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‘Fresh Start’ is a catch-up reading programme for those pupils in KS3, who are various reasons are not currently reaching national expectation in literacy.

The scheme comprises a number of modules that teach the pupils to recognise the sounds of English and to blend them into words. The pupils thereby have a bank of vocabulary they can read. The modules increase in difficulty as the course progresses.

Comprehension and writing are also used within the modules to reinforce understanding and spelling, so that pupils know the joy of reading as the build competence. Pupils feel themselves learning and become more confident and better able to participate in their classes.

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We are committed to helping every pupil achieve the best outcomes, wherever that may be.

We offer pupils the opportunity to meet with an Enfield Council Careers Adviser. He discusses all options, from college courses to apprenticeships. Pupils are encouraged to become active in thinking about, and researching, their next steps.

We arrange college visits to Hertford Regional College; College of Haringey, Enfield and North East London (CONEL), and Barnet and Southgate College (Southgate Campus).

Once your son has decided what he wants to do, and where, we help either with the application or arranging college interviews.

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Enfield Educational Psychology Service Telephone Support Line 

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Enfield Educational Psychology Service Telephone Support Line 

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Acronyms

Special Educational Needs and Disabilities (SEND)

Cognition and Learning (CL)

Profound and Multiple Learning Difficulties (PMLD)

Severe Learning Difficulties (SLD)

Moderate Learning Difficulties (MLD)

Specific Learning Difficulties (SpLD)

Sensory and/or Physical Disability (SD/PD)

Hearing Impaired (HI)

Visually Impaired (VI)

Multi–sensory Impairment (MSI)

Physical Disability (PD)

Communication and Interaction (CI)

Speech, Language and Communication Need (SLCN)

Autism Spectrum Disorder (ASD)

Developmental Language Disorder (DLD)

Social, Emotional and Mental Health (SEMH)

Attention Deficit Hyperactivity Disorder (ADHD)

Oppositional Defiant Disorder (ODD)

Special Educational Needs Co-Ordinator (SENCo)

Educational and Health Care Plan (EHCP)

Individual Education Plan (IEP)

Pupil and Adolescent Mental Health Services (CAMHS)

Educational Psychologist (EP)

Occupational Therapist (OT)

Speech and Language Therapy(ist) (SALT)

Learning Support Assistant (LSA)

Additional Resource Provision (ARP)

Speech and Language Resource Base (SLRB)

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Tourette Syndrome  is a condition of the nervous system. TS causes people to have “tics”.

Tics are sudden twitches, movements, or sounds that people do repeatedly. People who have tics cannot stop their body from doing these things. For example, a person might keep blinking over and over. Or, a person might make a grunting sound unwillingly.

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Special Needs Jungle provides parent-centred information, news, special needs resources and informed opinion about 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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There are two types of tics—motor and vocal.

Motor Tics

Motor tics are movements of the body. Examples of motor tics include blinking, shrugging the shoulders, or jerking an arm.

Vocal Tics

Vocal tics are sounds that a person makes with his or her voice. Examples of vocal tics include humming, clearing the throat, or yelling out a word or phrase.

Tics can be either simple or complex:

Simple Tics

Simple tics involve just a few parts of the body. Examples of simple tics include squinting the eyes or sniffing.

Complex Tics

Complex tics usually involve several different parts of the body and can have a pattern. An example of a complex tic is bobbing the head while jerking an arm, and then jumping up.

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Times Tables Rock Stars is a carefully sequenced programme of daily times tables practice. Each week concentrates on a different times table, with a recommended consolidation week for rehearsing the tables that have recently been practised every third week or so.

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Times Tables Rock Stars – Times Tables Rock Stars

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We help children, young people, parents, and families to rebuild their lives when a child grieves or when a child dies.

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There are two types of hearing impairment or loss, conductive and sensory-neural. Some people can have both conditions at the same time.

Conductive

Conductive hearing loss happens when the natural movement of sound through the external ear or middle ear is blocked, and the full sound does not reach the inner ear. Conductive loss from the exterior ear structures may result from:

Earwax - In some cases, it can collect and completely block your ear canal causing hearing loss.

Swimmer’s ear, also called otitis externa, is an infection in the ear canal often related to water exposure, or cotton swab use.

Foreign body—This is typically a problem in children who may put common objects including beads and beans in their ears but can also be seen in adults most often by accident, such as when a bug gets into the ear.

Bony lesions—These are non-cancerous growths of bone in the ear canal often linked with cold water swimming.

Defects of the external ear canal, called aural atresia—This is most commonly noted at birth and often seen with defects of the outer ear structure, called microtia.

Middle ear fluid or infection

Ear drum problems

Sensory-neural

This is much less common than conductive hearing loss. It is caused by damage to the hearing mechanism itself, usually in the cochlea or along the nerves to the brain. This type of loss is permanent. It can range from mild to profound in degree.

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ADHD describes a syndrome of emotional or behavioural difficulties, which may include extreme impulsiveness, inattentiveness and continuous motor activity/hyperactivity. ADHD can sometimes present without hyperactivity and can therefore go unnoticed as the symptoms may be less obvious.

ADHD is a complex condition and students may sometimes be on medication which the school may be asked to administer during the day. Problems may occur when a student forgets to take their medication prior to school or their medication begins to wear off before the end of the school day.

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Autism is a spectrum condition and affects people in many different ways and across all levels of intellectual ability. Like all people, those with autism have their own strengths and weaknesses. Some students will require a high level of support and others very little. Some students with autism will have a learning difficulty and others perform well academically. Autism typically affects a student’s ability to socialise, to make imaginative responses and to develop speech and language.

Pupils with ASD will have a different view of the world and may have trouble with:

Communication – with may include speech, intonation, gesture, body language or facial expression

Social Interaction – difficulties with empathy and perception, eye contact, inappropriate physical contact or a resistance to physical contact

Imaginative thought – inflexible of over literal processes, fixed mind-set, resistance to change

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A student with ADHD may sometimes but not always:

Display impulsivity

Murmur, talk or call out continuously because they are unable to internalise speech

Get up and wander around

Lash out physically or verbally with no thought for the consequences

Be easily distracted and therefore find it hard to focus on one activity

Avoid tasks that require substantial attention, that a tedious or time-consuming

Often move from one incomplete activity to another

Find it hard to make and keep friends

Find it hard to listen to or follow instructions

Often make mistakes because of an inability to attend to detail

Have poor organisation and self-help skills e.g. getting dressed, finding tools for a task

Forget daily routines or lose things

Be unaware of danger when running and climbing

Have constant fidgety movement of hands and feet

Have difficulty concentrating and in waiting and allowing others to take turns

Having difficulty organising tasks

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Dyslexia is a specific learning difficulty that affects the ability to read and spell. It often affects general literacy skills, word interpretation and perception, organisation skills, short term memory, sequencing and processing information. It can also cause difficulties with basic maths i.e. the order of numbers, multiplication table etc. Students with dyslexia are often very creative and able in certain areas of the curriculum such as art, design, technology, drama, computing and lateral thinking.

Dyslexia is a complex neurological disorder that affects people across all levels of intellectual ability.

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Dyspraxia is a specific learning difficulty (SLD). Students with Dyspraxia have problems with motor coordination and often appear clumsy when moving around the classroom. They have perceptual – motor problems and find writing difficult. They may also have pronunciation difficulties caused by problems in controlling the movements of the mouth and the tongue. Developmental Dyspraxia is suspected when it is obvious that the difficulties are not due to a medical condition.

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Children with DCD - at home, at school and in the community

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Children with DCD - at home, at school and in the community

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

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Developmental Language Disorder means there is a have significant, on-going difficulties understanding and/or using spoken language, in all the languages you use. DLD was previously known as Specific Language Impairment (SLI).

There is no known cause and that can make it hard to explain. DLD is not caused by emotional difficulties or limited exposure to language.

DLD is not caused by other medical conditions such as hearing loss, physical impairment, Autism, severe learning difficulties, or brain injuries. However, children and young people with these difficulties may also have DLD.

DLD is a long term condition that can have a big impact on a child/young person’s learning and achievement at school.
Children with DLD are at risk of difficulties with reading.
Sometimes DLD can affect children’s social interaction skills and their ability to make and keep friends.

Children with DLD often learn and understand better through visual or practical methods, rather than verbal methods. For example they would understand a story better if they watched it being acted out and drew it rather than being told verbally.

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Get your child’s attention – say their name before you want them to listen eg. “Ahmed (then give your instruction/comment)”

Ensure your child can see your face to support their attention and listening, getting down to your child’s level can also help

Use simple language and repeat if necessary to support memory and provide as many opportunities for them to hear, see and use words

Talk calmly and slowly to support their ability to process words

Give your child more time to respond to help them process information

Use symbols – provide a picture and/or use gestures to represent new words or concepts to support their understanding visually. Visual timetables can help structure their day.

Encourage your child to communicate with you however they can, accept gesture, pointing, facial expression.

Remember, communication is more than just talking!

