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SENDIAS coffee morning for Naphill and Walters Ash1

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Growing Hope High Wycombe is a charity offering free therapy for children and young people (0-18) with additional needs living within the High Wycombe area.

They offer SALT, OT, Art and Music Therapy.

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EBSNA guidance for parents and carers

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EBSnA guidance for parents/carers, co-produced with parents/carers, schools, and professionals

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Emotional anchoring exercises

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Grounding Techniques for Kids Workbook PDF-

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Picture the scene: your child comes out of school and the teacher says they've behaved like the perfect child all day, but the moment you get home they have a complete meltdown. Your child screams, shouts, lashes out, sulks or generally acts in an unruly manner.
If that scene is familiar to you, you're not alone. This type of behaviour is what some psychologists refer to as 'after-school restraint collapse' and it's not unusual. It happens because your child has been busy managing their emotions all day as they navigate the complexities of school life.

When they get home, that's their safe space to let it all out!

So, now you know what it is, what can you actually do about it? Parents' Toolkit has been speaking to educational and child psychologist Dr Anisa-Ree Moses, for some tips on how to handle these outburst of emotions after-school.

1. Understand how hard school can be for some children

Dr Anisa-Ree Moses says that children can feel emotional, physical and mental exhaustion at the end of the school day. They have been trying to manage a mix of things like learning, social expectations, their own growing social awareness and all the feedback they're getting from teachers and peers.

"When they come out of that environment a pressure valve is released. If kids feel safe to express themselves, they will do so!"

The transition from school to home can also be challenging for some children: "Some kids may have difficulty separating from their parents. It's a relief when they see them, because their parent or carer represents a level of safety, but they're frustrated at the same time - the child wants them but is finding connection difficult at that moment. It's a positive reunion but it's also really emotional and can be hard for some children to channel."

Dr Moses adds that it can be particularly difficult for neurodiverse children who are coping with sensory sensitivities and the effort of containing a lot of emotions. When they come out of school they often can't hold it all in any longer.

For older children, she also says the transition home can be tricky too. They need space and time after school - they might not want to talk to you about it or will go to their room for a bit first.

Dr Moses suggests having a think about what your child needs when they come out of school.
"Do they need to go and run around the school playground a few times and let go for a bit before they walk home? Do they need movement or do they need a healthy snack? Or quiet time alone with no music or no chatting on the way home in the car or bus?"
It will be different for different kids, but Dr Moses suggests trying to be quiet on the walk or ride home.
"Connect with your child. Not by asking 'how was your day?' but through genuine emotional connection. You could say 'I'm so happy to see you, I'm glad we get to go home together, it made me happy coming out of school this way'. Being calm and using supportive words is important for your children."

She adds: "Include some downtime rather than moving straight on to homework or out to a club, so that your child can decompress. They might enjoy their clubs but still feel anxious, so build in downtime first and make their routine clear, visual and written down if they need that. You can also ask them what will help, for example drawing, reading a book or even just relaxing for a bit. Do it with them and help them to see they can do things to support themselves."

"Be understanding of their emotions - help them feel listened to if they want to talk about what's gone on, or be angry."
"You could say 'I can see you're shouting. I can see you want to be really loud, maybe let's go to the park on the way home'. Validate how they feel rather than try and control it. If they are impolite in the moment, come back to that later - talking at that moment won't help."

"Help them feel listened to and respected and make a genuine connection."
Dr Moses says the after-school 'meltdown' is an expression of emotion that often comes out physically. As parents you can recognise and label it so your child can see if for what it is.
"For example, 'I can see you are kicking the bin, I can see you're clenched and red, I can hear you're shouting and that's making me think you're angry, so I want to help you. However, here's not the safest place to do that, let's go to the park, etc.'"

"Build their emotional vocabulary and link it to the emotion - then they can tell you what they're feeling. You can say things like 'I want to help you. I can't do that when you're screaming. Let's take a deep breath, both of us.' Acknowledging it helps children to not feel alone."
With older children, Dr Moses says it's often more about them not wanting to talk or engage in any discussion about school.
"Especially for those who see school and home as two completely separate things. Just encourage them to build their emotional vocabulary, and be interested in what's happening in general in their life."

She adds: "Questions like 'how was your day?' will get a grunt or 'it's fine'. Think about what you are trying to find out. Can you remember an assignment they had or what they were going to be talking about with their friends? And connect by saying 'I'm happy to see you and hope you've had a good day' until they feel ready to come and have a conversation. Then offer yourself as being there, offer yourself as someone who wants to help and is interested in what's going on.

"Help them feel listened to and respected and make a genuine connection."

Dr Moses says your child might also be upset when they come out of school if there were any difficulties that day that weren't addressed, or there's something unresolved that's happened.

If your child's behaviour after school changes or is different to what's usual for them, try and find out if there are things happening during the school day that are affecting them.

"Think about whether you need a home-school communication book, so that you know whether what's been happening in school could trigger what happens at home. Information from school can help parents know how to approach a situation and whether there's something that needs resolving."

Connection is a great way for your child to know they're loved and that you're there for them, no matter what.
It could be snuggling up in bed, reading a book together, playing a quick game, or just having a chat.

