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Welcome to Southwood’s inclusion page. Here you can find some additional information to help support your child at home. Look through each column to see a selection of information and tasks. New pages will continuously be added so come back to see our updates and latest information.

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What needs could my child have?

In the SEND Code of Practice (2014), need is broken down into four areas.

Communication and Interaction: Children who have speech, language or communication needs

Cognition and Learning: Children who have learning difficulties or learn at a slower pace

Social, Emotional and Mental Health Difficulties: Children who experience difficulties with their own mental health and may struggle to manage their emotions and/or behaviour

Sensory and /or Physical needs: Children who have a physical condition that affects their mobility, this may be children who have a visual or hearing impairment or a physical disability

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If you have a concern about your child, you can speak to the class teacher and arrange an appointment. If you would like to meet with a member of the Inclusion Team, an appointment can be made through the office.

Mr O’Byrne - Inclusion Lead
Miss Veysi - SENDCo

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Children and young people who have speech, language and communication difficulties can struggle to make sense of language or to understand how to communicate effectively and appropriately with others.

Children and young people with an Autistic Spectrum Disorder, including Asperger’s Syndrome, have particular difficulties with social interaction.

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On our school website, are a range of activities which you can complete with your child at home to develop their speech and language.

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Speech, Language & Communication @ Southwood

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Resource library to use at home for different speech and language needs.

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Resource library for families - Speech and Language UK: Changing young lives

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Our team of speech and language therapists have written these helpful info pages, based on our most frequently asked questions from families.

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Makaton is a simplified form of sign language, incorporating symbols and gestures, and is normally used with children with additional needs. Makaton is a great alternative method of communication for children who are not able to communicate verbally yet.

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Alternative communication - PECS/symbols 

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Alternative communication - PECS/symbols 

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Physical needs are defined as children and young people who have visual and/or hearing impairments, or a physical need that means they must have additional on-going support and equipment.

Sensory needs are defined when a child has a difficult time receiving and responding to information from their senses. Children who have sensory difficulties may have an aversion to anything that triggers their senses, such as light, sound, touch, taste, or smell.

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Cognition and learning is the primary need for children and young people who learn at a slower pace than others their age, they may:

-have difficulty in understanding parts of the curriculum.
-have difficulties with organisation and memory skills.

-have a specific difficulty affecting one particular part of their learning such as in literacy or numeracy.

The term ‘learning difficulties’ covers a wide range of needs, including moderate learning difficulties (MLD), severe learning difficulties (SLD) and profound and multiple difficulties (PMLD). Specific learning difficulties (SpLD) such as dyslexia, dyspraxia and dyscalculia come under this term.

Please look at the maths and literacy section for ideas to support your child’s progress.

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Children and young people may experience a wide range of social and emotional difficulties which present themselves in many ways. They may:

- have difficulty in managing their relationships with other people.

- be withdrawn.

- behave in ways that may impact their and other children’s learning or that have an impact on their health and wellbeing.

This broad area includes attention deficit disorder (ADD), attention deficit hyperactivity disorder (ADHD) or attachment disorder. It also includes behaviours that may reflect underlying mental health difficulties such as anxiety, depression, self-harming and eating disorders.

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Self-regulation in children and teenagers

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Self-regulation in children and teenagers

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Self-regulation is the ability to manage reactions and behaviour. You can help children learn self-regulation from early childhood and into the teen years.

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At Southwood, we use Zones of Regulations across the whole school to understand different emotions. It’s important to remember that everyone experiences these different emotions and it is important to recognise them. Being able to understand the different emotions is key to learning how to regulate.

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Top tips for speech and language at home.

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Talking to your child is the most important thing you can do to support them and get them ready for nursery, school and life. Learning a language should be easy, fun and interactive and it should come naturally. It's also very complex and sadly many, many children find it hard.

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Talking to your child is the most important thing you can do to support them and get them ready for nursery, school and life. Learning a language should be easy, fun and interactive and it should come naturally. It's also very complex and sadly many, many children find it hard.

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Supporting hypersensitivity:

Using light covers, sunglasses or a hat under fluorescent lights

Wearing ear plugs or headphones in noisy environments

Working in spaces with a closed door or high walls

Avoiding strongly scented products

Choosing foods that avoid aversions to textures, temperatures or spices

Wearing soft, comfortable clothing

Adjusting schedules to avoid crowds

Supporting hyposensitivity:

Visual supports for those who have difficulty processing spoken information

Using fidget toys, chewies and other sensory tools

Arranging furniture to provide safe, open spaces

Taking frequent movement breaks throughout the day

Eating foods with strong flavors or mixed textures

Weighted blankets, lap pads or clothing that provides deep pressure

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Dyslexia is a learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling. Characteristic features of dyslexia are difficulties in phonological awareness, verbal memory and verbal processing speed.

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At Southwood, we use sensory circuits for children who need support to meet their sensory needs. This helps their regulation so they are ready to learn.

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Autism is a spectrum condition and affects people in different ways. Like all people, autistic people have their own strengths and weaknesses. Please look at the website to find more information regarding the difficulties that people with autism face, the differences between autism in girls to boys and information about diagnosing autism.

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A definition of autism with an overview of communication, behaviours and interests, and sensory processing differences needed for an autism diagnosis.

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Home - Barking and Dagenham SEND Local Offer

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Barking and Dagenham’s SEND Local Offer is for You Children and young people with special educational needs (SEN) or disabilities and their families. Our site is being regularly updated, so please keep coming back to discover what’s happening with Barking and Dagenham’s SEND Local Offer. Early Years (0-5) Early Years (0-5) Early years provision and

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Early help for professionals working with children

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It’s everyone’s responsibilityto improve the lives of young people and their families in the borough. This page is for professionals such as teachers, health workers and other child care professionals. If you are a member of the public and want information and advice about early help please visit Early help and support for families.

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The Heathway Centre runs a range of groups for children and young people with special needs where they can come with their brothers and sisters, including pre-school activities and youth clubs.

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Targeted support

Our targeted early help offer is aimed at families who need additional help from a professional for a time limited period only. You will be provided with an allocated Early Intervention Worker.

This includes help around behaviour management, implementing routines, completing and reviewing care packages, transition into adult services and access to specific services that require professional referral and intervention.