Check they have understood instructions or new information. You can do this by asking them to repeat back to you what you have told them

Help them learn skills to join in with other children. For example, playing games at home to support turn taking and listening to others

Give specific instructions – e.g. “put X in the big bowl”

Set up ‘role play’ opportunities to practise using language in different contexts, e.g. set up a ‘shop’ where the child has to practise remembering what they need to ask for and asking for the right thing or a ‘café’ where the child might practise asking for/ordering their own meal.

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In joint hypermobility, the joints are more than usually flexible and this is linked to joint, fatigue and muscle pain which typically relates to exercise. It is most often seen in children and young people, although it can sometimes persist into adulthood.

The condition can have a major impact on school and sporting life. Whilst it does not usually cause long-term harm, it can be associated with injuries and can sometimes persist into adulthood. Treatment is aimed at increasing muscle strength and joint resilience without causing injury.

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The Hypermobility Syndromes Association - supporting people with hypermobility, Ehlers-Danlos syndromes, Marfan syndrome, sticker syndrome and more.

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Tourettes Action is a support and research charity working to improve the lives of people living with Tourette Syndrome. Our services include online live-chat and email support, a befriender network, information, webinars, events and resources.

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How can I help support a grieving child?

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Children with a hearing impairment may:

Rely on visual cues and lip-reading

Have some speech and language difficulties

Need ongoing support from the Hearing Impairment Team

Need to wear a hearing aid

Have difficulties hearing when there is background noise in the classroom

Misunderstand instructions and or appear to copy others

Need to use some sign language

Have difficulty following visual and/or audio resources

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How concentration can be impaired by tics

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How concentration can be impaired by tics

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Free screen colour filter for Dyslexia and eye strain

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ColorVeil: Reduce eye strain, help with Dyslexia and Visual Stress

A screen color filter over any application you are using

Helps users with Dyslexia and Scotopic Sensitivity Syndrome

Reduce eye strain along with screen brightness

Easily customize the color and opacity of the filter

Match the prescription from the optometrist

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Dim screen brightness, reduce eye strain, and save energy. It helps with eye strain, Dyslexia, Scotopic Sensitivity Syndrome, or Visual Stress.

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Parenting tips for ADHD

Raising a child with ADHD isn't like traditional childrearing. Normal rule-making and household routines can become almost impossible, depending on the type and severity of your child's symptoms, so you'll need to adopt different approaches. It can become frustrating to cope with some of the behaviors which result from your child's ADHD, but there are ways to make life easier.

Parents must accept the fact that children with ADHD have functionally different brains from those of other children. While children with ADHD can still learn what is acceptable and what isn't, their disorder does make them more prone to impulsive behavior.

Fostering the development of a child with ADHD means that you will have to modify your behavior and learn to manage the behavior of your child. Medication may be the first step in your child's treatment. Behavioral techniques for managing a child's ADHD symptoms must always be in place. By following these guidelines, you can limit destructive behavior and help your child overcome self-doubt.

There are two basic principles of behavior management therapy. The first is encouraging and rewarding good behavior (positive reinforcement). The second is removing rewards by following bad behavior with appropriate consequences, leading to the extinguishing of bad behavior (punishment, in behaviorist terms). You teach your child to understand that actions have consequences by establishing rules and clear outcomes for following or disobeying these rules. These principles must be followed in every area of a child's life. That means at home, in the classroom, and in the social arena.

Decide ahead of time which behaviors are acceptable and which are not

The goal of behavioral modification is to help your child consider the consequences of an action and control the impulse to act on it. This requires empathy, patience, affection, energy, and strength on the part of the parent. Parents must first decide which behaviors they will and won't tolerate. It's crucial to stick to these guidelines. Punishing a behavior one day and allowing it the next is harmful to a child's improvement. Some behaviors should always be unacceptable, like physical outbursts, refusal to get up in the morning, or unwillingness to turn off the television when told to do so.

Your child may have a hard time internalizing and enacting your guidelines. Rules should be simple and clear, and children should be rewarded for following them. This can be accomplished using a points system. For example, allow your child to accrue points for good behavior that can be redeemed for spending money, time in front of the TV, or a new video game. If you have a list of house rules, write them down and put them where they're easy to see. Repetition and positive reinforcement can help your child better understand your rules.

Define the rules, but allow some flexibility

It's important to consistently reward good behaviors and discourage destructive ones, but you shouldn't be too strict with your child. Remember that children with ADHD may not adapt to change as well as others. You must learn to allow your child to make mistakes as they learn. Odd behaviors that aren't detrimental to your child or anyone else should be accepted as part of your child's individual personality. It's ultimately harmful to discourage a child's quirky behaviors just because you think they are unusual.

Manage aggression

Aggressive outbursts from children with ADHD can be a common problem. "Time-out" is an effective way to calm both you and your overactive child. If your child acts out in public, they should be immediately removed in a calm and decisive manner. "Time-out" should be explained to the child as a period to cool off and think about the negative behavior they have exhibited. Try to ignore mildly disruptive behaviors as a way for your child to release his or her pent-up energy. However, destructive, abusive, or intentionally disruptive behavior which goes against the rules you establish should always be punished.

Create structure

Make a routine for your child and stick to it every day. Establish rituals around meals, homework, playtime, and bedtime. Simple daily tasks, such as having your child lay out his or her clothes for the next day, can provide essential structure.

Break tasks into manageable pieces

Try using a large wall calendar to help remind a child of their duties. Color coding chores and homework can keep your child from becoming overwhelmed with everyday tasks and school assignments. Even morning routines should be broken down into discrete tasks.

Simplify and organize your child's life

Create a special, quiet space for your child to read, do homework, and take a break from the chaos of everyday life. Keep your home neat and organized so that your child knows where everything goes. This helps reduce unnecessary distractions.

Limit distractions

Children with ADHD welcome easily accessible distractions. Television, video games, and the computer encourage impulsive behavior and should be regulated. By decreasing time with electronics and increasing time doing engaging activities outside the home, your child will have an outlet for built-up energy.

Encourage exercise

Physical activity burns excess energy in healthy ways. It also helps a child focus their attention on specific movements. This may decrease impulsivity. Exercise may also help to improve concentration, decrease the risk for depression and anxiety, and stimulate the brain in healthy ways. Many professional athletes have ADHD. Experts believe that athletics can help a child with ADHD find a constructive way to focus their passion, attention, and energy.

Regulate sleep patterns

Bedtime may be an especially difficult for children suffering from ADHD. Lack of sleep exacerbates inattention, hyperactivity, and recklessness. Helping your child get better sleep is important. To help them get better rest, eliminate stimulants like sugar and caffeine, and decrease television time. Establish a healthy, calming bedtime ritual.

Encourage out-loud thinking

Children with ADHD can lack self-control. This causes them to speak and act before thinking. Ask your child to verbalize their thoughts and reasoning when the urge to act out arises. It's important to understand your child's thought process in order to help him or her curb impulsive behaviors.

Promote wait time

Another way to control the impulse to speak before thinking is to teach your child how to pause a moment before talking or replying. Encourage more thoughtful responses by helping your child with homework assignments and asking interactive questions about a favorite television show or book.

Believe in your child

Your child likely doesn't realize the stress that their condition can cause. It's important to remain positive and encouraging. Praise your child's good behavior so they know when something was done right. Your child may struggle with ADHD now, but it won't last forever. Have confidence in your child and be positive about their future.

Find individualized counseling

You can't do it all. Your child needs your encouragement, but they also need professional help. Find a therapist to work with your child and provide another outlet for them. Don't be afraid to seek assistance if you need it. Many parents are so focused on their children that they neglect their own mental needs. A therapist can help manage your stress and anxiety as well as your child's. Local support groups may also be a helpful outlet for parents.

Take breaks

You can't be supportive 100 percent of the time. It's normal to become overwhelmed or frustrated with yourself or your child. Just as your child will need to take breaks while studying, you'll need your own breaks as well. Scheduling alone time is important for any parent. Consider hiring a babysitter. Good break options include:

going for a walk

going to the gym

taking a relaxing bath

Calm yourself

You can't help an impulsive child if you yourself are aggravated. Children mimic the behaviors they see around them, so if you remain composed and controlled during an outburst, it will help your child to do the same. Take time to breathe, relax, and collect your thoughts before attempting to pacify your child. The calmer you are, the calmer your child will become.

Don't sweat the small stuff

Be willing to make some compromises with your child. If your child has accomplished two of the three chores you assigned, consider being flexible with the third, uncompleted task. It's a learning process and even small steps count.

Don't get overwhelmed and lash out

Remember that your child's behavior is caused by a disorder. ADHD may not be visible on the outside, but it's a disability and should be treated as such. When you begin to feel angry or frustrated, remember that your child can't "snap out of it" or "just be normal."

Don't be negative

It sounds simplistic, but take things one day at a time and remember to keep it all in perspective. What is stressful or embarrassing today will fade away tomorrow.

Don't let your child or the disorder take control

Remember that you are the parent and, ultimately, you establish the rules for acceptable behavior in your home. Be patient and nurturing, but don't allow yourself to be bullied or intimidated by your child's behaviors.

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Parenting Tips for ADHD: Do's and Don'ts

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Parenting tips for ADHD Raising a child with ADHD isn't like traditional childrearing. Normal rule-making and household routines can become almost impossible, depending on the type and severity of your child's symptoms, so you'll need to adopt different approaches.

