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STAND North Wales CIC

STAND North Wales was formed by Yvonne Brookes and Sarah McCulloch as a not for profit Community Interest Company in response to the closure of organisations representing families of children and young adults with Speech, Language and Communication Needs, Additional Needs and Disabilities in North Wales and is a parent led organisation.

Downloads

We offer many training courses to our parents and professionals that are signed up to us, funding dependant such as Makaton and Mindfullness.

Reports, Policy and Practice

Here you will find findings of the impacts of research and studies completed by STAND North Wales CIC and the STAND for CHANGE parent led focus group, e.g. Impact of Employment against caring responsibilities.

Parents & Carers

STAND North Wales CIC is here to help and to support the families, parents and carers of children with additional needs and disabilities in North Wales.

Young People

STAND North Wales CIC runs youth clubs online for young people with additional needs and disabilities both in mainstream and specialist education settings, so that they can meet and join together.

For families signed up to STAND North Wales CIC living in Denbighshire. Our sensory lending library inclusive of small equipment, sensory toys and books for children and information books for...

For families signed up to STAND North Wales CIC living in Conwy. Our sensory lending library inclusive of small equipment, sensory toys and books for children and information books for...

STAND North Wales CIC Youth Zone STAND NW CIC Youth Zone has been shortlisted for a prestigious award and we are so excited about this! We are delighted to let...

Every donation enables us to support the families we work with.

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Stronger Together for Additional Needs and Disabilities

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STAND North Wales was formed by Yvonne Brookes and Sarah McCulloch as a not for profit Community Interest Company in response to the closure of organisations representing families of children and young adults with Speech, Language and Communication Needs, Additional Needs and Disabilities in North Wales and is a parent led organisation.

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Best iPad Apps for Students with Special Needs - Educators Technology

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Students with special needs can sometimes face challenging problems that disrupt their learning process which is why, as teachers and parents, we need to make sure we are equipped with the right pedagogical tools and strategies to help this group of learners thrive and shine.

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Advice and Support Neurodevelopment Service

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Advice and Support Neurodevelopment Service

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Speech and Language UK: Changing young lives

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

It's based on what we know about how talking and understanding of words develops in babies and children. It's not the same as a standardised measure a specialist would carry out but it should give you an idea of how your baby or child is developing and whether you need some support or advice to help you and them.

Choose the right age and answer the questions, at the end, we will let you know how your child is doing and what help is available if you need it.

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Our progress checkers will provide short questions you can answer to see how your baby or child is getting on with their talking and understanding of words. It's based on what we know about how talking and understanding of words develops in babies and children.

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Sometimes, parents feel guilty when ADHD is diagnosed, but it's important to know that there is nothing you could have done differently to prevent it. ADHD isn't caused by bad parenting - although you might need above-average parenting skills to deal with its effects.

Firstly, ADHD is defined by the 'core' signs of inattention (e.g. making careless mistakes, daydreaming or forgetfulness) and hyperactivity/impulsivity (e.g. fidgeting, squirming or excessive talking), and there are three presentations:

Combined with signs of inattention and hyperactivity and/or impulsiveness

Predominantly inattentive with inattention but not with hyperactivity or impulsiveness

Predominantly hyperactive or impulsive but not inattention

Most children have the first (combined) type of ADHD.

Children with ADHD may also have accompanying symptoms, including anxiety and depression. Many exhibit oppositional or defiant behaviours that pose particular challenges.

Girls with ADHD are more likely to have the inattentive subtype of ADHD and be socially withdrawn. Symptoms may differ in girls compared to boys. For instance, impulsiveness may be expressed as 'out of control' talking. Boys may be more likely to express aggressive or antisocial behaviour (which may explain why they are more likely to be referred to a psychiatric centre).

Symptoms of ADHD can change a great deal over time. Young people may grow out of their hyperactivity or learn to channel it into productive activities such as sports. However, symptoms of inattention may increase towards adulthood.

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anxiety and depression socially withdrawn

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What is ADHD? | I am a parent or carer of a child with ADHD

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Sometimes, parents feel guilty when ADHD is diagnosed, but it's important to know that there is nothing you could have done differently to prevent it. ADHD isn't caused by bad parenting - although you might need above-average parenting skills to deal with its effects. Firstly, ADHD is defined by the 'core' signs of inattention (e.g.

