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Strategies for Working Memory - Nursery (EYCOT)

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Strategies for Working Memory - Nursery (EYCOT)

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Strategies for Vocabulary - Nursery (EYCOT)

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Strategies for Vocabulary - Nursery (EYCOT)

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Strategies for Receptive Language - Nursery (EYCOT)

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Strategies for Receptive Language - Nursery (EYCOT)

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Strategies for Autistic Pupils - Nursery (EYCOT)

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Strategies for Autistic Pupils - Nursery (EYCOT)

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Strategies for Expressive Language - Nursery (EYCOT)

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Strategies for Expressive Language - Nursery (EYCOT)

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Strategies for Attention and Listening - Nursery (EYCOT)

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Strategies for Attention and Listening - Nursery (EYCOT)

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Assess, Plan, Do, Review Strategy Sheets for Nursery (EYCOT)

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Assess, Plan, Do, Review Strategy Sheets for Nursery (EYCOT)

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These strategy sheets will help you support Nursery aged children who are waiting for support from EYCOT. If you need any support with this, please contact us.

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Early Years Request for Support Form Sept 25

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Strategies for Receptive Language - Reception

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Strategies for Receptive Language - Reception

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Strategies for Expressive Language - Reception

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Strategies for Expressive Language - Reception

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Strategies for Autistic Pupils - Reception

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Strategies for Autistic Pupils - Reception

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Strategies for Attention and Listening - Reception

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Strategies for Attention and Listening - Reception

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APDR sheet REC - Attention and Listening

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Assess, Plan, Do, Review Strategy Sheets for Reception

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Assess, Plan, Do, Review Strategy Sheets for Reception

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These strategy sheets will help you complete two cycles of APDR before referring a Reception aged pupil to the Language and Communication Team. If you need any support with this, please contact your school's link teacher who will be able to help.

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Assess, Plan, Do, Review Strategy Sheets

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Assess, Plan, Do, Review Strategy Sheets

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These strategy sheets will help you complete two cycles of APDR before referring a pupil to the Language and Communication Team. If you need any support with this, please contact your school's link teacher who will be able to help.

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This form should be completed as part of the referral submission and emailed with the Referral Form.

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Language and Communication - Education North Tyneside

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A team of specialist teachers and specialist support assistants who have additional qualifications and expertise in Speech, Language and Communication, including Autism. We are trained to assess children and young people aged 3-18, and support staff within the educational settings they attend.

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Please complete this form which is supplementary to the online Child Alert form. This form will capture additional information which is additional to that completed online.

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What makes transition work for Autistic pupils?

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What makes transition work for Autistic pupils?

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This website provides lots of advice for those supporting autistic pupils with transition, including a checklist.

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This is a great resource: This can be shown to the whole year group in assembly or to the class then there’s an accompanying toolkits which include loads of guided activities for use in class or small groups. Link will allow you to access video and download toolkit.

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Moving Up! The transition to secondary school (SUBTITLED)

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Individual or Group - What do you want to know

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Individual or Group - What do you want to know

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This questionnaire can be used as a prompt to find out what information pupils would like to know about their new school

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Individual - Visuals for Transition Support

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Individual - Visuals for Transition Support

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These can be used alongside the questionnaire for those who would benefit from using visuals.

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Individual - Transition Support Questionnaire

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Individual - Transition Support Questionnaire

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This document is intended to be used by school support staff to open a discussion with a pupil who about to make the transition to Secondary/ High school easier, by providing an opportunity to communicate any difficulties or concerns.

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Individual - About Me Transition Support 

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Individual - About Me Transition Support 

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This resource can be used with individuals to find out more about what triggers different emotions.

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We are part of the Education Services department at North Tyneside Council. More information on Education Services is available here.

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Our teams provide a wide range of quality services to our learning places and we are proud of the close partnerships that have been established with all those we work with.Clicking on a service will

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LCT Exploring Autism - Parent Course Information

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LCT Exploring Autism - Parent Course Information

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This link will take you to the Exploring Autism Padlet with further information about the course

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This training is available to staff in school settings in North Tyneside. Places can be booked by emailing languageandcommunicationteam@northtyneside.gov.uk

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2024-25 EYCOT SchoolSettings Information Leaflet

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2024-25 EYCOT Parent Information Leaflet

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This document shows which teachers are assigned to schools across North Tyneside.

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To enquire about this course, please email languageandcommunicationteam@northtyneside.gov.uk

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For a booking form for this course, please email languageandcommunicationteam@northtyneside.gov.uk

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For a booking form for this course, please email languageandcommunicationteam@northtyneside.gov.uk

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This training is available to staff in school nurseries and PVI settings in North Tyneside. Places can be booked by emailing languageandcommunicationteam@northtyneside.gov.uk

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This form can be completed by parents/carers to request a place on our Exploring Autism course.

