are struggling with and to get a better idea of what support you need.

Here are some common questions the CAMHS team may ask in an assessment:

What has brought you to CAMHS?

How long have you experienced the problem that has brought you to CAMHS?

What would you like to change in your life?

What might help tackle the problems you are experiencing?

How have you been feeling recently?

Try to be as open and honest as possible at your first appointment. These people are not mind readers and if you lie, you will not receive the best treatment plan for you to get better.

Hannah

At the end of the session, the team will talk to you about what happens next and what support they think you might need. You can also ask any questions you may have.

They may talk about your 'treatment' - this just means what you'll do together to help you get better.

If you would feel more comfortable having a parent or carer in the room with you during your assessment, that's fine. You can also see the team by yourself if you would prefer, though staff may expect a parent to be present for part of the meeting.

Also, if you or your parent/carer is not confident speaking English, CAMHS can provide an interpreter to help. Just let them know if this is the case.

It's important at your CAMHS assessment to try and be as honest as possible, as this will help the team assessing you understand how to support you.

Here are some things that are helpful for you to tell them:

when your problems started

what you'd like to change

if there's a pattern in the problems (keeping a diary or log book before your assessment can be really helpful to show this)

any difficulties in school or with friends

any general health problems, either now or in the past

any big family events or issues like divorce or bereavement

any recent or past trauma, e.g. emotional, sexual or physical abuse

other services you've had help from, like social care, hospital or private treatments

Going to CAMHS is a massive step and you should be so proud of yourself in acknowledging you need support.

Have a look at our medication pages for more information.

I was convinced that moving to adult services was the end of the world. BUT here I am, two years down the line, and I can tell you that I survived and that it was okay.

Whether you love the page or think something is missing, we appreciate your feedback. It all helps us to support more young people with their mental health.

Please be aware that this form isn't a mental health support service. If you are in crisis right now and want to talk to someone urgently, find out who to contact on our urgent help page.

At YoungMinds we take your privacy seriously. If you'd like to read more about how we keep the information we collect safe, take a look at our privacy policy.

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CAMHS (Child and Adolescent Mental Health Services) or CYPMHS treat young people with emotional, behavioural and mental health needs. Read our advice.

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What we do

We work with children, young people, their families, and schools offering information and support where physical difficulties may impede learning or development.

We will assess children and young people who have a physical impairment.

We will then offer advice on teaching strategies and the management of the needs of the pupil and their access to the curriculum. This may involve advice on the use of certain equipment and materials. We may also advise on any physical adaptations to school buildings to ensure access at transition.

The service will also monitor the pupils progress, needs and provision.

Staff will provide training on issues concerning the education of children and young people with a physical impairment and give advice on any assessment, teaching assistant provision and equipment necessary.

The service regards itself as part of the team surrounding each child or young person it supports, and values the involvement and expertise of parents, carers, and colleagues from other agencies. It actively contributes towards target setting, action planning meetings and statutory reviews.

Support varies according to need, but our core offer would be to make a minimum of 3 contacts per academic year. These contacts would most likely be a mixture of in-person visits, virtual visits, and attendance at meetings. Again, this will vary and change depending on an individual's circumstances.

Criteria for involvement

The acceptance of a referral to the team is based on the following criteria:

A child or young person has a substantial and long-term physical impairment/disability or medical condition that will affect their access to the early years setting or school environment and curriculum.

A child or young person that is aged 0 to 16 years of age (or up to 19 if the young person attends a school post-16 provision). If a child is of a pre-school age, we will begin to work with the families and settings in the term prior to the child starting a placement in a setting to support the transition process.

The child or young person must be:

A Derbyshire child (i.e. council tax for the property that is the child's permanent address is paid to Derbyshire County Council),

Due to attend a mainstream school or pre-school setting within the county.

For a Derbyshire child attending an out of county setting, there are separate arrangements. The team will not need to get involved where the child or young person is attending, or heading towards a special school placement, as specialist support will be provided in-house.

We do not support at home, in-work, Further or Higher Education settings.

Conditions which we would consider to be substantial and long term could include, but are not limited to:

cerebral palsy

muscular dystrophy

brittle bone disease

children with short stature

amputations

acquired brain injury

genetic conditions where there is a physical impairment (for example, Ehlers-Danlos Syndrome)

spina bifida and hydrocephalus

Some physical conditions are manageable and may not need the support of a specialist teacher, although each referral would be considered by the team referral panel.

Where we receive a referral and it is not entirely clear what support is needed, we may contact the referrer or do an assessment visit to gather more information, before making a decision about ongoing involvement.

Once we have received and accepted a referral, we endeavour to make contact and arrange visits within 4 working weeks.

Referral Routes

A referral may be made by any person involved with the child or young person.

It is helpful if as much information about the difficulties the child/young person is encountering with their physical difficulties is included.

Please note both forms require a parental signature/agreement before they can be considered.

For a child aged 0 until the end of Nursery, please use the Early Years SEN Panel Referral Form. For a child who is in Reception or above, please use the RFI Physical Impairment Form. Both forms can be found in the related documents section on this page.