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Welcome, Parents!

Use these occupational therapy resources for parents to help kids thrive using OT home programs and therapist recommended tips and strategies for the home. This is your parent resource center for all things kids!

As parents, you know how demanding and challenging parenting can be. Children develop at such different rates and no one child is like any other. Sometimes, having a better idea of how a child develops, and having tools in your back pocket that meet specific needs in the family can make all the difference. Learning at home (and building essential skills) can use free materials or items typically found in the home. Let's talk resources for parents!

Having a set of occupational therapy activities for the home can be pivotal in helping kids thrive as they get more practice and the family is fully "in" on achieving specific goals. This helps carryover of skills SO much easier for the child. On this page, you will find resources and tools to help kids thrive at home using OT home programs, tips and tools for achieving success with functional skills at home, and how to help kids succeed in developing skills.

Occupational therapists know all about connecting with parents and providing resources and tools to parents. Here, you will find ideas and activities that will help kids flourish! I've tried to put together items here that will meet the needs of parents. If you are looking for something specific, be sure to search in the search bar. You can also let me know if there is something specific you need. Chances, are, if you are looking for a certain item or information on a specific topic, than others are too!

Pediatric Occupational Therapy Tips for Parents

As a reminder, the information found on The OT Toolbox is not a means of intervention or a replacement for therapy. If you have any concerns about your child's development, contact a local occupational therapist who can perform an individualized evaluation and interventions.

TIPS for parents to help your child thrive in teletherapy

With therapy sessions now moved to online settings, and children receiving teletherapy as their source for occupational therapy intervention, you may be wondering HOW to help your child thrive in virtual therapy sessions. Here are common teletherapy activities that can serve as a starting point. Remember that occupational teletherapy is a virtual version of face-to-face occupational therapy sessions.

Here are tips that can make occupational therapy teletherapy a success for your little one.

Common red flags parents MIGHT see

Parents are many times looking for "red flags" or an indication that their suspicions are correct about a concern with development or function. You will find resources here on many different topics relating to red flags.

Here are clothing sensitivity red flags, or things to consider when kids are irritated by or hate certain types of clothing or fabrics.

Here are pencil grasp red flags, or considerations when a child holds their pencil incorrectly or can't seem to establish a functional pencil grasp.

Here are sensory processing red flags, or those gut feelings you have about sensory-related considerations you might have about your child.

Here is information on vision red flags and things you may be wondering about such as how vision might be impacting your child's ability to read, learn, or catch a ball.

Here is information on hand dominance, ambidexterity, or mixed dominance and what to consider if your child uses both hands for things like writing, playing, or sports.

There are also resources for advocacy and for helping to explain things like sensory processing disorder to others.

Finally, you will find many activities and ideas for playing with kids, and fun ways to work on specific areas through play!

Advice for New parents

There are many resources and tips here on The OT Toolbox related to new parenting and strategies to help babies and toddlers thrive.

Here are 5 things that occupational therapists wish parents knew about pencil grasp.

Here are ways to encourage floor play with babies and toddlers and why this is such an important play activity for young children.

Here are learning and play ideas for babies and toddlers.

Toys like blocks can build so many skills. Here is more about child development and playing with blocks.

Parent Resources on child Development

Here are resources and tips related to child development. These are the very things that therapists wish parents knew.
Development of eye-hand coordination Development of oral motor skills Visual motor integration developmental milestones Development of bilateral coordination and how this skill impacts feeding Executive Functioning Skill development Boost child development with rhyming games Scissor Skills development Grasp development Developmental progression of pre-writing lines
Parenting Books Recommended by Therapists

These are parenting books guided by development. They are book lists that build skills in children and are parenting resources to help kids thrive.
Executive functioning books for parents Books about primitive reflexes Kids crafts based on popular children's books
Parent Toolbox

Parent Resource Hub

Use the activity ideas on these pages to address a variety of needs and developmental areas. Activities can be added to home programing. Consult with your chi;ds occupational therapist for intervention strategies. The activities, tips, and ideas on this site are not a replacement for therapy. They are only intended as educational.
Handwriting Pencil Control Executive Functioning Skills Visual Motor Skills Mindfulness for Kids Bilateral Coordination Activities How to Teach Impulse Control Vestibular Activities Attention Activities Occupational Therapy Activities Scissor Skills Auditory Processing Activities Organization Activities Proprioception Activities Crafts for Kids Cooking with Kids Child Development Sensory Play Kindergarten Learn and Play Preschool Activities Toddler Activities

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Welcome, Parents! Use these occupational therapy resources for parents to help kids thrive using OT home programs and therapist recommended tips and strategies for the home. This is your parent resource center for all things kids! As parents, you know how demanding and challenging parenting can be.