Targeted early help includes completion of an Early Help Assessment to identify the needs of the family. If you do not wish to have an EH Assessment completed, we cannot provide this service.

We receive targeted early help referrals through a variety of sources including Multi Agency Safeguarding Hub (MASH), schools, police, health services, voluntary sector agencies, and through cases stepped down from social care.

If you are a professional or parent/carer or young person wanting to make a referral for targeted early help please complete the Request for Early Help Support form.

More details on LBBD early help services can also be found on our Early help and support for families page.

Universal support

Our universal offer includes; referral and signposting to specialist services, information on how to apply for grants and subsidies and delivery of a programme of activities* aimed at both parent/carer, children, young people and their siblings. *Currently all activities are suspended due to COVID-19.

You do not need to have an allocated worker to receive universal support as this service does not require ongoing support. Universal support can include referrals and contact with OT services, specific health services such as continuing health care team, pediatrician, healthy lifestyles team, health visiting teams, Homes and Money Hub, Carers of Barking and Dagenham, IASS, Vibrance or referral to adult intake team.

Please note, that we do not provide a form filling service. We are always happy to advise you on information you may need to include in a form, but we do not fill out the form for you. If you have any difficulties in filling out forms please talk to us and we can signpost you to agencies that maybe able to help.

Free courses

Free courses are available for parents/carers looking after children with additional needs, run by Carers of Barking and Dagenham.

The Triple-P Parenting Programme (positive parenting programme)

An interactive, virtual programme aimed at supporting and enhancing a parent/carers knowledge, skills, understanding and confidence in managing a child and or young person's social, emotional, and behavioural difficulties.

Triple P Online and Teen Triple P Online are available free to all parents and carers of children up to 16 years in the London Borough of Barking and Dagenham

This will enable families to access free resources to help with:

dealing with anxiety

keeping things harmonious at home

support you as the parent to focus on the positive's

Activities and programmes

Due to the current Coronavirus outbreak, we regret that all our scheduled groups and activities have been cancelled until further notice. Please check here for further updates and information.

We offer a wide range of activities aimed at supporting parent/carers to:

increase their confidence

make new friends

share experiences

increase awareness of resources available

We provide fun activities for children and young people to support them develop their learning and communication skills and help them become more independent.

Our programmes are offered in consultation with parents/carers, children and young people. We encourage siblings to attend.

Holiday programmes

Our holiday programmes are very popular, offering families an opportunity to spend quality time together. We plan trips with the needs of all our children in mind and continue to offer activities during half terms and the summer holidays.

Our activities include:

family swimming

fencing

martial arts fitness

dance and drama

family fun

Down Syndrome support groups

Citizens Advice Bureau

free public internet access

Inclusive football taster sessions

For players with a disability.

Inclusive football taster sessions flyer (PDF, 503.30 KB)

SWAP - Speak With A Picture

SWAP is an exciting new project, starting in September 2018, aimed at pre-school children aged 2 to 4 who have social and communication difficulties. The aim of the programme is for children and their families to develop communication skills that can be widely used every day. SWAP is funded by BBC Children In Need but additional costs for materials must be funded by parents or carers.

The programme is aimed at predominantly non-verbal children or children with limited communication skills, using an alternative communication system designed to provide individuals with the ability to share their own wants and needs, called PECS - picture exchange communication system. It uses pictures and symbols in a 6 stage approach to teaching. Children are encouraged to choose an image and exchange the symbol for a desired outcome, enabling them to have their needs met in any social situation.

The programme will be based at the Sycamore Trust in Dagenham. to join, families must commit to attend 12 weekly sessions with a view to improving communication skills and building parental confidence. The sessions will last approximately an hour each week and each child will be supported by two Sycamore Trust staff along with their parents.

How to apply

Families can be referred, using our referral form, by:

your child's GP

health visitor

CAMHs

nursery or preschool

paediatrician

social worker

children and adults disability team

portage worker

support worker

any other health professional involved with your child

self-referral

If you are interested in this exciting new programme for your child, or if you're a professional with a family that you feel would benefit from the programme, contact the SWAP Team at SWAP@sycamoretrust.org.uk, telephone 020 8517 9317 for further information, or complete and return our referral form.
SWAP referral form
After you apply

We aim to place as many children who need our support as possible. If successful, we'll contact you to confirm your child's place on our waiting list.

Short breaks and respite

Short breaks

Short breaks offer a chance for children and young people who are disabled to access activities enabling them to have fun, spend time away from their carers, develop skills and independence and make new friends.

Short breaks can be offered to children and young people who can't usually access mainstream services without support, to access leisure activities with their families and or friends. Short breaks can also be used to give parents and carers a break from their caring responsibilities.

Read our short breaks guidance for more details.

Short breaks guidance (PDF, 765.76 KB)

Respite

If you feel your child needs to attend a provision to support their development and also need a break from your caring responsibilities, you can apply for a short break, often referred to as respite.

Respite can be offered through a request being made for your child to attend a provision of your choice or a request for a carer to provide care for your child whilst you attend to day to day activities which you are unable to complete because of your caring responsibilities.

If you have an allocated social worker, early intervention worker or portage worker, they'll need to complete an assessment to determine the impact this will have on your child and your family.

If you don't have an allocated worker as above and don't have an open CAF (Common Access Framework) in place, you can complete the short breaks self referral form. You can ask any early intervention professional at our children centres to check whether you have completed the form correctly.

Short breaks self-referral form 2018 (DOC, 89.50 KB)

Short Breaks 4 Me Grant

The Short Breaks4Me grant is now closed and has been closed since 25 November 2021. We will update this page once the grant is available again.

Please note we are currently not accepting any special spend requests.

Contact us

020 8227 5500
shortbreaks4me@lbbd.gov.uk
Travel assistance

Parents do not need to apply annually for travel assistance.

You will only need to complete an application form if:

your child does not receive travel support at the moment and they would like to make a new application

your child is at a transition phase of their education

your address changes

your child's school placement changes

your child's needs significantly change whereby the current support is no longer suitable

your circumstances change whereby they can no longer support their child to get to school

Parent/carers must complete our essential information forms to ensure up-to-date contact details are in place. These will be distributed via the buses.
More information on travel assistance
Please note that The Heathway Centre do not make decisions on travel assistance and cannot support with any appeals process.