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Visual (seeing)

Sight is processed through the 'Visual' sense. Visual sensory stimuli is 'picked up' through visual receptors located in the eye and are stimulated by light, colour and movement.

This is different from problems involving sight or sharpness of vision. In this section, we will concentrate on students who have difficulty regulating visual input. Difficulties regulating visual input can result in sensitivity to light and moving images or a student may seek out increased amounts of visual input.

Activities

Proprioceptive (body awareness)

The proprioceptive system is located in our muscles and joints. It provides us with a sense of body awareness and detects/controls force and pressure. The proprioceptive system also has an important regulatory role in sensory processing as proprioceptive input can assist in controlling responses to sensory stimuli.

Proprioceptive input can be very calming for those who are easily overwhelmed by sensory stimulation.

Proprioceptive input can be alerting for those who need increased sensory stimulation to facilitate attention and learning.

Many students with autism seek proprioceptive input in order to regulate their emotional and behavioural responses to sensory stimulation.

Activities

Strategies

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Strategies According to Sense - Best Practice: Sensory

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Sight is processed through the 'Visual' sense. Visual sensory stimuli is 'picked up' through visual receptors located in the eye and are stimulated by light, colour and movement. This is different from problems involving sight or sharpness of vision. In this section, we will concentrate on students who have difficulty regulating visual input.

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Video produced by Gateshead Health NHS to explain the need to fidget

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Blank Levels of Questioning Information sheet

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Lincolnshire Community Health Services Children's Therapy Services

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Lincolnshire Community Health Services Children's Therapy Services

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Lincolnshire Community Health Services Children's Therapy Services

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Explorify is an exciting programme of free activities for primary school teachers. | Spark Curiosity | Develop Thinking Skills | Increase Your Impact.

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Herefordshire and Worcestershire Health and Care NHS Trust

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Herefordshire and Worcestershire Health and Care NHS Trust

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Resources for Children's Speech and Language

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Children's Speech and Language resources to download

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Attention and Listerning Training Animation

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Exploring Autism Parent Course Information

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Exploring Autism Parent Course Information

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Use this form to refer pupils to the LCT once two cycles of APDR have been completed. This form should be completed alongside the parents/carers views form and submitted to the LCT via email to languageandcommunicationteam@northtyneside.gov.uk

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To apply for support from the Early Years Communication Outreach Team, complete the Child Alert online form and select EYCOT.

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Group - Moving Up Transition Support Booklet

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Group - Moving Up Transition Support Booklet

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This resource can be used with groups of pupils to support their transition to secondary school.

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What is Thrive?

Thrive offers a trauma-informed, whole school or setting approach to improving the mental health and wellbeing of children and young people.

We do this by giving you access to DfE-accredited training and an award-winning profiling and action planning tool, Thrive-Online (TOL). Thrive's training courses and TOL help you to better understand the needs of your pupils, provide targeted support, and measure (then report on) your impact.

Ready to join the 75,000+ senior leaders and classroom staff boosting young people's self-awareness and resilience every day? You're in the right place.

Who we work with

Transitions are being managed effectively and children are settling quickly at Cullompton pre-school in Devon.

A complete non-attender is now accessing full time, mainstream education and choosing GCSE options at Birmingham's Fortis Academy.

Across all 3 key stages, Leed's Elland Academy has seen an 80% reduction in exclusions and an increase in attendance.

31 schools across Delta Trust are reaping the benefits of teaching social and emotional skills to children and young people.

Surrey County Council has committed to supporting its early y ears providers to give children the best possible start in education.

10 schools in Australasia have adopted Thrive to improve learning engagement and boost staff retention.

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The Thrive Approach to social and emotional wellbeing | The Thrive Approach

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Thrive® promotes positive mental health and emotional wellbeing in children and young people. We provide you with the tools and training so you know what to do and how to be with children and young people.

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Not Fine in School is a parent-led organisation empowering families & raising awareness of school attendance barriers (school refusal/ anxiety/ SEND/ bullying)

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Communications and Behaviour Tips for Parents/Carers

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Communications and Behaviour Tips for Parents/Carers

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Resources for Emotional Literacy Support Assistants - ELSA Support

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Emotional literacy support assistants - or ELSAs - are teaching assistants trained to provide emotional and social skills support to children.

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What is Thrive?

Thrive offers a trauma-informed, whole school or setting approach to improving the mental health and wellbeing of children and young people.