Dr Moses suggests thinking about what your morning routine is like: "Is there anything you can build in there that can help them feel connected to you? I know this can be hard, I know how frustrating and annoying school runs can be! Let them know you're looking forward to seeing them later, just for who they are, not for what they've achieved."

She adds: "If your child is finding separation difficult, can you give them a note or something of yours to have in school? For some children, knowing that Mum or Dad is a phone call away and it won't be withheld from them helps them more.

"Also think about whether you have conversations about emotion at home. It's about helping your children with emotional literacy, building resilience and problem-solving skills, as well as building in transitioning - learning how to make things more predictable so that transitions are not as big and scary. Children are better able to manage their emotions if they know what's going to happen."

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Five tips on how to handle the after-school 'meltdown' or 'restraint collapse'

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'After-school restraint collapse' isn't unusual. Your child has been busy managing their emotions all day and when they get home, it's time to let it all out! Here are some expert tips on how to cope as a parent.

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An online course for young people with Autism and Anxiety.

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An online course for young people with Autism and Anxiety.

These self-help resources are aimed at young people with autism, and their parents or carers. They consist of:

six explanatory worksheets

six accompanying videos

You can download and print all of the fact sheets.

Videos

Workbooks

All of the workbooks are in Word (docx) format.

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Taking charge of autism and anxiety | Oxford Health CAMHS

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An online course for young people with Autism and Anxiety. These self-help resources are aimed at young people with autism, and their parents or carers. They consist of: You can download and print all...

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Amazing Things Happen - Understanding Autism

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Amazing Things Happen - Understanding Autism

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Free Text to Speech Online with Realistic AI Voices

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Convert text into ultra-realistic audio. Have any text read aloud with AI Voices. AI text reader for pdfs, books, documents, and webpages.

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Workbook for children with ADHD

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Walking With You is a parent led support group for anyone supporting children and young people, up to the age of 25, experiencing mental health difficulties.

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Walking with You (WWY) | Oxford Health CAMHS

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WWY stands for Walking with You. WWY group is a safe space where you can talk freely among people who are walking the same path as you, there is no judgment, and it is completely confidential.

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The Parent's Portal by Autism Early Support (AES).

The portal provides early help and guidance and an online community of support. It is a self-guided learning tool, designed for parents of children aged 2-17 years who:

Have noticed differences in their child and they’re exploring neurodivergence

Have Googled, ‘Is my child autistic, or what is ADHD?’

Have an autistic child(ren)

Are awaiting a Neurodevelopmental assessment

The Parent’s Portal by AES is an online resource that contains:

• Resources to watch and read- A multimedia library of information available to view and download, available 24/7, covering topics such as reasonable adjustments to school distress, neurodiversity and SaLT, and use of medication.

• Live workshops and parent support groups - Interactive sessions on key topics, bookable in advance, and delivered by speakers with lived experience and professionals in the field.

• Discussion forums - Exchange ideas and perspectives with parents and practitioners.

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SEND tips and advice - BBC Parents' Toolkit - BBC Bitesize

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Activities, advice and personal stories about parenting and special educational needs and disabilities to help you support your family.

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To enrich the life quality and opportunities for people of all age groups with a print disability by providing access to free audiobooks and content, and to raise awareness of related issues affecting our members. Our vision is an inclusive society where everyone with a reading disability can enjoy free and accessible books.

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Free online parent/carer clinics for autism

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Free online parent/carer clinics for autism

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autismcentral.org.uk/hubs/aspens

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autismcentral.org.uk/hubs/aspens

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Greater Resources for Autism Supporting Parents and Siblings

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NAWAS SEN provision overview Autumn 2025

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Speech and Language UK: Changing young lives

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

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

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

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

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

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

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Anxiety Support For Children and Teenagers - They Are The Future

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Anxiety affects many children but is easily treated, and there are tools parents can apply at home. Articles on anxiety support for children and teenagers.

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Autism and ADHD parenting advice and resources

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Autism and ADHD parenting advice and resources

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Autism & ADHD Resources: Parenting ADHD & Autistic Teenagers & Children

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ADHD and autism resources from specialist and child clinical psychologist Dr Lucy Russell for successful parenting of ADHD and autistic teenagers and kids.

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Buckinghamshire SENDIAS & FACTBucks webinar: Navigating The Health Service

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Buckinghamshire SENDIAS & FACTBucks webinar 12.01.22: Getting Your Voice Heard

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Families and Carers Together in Buckinghamshire

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Families and Carers Together in Buckinghamshire

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FACT Bucks, short for Families and Carers Together in Buckinghamshire, is a group of parents and professionals who meet to discuss real issues that affect children and young people with additional needs and disabilities in Buckinghamshire.

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FACT Bucks | Families And Carers Together in Bucks

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Welcome to FACT Bucks FACT Bucks, short for Families and Carers Together in Buckinghamshire, is a group of parents and professionals who meet to discuss real issues that affect children and young people with additional needs and disabilities in Buckinghamshire. Get in-touch: info@factbucks.org.uk About Us Latest News

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Introduction

Most children and young people with special educational needs and disabilities (SEND) get all the help they need from their mainstream education provider.