Any queries on applications or appeals should be emailed to transport.request@lbbd.gov.uk

Carers' cards

Our carers' cards are aimed at helping parents and carers get recognition for caring for a child with a disability or additional need, valid until their 25th birthday. The card is transferable so can be used by any person caring for the child or young person to show that they are the carer. The card can be used as evidence when accessing some leisure activities, as many local and national attractions do offer discounts for a carer. You should always ask before booking an activity.

To apply for a new or replacement carers' card, complete our application form and return it electronically to TheHeathwayCentre@lbbd.gov.uk. You'll need to attach a recent passport sized photo of your child with their full name and date of birth written on the back of the photograph. We are happy to receive a photograph of the completed form if you are unable to fill this out electronically. Please do not drop it off at the centre as the centre is currently closed to the public due to COVID.

A member of staff will contact you when it is ready for collection.

Carers card application form (PDF, 122KB)

Carers card application form (DOCX, 68KB)

Radar keys

Do you have a child or young person with a learning difficulty or disability? Do they find it hard to wait to use a public toilet?

If yes, you can purchase a radar key from the Heathway Centre for £1.50. The radar key will allow you to gain access to toilets for disabled people.

Opening hours

Monday to Friday, 9am to 5pm.

GDPR - Email mailing list

We sent an email to all our parent/carers that were on our email contact list on the 22 June 2018, requesting an opt in or opt out option for receiving email updates from The Heathway Centre. We gave everyone a one month timescale to respond and confirmed that if we didn't hear from you, we would remove your details from our list.

If you did not respond, we have removed you from our email list and you will no longer receive any updates.

If you would like to continue to receive updates, please email TheHeathwayCentre@lbbd.gov.uk requesting to be placed on our Parent/Carer email contact list.

Face covering exemption cards

Face covering exemption cards are for children, young people and adults who cannot wear a mask due to their disability or medical needs. If you feel that you or child may need an exemption card, you can print these off here:

Face covering exemption cards (PDF, 607KB)

Butterflies Project

Butterflies Project aim to promote the health and wellbeing for families with a child or young person with a learning disability and/or on the autistic spectrum and are aged 0-19 years. For those living in the London Borough of Redbridge, Barking and Dagenham and Havering.

Operated during school holidays mostly.

Promoting health and wellbeing for the whole family.

Offering information on benefits, grants and other services available.

Outdoor physical activities such as gardening, nature walks and wildlife spotting, visits to farms and animal encounters, drama and storytelling workshops, sailing, boating, kite flying and outings.

Encouraging building of friendships through group activities.

Contact

Sonia Anderson-Cunningham.
Children and Families Project Manager- Butterflies Project.
Email: s onia@redbridgeforum.co.uk
Tel: 07442 038730 on Monday, Wednesday and Thursday 10am to 4.30pm

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Our targeted early help offer is aimed at families who need additional help from a professional for a time limited period only. You will be provided with an allocated Early Intervention Worker. This includes help around behaviour management, implementing routines, completing and reviewing care packages, transition into adult services and access to specific services that require professional referral and intervention.

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The Sycamore Trust runs a range of social activities specifically for children and young adults with Autism and Learning Difficulties.

Autism aged 8 –13 group. While at the club, members will be able to benefit from a range of activities including arts and craft, various cooking activities, physical activities, and sensory based activities. All the activities are carefully designed and structured to enable all members, whatever their abilities, to engage and interact with all the activities to the best of their individual ability.

Within the 13-17 group we support young people to learn life skills to enable them to move forward towards being more independent

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Sycamore Trust U.K. offers a range of services designed for young people with Autism and / or Learning Difficulties. All staff and volunteers receive up-to-date training to allow them to support our young people in the appropriate manner

Alpha & Bravo Groups (Social Survivors life skills project)

In 2019 we received funding from the Mayor of London's Young Londoners Fund to provide two new life skills groups for young people aged 10-16 with high functioning ASD living in Havering, Barking & Dagenham and Redbridge.

The aim of the project is to help young people gain confidence, learn life skills, and improve social skills

This consists of five modules, covering

Safe travel

Basic life skills

Personal hygiene/ personal appearance

Social skills

Safe relationships

The modules are designed to enable young people with ASD to learn the skills required to become more independent and contribute to society.

* The Alpha Group meets on Wednesday evenings in Rainham.

* The Bravo Group meets on Thursday night in Dagenham.

Activities also take place in the community, allowing the young people to become comfortable and competent in accessing their local environment. In addition, we include enjoyable and stimulating activities in a safe space where they can meet and make friends. On completion of the modules the young people can join the steering group where they can continue to learn life skills and support the younger members of the group.

This project is funded by the Mayor of London's Young Londoner's Fund and is available for young people aged 10-16. For more information email activities@sycamoretrust.org.uk or call 020 8517 9317.

Barking and Dagenham commissioned Youth Club

Ages 8-13 & 14-17

We provide two youth clubs for people with Autism aged 8 -13 and 14- 17 based in Dagenham. While at the club, members will be able to benefit from a range of activities including arts and craft, various cooking activities, physical activities, and sensory based activities. All the activities are carefully designed and structured to enable all members, whatever their abilities, to engage and interact with all the activities to the best of their individual ability.

Within the 13-17 group we support young people to learn life skills to enable them to move forward towards being more independent.

Places at our Barking & Dagenham youth groups are commissioned places (funded by B&D through the Short Breaks local offer) Referrals must come via children's services. To find out eligibility for care packages contact; the Heathway Centre, 512a Heathway, Dagenham RM10 7SJ 020 8227 5500 theheathwaycentre@lbbd.gov.uk

Once a club member reached the age of 18, they may have the opportunity to progress onto our 18-30 Group, see adult services for details

Girls Project

We've got an exciting project created especially for girls and young ladies with Autism. Sometimes, girls can avoid being diagnosed because they are good at copying from others, and combined with recent studies suggesting that the ratio of boys with a diagnosis of autism compared to girls is 3:1, this can lead to a lack of services for girls and young women on the spectrum. Thanks to support from the Tudor Trust, we've addressed this imbalance with a special 'girls only' group.

Based in Romford, the group is open to high functioning young ladies with Autism aged 11-17 who live in the boroughs of Barking & Dagenham, Havering and Redbridge. The primary objective of the group will be to empower girls and young women to develop social and independence skills through a variety of activities designed to stimulate friendship, co-operation and fun!