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Ted Hutman, Ph.D. is Assistant Clinical Professor in Psychiatry at the David Geffen School of Medicine at UCLA and a licensed clinical psychologist practicing in Santa Monica, CA.
A parent's guide to autism treatment and support

If you've recently learned that your child has or might have autism spectrum disorder, you're probably wondering and worrying about what comes next. No parent is ever prepared to hear that a child is anything other than happy and healthy, and an ASD diagnosis can be particularly frightening. You may be unsure about how to best help your child, or confused by conflicting treatment advice. Or you may have been told that ASD is an incurable, lifelong condition, leaving you concerned that nothing you do will make a difference.

While it is true that ASD is not something a person simply "grows out of," there are many treatments that can help children acquire new skills and overcome a wide variety of developmental challenges. From free government services to in-home behavioral therapy and school-based programs, assistance is available to meet your child's special needs and help them learn, grow, and thrive in life.

When you're looking after an autistic child, it's also important to take care of yourself. Being emotionally strong allows you to be the best parent you can be to your child in need. These parenting tips can help by making life with an autistic child easier.

Don't wait for a diagnosis

As the parent of a child with ASD or related developmental delays, the best thing you can do is to start treatment right away. Seek help as soon as you suspect something's wrong. Don't wait to see if your child will catch up later or outgrow the problem. Don't even wait for an official diagnosis. The earlier children with autism spectrum disorder get help, the greater their chance of treatment success. Early intervention is the most effective way to speed up your child's development and reduce the symptoms of autism over the lifespan.
[Read: Does My Child Have Autism?]
When your child has autism

Learn about autism. The more you know about autism spectrum disorder, the better equipped you'll be to make informed decisions for your child. Educate yourself about the treatment options, ask questions, and participate in all treatment decisions.

Become an expert on your child. Figure out what triggers your kid's challenging or disruptive behaviors and what elicits a positive response. What does your child find stressful or frightening? Calming? Uncomfortable? Enjoyable? If you understand what affects your child, you'll be better at troubleshooting problems and preventing or modifying situations that cause difficulties.

Accept your child, quirks and all. Rather than focusing on how your autistic child is different from other children and what he or she is "missing," practice acceptance. Enjoy your kid's special quirks, celebrate small successes, and stop comparing your child to others. Feeling unconditionally loved and accepted will help your child more than anything else.

Don't give up. It's impossible to predict the course of autism spectrum disorder. Don't jump to conclusions about what life is going to be like for your child. Like everyone else, people with autism have an entire lifetime to grow and develop their abilities.

Helping your child with autism thrive tip 1: Provide structure and safety

Learning all you can about autism and getting involved in treatment will go a long way toward helping your child. Additionally, the following tips will make daily home life easier for both you and your child with ASD:

Be consistent. Children with ASD have a hard time applying what they've learned in one setting (such as the therapist's office or school) to others, including the home. For example, your child may use sign language at school to communicate, but never think to do so at home. Creating consistency in your child's environment is the best way to reinforce learning. Find out what your child's therapists are doing and continue their techniques at home. Explore the possibility of having therapy take place in more than one place in order to encourage your child to transfer what he or she has learned from one environment to another. It's also important to be consistent in the way you interact with your child and deal with challenging behaviors.

Stick to a schedule. Autistic children tend to do best when they have a highly-structured schedule or routine. Again, this goes back to the consistency they both need and crave. Set up a schedule for your child, with regular times for meals, therapy, school, and bedtime. Try to keep disruptions to this routine to a minimum. If there is an unavoidable schedule change, prepare your child for it in advance.

Reward good behavior. Positive reinforcement can go a long way with children with ASD, so make an effort to "catch them doing something good." Praise them when they act appropriately or learn a new skill, being very specific about what behavior they're being praised for. Also look for other ways to reward them for good behavior, such as giving them a sticker or letting them play with a favorite toy.

Create a home safety zone. Carve out a private space in your home where your child can relax, feel secure, and be safe. This will involve organizing and setting boundaries in ways your child can understand. Visual cues can be helpful (colored tape marking areas that are off limits, labeling items in the house with pictures). You may also need to safety proof the house, particularly if your child is prone to tantrums or other self-injurious behaviors.

Tip 2: Find nonverbal ways to connect

Connecting with an autistic child can be challenging, but you don't need to talk-or even touch-in order to communicate and bond. You communicate by the way you look at your child, by the tone of your voice, your body language - and possibly the way you touch your child. Your child is also communicating with you, even if he or she never speaks. You just need to learn the language.

Look for nonverbal cues. If you are observant and aware, you can learn to pick up on the nonverbal cues that autistic children use to communicate. Pay attention to the kinds of sounds they make, their facial expressions, and the gestures they use when they're tired, hungry, or want something.

Figure out the motivation behind the tantrum. It's only natural to feel upset when you are misunderstood or ignored, and it's no different for children with ASD. When children with ASD act out, it's often because you're not picking up on their nonverbal cues. Throwing a tantrum is their way of communicating their frustration and getting your attention.
[Read: Autism Behavior Problems]
Make time for fun. A child coping with ASD is still a child. For both autistic children and their parents, there needs to be more to life than therapy. Schedule playtime when your child is most alert and awake. Figure out ways to have fun together by thinking about the things that make your child smile, laugh, and come out of her/his shell. Your child is likely to enjoy these activities most if they don't seem therapeutic or educational. There are tremendous benefits that result from your enjoyment of your child's company and from your child's enjoyment of spending unpressured time with you. Play is an essential part of learning for all children and shouldn't feel like work.

Pay attention to your child's sensory sensitivities. Many children with ASD are hypersensitive to light, sound, touch, taste, and smell. Some children with autism are "under-sensitive" to sensory stimuli. Figure out what sights, sounds, smells, movements, and tactile sensations trigger your kid's "bad" or disruptive behaviors and what elicits a positive response. What does your child find stressful? Calming? Uncomfortable? Enjoyable? If you understand what affects your child, you'll be better at troubleshooting problems, preventing situations that cause difficulties, and creating successful experiences.

Tip 3: Create a personalized autism treatment plan

With so many different treatments available, it can be tough to figure out which approach is right for your child. Making things more complicated, you may hear different or even conflicting recommendations from parents, teachers, and doctors.

When putting together a treatment plan for your child, keep in mind that there is no single treatment that works for everyone. Each person on the autism spectrum is unique, with different strengths and weaknesses.

Your child's treatment should be tailored according to their individual needs. You know your child best, so it's up to you to make sure those needs are being met. You can do that by asking yourself the following questions:

What are my child's strengths - and their weaknesses?

What behaviors are causing the most problems? What important skills is my child lacking?

How does my child learn best - through seeing, listening, or doing?

What does my child enjoy - and how can those activities be used in treatment and to bolster learning?

Finally, keep in mind that no matter what treatment plan is chosen, your involvement is vital to success. You can help your child get the most out of treatment by working hand-in-hand with the treatment team and following through with the therapy at home. (This is why your well-being is essential!)

A good treatment plan will:

Build on your child's interests.

Offer a predictable schedule.

Teach tasks as a series of simple steps.

Actively engage your child's attention in highly structured activities.

Provide regular reinforcement of behavior.

Involve the parents.

Choosing autism treatments

There are many different options and approaches to ASD treatment, including behavior therapy, speech-language therapy, physical therapy, occupational therapy, and nutritional therapy.

While you don't have to limit your child to just one treatment at a time, it's unlikely you'll be able to address everything at once. Instead, start by focusing on your child's most severe symptoms and pressing needs.
[Read: Autism Treatments, Therapies, and Interventions]
Tip 4: Find help and support

Caring for a child with autism can demand a lot of energy and time. There may be days when you feel overwhelmed, stressed, or discouraged. Parenting isn't ever easy, and raising a child with special needs is even more challenging. In order to be the best parent you can be, it's essential that you take care of yourself.

Don't try to do everything on your own. You don't have to! There are many places that families of children with ASD can turn to for advice, a helping hand, advocacy, and support:

ADS support groups - Joining an ASD support group is a great way to meet other families dealing with the same challenges you are. Parents can share information, get advice, and lean on each other for emotional support. Just being around others in the same boat and sharing their experience can go a long way toward reducing the isolation many parents feel after receiving a child's diagnosis.

Respite care - Every parent needs a break now and again. And for parents coping with the added stress of ASD, this is especially true. In respite care, another caregiver takes over temporarily, giving you a break for a few hours, days, or even weeks.
[Read: Respite Care]
Individual, marital, or family counseling - If stress, anxiety, or depression is getting to you, you may want to see a therapist of your own. Therapy is a safe place where you can talk honestly about everything you're feeling-the good, the bad, and the ugly. Marriage or family therapy can also help you work out problems that the challenges of life with an autistic child are causing in your spousal relationship or with other family members.

Free U.S. government services for children with autism

Under the U.S. federal law known as the Individuals with Disabilities Education Act (IDEA), children with disabilities-including those with ASD-are eligible for a range of free or low-cost services. Under this provision, children in need and their families may receive medical evaluations, psychological services, speech therapy, physical therapy, parent counseling and training, assisted technology devices, and other specialized services.