Mainstream education providers include:

early years settings such as nurseries or preschools

schools

providers of further education such as colleges

Education providers must try to meet the needs of all children and young people with learning difficulties.

They do this using funds given to them by the council and Education and Skills Funding Agency to help children and young people with special educational needs (SEN).

This is called SEN support.

If children continue to have difficulties learning

Some children and young people may continue to have difficulties learning, despite an education provider's attempts to identify, assess and meet their SEN.

In these cases, education providers, parents, carers and young people with SEND can consider asking for an education, health and care (EHC) needs assessment.

EHC needs assessments involve gathering information from relevant people or agencies, including medical, social care and education professionals.

The assessment will help us to decide if we need to provide additional help through education, health and care (EHC) plan.

This video from the Council for Disabled Children explains EHC plans and how they help.

Ordinarily available provision (OAP)

Most young people with SEND will have their needs met without an EHC Plan as schools can give a significant amount of extra help through SEN support.

In Buckinghamshire, this is known as ordinarily available provision (OAP).

Schools must publish a SEN information report on their website, which will describe the ordinarily available support they give children with SEN.

Find links to your school's SEN information on our directory. Find this information under the "SEND support (Local Offer)" section of a school's listing.

SENCOs and EHCCOs

Special Educational Needs Coordinators (SENCOs) working in educational settings and Education, Health and Care Coordinators (EHCCOs) can help. Always speak to your school's SENCO for help and guidance at first, as they work with the EHC Coordinators and can go to them for advice if needed.

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Education, health and care plans (EHCP) for children and young people in Buckinghamshire with special educational needs and disabilities (SEND)

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Guidance regarding ADHD and ASC assessments

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Guidance regarding ADHD and ASC assessments

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ADHD & ASC assessment information and guidance

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Sensory processing difficulties :: Lincolnshire Children’s Therapy Services

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We all receive and process sensory information continuously throughout the day. For most people this is not a problem but for some children this can cause difficulties with behaviour and concentration, as well as carrying out everyday activities.

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Video explaining the sensory systems and how children and young people may be processing the world around them

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Video explaining the sensory systems and how children and young people may be processing the world around them

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Find out about more about the impact of sensory differences.

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Services for families | National Deaf Children's Society

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We provide a range of services for families of deaf children - from our helpline and families programme to appeals and disputes over benefits and grants.

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If you’re affected by sight loss, we’re here for you

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Buckinghamshire Healthcare NHS Trust - Audiology

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Buckinghamshire Healthcare NHS Trust - Audiology

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Audiology - Buckinghamshire Healthcare NHS Trust

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We help adults and children with hearing impairments including tinnitus and balance disorders. Our department has one of the shortest waiting lists for digital hearing aids in the country. We offer hearing […]

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Sensory Processing for Parents - Resources and Information on SPD

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GriffinOT provides resources and information on SPD for parents and teachers. This includes online sensory processing disorder training packages.

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This area of need includes physical disabilities and difficulties such as visual or hearing impairments, as well as sensory processing difficulties.

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This area of need includes mental health difficulties such as anxiety and low mood, as well as ADHD.

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This area of need includes specific learning difficulties (SpLD), and moderate/severe learning disabilities.

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This area of need includes speech, language and communication needs (SLCN) as well as autism spectrum conditions (ASC).

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Information for Carers Adult carers Carers aged 18 and over [...]

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Contact - for families with disabled children

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Contact - for families with disabled children

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We’re here to help you with the best possible guidance for your child.

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Please click here to give us feedback on the SEND section of our website

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Please click here to give us feedback on the SEND section of our website

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If you require any of this information in a different format to make it more accessible, please get in touch via the school office.

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We are the UKs leading charity for autistic people and their families. Since 1962, we have been providing support, guidance and advice, as well as campaigning for improved rights, services and opportunities to help create a society that works for autistic people.

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If you have any concerns regarding your child’s progress, your first point of contact should be your child’s class teacher as they know them best.

If you wish to discuss this further, or anything related to your child’s SEND, please do not hesitate to get in touch. Please call the the school office to arrange an appointment.

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At Naphill and Walters Ash School, “pupils with SEND learn the same curriculum as other pupils and are fully integrated into all aspects of school life” (Ofsted, 2023).

Find out more about how we identify and support pupils with SEND by reading our SEND Information report and SEND Policy.

Please also find in the sections below further external links that may be helpful.

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High quality teaching that is adapted for individual pupil’s needs will enable most of our children to make good progress in their learning. However, some pupils need support that is “additional to or different” from this (SEN Code of Practice, 2015) to enable them to thrive, and this is defined as special educational provision (Section 21, Children and Families Act 2014). These pupils are recognised as having Special Educational Needs and/or Disabilities (SEN/SEND).

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When a child or young person moves from one stage of education to another, this is called a phase transfer.