We do this by giving you access to DfE-accredited training and an award-winning profiling and action planning tool, Thrive-Online (TOL). Thrive's training courses and TOL help you to better understand the needs of your pupils, provide targeted support, and measure (then report on) your impact.

Ready to join the 75,000+ senior leaders and classroom staff boosting young people's self-awareness and resilience every day? You're in the right place.

Who we work with

Transitions are being managed effectively and children are settling quickly at Cullompton pre-school in Devon.

A complete non-attender is now accessing full time, mainstream education and choosing GCSE options at Birmingham's Fortis Academy.

Across all 3 key stages, Leed's Elland Academy has seen an 80% reduction in exclusions and an increase in attendance.

31 schools across Delta Trust are reaping the benefits of teaching social and emotional skills to children and young people.

Surrey County Council has committed to supporting its early y ears providers to give children the best possible start in education.

10 schools in Australasia have adopted Thrive to improve learning engagement and boost staff retention.

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The Thrive Approach to social and emotional wellbeing | The Thrive Approach

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Thrive® promotes positive mental health and emotional wellbeing in children and young people. We provide you with the tools and training so you know what to do and how to be with children and young people.

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Change is a normal part of life and can provide opportunities for children and young people to develop their resilience.

Whether a child or young person is starting primary school, secondary school, further education, changing schools, or leaving school for university or work, this transition period needs to be carefully managed. If a child struggles with a transition it can have a negative impact on their wellbeing and academic achievement.

During any transition period, it's important that children and young people are able to talk about their concerns and are supported to cope with any readjustments.

Who is more likely to struggle with transitions?

It's important to prepare pupils who are more likely to struggle with moving to a new school or phase of education. This includes children and young people with:

additional learning needs (also known as SEND, ASN or ALN)

mental health problems

behavioural problems

limited parental support

experience of transient living, such as being in care

anxiety

experience of being bullied.

Identifying the signs

Here are a few things to look out for which may suggest a child or young person is struggling with their transition to a new phase of education:

struggles to make friends

doesn't feel that they belong

has ongoing difficulties coping with daily routines

increased number of unauthorised school absences

challenging or disruptive behaviour

lower than expected progress or a disinterest in school.

Children who change schools often

Children who change schools regularly may struggle with the transition process and find it hard to settle in.

Moving between schools can be more common for Travellers, Gypsy and Roma children, for those whose parents or carers are in the Armed Forces, for children and young people with additional learning needs or those who are looked after.

Children who are new to the country may also struggle to settle in or feel that they belong in their new school environment.

What schools and further education settings can do

If you are at all concerned about a child or young person, you should always speak to your designated safeguarding lead as a matter of priority. They will be able to advise on suitable next steps, and speaking to them about any concerns should always be the first action you take, ahead of any of the suggestions on this page.

There are lots of things that education settings can do to help pupils prepare for, and cope with, change - and also build resilience, self-confidence and self-esteem.
Engage with parents and carers
Parents and carers are often key to making sure that a child or young person has a good transition to a new school or college. A few things that parents, carers and teachers can do include:

checking in with the child or young person to find out how well they are coping academically, but also in terms of their wellbeing

keeping an eye on how they are socialising, if they are making friends and hanging around in positive peer groups

providing opportunities for parents and carers and staff to link up.

Connect with local education settings

Work with your local schools and further education providers to identify children and young people who may require additional support when they arrive or leave your school or college - and develop strategies (such as mentoring) to support them.

Create social events between transitional settings, including talks, taster days, and Q&A sessions with children and young people, parents and carers who have already been through the transition process.

Think about developing a peer support or buddy system. This is where pupils who have been at the school/college longer support newer pupils with their move to a new school or further education setting (see this toolkitfor how to get started).

Use health & wellbeing lessons to prepare pupils
Children and young people who recognise change as stressful, and who seek support and problem-solve, often cope better with change than those who deny or avoid the emotional impact of a transition.

Schools can use health and wellbeing education (RSHE, PD&MU, Health & Wellbeing) to help pupils develop good emotional and social skills from the start of their education. These skills will help pupils prepare and cope with change by focusing on how to recognise and manage thoughts and feelings, build resilience, and also learn how to problem-solve.
Find resources to support with transitions.

Helping pupils with mental health needs and additional needs transition smoothly

Schools and further education settings need to make sure plans are in place to support pupils with mental health needs and additional needs to negotiate any changes - for example, transitioning to an alternative provision education setting.

Schools need to plan well in advance of the transition to address any potential barriers to learning or thriving. These plans should involve:

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Change is a normal part of life and can provide opportunities for children and young people to develop their resilience.