If you're interested, call Emma on 020 8517 9317 or 01708 749816 or get in touch on girlsproject@sycamoretrust.org.uk

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In 2019 we received funding from the Mayor of London's Young Londoners Fund to provide two new life skills groups for young people aged 10-16 with high functioning ASD living in Havering, Barking & Dagenham and Redbridge.

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Child and young person eligibility criteria

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If you’re raising a disabled or seriously ill child, and need support with essential items, family Fund can help.

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Child and young person eligibility criteria

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We use our own child and young person’s eligibility criteria. Read through to see if you may be eligible for support.

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"kids yoga" "yoga for kids" "yoga for children yoga story for kids" "children's yoga" "yoga adventure for kids" "kindergarten yoga" "preschool yoga" "kids me...

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YOGA | MINDFULNESS | RELAXATION FOR KIDS! Screentime that gives kids SUPERPOWERS! ⬇️ D O W N L O A D T H E C O S M I C K I D S A P P ⬇️ 🍏Apple: https://apps.apple.com/us/app/cosmic-kids/ 🛍️Android: https://play.google.com/store/apps/details?id=com.cosmickids 🖥️ Desktop (great for teachers!): https://app.cosmickids.com/ 📺 Roku: https://rb.gy/44r8d -------------------------------------------------------------------- Why watch on the App?

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Stories and poems by young people with ADHD

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Stories and poems by young people with ADHD

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Fine motor activities will help your child with writing, grasping objects and independence skills like getting dressed and feeding themselves etc.

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Dough Disco for parents

Looking for ways to combat boredom with your children at home? Dough Disco is a great activity for children and parents. It combines learning and playful fun with loads of YouTube follow along videos to get you going from scratch up to some of our more advanced moves.

Encourage creativity, develop the muscles needed for early mark making and writing and make some wonderful memories for the whole family - Dough Disco will help you with all these things!

Here are some of our "at home" Dough Disco videos that use our basic moves to get you started with your Dough Disco journey:

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Dough Disco is a popular fine motor skill exercise created by Shonette. Can be used to improve brain and muscle development.

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8 gross motor skills activities for kids

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Using a trampoline is a great activity to improve balance. It can also be part of a sensory diet . Indoor trampoline parks are a fun place to socialize with other kids. But if you're not confident your child will follow directions or if your child isn't old enough for a trampoline park, you can also get a mini-trampoline for supervised use at home. Keep in mind that it's important to follow safety rules, like having a jump bar.

Hopping and jumping require strong gross motor skills, balance, and coordination. Hopscotch is a simple way to practice those skills. (As a bonus, it can help practice number skills, too!) If you don't have a sidewalk to draw on or a playground nearby, you can set up hallway hopscotch using painter's tape.

Playing on the playground can have many benefits for kids . Swinging on a swing set can help kids develop balance. It also helps them learn how to coordinate shifting their weight and moving their legs back and forth. You may also want to encourage your child to use "unstable" playground equipment like rope ladders and wobble bridges. While they can be scary before kids get used to them, they help work trunk muscles.

5. Balloon and bubble play

Balloons and bubbles are a unique way to build gross motor skills because you can't predict where they're going to go. Kids can chase bubbles and try to pop as many as possible. While chasing them, they have to run, jump, zigzag, and move in ways that require sudden shifts in balance and weight. The same goes for throwing and trying to catch or kick balloons. For more structured play, you can set up a game of balloon volleyball.

6. Tricycles, scooters, and pedal cars

Some kids who struggle with gross motor skills may learn to ride a trike or bike later than their peers. But there are alternatives they can use to get places and practice balance. Some tricycles come with handles so you can push while your child practices pedaling. Or you could invest in a sturdy scooter or a pedal car. They're all stepping stones to riding a bike. Once your child gets the hang of it, you can even set up an obstacle course or draw a track with chalk. (Just don't forget the helmet!)

Whether it's a dance class or an indoor dance party, dancing is good gross motor practice. It helps kids develop balance, coordination, and motor sequencing skills. It also helps build your child's awareness of rhythm. For little kids, try using songs with lyrics that add movement, like "I'm a Little Teapot" or "The Hokey Pokey."

Obstacle courses get kids moving and give them a goal to accomplish. For an indoor course, use furniture, pillows, and blankets to create areas to crawl on, under, and through. Outdoors, you can use things like hula-hoops to jump in and out of, jumping jacks, belly crawling, bear walking, and other creative movements that challenge your child to balance, crawl, jump, and run.

About the Author

About the Author

worked as a classroom teacher and as an early intervention specialist for 10 years. She is the author of Amanda Morin The Everything Parent's Guide to Special Education. Two of her children have learning differences.

Reviewed by

Reviewed by

Keri Wilmot is an occupational therapist who works with children of varying ages and abilities in all areas of pediatrics.

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8 gross motor skills activities for kids

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Using a trampoline is a great activity to improve balance. It can also be part of a sensory diet . Indoor trampoline parks are a fun place to socialize with other kids. But if you're not confident your child will follow directions or if your child isn't old enough for a trampoline park, you can also get a mini-trampoline for supervised use at home.

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All my stripes is a story about being different and accepting those differences. The story shows that everyone is unique and that makes each person special. You could watch this story with your child and discuss what makes you both special!

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Attention deficit hyperactivity disorder (ADHD) is a condition that affects people's behaviour. People with ADHD can seem restless, may have trouble concentrating and may act on impulse. There are many strategies to support children with regulating so it is important to find the tools that best suit your child.

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If you are concerned regarding your child’s social skills, please speak to your child’s class teacher and we can discuss some strategies that can help at home.

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If your child has a dyslexia gold account, please log in following the link to complete activities.

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Change your child's life in 10 minutes a day. Transform how your child reads by addressing the causes of their reading difficulties.

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Parents to talk to a speech therapist support line for advice on strategies to use at home.

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Speech and Language UK: Changing young lives

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Our free talking with your toddler webinars are for parents of children aged 12 months to 2 ½ years who are concerned about their child's talking and understanding of words. We offer seven different themed webinars which are led by an experienced speech and language therapist. Each will equip you with activities and approaches to encourage development. To help you feel confident, you will also be welcome to ask questions.