Phase transfers include moving:

from early years to infant or primary school

from infant to junior school

from junior or primary to secondary school

from secondary school to a further or higher education setting, such as college or university

between further education settings or to a traineeship, apprenticeship or supported internship

Phase transfers without an EHC plan

The normal admissions process applies if a child or young person with special educational needs or disabilities (SEND):

Read more about local school admissions on the Buckinghamshire Council website.

Young people with SEND can read advice from the Universities and Colleges Admissions Service (UCAS) on applying to mainstream colleges and universities.

Phase transfers with an EHC plan

If a child or young person has an EHC plan, they do not need to apply for a place at an education provider through the normal admissions process.

Their requested school or college will be named in their EHC plan.

The phase transfer process for children with an EHC plan begins when they are in:

their last year at their early years setting (such as a nursery or preschool)

year 2 if they are transferring to junior school

year 5 if they are transferring to secondary school

year 10 when thinking about post 16 options

Timing of phase transfers

A child or young person's education provider will hold a phase transfer review, which is also an EHC plan annual review, during either the:

summer term of their second last year

autumn term of their last year

As well as reviewing a child or young person's EHC plan, the aim of this review is to talk about moving between education providers and the next phase of independence.

As a part of this review, parents, carers and young people should discuss their request for the education provider they want to go to next.

The council will then talk to the education provider named in the EHC plan, and potentially other providers that may be able to meet a child or young person's needs.

Deciding which education provider is right for you

To decide which education provider is best for a child or young person, we will take these issues into consideration (this list is not exhaustive):

the views of parents, carers and the young person themselves, and their school preference

the child or young person's SEN and the support required to meet those needs

the child or young person's current educational attainment and progress

responses from education providers we consult with

By law we must name the education provider preferred by parents, carers and the young person themselves, unless:

the education provider is unsuitable for the age, ability, aptitude or special educational needs of the child or young person

the attendance of the child or young person would be incompatible with the efficient education of others - and there are no reasonable steps the council can take to avoid this - or the efficient use of council resources (paragraph 9.79, SEND Code of Practice: 0 to 25 years)

The complexity of a child or young person's needs or disabilities, and the suitability of an education provider, is not a reason in law to refuse a mainstream education.

This applies not just to attending a mainstream education provider, but also to taking mainstream courses.

Naming an education provider in your EHC plan

We will tell you which education provider will be named in your EHC plan.

We will issue an amended final plan by 15 February, before a child or young person changes education provider in September.

If a young person is moving to post 16 education, we will tell you which education provider will be named in the EHC plan. We will issue an amended final plan by 31 March, before the phase transfer in September.

If you disagree with our decision

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SEND and moving between stages of education

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Help for children and young people with special educational needs and disabilities (SEND) in Buckinghamshire to move between schools and stages of education

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Resources to help children with anxiety - Anxiety UK

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Therapy locations Volunteer Fundraise Children and young people with anxiety Anxiety in children and young people According to the NHS, as of 2021, 17% (1 in 6) 6 to 16 year olds experience one or more mental disorders. Anxiety and uncertainty are a normal part of growing up as children and young people face experiences [...]

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Where medications are prescribed to treat ADHD these are mainly psychostimulants. There are some concerns with these current treatments and you must speak to your healthcare professional if you have any worries. Psychostimulants work by changing the levels of natural chemicals in the brain, which appear to be incorrectly balanced in ADHD children.

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Parent Guide for Working Together with Your Child's School

Elective Home Education in England

The impact of Covid-19 on home education guidelines and useful links to relevant legislation.

Top Tips, Strategies and Resources for Parents

A collection of 10 practical strategies and additional tips to support parents of autistic children and young people.

A guide to help parents navigate equality law, rights and entitlements when their autistic child is excluded or at risk of exclusion from school

This resource outlines the legal duties the Equality Act 2010 places on your child's school in relation to the exclusion of disabled pupils.

The examples given relate specifically to autistic pupils and are intended to help you and your child's school avoid disability discrimination claims, where possible.

Exclusions

Advice and support on exclusions, explore the Autism Education Trust Exclusions resources

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Are you a parent or care of an autistic child or young person looking for guidance and advice? Explore our Parent Resources.

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Autism Central for Parents and Carers | Autism Central

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Autism Central offers a wealth of resources for parents, carers and personal assistants of autistic people in England – from articles and learning materials to signposting you to services and support in your local area.

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Keep in touch with us. We are gradually increasing the material on this website and send out a free WRITE news bulletin every quarter informing about recent news and events coming up. Do check the website for additions and send your name and email address to request a free copy of WRITE, including a note of your interest as a parent.

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Welcome to Movement Matters
Movement Matters is committed to making research accessible to non-scientific communities, in particular, families, individuals with DCD/Dyspraxia and anyone else who might benefit from this information. To support this, we encourage researchers to provide accessible summaries of important findings to share with the non-scientific community on the Movement Matters website.

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Welcome to Movement Matters Movement Matters is committed to making research accessible to non-scientific communities, in particular, families, individuals with DCD/Dyspraxia and anyone else who might benefit from this information. To support this, we encourage researchers to provide accessible summaries of important findings to share with the non-scientific community on the Movement Matters website.

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We have consulted with parents to develop some key resources to help you.