Children under the age of 10 do not need an autism diagnosis to receive free services under IDEA. If they are experiencing a developmental delay (including delays in communication or social development), they are automatically eligible for early intervention and special education services.

Early intervention services (birth through age two)

Infants and toddlers through the age of two receive assistance through the Early Intervention program. In order to qualify, your child must first undergo a free evaluation. If the assessment reveals a developmental problem, you will work with early intervention treatment providers to develop an Individualized Family Service Plan (IFSP). An IFSP describes your child's needs and the specific services he or she will receive.

For autism, an IFSP would include a variety of behavior, physical, speech, and play therapies. It would focus on preparing autistic kids for the eventual transition to school. Early intervention services are typically conducted in the home or at a child care center.

To locate local early intervention services for your child, ask your pediatrician for a referral or use the resources listed in the "Get more help" section at the end of the article.

Special education services (age three and older)

Children over the age of three receive assistance through school-based programs. As with early intervention, special education services are tailored to your child's individual needs. Autistic children are often placed with other developmentally delayed kids in small groups where they can receive more individual attention and specialized instruction. However, depending on their abilities, they may also spend at least part of the school day in a regular classroom. The goal is to place kids in the "least restrictive environment" possible where they are still able to learn.

If you'd like to pursue special education services, your local school system will first need to evaluate your child. Based on this assessment, an Individualized Education Plan (IEP) will be drafted. An IEP outlines the educational goals for your child for the school year. Additionally, it describes the special services or supports the school will provide your child in order to meet those goals.

Know your child's rights

As the parent of a child with ASD, you have a legal right to:

Be involved in developing your child's IEP from start to finish

Disagree with the school system's recommendations

Seek an outside evaluation for your child

Invite anyone you want-from a relative to your child's doctor-to be on the IEP team

Request an IEP meeting at any time if you feel your child's needs are not being met

Free or low-cost legal representation if you can't come to an agreement with the school

Caring for a child with autism when you are autistic

Research indicates that there is a genetic component to autism. However, many parents only discover they're autistic when they research and obtain a formal diagnosis for their own child. If you're autistic, you might face unique challenges when it comes to raising children who are also neurodivergent. Here are a few tips that may help:

Don't hide your identity. Let your child get to know the real you. If you have certain quirks, such as repetitive behaviors or unusual body movements, don't feel pressured to mask them in front of your child. By being yourself, you're encouraging your autistic child to be themselves around you and creating an opportunity to bond over your similarities. You can also talk with your child about how neurotypical individuals may react to your behaviors and how to handle negative reactions. Aim to offer the type of guidance you could've used when you were young.

Remember to care for yourself. Caring for a child can be challenging if you struggle with sensory needs or require a highly structured lifestyle. For example, if you're sensitive to sounds, a crying child may be a constant source of stress and discomfort. A child's sudden tantrums can make it hard for you to stick to a consistent schedule, creating further frustration. To protect your own sense of well-being, it's important for you to adopt coping habits that help reduce your stress in these types of situations.
[Read: Autism in Adults: Recognizing the Signs, Living with a Diagnosis]
If certain tasks seem overwhelming, look to other people for support. For example, if communicating with doctors and teachers poses a challenge, a parenting mentor or other parents with autism might be able to help you come up with solutions.

Build on your strengths. Everyone has specific strengths, and you're no exception. Consider how your skills and talents can help you establish a supportive household for your child. Do you excel at visual thinking or design? Create educational posters for your child. Are you able to focus for long periods of time? Use that focus to research and study up on parenting practices and coping strategies. Are you good at problem-solving? Use your creativity and out-of-the-box thinking to overcome challenges around the house.

Be patient with yourself and your child. Be willing to accept that you both have plenty of time to grow and learn. You might experience some setbacks. Perhaps, you lose your temper and feel ashamed by your reaction. Or maybe your child has a hard time fitting in with peers when they start school. Resolve to learn from bad experiences and find solutions, even if you have to make multiple attempts. When one of you does make progress, remember to acknowledge the growth. Offer your child praise and celebrate your personal successes as well.

Ted Hutman, Ph.D. is Assistant Clinical Professor in Psychiatry at the David Geffen School of Medicine at UCLA and a licensed clinical psychologist practicing in Santa Monica, CA.

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Helping Your Child with Autism Thrive - HelpGuide.org

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Does your child have autism? As a parent, you can make a big difference in your child's life. These tips can help.

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How can I support my child? - British Dyslexia Association

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

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Make adjustments at home to encourage greater independence and participation (e.g. elasticated shoes, trousers, easier fastenings on clothes, strategies for organisation and time management).

Provide opportunities for regular practice of activities and exercises by involving your child in everyday activities such as cooking (mixing, spreading), household chores (folding clothes, putting away cutlery, mopping the floor) and simple games (catching a ball).

As your child practices and improves, gradually increase the demands of the task e.g. catching a smaller ball, cutting around more complex shapes.

Let your child choose activities that they particularly enjoy or wish to try.

Praise your child for effort, as well as achievement.

Celebrate successes and attribute them to your child’s hard work and effort.

Try to make sure your child practices meaningful, ‘functional’ tasks that s/he will come across in everyday life e.g. decorating biscuits with icing rather than meaningless finger exercises.

Use your child’s interests as a focus for motivation e.g. cutting out newspaper pictures of their favourite sport.

Encourage practice at every opportunity. ‘Little and often’ is best for learning – ten minutes every day rather than one long session each week.

Try to ensure that your child practices movement skills in a variety of different ways so that they can generalise to new situations e.g. different activities for ball skills: throwing and catching with different size balls of different weights, with the child in different positions.

Break down tasks into smaller units to be learned; make sure that your child knows what they are working towards and what the end goal looks like e.g. the different components in learning to tie a shoelace.

Support your child when they are learning a task e.g. hold their coat as they do up the zip but gradually reduce this support as they become more confident and start to succeed on their own.

Encourage the use of ‘thinking skills’ (cognitive strategies) such as goal setting, self-monitoring, problem-solving activities e.g. ask your child to say what aspect of the task they need to focus on to be successful (throw the ball higher/harder to get it in the net).

Levels of intervention from health and educational professionals will be determined by the specific needs of your child and the impact this has on his/her everyday activities at home, school and in play.

For intervention planning, individual goals should be agreed in consultation with you, your child and relevant professionals.

The type of intervention will be informed by the individual needs of your child, agreed goals and the research evidence. Intervention may include school based activities and/or parent/teacher information sessions, Physiotherapy or Occupational Therapy in a group or individual setting

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Help your child to stay active, but bear in mind that they may need to pace themselves

Weigh up the risks of high impact sports such as football or rugby, and ask coaches to factor in break time for your child

Sports such as dance and gymnastics may be an area where your child can shine and use their hypermobility to their advantage, but make sure they build up their muscles gradually. Physiotherapy exercises and Pilates can really help here

Wrist supports for writing, or ankle or knee supports during sport can reduce joint pain and limit the risk of injury

Writing tools such as pencil grips help to reduce tension in the hands and fingers

Using a writing slope, rather than writing onto a flat surface, can also help reduce pressure on the neck and shoulders. When children need to write by hand, allow plenty of time for ‘wrist breaks’

For older children, the use of technology such as an ipad for writing can be an enormous help

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The HMSA is the only charity offering both practical support and Information Standards Accredited health and care information to people who have a hypermobility syndrome. or who are involved in the care of someone with any of the hypermobility syndromes, including Joint Hypermobility Syndrome, Ehlers-Danlos syndrome (all sub-types), Marfan syndrome, Sticklers and Osteogenesis Imperfecta.

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The HMSA is the only charity offering both practical support and Information Standards Accredited health and care information to people who have a hypermobility syndrome. or who are involved in the care of someone with any of the hypermobility syndromes, including Joint Hypermobility Syndrome, Ehlers-Danlos syndrome (all sub-types), Marfan syndrome, Sticklers and Osteogenesis Imperfecta.

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The following information could help if your child has lost or is about to lose someone, such as a family member or friend.

If your child is about to lose someone

If a child has a loved one, such as a friend or family member who's going to die, they can benefit from special support.

A child's stress level is often at its highest before bereavement because of fear and the unknown.

Pre-bereavement counselling gives a child a chance to think and talk about their feelings and share their worries.
The YoungMinds website has more information on counselling services for children and young people
Making a memory box

If you're a parent and you know you're going to die, you could make a memory box to give to your child, or make one together.

A memory box contains things that remind you both of your time together. It can provide an important link between you and your child once you've gone.
Macmillan Cancer Support has information about making a memory box

If a child has lost someone

Talk about the person who has died

During bereavement, it can help a child to talk about the person who's died, whether it was a grandparent, parent, brother, sister or friend.

Direct, honest and open communication is more helpful than trying to protect your child by hiding the truth. If you exclude them from family ceremonies and services after someone has died it could make them feel excluded.

This can also help your child be open about their own feelings and avoid confusion about what has happened. It may be helpful to talk as a family, perhaps with your child, about how to include them in any events that celebrate or say goodbye to the person who has died.

It's important for them to have someone with whom they can talk about that person and share their emotions. This could be through photos, games, memory boxes or stories.