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Awtistiaeth Cymru | Autism Wales | National Autism Team

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Home - Awtistiaeth Cymru | Autism Wales | National Autism Team

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Advice sheets for autistic adultsView and download a range of new advice sheets on a variety of topics for autistic adults.Click HereWhat is autism?View our film and certification scheme that has been designed to raise awareness and understanding of autism.Click hereResources BookletThis booklet outlines the resources that we have available on our website.Click HereMy local [...]

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The Neurodevelopmental service is not a crisis service. Information on our Local Services including NHS 111Wales.

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Following approval by the Senedd on 23 March, this Code under section 4 of the Additional Learning Needs and Education Tribunal (Wales) Act 2018 has been issued by the Welsh Ministers as required by section 5(4)(a) of that Act.

This Code comes into force on 1 September 2021 as provided for by the Additional Learning Needs Code (Appointed Day) (Wales) Order 2021.

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Following approval by the Senedd on 23 March, this Code under section 4 of the Additional Learning Needs and Education Tribunal (Wales) Act 2018 has been issued by the Welsh Ministers as required by section 5(4)(a) of that Act.

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Social Stories for Young and Old on Covid 19 - HMEA's Autism Resource Central

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Denbighshire support for families and young people

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Denbighshire support for families and young people

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Advice and support for families, report a child at risk, information about fostering, adoption and more.

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This guide provides information about:

how children and young people with additional learning needs (ALN) will be supported under the ALN system

how the ALN system will work

what parents can do if they disagree with decisions made by organisations providing support for their child

the rights children, their parents and young people have under the ALN system

The rights children, their parents and young people have under the ALN system are provided for in the Additional Learning Needs and Education Tribunal (Wales) Act 2018 (the ALN Act). These rights are explained in detail in 'The Additional Learning Needs Code for Wales 2021' (the ALN Code).

For the purposes of the ALN system and this guide, a parent includes any person who is not a parent but who has parental responsibility for a child and any person who has care of a child.

When the guide says child, it means a person from birth up to the end of compulsory school age. Children are given rights under the ALN Act and most of these rights are also given to their parents. This changes when a child becomes a young person.

A young person is someone who is over compulsory school age and up to age 25. When a child becomes a young person, the rights are given only to the young person. This means that parents do not have the same rights as the young person.

Where the guide says nursery and/or school, this means a local authority nursery or local authority school.

Your child may already have been identified as having special educational needs (SEN).

They may be receiving extra support in school to help them learn or they may have a statement. The Welsh Government are changing the approach to supporting children and young people who have difficulties with learning.

We are replacing the SEN system with the ALN system.

As the ALN system is introduced, you will notice some changes to what things are called:

educational needs (SEN) becomes additional learning needs (ALN)

educational needs co-ordinators (SENCos) become additional learning needs co-ordinators (ALNCos) - ALNCos are the lead coordinators for learners with ALN and they work in schools, colleges and pupil referral units (PRUs)

educational provision (SEP) becomes additional learning provision (ALP)

such as individual education plans (IEPs), statements, and learning and skills plans (LSPs) will be replaced with a new plan called an individual development plan (IDP)

Some things have not changed. Having ALN is the same as having SEN. This means that if a child has SEN they are also likely to have ALN.

As a parent you may be concerned about your child having ALN.

The Welsh Government's introduction of the new ALN Act means the following for your child and you as a parent:

improved collaboration

a unified plan

participation and having a voice

a simpler less adversarial system

The ALN system aims to make sure that:

children, their parents and young people's views, wishes and feelings are listened to when decisions are being made about how to help children and young people

the right support is put in place quickly to help children and young people with ALN

everyone works together to help children and young people with ALN, including education and health services

most children and young people with ALN can go to their local nursery, school, pupil referral unit (PRU) or college, if it is right for them

children, and their parents, can access learning support even before they start school or nursery

children, their parents and young people understand the additional learning provision being offered

children and young people with ALN get help in Welsh, wherever possible, if they need it

central to the planning and provision of support from local authorities and schools, PRUs and colleges will be the application of a person-centred approach

The ALN system also places a duty on local authorities to provide impartial information and advice about ALN and the ALN system. Your child's school or college can also provide you with support and information.