You can become a member of our network of Parent Champions, who are passionate about helping parents and carers of children and young people with dyslexia or specific learning difficulties. You can find out more on our Parent Champions here.

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Information and advice for parents | Helen Arkell

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Information and advice for parents Does my child have dyslexia? Find out more Dyslexia and school Find out more Supporting your dyslexic child Find out more

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Moving Up! The transition to secondary school (SUBTITLED)

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Starting secondary school with Special Educational Needs (SEN)

This film was recorded before the Covid-19 pandemic.

As a parent or carer of a child with special educational needs, or a child with an educational health & care plan the very idea of moving from primary to secondary school can feel daunting. Here are 5 top tips from an experienced inner city secondary school special educational needs co-ordinator, SENDCo, to help.

1. Create a one page profile about your child noting the difficulties and barriers they face at their primary school, and the strategies that work and that don’t work. This will help the school understand the world of your child quickly, from the people who understand them best, you. Things to consider when pulling it together; what’s currently working well at primary school? Can these strategies be replicated at the secondary school? Situations for your child to avoid, and main concerns about secondary school?

2. Visit the school on a regular school day with, and without, your child. When there, ask as many questions as you like; the school is new to you so don’t feel anything is silly to ask. What do you see are the barriers when you walk around; take notes if you need to.

3. Request a multi-agency meeting that will bring all key adults and agencies connected to the support and care of your child together in one meeting. Any key adult involved with the child would attend this meeting; class teacher, TA, parents, educational psychologist, communication interaction team, speech & language therapist etc. Your current primary SENDCo will be able to co-ordinate this with their secondary school equivalent. Bring along the one page profile, multiple copies if possible, so that it can be shared with everyone, and questions following your visit to the school.

Sample questions to ask:

Where can my child go if they are struggling/anxious/having a meltdown?

What happens at break and lunch time when it is unstructured time?

How can my child get help with reading/spelling/maths/homework?

How will support in assessments work?

Will my child get a Teaching assistant?

4. Ensure you have a named contact at the secondary school and their contact details. This can be the form tutor, SENDCo or head of year. Ask the school which is the best way of contacting them.

5. Consider what needs to be shared with your child:

Transition plan - between the professionals. Lists of multiple individuals and agencies could be overwhelming for the child.

Transition booklet – a go-to guide for the child with named staff and photos of key adults and rooms that they can keep in their bag or locker.

Avoid making your child anxious by saying things like "I don't know how it works, I don't know who to ask". Hopefully with a named contact this shouldn't happen.

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Starting secondary school with Special Educational Needs (SEN)

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SENDCo Trudi Skinner gives advice for parents of SEN children about to start secondary school.

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Madeline explains what happened when her daughter Eleanor, who has Down’s Syndrome, started primary school.

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To provide the best experiences, we use technologies like cookies to store and/or access device information. Consenting to these technologies will allow us to process data such as browsing behaviour or unique IDs on this site. Not consenting or withdrawing consent, may adversely affect certain features and functions.

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How to support your child’s mental health – Place2Be

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Place2Be works with schools to help parents support their child’s mental health and improve their emotional wellbeing.

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Dyscalculia is a specific and persistent difficulty in understanding numbers which can lead to a diverse range of difficulties with mathematics. It will be unexpected in relation to age, level of education and experience and occurs across all ages and abilities.

Mathematics difficulties are best thought of as a continuum, not a distinct category, and they have many causal factors. Dyscalculia falls at one end of the spectrum and will be distinguishable from other maths issues due to the severity of difficulties with number sense, including subitising, symbolic and non-symbolic magnitude comparison, and ordering. It can occur singly but often co-occurs with other specific learning difficulties, mathematics anxiety and medical conditions.

(BDA Definition)

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Dyscalculia - British Dyslexia Association

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What is Dyscalculia? Dyscalculia is a specific and persistent difficulty in understanding numbers which can lead to a diverse range of difficulties with...

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South Bucks Downs Syndrome Support Group

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South Bucks Downs Syndrome Support Group

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Disabled Children Register (BAND) and Max Card

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Parents of children with special educational needs and disabilities (SEND) can register for BAND to help us improve SEND support in Buckinghamshire

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(IPSEA) Independent Provider of Special Education Advice

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The pandemic has seriously affected IPSEA's ability to fund our advice and support services

If you want to make a real difference to children and young people's lives, then volunteering with us could be for you

All the fundraising inspiration you need to get started, helping us to support even more families of children with SEND

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(IPSEA) Independent Provider of Special Education Advice

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The pandemic has seriously affected IPSEA's ability to fund our advice and support services If you want to make a real difference to children and young people's lives, then volunteering with us could be for you All the fundraising inspiration you need to get started, helping us to support even more families of children with SEND

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Also see this useful guide: https://cerebra.org.uk/wp-content/uploads/2019/06/Disability-Living-Allowance-dla-Cerebra-charity-children-with-brain-conditions.pdf

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Disability Living Allowance ( DLA) for children may help with the extra costs of looking after a child who:

is under 16

has difficulties walking or needs much more looking after than a child of the same age who does not have a disability

They will need to meet all the eligibility requirements.