Over time, children may start to talk more about their loss at different times and in different ways. Young children may start talking about death or including it in their play, but this is normal and is a way for them to make sense of what has happened.

Further support for your child

There are also bereavement charities that offer helplines, email support, and online communities and message boards for children.

These include:

Child Bereavement UK - call 0800 028 8840 Monday to Friday, 9am to 5pm, or email helpline@childbereavementuk.org

Cruse Bereavement Care - call 0808 808 1677 Monday and Friday, 9.30am to 5pm; Tuesday, Wednesday and Thursday 9.30am to 8pm; Saturday and Sunday 10am to 2pm

Grief Encounter - call 0808 802 0111 Monday to Friday, 9am to 9pm, or email contact@griefencounter.org.uk

Hope Again - call 0808 808 1677 Monday to Friday, 9.30am to 5pm, or email hopeagain@cruse.org.uk

Winston's Wish - call 0808 802 0021 Monday to Friday, 8am to 8pm, or email ask@winstonswish.org

You can also find out more about children and bereavement from the Childhood Bereavement Network
Make a memory box

If the person who's died did not leave a memory box, you could make one with your child.

It can include:

gifts

shells collected on the beach

memories written on a card

anything that makes the child feel connected to that person

Don't forget to look after yourself

It's important to make sure you're also getting the support you need after a loss. This can also help you to better support your child.
Read more about getting help with grief after bereavement or loss

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Find out what to do and where to find bereavement support if your child has lost a loved one or has a loved one who's dying.

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Find out how to access NHS mental health services and where to get urgent help.

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Children with Moderate Learning Difficulties have a general developmental delay AKA Global Developmental Delay/Difficulties. They struggle with learning across all areas of the curriculum. Many students with this type of need will be suffering from low self-esteem and motivation. It is likely that they will become over reliant on teaching assistants to help them with tasks and they will need encouragement and praise to persuade them to attempt new challenges which are within their capability and develop greater independence.

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Students may:

Have immature listening / attention skills

Have immature social skills

Rely heavily on teaching assistants to direct them within the class situation

Have poor auditory memory

Have poor visual memory

Have difficulty acquiring basic literacy skills

Need a high level of support with investigation and problem solving activities

Have poor verbal and non-verbal reasoning skills

Have difficulties with applying what they know to other situations

Have some motor co-ordination difficulties

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Pupils with speech, language and communication needs have difficulty in communicating with others. This may be because they have difficulty saying what they want to, understanding what is being said to them or they do not understand/use social rules of communication. The profile for every child with SLCN is different and their needs may change over time. They may have difficulty with one, some or all of the different aspects of speech, language or social communication at different times of their lives.

Language can be broken down into input (receptive) and output (expressive). A pupil with SLCN may present with difficulties in any or all of the areas of learning.

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The following are features of receptive language skills. Pupils may:

have difficulty following class routines

find it hard to concentrate

over-rely on looking at others to copy what to do

may need more gestures to understand

have difficulty in understanding abstract concepts

need instructions repeated many times or require them to be broken down or simplified

give inappropriate answers to questions they have been asked

opt out of tasks or withdraw from activities they don't understand

echo what has been said to them (echolalia)

find it hard to learn new vocabulary

misunderstand the question or its underlying meaning

fail to read facial expressions and invade other people's personal space

take things literally

present with behavioural difficulties

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The following are features of expressive language skills. Pupils may:

Use short/immature sentences

Over-use pointing or gestures to convey meaning

Be slow to express themselves

Omit grammatical words such as "is, a have" or make mistakes with words endings for example "-ing, -ed, 's"

Struggle to retell events or a story in a meaningful sequence

Be unable to form sentences/questions appropriately

Put words in the word order e.g. "home go me"

Be unable to retrieve the exact words they require resulting in frequent pauses or over-use of fillers e.g. "You know, thingy"

Find it hard to contribute to class discussions, give explanations or describe what they are doing

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Strategies to support your child (Receptive Language)

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Strategies to support your child (Receptive Language)

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Use pictures, signs and symbols

Use visual or concrete material to support the understanding of new conceptual vocabulary

Break instructions into chunks and check understanding by asking your child to repeat

Check to make sure your child is listening

Use your child's name before giving an instruction

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Strategies to support your child (Expressive Language)

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Strategies to support your child (Expressive Language)

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Give them time to think about what they need to say/find

Ask open ended questions

Give prompts e.g. "What do you do with it? Where would you find it? What does it look like?"

Repeat back what they have said, but using the correct words and grammar so that they can hear the correct form

Expand on what your child has said by adding new words or a new idea

Avoid asking your child to repeat themselves

Avoid finishing their sentences or saying the words they are struggling for, as this can be frustrating

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Blank Level Questioning - Subject Specific Questions

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Blank Level Questioning - Subject Specific Questions

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Subject Specific Blank Level Questions_Bth

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Colourful Semantics - Comprehension Template

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Colourful Semantics - Comprehension Template

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Scaffolding resources to help your child

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Scaffolding resources to help your child

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Colourful Semantics
Differentiation

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This term is used when a child's ongoing behavioural difficulties appear to have their root cause in emotional and/or social problems.  It is important to remember that some children have such deep rooted emotional difficulties that these may manifest themselves in unusual quietness rather than disruptive behaviour.

Some emotional and behavioural problems may be temporary, but others are so complex that outside professionals need to be involved to help the child to cope with daily living and learning.

A variety of praise and reward strategies are often useful and it is important to raise self-esteem at every opportunity.

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We’re Mind, the mental health charity | Mind

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We're Mind, the mental health charity. We're here to make sure no one has to face a mental health problem alone.

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Find information and support for your mental health.

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Children and young people’s mental health services

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Children and young people’s mental health services

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Children and young people's mental health services (CYPMHS) is used as a term for all services that work with children and young people who have difficulties with their mental health or wellbeing.
You may also see the term children and adolescent mental health services (CAMHS) used. This is an older term for the main specialist NHS community service within the wider CYPMHS that may be available locally.

Local areas have a number of different support services available.

These NHS-funded services, together with some local authority services, might be from the statutory, voluntary or school-based sector. For example, an NHS trust, local authority, school or charitable organisation.

Children and young people may need help with a wide range of issues at different points in their lives.

Parents and carers may also need help and advice to deal with behavioural or other problems their child is experiencing.

Parents, carers and young people can receive direct support through CYPMHS.

What are specialist CYPMHS?

Specialist CYPMHS are NHS mental health services that focus on the needs of children and young people.

They're multidisciplinary teams that often consist of:

psychiatrists

psychologists

social workers

nurses

support workers

occupational therapists

psychological therapists - this may include child psychotherapists, family psychotherapists, play therapists and creative art therapists

primary mental health workers

education mental health practitioners - who work in mental health support teams in schools and colleges

children's wellbeing practitioners

specialist substance misuse workers

Check out YoungMinds' list of who's who in CYPMHS and the MindEd e-session on people working in child mental health.

How do I get help from specialist CYPMHS?

Getting help from a specialist CYPMHS is different depending on where you live. Waiting times can vary too.

Most CYPMHS have their own website, which will have information about access, referrals and more, including phone numbers, so you can get in touch directly for detailed advice.

You can also look at your local integrated care board (ICB) website and search for children and young people's mental health.

You may also find it helpful to speak to:

your GP

someone you trust at school or college - for example, a teacher, pastoral lead, school nurse or special educational needs co-ordinator (SENCO)

health visitors

children's centres

If you or your child is being supported by social services or the youth offending team, your key worker will be able to refer your child for an appointment with someone in specialist CYPMHS.

There are many services to go to for help without having to ask for a referral, including crisis helplines that anyone can call.

Read about where to get urgent help for mental health.

Read about voluntary community-based youth information services - which often have drop-in sessions for advice and professional help.

When is the transition from specialist CYPMHS to adult services?

The age children and young people move to another service can vary, although most services transition at 18. A few services transition at 16, or there may be some flexibility.

Transition planning should start around 3 to 6 months before the transition.

Transition between services can be a scary time for young people as the teams they know and are used to working with change.

It's important everyone involved understands the process and feels supported and prepared to try to ensure the transition is as smooth as possible.

The CYPMHS team should work to help support the transition. For example, a joint meeting might be arranged with the current team and the new adult mental health services.

The Anna Freud National Centre for Children and Families website has information about moving on from CYPMHS.

What can I expect from my CYPMHS appointment?

Knowing what to expect when you're going to CYPMHS will help you feel more in control of what's happening.

Rethink has a guide that offers tips about what to expect and ask during your first CYPMHS appointment and beyond.

CYPMHS are made up of teams of different professionals, such as psychologists, social workers, nurses and therapists.

You may be asked a lot of questions and team members might want to talk to your family.

This is because the team you see will want to listen to you get a good understanding of the problem in your own words.

Once they have a good sense of who you are and what you want, they'll suggest different things that can help and you'll decide what to do next together.

The Anna Freud National Centre for Children and Families website has information and a video about how young people receive support from mental health services.

CYPMHS resources

A lot of organisations have helpful information about what CYPMHS services offer.

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Children and young people's mental health services (CYPMHS)

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Children and young people's mental health services (CYPMHS) is used as a term for all services that work with children and young people who have difficulties with their mental health or wellbeing. You may also see the term children and adolescent mental health services (CAMHS) used.