The information will help you understand the ALN system. It will also explain the rights children, their parents and young people have and what to do if they do not agree with the decisions made by schools, colleges or local authorities.

Your child may have ALN if they need extra support to learn. This could be because they:

find it harder to learn than other children of the same age

have a disability that means they can't use, or find it difficult to use, facilities for learning in the local nursery, school or college

The extra support given to children and young people with ALN to help them learn is called additional learning provision (ALP).

ALP for a child aged under 3 means educational provision of any kind.

ALP for a child or young person aged 3 or over is education or training, usually in a nursery, school or college, that is additional to, or different from, what is made available to most children or young people of the same age.

Chapter 2 of the ' The Additional Learning Needs Code for Wales 2021 ' provides more information about ALN and ALP.

If you think your child has ALN what you can do depends on the age of the child. It also depends on if they go to a local authority nursery or school.

Where a child attends a local authority school, the child or their parents can tell the ALNCo, the headteacher or the class teacher the child may have ALN.

Where a young person attends a local authority school, the young person can tell the ALNCo, the headteacher or the class teacher they think they may have ALN.

When a young person attends a college, they can tell the ALNCo or their tutor.

Parents of children from birth up to age 5 (under compulsory school age) who do not attend a local authority nursery or local authority school can tell the local authority early years additional learning needs lead officer (EY ALNLO) or the early years ALN team.

You can tell the local authority you think your child has ALN at any time. The child does not need to be referred by a professional (such as a health visitor, childcare provider or nursery provider) and a child does not have to have a particular diagnosis, or any type of ALN or level of ALN need, for someone to tell a local authority that the child might have ALN.

When you tell the local authority you think your child has ALN, the local authority must make a decision about whether your child has ALN.

Before contacting the local authority, you might want to speak to a professional (such as a health visitor) to discuss your concerns.

Where a child does not attend a local authority nursery, school or PRU, the child or their parents can tell the local authority the child may have ALN.

Where a young person does not attend a local authority school or PRU, the young person can tell the local authority they think they may have ALN.

If a child has ALN then they have a right to a statutory plan called an individual development plan (IDP).

Young people up to the age 25 with ALN will be entitled to an IDP if they stay in education.

An IDP is a statutory plan. This means there are laws about:

who should have an IDP

how long it can take to prepare an IDP for a child or young person

what must be put in the IDP

An IDP is prepared by schools, colleges or local authorities working with the child, their parents or the young person, as well as professionals (such as health professionals).

The IDP will say what the child or young person needs to be able to support their learning, setting out:

the type of ALN the child or young person has (need)

how the child or young person will be supported to learn and who will support them (provision)

what the child or young person will be able to achieve when the support is put in place (outcome)

the name of any nursery, school, PRU or college the child or young person may need to go to

if the support should be provided in Welsh

information about the reasons for what is set out in the plan

things that have happened that make a difference to the child's or young person's ALN

The IDP is intended to be a flexible document. It will vary in length and complexity depending on the different needs of the child or young person.

IDPs must be reviewed every twelve months, or sooner if necessary.

An IDP can be prepared and looked after (maintained) by schools, colleges or local authorities. It does not matter who maintains the IDP, it is a statutory plan. This means that children, their parents and young people have rights to do something about decisions about ALN in the IDP if they are not happy with those decisions.

It also means that the ALP written into the IDP must be provided.

Chapter 23 of ' The Additional Learning Needs Code for Wales 2021 ' provides more information on preparing and maintaining an IDP and its content.

Children, their parents and young people can challenge decisions made by a school, PRU, local authority or college about ALN if they disagree with them. This includes decisions about:

whether a child or young person has ALN

the way a child or young person's ALN is described in an IDP

the support (ALP) described in the IDP

who is responsible for maintaining an IDP - a school, PRU, college or local authority

The ALN Act provides several rights for children, their parents and young people to have certain decisions reconsidered.

A child, their parent or a young person who is unhappy with a decision made by a local authority nursery, local authority school or PRU can ask the local authority to reconsider the decision.