The is between £26.90 and £172.50 a week and depends on the level of help the child needs.

If your child lives in Scotland

You need to apply for Child Disability Payment instead of DLA for children.

If your child is getting DLA for children but they have moved to Scotland, you'll need to report this change so they can get Child Disability Payment instead.

If your child moves from Scotland to England or Wales

If your child gets Child Disability Payment, you must:

Your Child Disability Payment will stop 13 weeks after your child moves - apply for DLA as soon as possible after moving or your payments could be affected.

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Disability Living Allowance (DLA) for children

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Help for children under 16 with disabilities - DLA rate, eligibility, how to apply, claim form.

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SEN Support in Mainstream Settings- The Graduated Response

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It's okay to reach out for help. Your situation is unique and no parent has all the answers. We all need a little extra support sometimes, and we hear from parents and carers just like you all the time.

So, if you're worried about the mental health and wellbeing of a child or young person up to the age of 25, you can chat to us by phone, email or webchat.

Our Parents Helpline is also accessible for those who are hard of hearing or speak English as an additional language. If English is not your first or preferred language, we can arrange for a language translator to support you on a call with one of our helpline advisers. Or if you would like to use our webchat or email service, we offer a digital translation service.

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Parents Mental Health Support | Advice for Your Child

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Practical tips, advice and where you can get help if your child or teenager is struggling with their mood, feelings, or their behaviour seems different.

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Buckinghamshire Healthcare NHS Trust - Physiotherapy

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Buckinghamshire Healthcare NHS Trust - Physiotherapy

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Buckinghamshire Healthcare NHS Trust - CYP Website

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We help children and young people who have difficulty with movement. We treat short and long-term conditions that impact on physical development, activity and the ability to participate in play, learning and socialising.

Your child may struggle with:

movement in their joints or limbs which have a functional impact on their activities

achieving expected physical developmental milestones

moving between one position to another

maintaining a typical posture independently

participating in PE, games or other physical activities

chronic conditions that can impact on normal everyday activities.

We work with you, health, education and social care colleagues, to help your child improve their quality of life, achieve their greatest level of independence and their potential.

How to access our services

You'll need a referral from your child's GP, health visitor, an occupational therapist or a hospital consultant. The referral will include details of your child's specific functional difficulties. This will help our physiotherapist to assess your child's needs.

Follow the instructions at the bottom of the form to return your completed from to us.

Assessing your child

When we receive your child's referral, our senior physiotherapist will assess their needs. For urgent referrals, there's usually up to a 2 week wait for therapy.

For more accurate information on this it is best to call the team you have been referred to.

Once we have prioritised your child's needs, we'll assess your child in the most appropriate setting, either at home, in school or within a clinic. We'll decide on the best course of action.

My child has improved since their referral, what should I do?

If you're waiting to hear from us or you already have an appointment booked but you feel your child is better, call us. You can then decide together whether your child needs to be seen or if they can be discharged.

How we treat your child

We'll see your child in community clinics, at home or in school for physiotherapy sessions. We may help your child with standing, walking and sitting, as well as flexibility, strength and endurance.

We'll explain how many sessions we think your child will need.

Physiotherapy sessions usually take up to an hour. Subsequent review appointments may be less depending on the level of therapy needed.

Your child will work with a physiotherapist. Sometimes other health professionals will join the session but we'll tell you in advance.

What to wear and bring to a physiotherapy session

Your child should wear comfortable clothing which is easy to move around in. It's likely that some items of clothing will have to be removed for assessment purposes, but we'll ask your permission first.

It's also helpful for us to see your child wearing their usual footwear.

Bringing your child's favourite toys may also help us to encourage participation in the session.

Attending physiotherapy appointments

If your child can not attend an appointment, you must tell us as soon as possible. We'll make another appointment more suitable for you as soon as we can.

If you miss an appointment without telling us, we'll contact you and ask you to rearrange. If we do not hear from you within 2 weeks of contacting you, we'll discharge your child from the service.

Family members attending your child's appointment

As well as parents, it can be useful for other adults such as family members to come if they spend a lot of time looking after your child.

Our assessment rooms aren't always large so we can't accommodate groups. Bringing a sibling is ok if unavoidable but this can sometimes be a distraction.

Specialist services

Neonatal intensive care unit follow up

If your child was born before 31 weeks, weighing less than 1500 grams or needed specialist care after birth, one of our hospital consultants will refer you to our follow up clinic. We'll advise you on techniques to support your baby's early development.

Child development team

Our physiotherapist works with the wider team to provide integrated support for children under 5 years old with complex needs.

Equipment loan service

The Community Equipment Loan Service can provide equipment for children and young people with functional/physical difficulties.

Equipment can include:

mobility aids such as walkers, sticks, crutches

postural management such as standing frames

orthotic devices such as gaiters, splints.

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Physiotherapy - Buckinghamshire Healthcare NHS Trust - CYP Website

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We help children and young people who have difficulty with movement. We treat short and long-term conditions that impact on physical development, activity and the ability to participate in play, [...]