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Link to SEND information on St Ignatius' website

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Link to SEND information on St Ignatius' website

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Catholic values and beliefs underpin the distinctive ethos of St. Ignatius College and the very strong and powerful Jesuit traditions, expectations and prayer life of the school.

The College is inclusive and aims to promote equality of opportunity, excellence and the development of individual potential. We believe that all our students are of equal value and share the same educational rights - irrespective of race, gender, sexuality or disability - and are given the same opportunities to progress and fulfil their potential. The College recognises the whole person and the gifts they may possess. The College's SEND policy will have full regard to the requirements of the Disability Discrimination Act 2005.

All students are entitled to and should have the opportunity to develop a wide range of learning and life skills. We believe that this entitlement should be delivered through a balanced and broad curriculum. We hope that all our students will develop the knowledge, skills and critical reasoning to function autonomously throughout life.

The Learning Development Department is led by Mr Mullen (Assistant Headteacher), Mrs Cronan (SENCo) and Mrs Di Pierro (Learning Mentor). The school has a team of Learning Support Assistants with training and experience of supporting students with a variety of needs such as Autism, Speech, Language and Communication Difficulties and literacy difficulties. Any queries regarding SEND should be addressed to Mr Mullen.

USEFUL WEBSITES
Visit Enfield Council Local Offers

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St Ignatius’ College is a Catholic voluntary aided secondary school for boys aged 11�18 in Enfield, London, England, founded by the Society of Jesus. It was formerly a grammar school, only accepting b..

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This aims to increase the mental strategies, timestables and key skills fluency of KS3 students, preparing them for later KS4 study. The emphasis is on this being a regular, short exercise at the beginning of KS3 lessons lasting no more than 10 mins.

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This is our main intervention that aims to increase the mental strategies, timestables and key skills fluency of KS3 students, preparing them for later KS4 study. The emphasis is on this being a regular, short exercise at the beginning of KS3 lessons lasting no more than 10 mins. There should be a sense of real pace to a well-conducted Ninja session!

Preparation

Decide how many sessions you will run Numeracy Ninjas each week. We advise every KS3 lesson for the first 10 weeks then adjusting accordingly.

Download the relevant Ninja Skill Books and print/photocopy one copy for each student. We've made these free to download; of course, you'll have to meet the costs of printing/photocopying!

Download the Numeracy Ninjas PowerPoint and make sure all teachers can access it.

Download the Numeracy Ninjas Record Spreadsheet and make sure all teachers can access it.

In-Class Delivery

The whole session should be completed within 10 mins. The emphasis is on this being regular, quick fluency practice, not on it becoming a whole lesson.

Open the Numeracy Ninjas Powerpoint, place it in Slideshow mode and click the link to the relevant week and session. Have this displayed as your students enter the room. They collect their Ninja Skill Book and open it to the relevant page, ready to begin.

When all students are ready, click to go to the next slide on the PowerPoint which will then say, click the logo to begin.

Click the logo and the 5 minute timer will start. You will see the circular belt badges fade out as the time progresses. Students complete as many questions from their Ninja Skill Books as they can during this time. The Mental Strategies and Timestables sections should be done mentally; they may use written calculations in the space provided for the questions.

Circulate whilst students are working on the task, gaining some AFL on which questions would be good to briefly discuss when students mark their answers.

Your time is up! will appear at the end of the 5 minutes. Students then get themselves ready to mark their answers.

Click through the next 3 slides on the PowerPoint reading out the answers whilst the students mark their work. Briefly discuss strategies with the class for particular questions that you picked up from your AFL.

Click to the next slide on the PowerPoint which will display the Ninja Score-Belt poster. Students add up their scores for each of the 3 sections and calculate their Ninja Score. They look up which colour they have achieved.

Finally, open the Numeracy Ninjas Record Spreadsheet and enter the students' scores into the relevant session as they read them out.

Collect in the Ninja Skill Books and carry on with teaching the syllabus!

Ongoing

Each half term award the highest performing and most improved students in each class Grand Master status. You can give them Grand Master certificates (available to download for free from the Promotional Materials page) or celebrate their success with prizes from our Online Shop.

Numeracy Ninja Skill Focus Worksheets

This is a suite of additional intervention materials which allow students to work on improving individual topics. There are 10 days of exercises in each Ninja Skill Focus Worksheet. Students complete the exercises each day, consecutively for 10 days. They may like to record the time it took to complete the exercises so they can see their progress.

For more information on how to run this intervention, and to download the Ninja Skill Focus Worksheets click here.

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This is our main intervention that aims to increase the mental strategies, timestables and key skills fluency of KS3 students, preparing them for later KS4 study. The emphasis is on this being a regular, short exercise at the beginning of KS3 lessons lasting no more than 10 mins.

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The purpose of these resources is to give students 10 days of questions on a particular skill.

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The purpose of these resources is to give students 10 days of questions on a particular skill from Numeracy Ninjas. These resources are designed to be used by students who receive additional intervention time with their maths and should be used in addition to the main in-class Skill Books. Students can use these worksheets to improve specific skills that will boost their Ninja Score.

It is intended that a teacher, teaching assistant, competent student peer, or parent sits with the student whilst they complete these exercises, encouraging discussion of efficient strategies. This is important, as students will gain no benefit from practising inefficient strategies.

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The purpose of these resources is to give students 10 days of questions on a particular skill from Numeracy Ninjas. These resources are designed to be used by students who receive additional intervention time with their maths and should be used in addition to the main in-class Skill Books.

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College of Haringey, Enfield and North East London (CONEL)

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College of Haringey, Enfield and North East London (CONEL)

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Enrolment for courses starting in September, October, November and December 2023 is still open. Find out more here.

Applications for courses starting in 2024 are now Open. Find out more here.

Register your place for Open Days in November here.

The College of Haringey, Enfield and North East London (CONEL) is one of the largest further education colleges in North London, providing education to people in and around Haringey and Enfield since 1828, officially forming the College of Haringey, Enfield and North East London on 1 August 2009. CONEL provides an exceptional education to its students, equipping them with the skills they need for their future, with two superb centres in North London, located in Tottenham and Enfield, offering an extensive range of academic and vocational courses for all school leavers and adults.

CONEL offers a wide range of vocational courses (diplomas, certificates and awards, including BTECs, University of the Arts London, City & Guilds and more), and higher education courses (HNC, HND, Foundation Degree and Bachelor's Degree). Their mission is to help individuals, employers and the community to succeed by providing outstanding education and applied vocational training with a particular focus on skills for employment. CONEL was also London's first free college, offering students education up to, and including Level 2 for free, regardless of their age and income, as well as providing a wide range of free short courses up to Level 4.

Subject Areas

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The College of Haringey, Enfield and North East London - Capital City College Group

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CONEL provides an exceptional education, equipping students with the skills they need for their future, with two superb centres Tottenham and Enfield.

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Barnet and Southgate College (Southgate Campus)

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Barnet and Southgate College (Southgate Campus)

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Barnet and Southgate College is a large further education college in north London offering courses in over 15 subject areas, across campuses in High Barnet, Southgate, Colindale and Edmonton Green. #GoFurther

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An apprenticeship is a fantastic way for school leavers or adults, to gain invaluable work experience alongside studying for a new qualification.

As an apprentice you are given the opportunity to earn while you learn through hands-on training, enabling you to gain confidence in the working environment of the industry you wish to start a new career in. If you are looking to start work, earn money and gain a nationally recognised qualification in the land-based industry, a Capel Manor College apprenticeship will provide you with the essential hands-on training that you need.

Subject areas

Apprenticeships explained

If you live in England, are over 16 and not in full-time education you can apply for an apprenticeship.

Yes, there are and this depends upon the level of job attached to the apprenticeship. For instance, if you are entering the horticulture industry for the first time, you would suit a Horticulture Operative Apprenticeship at Level 2. If you are already in the industry and are looking to manage for the first time, you would undertake the Horticulture Supervisor Apprenticeship at Level 3.

The apprenticeship you enrol onto will fit with the job you have or which you successfully apply for.

Our apprenticeships typically take 18-24 months to complete.

Yes, and your work must be relevant to the course and full-time (at least 30 hours per week).

We post the vacancies employers give us on a government website called 'Find An Apprenticeship'. If you can not find the job you want there, please get in touch with us - we can help you find and apply for a job.

It is possible to apply for an apprenticeship without having an employer but you will not be able to start on a programme until you are employed full-time.

The employer pays all or part of the fee. We collect the remainder through our government contract. Apprentices pay nothing.

There is no set rate of pay for apprentices, with wages varying according to the employer, but this wage will not be below the national apprenticeship wage. You will also benefit from at least 20 days of paid holiday per year, plus bank holidays.

For further information, please visit www.gov.uk/apprenticeships-guide/pay-and-conditions

Vacancies

We offer a wide range of apprenticeships within the land-based industry, and we will provide you with guidance and support throughout your time on the programme.

Our experience in the industry, our strong links with employers and our excellent reputation mean that we can offer you an inspiring and rewarding apprenticeship. We will equip you with the hands-on skills and qualifications you need to start your career.