Children, their parents or young people can ask the local authority to reconsider the following decisions and plans:

a school decision whether a child or young person has ALN or not

a school IDP with a view to revising it

a school's decision to cease to maintain (to end) an IDP

a child, their parent or a young person can request that the local authority 'take over' responsibility for maintaining an IDP

It is important to know that there are people to advise, help and speak up for children and young people if there is a disagreement. They are called advocates.

Advocates can tell people how children and young people feel and what they need to help them in school, PRU or college.

Children and young people have a right to have an advocate help and speak up for them if there is a disagreement. An advocate will speak up for a child or young person when they are using dispute resolution services or if they want to make an appeal to the Education Tribunal for Wales.

Children and young people can ask the local authority for an advocate.

Local authorities must tell children, their parents and young people about advocates.

If your child asks for an advocate to:

help them with a possible appeal to the Education Tribunal for Wales

speak up for them at an appeal

speak up for them when using dispute resolution services

then the local authority must make an advocate available. There is no cost to children, their parents or young people for services provided by a local authority advocate.

Sometimes disagreements can arise. Most of the time disagreements can be sorted out by discussing the problem with the school, PRU, college or local authority. If you are unhappy with anything, you should make your views known to the school, PRU or college as soon as possible. Working together will provide opportunities to discuss any problems and help them to be sorted out at an early stage.

If you are still unhappy, then you should talk to your local authority to seek further advice.

The ALN Act says that all local authorities in Wales must make arrangements and provide access to independent dispute resolution services (DRS) to help resolve disagreements. The service does this by helping all involved to discuss the disagreement and work towards a solution.

Dispute resolution services should generally reduce the need to take a disagreement to the Education Tribunal for Wales and can lead to disagreements being settled more quickly.

Using dispute resolution services is not compulsory. Children, their parents and young people can make an appeal to the Education Tribunal for Wales without using dispute resolution services.

Using the dispute resolution service does not stop a child, their parents or a young person from making an appeal. Even if an appeal has been made, children, their parents and young people can continue to talk to the local authority to try to reach agreement.

Children, their parents and young people have a right to appeal to the Education Tribunal for Wales.

The Education Tribunal for Wales is independent and will consider appeals where there is disagreement with local authority or college decisions.

An appeal can be made on the following:

a decision by a local authority or college about whether a child or young person has ALN

a decision by a local authority that it is not necessary to make an IDP for a young person

the way a child or young person's ALN is described in their IDP

the ALP that has been included in an IDP

the ALP that has not been included in an IDP

a decision about if additional learning provision (ALP) should be provided in Welsh

not including a particular nursery, school, PRU or college in an IDP

not including other provision that is needed - such as not including board and lodging to attend a particular nursery, school, PRU or college

a local authority decision not to be responsible for an IDP instead of a nursery, school, PRU or college

a local authority decision not to change an IDP that the nursery, school or PRU is responsible for

a local authority or college refusing to decide if a child or young person has ALN because it has decided this before and does not think that anything has changed

a decision to end an IDP

Appeals to the Education Tribunal for Wales cannot be made about decisions made by nurseries, schools or PRUs.

Some children may need help to understand their rights under the ALN system. If a child does not understand, it is important to know a case friend can speak for the child, support the child, and take decisions for the child.

Case friends help children take a disagreement - a case - to the Education Tribunal for Wales.

A case friend does this by acting on behalf of a child when making an appeal.

Case friends can also help children to understand information given to them about the ALN system.

Children and their parents can ask the Education Tribunal for Wales for a case friend.

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A guide for parents about rights under the additional learning needs (ALN) system

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This guide provides information about: how children and young people with additional learning needs (ALN) will be supported under the ALN system how the ALN system will work what parents can do if they disagree with decisions made by organisations providing support for their child the rights children, their parents and young people have under the ALN system The rights children, their parents and young people have under the ALN system are provided for in the Additional Learning Needs and Education Tribunal (Wales) Act 2018 (the ALN Act).

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The test for having ALN is set out in the ALNET Act (s.2) and is to be applied to each child or young person individually - the test must always be applied in light of the child's particular circumstances.