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Buckinghamshire Healthcare NHS Trust - Occupational Therapy

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Buckinghamshire Healthcare NHS Trust - Occupational Therapy

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Buckinghamshire Healthcare NHS Trust - CYP Website

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The Occupational Therapy Service see children from 0-19 with a Buckinghamshire GP, or a Buckinghamshire Educational Health and Care Plan (EHCP). Children and young people will be seen in clinic or in school setting depending on their needs.

Children and young people fitting our criteria for high or urgent health and social care needs and will be seen for a face to face assessment.

Children and young people requiring postural control advice/equipment who are at risk of developing contractures, respiratory complications or other ill health as a result of not being positioned correctly.

Children with severe developmental delay

Children requiring home equipment to be safe or to enable others to care for them safely

Dysphagia support (postural support/equipment)

Sensory based eating/drinking support if impact on weight/failure to thrive

Post-surgery rehabilitation

Equipment for hospital discharge

Equipment in school setting such as seating or moving and handling equipment.

Sensory behaviours causing significant participation concerns such as school refusal or break down of family/home setting.

Sensory behaviours resulting in harm to self or others.

Assessment for Developmental Coordination Disorder (DCD)

Support for Chronic Fatigue

Educational health and care assessments as requested by the local authority.

Children and young people who are on a Chid in need plan/Child Protection plan/LAC/Trauma background and those with significant level of vulnerability within the family will also be considered for face to face assessment.

To make a referral into the service please complete our referral form .

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Occupational Therapy - Buckinghamshire Healthcare NHS Trust - CYP Website

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The Occupational Therapy Service see children from 0-19 with a Buckinghamshire GP, or a Buckinghamshire Educational Health and Care Plan (EHCP). Children and young people will be seen in clinic or in school setting depending on their needs.

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Buckinghamshire Healthcare NHS Trust - School Nursing Service

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Buckinghamshire Healthcare NHS Trust - School Nursing Service

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Buckinghamshire Healthcare NHS Trust - CYP Website

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School nursing - Buckinghamshire Healthcare NHS Trust - CYP Website

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We support children and young people in Buckinghamshire schools with medical, social, emotional or physical needs. We work in schools and the local community to help each person achieve their […]

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Buckinghamshire Healthcare NHS Trust - School Nursing Service

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Buckinghamshire Healthcare NHS Trust - School Nursing Service

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Buckinghamshire Healthcare NHS Trust - CYP Website

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School nursing - Buckinghamshire Healthcare NHS Trust - CYP Website

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We support children and young people in Buckinghamshire schools with medical, social, emotional or physical needs. We work in schools and the local community to help each person achieve their […]

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Buckinghamshire Child and Adolescent Mental Health Services 

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Buckinghamshire Child and Adolescent Mental Health Services 

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For information on voicing concerns via the Patient Advice and Liaison Service (PALS), or to leave feedback about the CAMHS website, please follow the link below.

For interpreting and translation services, please follow this link:

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CAMHS help children and young people up to 18 who are finding it hard to cope with everyday life because of difficult feelings, behaviour or relationships.

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Buckinghamshire Healthcare NHS Trust - Speech and Language Therapy

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Buckinghamshire Healthcare NHS Trust - Speech and Language Therapy

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Buckinghamshire Healthcare NHS Trust - CYP Website

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Communication skills are vital for learning, play, friendships, and wellbeing. Children develop at different rates, but there are typical stages of communication development from birth to age 14+.

Communication development pyramid

The pyramid below shows those stages of communication development. The skills at the bottom provide the foundation for the skills at the top of the pyramid. It's important to get the foundation right before moving onto the other skills. Conversation and interaction skills are important at every level.

Children must develop each stage starting at the bottom before they can progress to speech.

How to use our resources to help the child develop their communication skills

Our resources link directly to each stage of the communication development pyramid.

Start at the bottom of the pyramid with resources for 'attention and listening' and 'play' before moving higher up.

Choose the stage of communication below. Each stage includes age milestones, activities and ideas on how to help the child achieve their goals.

Checking the child's progress

Use a progress checker to check the development of the child's skills. You can then revisit our resources and try the suggested activities for each age milestone.

Parents can explore more communication activities from the Hungry Minds campaign and Tiny Happy People.

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Speech and language therapy resources - Buckinghamshire Healthcare NHS Trust - CYP Website

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Communication skills are vital for learning, play, friendships, and wellbeing. Children develop at different rates, but there are typical stages of communication development from birth to age 14+. The pyramid below shows those stages of communication development. The skills at the bottom provide the foundation for the skills at the top of the pyramid.

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The Buckinghamshire Autism Toolbox has help and advice for parents and carers of autistic children, including links to local autism support services

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Use of private providers for neurodevelopmental assessments

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Use of private providers for neurodevelopmental assessments

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Neuro assessments and use of private providers

When making arrangements with a private provider for any diagnosis/ treatment, you should check with your GP surgery whether they would accept a shared care agreement with your private provider.

A shared care agreement means that your child's care and treatment will be shared between your private provider and your GP, and would allow your GP to continue most standard treatments started privately.