One webinar takes place every week, and you can attend one or all of the webinars depending on your interest in the individual topics.

Our webinar topics are:

Symbolic noises and first words

Using everyday routines to support speech, language and communication skills

Sharing books to develop speech, language and communication skills

Using songs and rhymes to develop speech, language and communication skills

Play and talk

Talking more than one language

How babies learn to talk (for children 12 to 18 months)

Following the webinars, we advise that you try out the strategies at home, and contact our advice line if your child has not made progress over a three-month period.
Book a free webinar place

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Talk to a speech and language therapist - Speech and Language UK: Changing young lives

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Talk to a speech and language therapist - Speech and Language UK: Changing young lives

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We work with a school Nurse who is NHS registered. The service provides support in the form of training and advice for parents and staff. Training provided consists of awareness of seizures and epilepsy, sickle cell among other medical treatments. They also assist us in writing Health Care Plans (HCP) for children with allergies and other medical needs. The school nursing team also run drop-in clinics where you can discuss any concerns regarding your child's health needs and these are based at the school. We announce the dates of drop-in clinics on class dojo events. If you have any medical concerns and would like to discuss these concerns please contact our school office.

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My Brain Is A Race Car is a story to help understand a neurodivergent ADHD brain.

https://www.youtube.com/watch?v=bfQoPgq1TL4

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My Brain is a Race Car by Nell Harris - Kids Book Read Aloud

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A Day With No Words is by an author with autism, who also has two autistic boys, she shares what life can look like for families who use nonverbal communication.

https://www.youtube.com/watch?v=cr2MPy1Gg_8&t=98s

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🫶 📱 A Day With No Words by Tiffany Hammond 2023

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My Brain Is Magic is a story to celebrate sensory needs.

https://www.youtube.com/watch?v=bBh5z4CFxZg

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Times tables is a crucial skill in maths as it is used in many different concepts. By year 4, children should be fluent in all of their times tables.

When it comes to times tables, speed AND accuracy are important – the more facts your child remembers, the easier it is for them to do harder calculations. Times Table Rock Stars is a fun and challenging programme designed to help pupils master the times tables!

Please login to TTR below and speak to your child’s class teacher if you do not have your login.

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Times Tables Rock Stars – Times Tables Rock Stars

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Knowing and understanding number bonds is important for many different math concepts. Click on the link to have access to a range of online games that will develop your child’s number bond skills.

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Teddy Numbers

The Teddy Numbers game can help you to learn numbers to 15. Learn the digits and words for the numbers and it game can help you learn to count too.

Hit the Button

Quick fire questions on number bonds, doubling, halving, times tables, division facts and square numbers against the clock. Brilliant for improving mental maths and calculation skills, but particularly times tables either up to 10 or up to 12 times.

Subtraction to 10

This game provides a simple introduction to the concept of subtraction. Each calculation features a subtraction within 10, along with a pictorial representation of the start number.

5 Fat Sausages

This is a one less action rhyme which can be played to accompany the song. Alternatively the game can be played with 10 sausages. It could be used to predict subtraction to 10 when children are learning number bonds to 10.

Helicopter Rescue

A game which focuses on numbers from up to 10, to up to 100. There are four game modes: Find a Number, Find the Number Between and Count On and Count Back. The counting on and back games reinforce the vocabulary of addition and subtraction.

Underwater Counting

Can you find the treasure? You need to count the underwater creatures. This game has two levels: Count to 5 and Count to 10.

Daily 10 has maths questions on a range of maths concepts: addition, subtraction, ordering, partitioning, digit values, rounding, multiplication, division, doubles, halves and fractions. Great starter or plenary activity. Useful for mental maths.

Number Balance

Try addition and multiplication calculations on this number balance by arranging the blue tags. Great for consolidating number bonds to 10. The free play option is useful as a teacher aid for demonstrating the commutative property of multiplication.

Number Pieces

A great teaching resource which helps children to understand place value. It uses hundreds, tens and ones blocks. It's great for demonstrating decomposition as you can break apart the pieces.

A very versatile teaching tool which has 5, 10, 20 and 100 frames or grids as the facility to make your own custom frame. It could be used for addition especially number bonds, subtraction as well as creating multiplication arrays.

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Teddy Numbers The Teddy Numbers game can help you to learn numbers to 15. Learn the digits and words for the numbers and it game can help you learn to count too. Hit the Button Quick fire questions on number bonds, doubling, halving, times tables, division facts and square numbers against the clock.

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If maths is difficult for your child, it is important to practise skills regularly. Developing math skills can be fun and engaging by games!

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Playing games is a really fun and easy way for parents to familiarise children with numbers and support their learning.

Maths games can make a big difference for children who don't enjoy maths, find it tricky, or lack confidence. Games don't feel like learning, so you'll probably find it's easier to get a reluctant child involved in a game, than to sit down with a worksheet.

Remember, games are for life, not just for Christmas; so make time to play regularly at home, get together with friends and family or ask the PTA or school about hosting a family maths games night or lunchtime club - you could soon see your child's confidence grow and a more positive attitude towards maths emerge.

Different types of maths games

There are all kinds of maths games that can help children learn and practise a range of skills:

traditional board or card games

educational maths games designed for learning

online games and puzzles

If you think your kids will be put off by educational games, you'll probably find lots of the games they already enjoy involve maths in some way, shape or form.

You can pick up board games from charity shops and boot fairs at a fraction of the brand new cost and if your child likes to play on a tablet or laptop, there are plenty of free online options.

Traditional games that are 'undercover' maths games

Monopoly

A firm family favourite, kids use a range of maths skills in their quest to bankrupt you! Monopoly helps with counting, addition and subtraction, handling money, practising number bonds, strategy and negotiation.

Dominoes

Great for turning maths into a game because you can use them in so many ways. Traditional dominoes can help with counting, matching, recognising odd and even numbers, addition and subtraction. If your child is learning shapes, why not make your own dominoes with shapes on so they can practise recognising and matching them?

Snakes and ladders

Possibly one of the most frustrating games ever when you find yourself sliding from square 99 back down to 9! Snakes and ladders gets children counting and practising number bonds (along with a sprinkling of patience).