ALN depends upon the person having a learning difficulty or disability which calls for Additional Learning Provision (ALP), which is educational or training provision that is different from, or additional to, that generally provided for others of the same age in mainstream maintained schools, mainstream FEIs and places where nursery education is provided.
It is the ALP called for by an individual child or young person's learning difficulty or disability that must be set out in the IDP (see section 10(b) of the Act).
What ALP a child or young person with ALN requires is specific to them and depends upon their individual needs and circumstances.

Whether or not it is ALP in any particular instance will depend upon whether it is called for by the child or young person's learning difficulty or disability and whether it is educational or training provision that is additional to or different from the general provision for all learners of the child or young person's age in MS school in Wales. (including those that do not have the disability or condition concerned).

In some cases, indirect forms of support, such as training the person who is to deliver the ALP, may be necessary for the identified support to be provided. The Code envisages that these details will be set out in the ALP section of the IDP (paragraph 23.37):

Any specialist training for teaching staff could, depending upon the circumstances, be part of the description of ALP in an individual child or young person's IDP. However, not all input from specialist services is necessarily ALP.
"The information recorded in relation to ALP will be more useful the clearer it is. It should be detailed, specific and quantifiable. This clarity might result from describing the specific tasks or actions that will be undertaken; it could also detail the training or qualifications any staff will require. Simply stating that support will be provided will not meet the need for clarity; describing the tasks any staff will undertake or facilitate, what they will be responsible for, and, if necessary, what qualifications or training they will require is important."
Some support from specialist services, including some forms of staff training, may be provided for other purposes, such as to help staff identify needs or generally to raise awareness about particular conditions, his may not be included in an IDp , but me more general.

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The test for having ALN is set out in the ALNET Act (s.2) and is to be applied to each child or young person individually - the test must always be applied in light of the child's particular circumstances.

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Anxiety affects between 5-19% of young people, with up to 5% of children under the age of 12 affected. An overwhelming one in six will experience anxiety in some form during their lives. Helping children learn how to not only recognise when their worries begin turning into anxiety, but discovering how to talk about their feelings and seek help is vital.

As part of our mission to create a happier, healthier society, we have been working on a range of free, easy to use resources to help parents, teachers, and primary school aged children. Our aim is to help families learn more about positive mental health, common childhood mental health and wellbeing conditions, and how they can tackle them.

Our first series of resources focus on anxiety, worries, and mindfulness.

Free downloadable resources to help anxious children

1. Anxiety booklets

We've created a series of three printable booklets to help explain anxiety. Each tailored to help parents, teachers, and children themselves, you can download and print these from home, or read them from your tablet.

2. Worry tree (colour or ready to use)

Based on the traditional Worry Tree, our Worrypuff worry tree activity offers a simple, sweet way to get children engaged with and talking about how they are feeling. This can be used to get kids thinking and talking about their worries, fears, and anxieties, encouraging them to talk and find ways to tackle their worries.

Our worry tree can also be used as a mindful colouring exercise for children or makes a great classroom activity to encourage kids to share their worries and work on solutions together.

3. Mindful colouring bookmarks

A simple, straightforward way to help introduce children to , our mindfulness mindful colouring bookmarks each come with a simple, positive message and straight-forward activity or piece of advice to help them tackle their anxiety on one side, with a cute Worrypuff pattern or picture on the reverse. Just download, print, and fold.

4. Comic strips

Together with Happiful Kids, we have also created a series of short comic strips to help explain anxiety, mindful colouring, and worry trees to young children.

5. Articles and book recs

Over at Happiful Magazine, we have also created articles on must-read books for anxious kids, as well as can mindful colouring help calm anxious kids.

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Anxiety affects between 5-19% of young people, with up to 5% of children under the age of 12 affected. An overwhelming one in six will experience anxiety in some form during their lives. Helping children learn how to not only recognise when their worries begin turning into anxiety, but discovering how to talk about their feelings and seek help is vital.

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Denbighshire Family Link Workers work closely with families, pre-school settings and schools to make sure all children have a positive experience of education and get opportunities to reach their full potential.

Support for children

Family Link workers run free Language and Play sessions throughout Denbighshire and work with pre-school and primary school settings offering support for children with:

School readiness

Toileting

Speech and language

Behaviour

Sleep routines

Feeding

Language and play/parent and child sessions

Nurture support

Family support

Family Link Workers provide support, advice and guidance for families who are experiencing difficulties such as:

Separation/divorce

Bereavement

Long term illness or medical concerns

Housing/eviction

Financial difficulties

Mental Illness

Domestic violence

Substance misuse

Employment and training

Solihull understanding your child

How to get support

You can contact us online to find out if we can support you or you child or if you would like more information about how we can help.
Contact Denbighshire Family Link Workers
Solihull Approach parent groups

Denbighshire Family Link Workers run groups for parents and carers of children in pre-schools and primary schools who want to know;

more about parenting

how children develop

how to understand their children's behaviour and emotions better.