Horticulture Operative Apprenticeship at The Garden Company, closes 31 July 2022.

Information for employers

Apprenticeships provide you with the opportunity to play an important role in helping a student to develop their skills and employability.

Hiring an apprentice gives you the chance to expand your own workforce, add extra resources to your business operations and strengthen your recruitment diversity.

Apprentices are employed by your business and are paid for their time. They are entitled to the same employee rights and benefits as other staff. Employers who recruit an apprentice aged 16 to 18 years old will be eligible for an employer incentive payment.

If you are interested in helping to grow and inspire the next generation of workers in your industry, please contact us. We will be able to help you find a student for your company and support you throughout the apprenticeship process.

Contact us

Find out more about the Digital Apprenticeship Service

Join us

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An apprenticeship is a fantastic way for school leavers or adults, to gain invaluable work experience alongside studying for a new qualification and career.

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Enfield's Local Offer provides help and support to children and young people with Special Educational Needs and Disabilities (SEND), and their families. We offer a wide range of services for parents and carers, as well as young people who want to live as independently as possible. You can follow our Twitter page for updates on SEND events, or provide feedback on our services.

Disability family-friendly swim sessions run every week on Sundays at Edmonton Leisure Centre, from 11am to 12 noon.

The Educational Psychology Service (EPS) provides accessible support to parents and carers through their telephone support line.

The launch event for Preparing for Adulthood is on Thursday 20 October, from 10am to 1pm at Waverley School, EN3 7DL.

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Enfield's Local Offer provides help and support to children and young people with Special Educational Needs and Disabilities (SEND), and their families. We offer a wide range of services for parents and carers, as well as young people who want to live as independently as possible.

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Royal National Institute for Deaf People

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Royal National Institute for Deaf People

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We are RNID: the national charity supporting more than 18 million people in the UK who are deaf, have hearing loss or tinnitus.

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Visual impairment – having little or no sight – has been classified in a number of ways. The term “blind” is used for those with little or no sight and “partially sighted” for those with a small but beneficial level of vision.

A person is said to be visually impaired if their vision cannot be corrected to within standard limits by any means.

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A student who has problems with distance vision may:

Frown or scowl frequently and have a tendency to blink excessively or rub their eyes

Sit rigidly when reading or viewing a distant object

Turn their head to use one eye only

Lose their place when reading

A student who has problems with near vision may:

Try to avoid close work

Cover or close on eye and hold their head close to the work

Hold an awkward head posture

Stumble or hit against furniture

Have poor word spacing and be unable to write on a line

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Royal National Institute of Blind People

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Royal National Institute of Blind People

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How we can help

RNIB is committed to helping blind and partially sighted people

If you're blind or partially sighted, you've come to the right place for products that help you live independently and enjoy everyday activities. Not sure where to start? Why not have a look at our best sellers, our new products, or our special offers.

We are leading the creation of an accessible world. A world where everyone can participate equally is a better world for everyone.

Our impact

RNIB is dedicated to making a difference

We provided employment advice and information to more than 2,400 people, and supported more than 800 people to stay in work.

Find employment advice

Our Eye Care Liaison Officers (ECLOs) provided vital emotional support to over 60,000 eye clinic patients, their friends, and their families.

Find out more about ECLOs

With the help of our supporters, we raised £61.5 million this year to support and empower blind and partially sighted people.

Get involved

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The homepage of the Royal National Institute for Blind People. Discover how the RNIB supports blind people and those with visual impairments.

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The children who need love the most will always ask for it in the most unloving ways Welcome to SEMH.co.uk, a site designed in 2016 to bring education staff together on the topic of SEMH and explore the best methods to support children and young people with social, emotional and mental health needs.

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Used by over 4,200
schools worldwide

Increase spelling and reading age by 11 months in just 26 hours without the need for one to one help.

Creating life changing
opportunities for all.

International Dyslexia Learning (IDL) provides specialist multi-sensory software to primary and secondary schools in the UK and around the world.

Our main goal is to provide learning support to those most in need and our software is used by thousands of learners across the globe. IDL was developed to support the growing number of young people who are falling through the gaps in Literacy and Numeracy.
Find Out More About IDL

Children using IDL.
Proven to improve confidence and self-esteem.

Supporting SEN around the world

Accelerating Literacy

It is always worrying when children fall behind in literacy because it affects more than just their progress in school. It impacts on their confidence and self-esteem too.
Read full case study

IDL is an excellent literacy catch- up tool for children who struggle with reading and spelling.

Sarah Watson, Senco at Newton Bluecoat CE Primary School, Preston

Improving the wellbeing of children with dyslexia and dyscalculia

Developed around five basic principles

Our software was developed in direct response to the growing number of young people who are falling through the gaps in literacy and numeracy. IDL Literacy has been in use for over 30 years and can dramatically increase reading and spelling ages for those with dyslexia or low literacy levels.

Learn More Start Free Trial

Multi Sensory Lessons

IDL uses sight, sound, touch, and voice to improve literacy and mathematical ability.

Progress Monitoring

Teachers can easily see how pupils are achieving against expected standards for their age group along with identifying areas they are struggling with most.

Simple To Use

IDL has been simply designed to make it easy for pupils and teachers to use.

Independent Learning

Pupils are able to work independently on the programme, allowing for larger intervention groups.

Available Anywhere

Pupils can use IDL from school or at home, on a computer or tablet. The cloud is used to store pupil progress so they can pick up where they left off.

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Welcome to IDLS Group, your partner in creating effective and engaging learning environments.

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Used by over 4,200
schools worldwide

Increase spelling and reading age by 11 months in just 26 hours without the need for one to one help.

Creating life changing
opportunities for all.

International Dyslexia Learning (IDL) provides specialist multi-sensory software to primary and secondary schools in the UK and around the world.

Our main goal is to provide learning support to those most in need and our software is used by thousands of learners across the globe. IDL was developed to support the growing number of young people who are falling through the gaps in Literacy and Numeracy.
Find Out More About IDL

Children using IDL.
Proven to improve confidence and self-esteem.

Supporting SEN around the world

Accelerating Literacy

It is always worrying when children fall behind in literacy because it affects more than just their progress in school. It impacts on their confidence and self-esteem too.
Read full case study

IDL is an excellent literacy catch- up tool for children who struggle with reading and spelling.

Sarah Watson, Senco at Newton Bluecoat CE Primary School, Preston

Improving the wellbeing of children with dyslexia and dyscalculia

Developed around five basic principles

Our software was developed in direct response to the growing number of young people who are falling through the gaps in literacy and numeracy. IDL Literacy has been in use for over 30 years and can dramatically increase reading and spelling ages for those with dyslexia or low literacy levels.

Learn More Start Free Trial

Multi Sensory Lessons

IDL uses sight, sound, touch, and voice to improve literacy and mathematical ability.

Progress Monitoring

Teachers can easily see how pupils are achieving against expected standards for their age group along with identifying areas they are struggling with most.

Simple To Use

IDL has been simply designed to make it easy for pupils and teachers to use.

Independent Learning

Pupils are able to work independently on the programme, allowing for larger intervention groups.

Available Anywhere

Pupils can use IDL from school or at home, on a computer or tablet. The cloud is used to store pupil progress so they can pick up where they left off.

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Welcome to IDLS Group, your partner in creating effective and engaging learning environments.

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ELSA is an emotional literacy programme that is led by Harry Chilcott and Alex Ravat at St. Ignatius College. It is designed to support the needs of pupils that face challenges with their social, emotional and mental health. It recognises that pupils learn better and are happier in school if their emotional needs are met.

A pupil may be suitable for this programme if they need support in recognising and managing their emotions, raising their self-esteem, strengthening their resilience, or improving peer relationships. They may also need help in recovering from significant loss or bereavement and developing ways to resolve conflict effectively. Throughout this programme, pupils are supported to trial and find strategies that can help them to regulate their emotions.

The programme typically runs for 6 weeks, but this can change depending on the need of the pupil and whether the intervention is having a positive impact.

If you wish to find out more information or refer a pupil to ELSA please contact:
Katie Cronan - SENCo
Carolina DiPiero - Lead Welfare Practitioner
Harry Chilcott - ELSA Practitioner
Alex Ravat - ELSA Practitioner

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Following the success of an initial parent meeting, coordinated with Enfield Advisory Service for Autism, (EASA), we have invited Our Voice to meet our SEND parents in Autumn 2022.

Our Voice is a parent–led organisation working with parents and carers, as well as the statutory and voluntary sectors, to improve services for children and young people with disabilities or special educational needs in the borough of Enfield. The Our Voice website has useful information on local events and fundraisers, the twice - yearly newsletter, and links to other support organisations.

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Welcome to the website of Our Voice. We are a parent-led organisation working with parents and carers, as well as the statutory and voluntary sectors, to improve services for children and young people with disabilities or special educational needs in the borough of Enfield.

Join Us

Sign-up for news and notifications

Donate

Newsletter

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Welcome to the website of Our Voice. We are a parent-led organisation working with parents and carers, as well as the statutory and voluntary sectors, to improve services for children and young people with disabilities or special educational needs in the borough of Enfield. Sign-up for news and notifications

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Enfield Advisory Service for Autism

Bell Lane

Enfield

Middlesex

EN3 5PA

Tel: 0208 353 4186

Email: admin@enfieldasa.org.uk

"Our mission is to empower the education workforce and parents to work together, share understanding and create opportunities to enhance the education, wellbeing and success of all autistic children and young people."