Four in a row (aka Connect 4)

A great game for helping children learn to predict what might come next, consider the possible patterns of play and develop strategies. Not forgetting the element of luck!

Scrabble

You might grab this one to help with spelling and vocabulary, but numbers are an important part of the game too. Addition and multiplication skills are used to keep track of scores throughout the game.

Card games

Do you remember playing card games with your grandparents? The old games like snap, patience, whist, rummy and bridge all help with maths - from early skills like recognising numbers to ten and ordering numbers, to more advanced skills like probability and prediction.

Educational maths games designed to make learning fun

Brainbox Maths

The Brainbox series of games are designed to help improve observation and memory skills. The maths version reinforces maths concepts as each card covers a maths topic including money, time, angles and fractions.

Head Full of Numbers

If you're familiar with the word-making game Boggle, this is similar, but for maths. Number cubes are shaken up, rolled out and placed in a tray. Players write down as many equations as they can make from the numbers selected using addition, subtraction, multiplication or division.

Maths bingo

Bingo is often played as a maths game in schools, so if it's a game your children enjoy, why not play it at home too? The caller has a list of maths questions related to whatever topic you want to learn, and each player has a bingo card with numbers on. Players need to solve the maths question and match the answer to their board. There are loads of free maths bingo downloads available online (try searching math bingo too!), or you could make you own.

Number Rumbler

Number Rumbler is a family card game developed with children by charity Maths on Toast. When you play you'll be having fun, practising your times tables, and developing number sense. Learning multiplication tables is all about number facts: 2 x 5 is 10, for example. Number sense is about understanding how numbers relate to each other more broadly. By playing with the cards, you'll get a better sense of how the numbers relate to one another.

If your kids love playing educational games, Orchard Games and The Early Learning Centre make loads of them! They have a big selection of maths games that help with counting, numbers, shapes and colours, matching, memory and more.

Free online maths games

Schools often use online games as part of the children's learning, so your child's teacher will probably be able to recommend some that link into what they're currently teaching or that they think will particularly benefit your child. There's plenty available without paying a subscription.

BBC bitesize

Children can count, add, subtract, multiply and divide their way to victory in a range of fun, quality online games sorted by learning stage and topic.

Maths is fun

Choose from a selection of maths games that includes some traditional offline games in an online format, like 4 in a row, chess and darts!

Top marks maths

There are lots of easy to play games sorted by age range and maths category on the top marks maths website.

Have we missed your favourite maths game or 'undercover' maths game? Let us know and we'll add it to the list, email editorial@parentkind.org.uk.

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Playing games is a really fun and easy way for parents to familiarise children with numbers and support their learning. Maths games can make a big difference for children who don't enjoy maths, find it tricky, or lack confidence.

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Please read the different strategies to get your child engaged with reading. It’s important from a young age that a child listens to others reading. Children need to be reading daily to develop their vocabulary, understanding of language and creativity.

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Reading for pleasure has a very positive impact on educational performance. The UK government's Education Research Standards Team tells us, "Evidence suggests that there is a positive relationship between reading frequency, reading enjoyment and attainment."

As a parent this is great news - reading with your child can be a fun and simple way to support their education, whatever their age.

Top tips for reading with your child

Not all children love reading though - here are our top tips to help you if you have an unwilling reader on your hands.

1. Make reading part of daily life - Children copy the adults in their lives so set an example by treating yourself to quick read when you get a quiet moment. It is worth looking at where the reading material is in your home. Can books be stored - or displayed - in places where your family relaxes? Bedtime is a traditional reading time, but if it doesn't work for you think about other slots. If you know you will have to wait while a sibling does a class or for an appointment, you could bring something to read.

2. It all counts - Research shows that reading and attainment go hand-in-hand. So let them read what they enjoy. It doesn't have to be a novel. It doesn't have to be fiction. Cereal packets, joke books and Top Trumps all count for beginners. For more advanced readers, consider non-fiction, comics and graphic novels. Books that seem too young can be comforting; conversely, books that seem too old are fine, too. The novelty factor of an e-reader could jump-start an interest in reading, and teenagers might enjoy story-telling apps too.

3. Integrate Interests - A book about football might entice someone who prefers pitches to pages - or a cartoon universe encyclopaedia could tempt a TV fan. Current affairs might appeal, too: First News bills itself as a weekly newspaper for young people. Or there's Whizz Pop Bang, a magazine for junior scientists. It's worth researching favourite authors: some offer freebies like exclusive stories and sneak previews to online fans. The Words for Life author interviews are a good place to begin.

4. Reading nest - Are there comfortable, distraction-free reading places in your house? The bother of moving from a cosy spot with good light might just encourage a child to stay put and keep turning pages. "We have this window seat on our landing that gets the afternoon sun and she lies there wrapped in the cat's blanket until it's too dark to see."

5. What a treat - Second-hand book shops are stocked with affordable treats, so bring a new (to your child, anyway) book on holiday. Or buy a magazine on the journey. Subscriptions make easy gifts - and charities with children's branches often publish a magazine - RNLI, for instance. Other magazines that might be of interest are Phoenix and Aquila.

6. Talk about it - Discussing what you are reading will give you some fascinating insights. Questions like "Where did we get to?" and "What do you think happens next?" send a message that you care about your child's opinions. Older children might be interested in what you are reading yourself - treasure these conversations, and follow up anything they recommend. It's very satisfying to pass on your childhood favourites: even share your own copies - but be ready for some challenging questions about the values of previous generations.

"I actually quite enjoyed Divergent, and she didn't even mind when I insisted on going to see the film with her and her friends."

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Reading for pleasure has a very positive impact on educational performance. The UK government's Education Research Standards Team tells us, "Evidence suggests that there is a positive relationship between reading frequency, reading enjoyment and attainment." As a parent this is great news - reading with your child can be a fun and simple way to support their education, whatever their age.

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Disability Living Allowance (DLA) for children claim form

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Tell us whether you accept cookies

We use cookies to collect information about how you use GOV.UK. We use this information to make the website work as well as possible and improve government services.

Use this claim form to apply for DLA for children under 16.

Documents

Details

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Disability Living Allowance (DLA) for children claim form

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We use cookies to collect information about how you use GOV.UK. We use this information to make the website work as well as possible and improve government services. Use this claim form to apply for DLA for children under 16. Details There is something wrong with this page

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Help with filling in the DLA form for your child

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Filling in the DLA form can be difficult for a parent, but don't be put off.