In these cases, your GP would be able to take over prescribing, however if you do require any reviews you would still need to access and pay for these privately up until the time we can offer an appointment and take over care in the NHS.

If your GP will not accept a shared care agreement with your chosen private provider, you will need to continue to pay privately for the medication as well as for the medication reviews.

Any review offered by CAMHS following private initiation of your treatment would subject to our usual waiting times and would not be expedited, hence the importance of the above.

Pre-assessments

CAMHS have become aware of "pre-assessments" for ASD and ADHD being offered by some private companies.

Parents and carers are welcome to use these pre-assessment services if they choose to, but it is important to be clear that they are not necessary for any referral into CAMHS for ASD or ADHD assessments and do not replace any part of our assessment process.

They will not reduce wait times or result in a faster assessment.

Private treatment starts and ADHD medication

With regards to ADHD assessment, we recommend that you research private providers and ask them if their ADHD assessment is in line with NICE Guidance (National Institute for Health and Care Excellence).

NICE guidelines are evidence-based recommendations for health and care in England. We would also advise a full discussion about the costs, including the costs for ADHD treatment should this be started by the private provider.

If you pay for an ADHD assessment privately and it does not meet the standards set out in NICE guidance then NHS services cannot provide further treatments, such as medication, on the basis of it.

Further assessment will be required first, and these would be subject to our usual waiting times.

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When making arrangements with a private provider for any diagnosis/ treatment, you should check with your GP surgery whether they would accept a shared care agreement with your private provider.

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Filter under categories for resources aimed at parents/carers.

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Ordinarily Available Provision' promotes a consistent ethos to supporting children receiving SEND Support.

This approach has been created by schools, professionals and parents and is a fantastic user-friendly, accessible resource for all.

The document below outlines the special educational needs that children may have across the four broad areas, with easy to use provision suggestions for all members of school staff and families alike, as well as strategies for whole school and quality first teaching.
Ordinarily Available Provision

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Ordinarily Available Provision' promotes a consistent ethos to supporting children receiving SEND Support. This approach has been created by schools, professionals and parents and is a fantastic user-friendly, accessible resource for all.

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The Special Educational Needs and Disability Information, Advice and Support Service or SENDIAS

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The line has been developed to make it easier for you to make contact with the iSEND teams and is open to all schools and professionals to access advice and support for any child or young person with SEND when they need support. Your call will be answered by a Specialist Teacher, an EHC Co-ordinator (EHCCo) or an Educational Psychologist.

What does this service offer for schools and professionals?

Single point of contact with Buckinghamshire iSEND Education Teams

Special, Educational Needs and Disabilities (SEND), information, advice and signposting.

Brief consultation and access to iSEND services

When can I contact?

The phone line is open Monday to Friday 10:00am to 4:00pm term time and reduced hours during the holiday periods.

It is also open on Tuesdays from 4:00pm to 6:00pm.

How do I make contact?

Phone: 01296 382135

Please check the frequently asked questions from parents and professionals.

The iSEND support line is also available for parents/carers. Please share the iSEND Support Line for Parents/Carers flyer with your school community.

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Special educational needs and disabilities (SEND Local Offer)

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Our local offer advice and support for children and young people aged 0 to 25 years

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SEND and alternative provision improvement plan

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SEND and alternative provision improvement plan

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Accept additional cookies Reject additional cookies View cookies

Sets out our plans to change the special educational needs and disabilities (SEND) and alternative provision system in England.

Details

The plan explains what we'll do to make sure more children and young people with SEND or in alternative provision get the support they need.

It follows the SEND and alternative provision green paper which we consulted on in March 2022. The plan includes:

our responses to the feedback we received

the improvements we'll make as a result of the feedback

the proposals we're going to test and review

The roadmap summarises the actions we'll take to improve the SEND and alternative provision system in England that are set out in the improvement plan.

The full improvement plan in British Sign Language with audio is also available.

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SEND and alternative provision improvement plan

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Sets out our plans to change the special educational needs and disabilities (SEND) and alternative provision system in England.

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A guide on the support system for children and young people with special educational needs and disability (SEND).

Applies to England

Documents

Details

Thank you for your feedback

Report a problem with this page

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A guide on the support system for children and young people with special educational needs and disability (SEND).

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Special Needs Jungle provides parent-centred information, news, resources and informed opinion about SEN, disability, children’s health and SEN politics

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Guidance on the special educational needs and disability (SEND) system for children and young people aged 0 to 25, from 1 September 2014.

Applies to England

Documents

Details

This statutory code contains:

details of legal requirements that you must follow without exception

statutory guidance that you must follow by law unless there's a good reason not to

It explains the duties of local authorities, health bodies, schools and colleges to provide for those with special educational needs under part 3 of the Children and Families Act 2014.

The code, which applies to England, is for:

headteachers and principals

governing bodies

school and college staff

special educational needs (SEN) co-ordinators

early years providers

other education settings

local authorities

health and social services staff

Other SEND guides are also available.

Thank you for your feedback

Report a problem with this page

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Guidance on the special educational needs and disability (SEND) system for children and young people aged 0 to 25, from 1 September 2014.