The group is based on an approach developed in Solihull, which aims to increase emotional health and well-being through both practitioners and parents.
Find out more about the Solihull Approach (external website)
How to get involved

Sessions are for parents and carers only (if you have younger children, childcare arrangements would need to be made). You must book a place to attend a Solihull Approach parent group.
Places are limited and allocated on a first come, first served basis.
Please contact us if you would like to book a place on a Solihull Approach parent group.
The sessions are free of charge and run for two hours once a week for nine weeks, but they do not run in the school holidays. To Benefit the most out of Solihull approach we advise that you attend all sessions (minimum of 90%).
Where do the Solihull Approach parent groups take place?

The groups will run in local primary schools.

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Denbighshire Family Link Workers work closely with families, pre-school settings and schools to make sure all children have a positive experience of education and get opportunities to reach their full potential.

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Place2Be is a children's mental health charity with over 25 years' experience working with pupils, families and staff in UK schools.

We provide mental health support in schools through one-to-one and group counselling using tried and tested methods backed by research. We also offer expert training and professional qualifications.

Why it's important

1 in 6

children and young people have a diagnosable mental health problem, and many continue to have these problems into adulthood.

50%

of those with lifetime mental health problems first experience symptoms by the age of 14.

1 in 10
boys aged 5-19 with a mental health condition are excluded in some form from school

Find out more about our work

How we help

Mental health support in schools

Our in-school mental health service supports the wellbeing of pupils, families and staff.
Find out more

Training and workshops for schools

We provide mental health training to support school leaders, teachers and other staff to develop mentally healthy schools.
Find out more

Counselling training and placements

Gain experience and skills with our child counselling training and placements.
Find out more

Place2Be is part of our school family. It is more than an office, more than a therapy room and more than a collection of counsellors.

Glyn Ellis - Headteacher, Haslingden Primary School

My daughter had become a different person - one we didn't recognise - but since counselling we see signs of our old loving daughter coming back.

Parent

If you have problems or worries you get a chance to talk to a person you trust. When I grow up I want to help children like Place2Be helps children.

Eight-year-old girl

Your support makes it possible

Thousands of vulnerable children and families depend on our work every single day. We simply cannot reach them without your help. There are so many ways to lend your support.

Place2Be's counselling service in primary schools has the potential to return £8 to society by improving long-term outcomes for each child.

Make a donation

How you can help

Fundraise for us

Raise money to transform children and young people's mental health. Browse ideas, tips and advice.

Get fundraising inspiration

Take part in an event

Run, cycle, walk. Trek to great heights or tackle some muddy obstacles. Take a look at our fundraising events.

Take on an event

Partner with us

See how your organisation can help us to support more children, families and school staff across the UK.

Find out more

Our impact

In the last school year

5,875

pupils were supported through one-to-one counselling

27,995

pupils booked their own appointments to speak to our mental health professional

After one-to-one counselling with Place2Be

68%

of pupils caused fewer problems for the teacher or class, according to teachers

79%

of pupils with severe difficulties showed an improvement in wellbeing, according to parents and carers

83%

of pupils with the highest level of need show an improvement in wellbeing, according to children and young people themselves

Place2Be: mental health support in schools

Hear from children and teachers about the impact of Place2Be.

News & blogs

Letter to the PM: Suicide and self-harm prevention in the Online Safety Bill

We're urging the Prime Minister to ensure that the regulation of harmful content is retained in the Online Safety Bill.

Read more

Promoting wellbeing to a new generation of teachers in Scotland

Kathleen Forbes, Place2Be Consultant Clinician at the University of Edinburgh, on promoting wellbeing to student teachers

Read more

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Improving children's mental health in schools - Place2Be

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We provide mental health support in schools through one-to-one and group counselling using tried and tested methods backed by research. We also offer expert training and professional qualifications. 1 in 6 children and young people have a diagnosable mental health problem, and many continue to have these problems into adulthood.