Someone at your nearest Citizens Advice might be able to sit with you and help you with the form, or even fill it in for you.

You can also call Contact (for families with disabled children) helpline if you have questions - they're experts in DLA for children.

Contact (for families with disabled children)
Telephone: 0808 808 3555
Monday to Friday, 9:30am to 5pm
Calls to these numbers are free.

Filling in the form

Keeping a diary of your child's care needs before you fill in the form can help when it comes to answering the questions. This way you'll have recent examples of how you care for them, and a good idea of how long it takes you to do certain tasks like helping them get ready for school.

If you haven't kept a diary yet, it might be worth spending a week (or longer) keeping a diary before you start the form. You can use our template [ 99 kb] to do a diary for a week. Make a note of what help is needed, why, when and for how long.

You should try to fill in the form over a few sessions rather than doing it all at once - you'll probably find that your answers will be better.

Don't just use the tick boxes on the form - you'll have a better chance of getting the benefits your child needs if you use the boxes below the questions to explain and give examples of their needs. Write about specific occasions where your child needed help or care because of their disability or heath condition.

At times you might feel like your child's condition or behaviour doesn't fit into the questions you're being asked, particularly if your child has a condition that isn't physical. It's normal to feel like this, so don't let it discourage you.

Remember, some of the main factors that the DWP are looking for are:

that your child needs more care or supervision than a child of the same age who doesn't have a health condition

if your child has problems walking

if they need guidance or supervision in unfamiliar places

if they have care or supervision needs that a younger child might have but which a child of their age would not normally have

But don't let this list limit you at all - each child has very different needs so it's important to describe your own child and the care they need. Think of examples of the type of help you give your child and how long it takes. If your child's condition varies, think of their needs on both bad and good days and how many of each they have in a typical week.

You should also think about how your child's condition affects them in other ways. For example, many children experience anxiety or depression because of a health condition. Make sure you explain the full picture.

Focus on the care they need because of their disability rather than the care they need because of their age.

The person who'll make a decision on your child's DLA won't be a medical expert, so they won't know a lot about disabilities and health conditions. It's important you give as much information as possible about your child's condition and the care and supervision they need. Don't feel like any detail is too small to include - use an extra sheet of paper if you need to.

Useful guides for filling in the DLA form

We recommend that you read Contact's guide for filling in the DLA form on their website. Their expert guide will:

give you detailed tips on how to fill in the form

explain what the questions mean

tell you how to answer specific questions

It might seem like a lot to read, but it's worth taking the time to find out what the form is really asking you. You'll have a better chance of getting the DLA you need if your form gives the most accurate account of your child's needs possible.

They also have a guide to claiming DLA for children with autism or learning disabilities .

Get a professional to fill in question 38

It's a good idea to get a specialist or professional who knows your child to fill in question 38.

They should be someone who knows about your child's condition. For example, if your child has a physical condition or has difficulty walking you should ask a doctor, nurse or care worker. If your child's condition is more related to learning difficulties or behavioural problems, you should ask someone like their teacher or specialist support worker. A 'Special Educational Statement' could also be included as evidence - talk to your school to get one.

Before they answer the question, talk to them about how you care for your child and how much time you spend caring for them. Tell them that the DWP wants to know how your child needs more care than a child of the same age without any disabilities or health conditions.

If you get someone from school to fill in question 38 for you, it's important that they have actual knowledge of your child's needs during a typical school day. A member of school staff might want to talk about the positive aspects of your child's progress - but it will be more helpful if they talk about the additional help your child needs. It might be worth leaving the statement out if you don't think they've made a strong enough case for you to get DLA.

The box for question 38 is quite small - if the person filling in the form runs out of space you can get them to continue on a separate sheet of paper.

Before you send the form

Read through the form again before you send it to make sure you've answered everything properly.

Make a copy of the form in case you need to refer to it later, or in case it gets lost.

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Help with filling in the DLA form for your child

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Filling in the DLA form can be difficult for a parent, but don't be put off. Someone at your nearest Citizens Advice might be able to sit with you and help you with the form, or even fill it in for you.

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Young Carers Support

Do you have a child aged 8-19 who helps care for a sibling with additional needs?

They may be a Young Carer if they:

Help with personal care routines

Support with medication or health needs

Take on extra household responsibilities

Provide emotional support to their sibling

Miss out on activities or feel worried about their brother or sister

How to access support: Please contact the school office or speak to Mrs Veysi (SENCo) if you think your child may be a Young Carer. We can discuss the criteria and support you with a referral to Young Carers services.

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Looking after yourself matters too.

Parenting a child with SEND can be incredibly rewarding, but it can also be overwhelming and isolating at times. You may experience a range of emotions including stress, anxiety, guilt, frustration, or grief - and that's completely normal.

Remember: You can't pour from an empty cup. Taking care of yourself isn't selfish - it's essential.

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Many parents of children with SEND experience similar feelings. You are not alone.

📖 Read about the emotional impact of parenting a child with SEND: The Emotional Impact on Parents of Children with SEND

Common feelings include:

Exhaustion from constant advocacy and appointments

Worry about your child's future

Isolation from friends or family who don't understand

Guilt about needing a break

Grief for the life you expected

Frustration with systems and processes

Pride and joy in your child's achievements

All of these feelings are valid!

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I recently came across a research article in the British Journal of Special Education entitled, Children with SEND and the emotional impact on parents by John Holland with Gabriella Pell, so it immediately grabbed my sttention, as you can imagine.

The article itself is locked behind a paywall, but I got in touch with the authors to ask if they would like to write an article about their research for us. While of course, the experiences here will be well known to our parent readers, I think it's a useful piece of research for professionals, especially those who are seeking to influence their senior managers to be more holistic in their support. I'm sure parents will be keen to pass it on too!

John, a freelance educational psychologist, and Gabriella, a social worker, very kindly agreed to write about their study for us, so today we bring you their research. If you have comments, please try to leave them here, not just Facebook, so the authors can see them too.

Children with SEND and the emotional impact on parents
by John Holland and Gabriella Pell
The SEND process can have a significant and sometimes unrecognised effect on the emotional wellbeing of parents. We carried out three projects, our hope being to listen to the views and experiences of parents, to raise awareness of the issues affecting them and to offer some level of reassurance to parents, that they are not alone.