Contact details

Donna Carter, Acting Head of Service
Email: Donna.Marie.Carter@derbyshire.gov.uk

Rachel Wessels, Acting Principal Advisory Teacher
Telephone: 07824 839585 or 01629 532908 (Term-time only)

Alfreton Office
Sensory and Physical Support Service - Physical Impairment
SEN Support Services
Grange Street
Alfreton
DE55 7JA
Telephone: 01629 532171

Chesterfield Office
Sensory and Physical Support Service - Physical Impairment
The Quad
Dock Walk
Chesterfield
S40 2GQ
Telephone: 01629 537686

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Physical Impairment - Derbyshire Local Offer

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The Sensory and Physical Support Service (SPSS) work with young people, families, and schools offering information and support for physical difficulties.

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Derbyshire Healthcare NHS Foundation Trust

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Children’s occupational therapy and physiotherapy :: Derbyshire Healthcare NHS Foundation Trust

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Our children’s occupational therapy and physiotherapy teams provide a specialist service to children and young people in Derby and southern Derbyshire who experience difficulties with movement and with daily activities at home and school.

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How can I support my child? - British Dyslexia Association

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

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Learning to read with phonics? Click the '+' for advice.

Learning to read with phonics

If you live in England, your child will learn to read using phonics. Their school is very likely to use either the Letters and Sounds phonics framework or the Read Write Inc. programme. Check with your school if you're not sure which one they use.

Using Letters and Sounds?

If your child is using Letters and Sounds, you can find this list of eBooks by Letters and Sounds Phases useful. Bear in mind the following:

If you don't know your child's Phase, you can check with your school. As a guide, most Reception children will be on Phases 1-4 and most Year 1 children will be on Phases 4-5. Beyond Phase 5, your child will be able to decode most books.

In Letters and Sounds, there are 'sets' within the Phases - so your child might not know all the sounds in every book within their Phase.

Some series contain occasional 'tricky words' that your child can't decode using phonics. Use the inside front cover notes to teach your child these words before they start the book.

Find out more about Letters and Sounds >

Using Read Write Inc. Phonics?
If your child is being taught to read using the Read Write Inc. programme, you can find books suitable for them by clicking on the 'Levels' menu below and using the 'Read Write Inc.' filter to select the right level.

Find more support and resources for Read Write Inc. in our parents' guide to Read Write Inc. >

Looking for printed books for phonics practice at home?

Not reading to practise phonics?

Sharing books and independent reading

If your child is reading simply for enjoyment, comprehension, or practice, just browse the library or use any of the other filters. You can check which level is right for your child with this simple test from Read with Oxford.

Reading for pleasure

Are you a teacher? Find out about the Oxford Owl for School eBook library.

More available on Oxford Owl for School

Schools who are registered with Oxford Owl can provide pupils with access to an additional 30 Oxford Primary eBooks, plus a separate library of 50 Read Write Inc. titles all for free using a class login associated with their Oxford Owl for School.
How to set up a class login >

If you need more eBooks, Oxford Owl for School has introduced a new annual subscription of up to 550 titles. For more information, please visit the OUP website.

Are you looking for your class login?

Accessing your class eBook library from home

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Songbirds

Levelled phonics books from the fabulous Julia Donaldson, author of The Gruffalo.

Read Write Inc. Phonics

A step-by-step phonics programme to support reading. Learn at home with Read Write Inc. Phonics

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Free eBook library | Oxford Owl from Oxford University Press

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Browse our library of free children's eBooks to read with your child including Oxford Reading Tree adventures with Biff, Chip and Kipper.

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I-pad Apps for children with Dyscalculia

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I-pad Apps for children with Dyscalculia

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Learn how to touch type with the BBC Dance Mat Typing game. It's a fun introduction to touch typing game for kids and covers levels 1, 2, 3, 4.

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Tips to help cope with all the demands of parenting. Advice on setting boundaries for your child, building relationships and keeping your cool.

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Many parents tell us they’re not always confident in dealing with challenging aspects of their 4-8 year old’s behaviour, so here’s our guide to help with this.

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Sorting Our Emotions Into Four Zones

Feelings are complicated. They come in different sizes, intensities, and levels of energy that are unique within our brains and bodies. To make them easier to talk about, think about, and regulate, The Zones of Regulation organizes our feelings, states of alertness, and energy levels into four colored Zones - Blue, Green, Yellow, and Red. The simple, common language and visual structure of The Zones of Regulation helps make the complex skill of regulation more concrete for learners and those who support them. We learn to regulate our Zones to meet our goals and task demands, as well as support our overall well-being.

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Learn about the Zones of Regulation a powerful framework and curriculum to help students develop emotional self-regulation and control.

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Meet 14-year-old Josh. He loves playing hockey and is just like any other 14-year-old.

Except for one thing - he has a mental health problem.

Josh didn't speak to anyone about how he was feeling for over a year, which made life difficult.

When he eventually opened up to his dad about it, things started to get much better. He was much more able to cope with what he was going through.

Now, Josh has made this programme to encourage others to speak up about how they're feeling.

"I wish now that I'd said something sooner. I don't want any of you to go through what I did," he said.

"So please, if you're worried about how you're feeling, tell someone. There's loads of help out there and - trust me - things really can get better."

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Watch Inside My Head: A Newsround Special

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Newsround is talking about mental health problems. In this special programme, 14-year-old Josh explains why it was so important for him to talk about what he was going through.