Welcome to EASA

Parent and Carer Self Referral Form Educational Setting Request Form SENCO Conference June 2022 - Autistic Girls

Durants School

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Enfield Advisory Service for Autism website

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Welcome to the website of Enfield Advisory Service for Autism, Enfield

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Supporting your child with DLD

You are the expert in your child, and no-one knows them quite like you do. You are an invaluable resource for advocating for them, helping them and ensuring others understand their strengths and needs. Here are a few ideas to support you in this; please do contact us to share what you have found useful with other parents or carers.

the

The more people understand DLD, the easier it will be for individuals to get the support and acceptance they need. Start by telling other family members- you could use the RADLD videos to help you with this. If your child's school aren't aware of DLD, ask to meet them to discuss it. Afasic could support you to communicate effectively with school and local authorities to get the right support for your child. You could also become a RADLD Ambassador.

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Being a parent of a child with DLD can

be a stressful experience, particularly if you aren't in touch with other parents in the same position. We recommend you try reaching out: you could join the Facebook group, connect on Twitter using the hashtag #devlangdis, contact your local parent/carer forum or speak to Afasic - a charity supporting parents of children with communication needs.

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Supporting your child with DLD You are the expert in your child, and no-one knows them quite like you do. You are an invaluable resource for advocating for them, helping them and ensuring others understand their strengths and needs.

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How to support your child's comprehension

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How to support your child's comprehension

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Supporting your child's expressive language

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Supporting your child's expressive language

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Top 10 Twinkl resour...

Do you have a Twinkl subscription?  We both do – we’ve had them for years.  In fact, I’ve had my subscription so long, that I sometimes forget to check what’s new in there.  There is so much stuff – whenever I’m stuck for a resource to work on a particular target, Twinkl is one of […]

Top tips for supporting self-esteem in speech ther...

Speech and language therapy does tend to involve practising something that you find difficult over and over again. No-one enjoys doing that! It is particularly difficult if you realise that it is something other people seem to manage effortlessly, but you really struggle with it. It’s so important that we support children’s self-esteem while they […]

Fantastic fronted adverbials and where to find th...

Fronted adverbials. Conjunctions. Determiners.  These are just some of the fantastic pieces of technical vocabulary that all children in the UK need to know for their year 6 SATS.  Now unless you have taken a linguistics degree, the chances are you don’t know what these words mean, which can make helping with homework very hard. […]

Top tips for encouraging children to babb...

Today, I’m going right back to the earliest building blocks of language – babble.  Parents are often (understandably) concerned about when their child said their first word.  However, there are other stages of development that come before that. What is babble? Babies make sound from the moment they are born.  Obviously, they cry!  They all […]

How it feels to have a child with a speech disor...

Today, we are very privileged to have a guest post from a parent.  Sarah Moriarty has a child with a severe speech disorder who attends a specialist centre.  She has agreed to write about her experiences for us.  I’m just going to hand straight over to her as I think her words say it all. […]

Guest post: Semantic feature analy...

Helen and I were thrilled when Sue O’Malley, Specialist Speech and Language Therapist offered to write a post about Semantic feature analysis.  It isn’t something I have used ….yet, but it looks really useful and I will be trying this soon!  You can find out more about Sue on her website www.chattertutor.co.uk.  Here is her […]

New resourc...

I am very aware that I need to keep therapy fun.  We are constantly asking the child to do the thing they find hardest – again and again.  So to help keep a child engaged in therapy, many therapists use toys and games.  However there are only so many times I can play Buckaroo in […]

Top tips for encouraging children to copy sou...

This post is in response to a question that someone asked.  We had an email from someone on our mailing list who asked how they could encourage their child to imitate speech sounds.  Here are some ideas. Start by copying them.  Copy what your child does and the sounds that they make.  This is something we […]

5 tips to help children link wo...

I often see children for assessment who are using a few words, but have a limited range of language.  Often these children tend to just say one word when they speak, rather than linking 2 or more words together.  So today I’m going to talk about when children start to move on from single words […]

Making plays and assemblies inclus...

It may still be November, but some of the schools I visit are already starting to practise their Christmas plays.  So I thought I would write about how to make plays and assemblies more accessible for children with speech and language difficulties.  Every child should be included; you might juts have to think laterally about a […]

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Speechbloguk - Two British Speech Therapists writing about all things speech and language.

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Two British Speech Therapists writing about all things speech and language.

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This intervention runs during registration for selected KS3 pupils who have been identified, by teachers, as needing additional support with their handwriting. Each pupil attends a session once a week.

Pupils practice everything from letter formation to letter patterns; single words to sentences; and there are also activity worksheets for pupils where they can put their new skills to the test.

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This intervention runs three times a week. Our weakest year 7 learners, with the lowest reading ages, read on 1: 1 basis with an LSA. Using the Oxford Reading Tree scheme, they are learning to recognise and read high frequency words, increase their speed of reading and build up their confidence to read out loud.

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The SLRB is located in the Learning Development Department and works with students with a diagnosis of Developmental Language Disorder (DLD). The SLRB is staffed by a HLTA and a Speech and Language Therapist who will work either 1:1, in pairs or a small group.

Developmental Language Disorder is a lifelong condition that affects understanding and using language in all aspects of life. It is estimated that one in fourteen people have DLD, but it is not commonly known about.

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Pupils with SEND may have public, emotional outbursts when they get upset.

Managing a dysregulated student is often like seeing just the tip of an iceberg – they are behaving in a certain way for a reason, but the reason is beneath the surface.  At St. Ignatius, we get to know our pupils to help them to manage behaviours and avoids triggers.  Listening to them, without talking but acknowledging their anger, can sometimes calm them down and avoid making the situation worse. It’s also a good way of finding what’s under the surface.

Quite often students with SEND who have coped all day at school will be exhausted, and their underlying anger and emotion spills over when they come home. This is why it’s important for you to listen too. Children's emotions are driven by the need to feel protected and feel free from pain. Some children display challenging behaviour because of an emotional need, but they may find it difficult to express their emotions appropriately. Others use challenging behaviours to communicate something. Some students cannot always find the words they need to communicate their wishes.

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Access Arrangements are pre-exam adjustments for students based on evidence of need and normal way of working. Some arrangements are delegated to the SENCO but most require JCQ awarding body approval where professional assessment and evidence are required. The assessments required test the students writing speed, working memory, processing speeds and reading speeds.

The purpose of Access Arrangements are to allow students with SEN, disabilities or temporary injuries to access examinations without changing the demands of the assessment. Examples of adjustment are extra time, prompt, the use of a laptop and the use of a reader.

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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.

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Children with dyscalculia may:

Easily mix up numbers and symbols.

Not understand how numbers fit together.

Be slow when working out calculations as they struggle to recognise the link between symbols and quantities.

Have difficulty remembering basic maths rules and patterns, such as counting in 2s, 3s, or 10s, and counting backwards.

Have difficulty processing or memorising more than four items.

Have problems with spatial relations, such as reading maps, following a route, and knowing left from right.

Have difficulty telling the time, measuring ingredients, and counting money.

Often try exceptionally hard, but rarely see expected outcomes.

Avoid tasks which they feel will be too complex.

Use physical objects to help them with basic maths.

Become easily panicked, embarrassed, and frustrated in lessons which involve maths, which may lead to high levels of anxiety.

Struggle with activities which involve sequencing and rules, such as playing an instrument, playing board games, keeping score, or typing on a keyboard.

These signs can go unnoticed, with some parents and teachers assuming the child just doesn’t have an aptitude for maths. However, with effective high-quality teaching, and adaptations to it, children with dyscalculia can build real confidence in their mathematical ability.

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Practise processes regularly. Children with dyscalculia relearn often, as they struggle with recall, so supporting them with time to practise and rehearse can be particularly beneficial. Deliberate practice involves the ongoing repetition of learning processes. This helps students to cement and secure their understanding, so that it remains the foundation of their knowledge. It also helps to improve students’ mathematical fluency.

Make learning multisensory. You can support children with dyscalculia by providing them with new ways to demonstrate their understanding. For example, they might want to: record themselves explaining a concept, create a PowerPoint presentation, or design an electronic how-to manual. Younger children may prefer using physical objects to help them with ordering and calculating, such as counters. They may even like clapping or tapping the triangle when counting. Visual reminders, prompts, and pre-recorded demonstrations can also help to reinforce and deepen learning.

Make the learning as practical as possible. We often employ quite static images of key concepts. This formulaic approach to maths can hinder children who think outside the box, and who may have a greater awareness of the bigger picture. Therefore, try to move away from more traditional practices, and provide children with the chance to explore their maths: the chance to be wrong, to keep trying, and exploring. Provide children with plentiful opportunities to experience their learning in unique and engaging ways. This will ensure deeper and richer learning. For example, using role play to teach addition and subtraction in money allows children to experience concepts within ‘real-life’ contexts. This also helps to improve language acquisition of key mathematical terms.