All children can present parents with emotional challenges, however there are often additional ones for parents of children with SEND, who may have to battle to first gain formal recognition of their child's difficulties, and then to gain the support that they need. This will not come as a surprise to many parents, and professionals.

Parents may have a different life journey to the one expected, from the time that they first suspect that not is all well with their child. Parents may be aware, before or at the birth, that their child has difficulties, although for many, the first emotional challenge is often around diagnosis, as they are often the first to have concerns about their child's progress, which professionals may not initially share.

Only once confirmed by professionals, is the gate towards support opened, but this can also be a time of emotional stress, especially if parents have to take a legal route to access this.

Parents often described themselves as being under 'constant stress', this mixed with the grief of being in a situation that they had not envisaged.

Mental health issues were often raised as parents tried to negotiate through the challenges of the system whilst suffering the 'loss' of the child they had expected.

This had an impacts on some parent's sense of identity and was described as detrimental to both their social life, as they had less free time, they were tired, and additionally, family and friends were sometimes not as supportive as parent's had expected.

The value of being listened to

The Children and Families Act 2014 had a focus on early identification and agencies working together from the stage of diagnosis. This was intended to help parents, and since the change in legislation, parents stated that they found professionals and support groups of greater help than family and friends.

Seventy percent of parents expressed feelings of being included in the SEND process, which was an increase from previous findings however also highlighted that work still needs to be done, as thirty percent of parents felt excluded from the process.

We found that parents valued a listening ear and emotional support above practical advice and information, and that voluntary sector can play an important and vital role here.

Over three quarters of parents said that the diagnosis process had a negative effect on their family and friends, a third feeling that families and friends simply did not understand. This is similar to a bereavement, where also some family and friends do not know what to say and how to interact, and would metaphorically, if not literally, cross the road to avoid engaging with them.

Family and friends sometimes lacked understanding, some did not accept that the child had any problems at all, and in some cases even blamed the parents. Several parents also felt that there was a detrimental effect on other siblings, they felt they lacked the time and/or resources to meet the emotional and social needs of all of their children, all of the time.

Parents reported feeling isolated and that family life in some cases became more stressful and pressurised, and this led to the breakdown of some relationships. Stresses within certain families had led to separations and divorce, and friction within family relationships.

Many parents described anxiety and/or fear around attending social events with their child, primarily because of concerns around how their child would behave, or how their child's behaviour would be perceived by others in the community. This often led to families' avoiding social events, further compounding feelings of isolation.

A culture of parent blame

There is a long standing Government focus on parenting and the outcomes, with policy makers placing accountability on parents and specifically mothers, to develop their parenting skills and responsibility's. This has perhaps led, unintentionally, to a culture of parental blame which our study shows is often causing a damaging effect on families.

Our research overall showed a significant shift towards more consistent positive parental experiences. Despite this positive change, however, not all families benefitted from the intended model of cohesive seamless support. It is clear that parents need to be genuinely informed, not only about the decisions affecting their child's life, but to have accurate clear knowledge of the guidance and legislation behind the processes involved.

Accessible information of the process and about their child is crucial in helping empower parents with the knowledge and understanding to advocate for their child and to positively navigate the processes. Professionals are not the 'experts' when it comes to individual children and their role doesn't stop at just 'involving' the parents; there needs to be considerable effort afforded to directing parents to information and sharing some of the powers that historically has ultimately always remained with the professionals.

The projects:

We completed two projects using questionnaires and focus groups to gain the views of families being supported by KIDS Charity, Hull.

We are currently gathering data for a third project and if you are the parent or carer of a child with an SEND we would love to hear your views and experiences. If you would like to be involved, please kindly complete the questionnaire available at this link The questionnaire should take no longer than 15 minutes to complete. The information collected is anonymous and will be used to create further guidance on how to better support parents and carers.

References

Holland, J & Pell, G. (2017) 'Parents Perceptions of the 2014 SEND Legislation' Pastoral Care in Education V35, 4, 293-311

Holland, J & Pell, G. (2018) 'Children with SEND and the emotional impact on parents' British Journal of Special Education V45,4, 392-411

John Holland is a freelance educational psychologist, formerly an infant and SEND peripatetic teacher and SENCo, with an interest in loss generally, 'Responding to Loss and Bereavement in Schools' is published by Jessica Kingsley. John's website is www.john-holland-ep.co.uk john.holland@john-holland-ep.co.uk

Gabrielle Pell is a social worker specialising in SEND and Advocacy and is currently based in Germany. Gabrielle.n.pell@gmail.com

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Children with SEND and the emotional impact on parents - Special Needs Jungle

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Some new research has loked into the emotional impact of having a child with special educational needs and disabilities

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Looking after your well-being helps you support your child better. Here are some practical ways to care for yourself:

Small daily acts:

Take 5 minutes for a cup of tea in peace

Step outside for fresh air

Listen to your favourite music

Practice deep breathing when stressed

Celebrate small wins - yours and your child's

Say no to things that drain you

Regular self-care:

Connect with other SEND parents who understand

Make time for activities you enjoy

Ask for and accept help from others

Prioritise sleep where possible

Eat regular, nourishing meals

Move your body in ways that feel good

Seeking support:

Talk to someone who gets it - friend, family, or professional

Join a local or online SEND parent support group

Consider counselling or therapy if you're struggling

Speak to your GP about your own mental health

Don't wait until you're in crisis to ask for help

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We see you. We see how hard you work for your child every single day. We see the sleepless nights, the endless appointments, the forms you fill in, the meetings you attend, the advocacy you do, and the love you pour into your child.

You are doing an incredible job, even on the days when it doesn't feel like it.

Please don't hesitate to reach out if you need support. Whether it's a listening ear, signposting to services, or just someone who understands - we're here.

💚 Remember: Taking care of yourself is taking care of your child.

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Short Breaks 4 Me is aimed at families with children aged 1-17 years that have a disability or severe healthcare and cannot access leisure activities in the community without additional help or support.

For further information and to apply for the Short Breaks 4 me grant please visit their website.

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Welcome to Short Breaks 4 Me - London Borough of Barking and Dagenham Council’s eMarketplace for Short Breaks.