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

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

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Place2Be is a children and young people's mental health charity with almost 30 years' experience working with pupils, families and staff in UK schools.

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

Why it's important

1 in 5

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

50%

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

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

Find out more about our work

How we help

Mental health support in schools

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

Our mental health services in schools

We provide mental health services in schools that contribute to a whole-school approach to mental health.
Find out more

Counselling training and placements

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

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

Glyn Ellis - Headteacher, Haslingden Primary School

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

Parent

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

Eight-year-old girl

Your support makes it possible

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

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

Make a donation

How you can help

Fundraise for us

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

Get fundraising inspiration

Take part in an event

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

Take on an event

Partner with us

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

Find out more

Our impact

In the last school year

6,901

pupils were supported through one-to-one counselling.

33,327

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

After one-to-one counselling with Place2Be

76%

of children with severe difficulties show an improvement in mental health, according to parents.

64%

of pupils whose difficulties impacted their learning in class improved, according to teachers.

75%

of children and young people found it easier to make and keep friends, according to parents and carers.

Place2Be: mental health support in schools

Hear from children and teachers about the impact of Place2Be.

News & blogs

Eating Disorders in Children and Young People: a major public health concern

Clara Faria and Professor Tamsin Ford reflect on the impact of eating disorders on children and young people's mental health.

Read more

New report from NHS England shows increase in children experiencing mental health difficulties

Published today, the report reveals that 1 in 5 children and young people now have a probable mental health condition.

Read more

The BAFTA Roadshow with Place2Be arrives in North-West London

BAFTA and Place2Be team up to bring the BAFTA Roadshow to North-West London.

Read more

Sign up to our newsletter

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Improving children's and young people's mental health - Place2Be

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Place2Be provides mental health counselling support and training to schools to improve the emotional wellbeing of children, young people, families, teachers and staff.

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Each person has their own unique profile of strengths, interests and difficulties, however, children with dyspraxia/DCD often show the following:

Frequent trips and falls

Bumping into people and objects

Difficulty coordinating movements to kick and throw a ball or pedal a trike

Hesitant when using stairs - or appears to have no sense of danger, jumping from heights without regard to safety

High levels of motor activity such as swinging feet, fidgeting, and tapping hands. Difficulty staying still.

Struggles with spatial concepts such as on, over, in and underneath

Avoidance of construction toys such as Lego and jigsaws

Difficulty holding a pencil or crayon. Drawings seem immature

Difficulty handling tools such as scissors, a fork and a spoon

Could be described as a 'messy eater', spilling food and struggling to coordinate cutlery. May dislike certain food textures and prefer finger food

Struggles with even basic dressing tasks such as pulling on socks or pants

Difficulty following instructions, especially those requiring an action

Poor concentration, often leaving tasks unfinished

Can become over-excited quickly and take a while to settle down

Gets upset easily, especially when unable to complete a task

Sensitive to sensory stimulation such as noise, feel of clothes, food textures

Delayed speech and language development affects social interactions with adults and peers

Prefers the company of adults

Needs to be taught skills that peers pick up easily

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Each person has their own unique profile of strengths, interests and difficulties, however, children with dyspraxia/DCD often show the following: Frequent trips and falls Bumping into people and objects Difficulty coordinating movements to kick and throw a ball or pedal a trike Hesitant when using stairs - or appears to have no sense of danger, jumping from heights without regard to safety High levels of motor activity such as swinging feet, fidgeting, and tapping hands.

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

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If you can’t find what you are looking for or have further suggestions about what can be included within our page please get in touch.

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Dyslexia is a learning difficulty which primarily affects reading and writing skills. However, it does not only affect these skills. Dyslexia is actually about information processing. Dyslexic people may have difficulty processing and remembering information they see and hear, which can affect learning and the acquisition of literacy skills. Dyslexia can also impact on other areas such as organisational skills.

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Herefordshire and Worcestershire Health and Care NHS Trust

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Herefordshire and Worcestershire Health and Care NHS Trust

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Resources for Children's Speech and Language

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Children's Speech and Language resources to download

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Worcestershire County Council have used cookies to improve the way our website works for you.

(Some may have been set already).

We use cookies to optimise site functionality and give you the best possible experience.

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information about special educational needs

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Worcestershire County Council have used cookies to improve the way our website works for you. (Some may have been set already). We use cookies to optimise site functionality and give you the best possible experience.

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We provide mental health help to children, young people and their families across Herefordshire and Worcestershire.

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Support for children ages 5-11 years old

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Top tips for Children and Young People with Autism and Anxiety

A child on the autism spectrum is likely to have a constant level of anxiety, especially in situations around other people and particularly in new and unexpected situations. In order to help maintain their anxiety to a manageable level there are a number of strategies you could use. Remember that all children are different and some of these strategies will work better with some than others; knowing the individual is key.

Reduce uncertainty by having a consistent and known schedule. The use of visual timetables, preparing for change and clear and distinct transitions all help to reduce some of those feelings of unease. Remember that children with autism typically don't pick up on all the social assumptions people typically make and will need help in "filling in the gaps".

Build in sensory breaks as needed. The use of sensory experiences (such as sand play, bean bags, bubble tubes etc.) can help to re-focus a child and reduce their anxiety. Sometimes a few moments are all that is needed for the child to refocus themselves and work at lowering their anxiety level.

Provide a known and trusted adult to act as a mentor. Meeting regularly to discuss and unpick challenging social situations or misunderstandings can be vital in allowing the child to understand and "move on".

Teach and use a visual way of identifying the child's anxiety level (such as a ten-point scale with pictures). At first it will be used with an adult but the long-term goal is for the child to use the scale themselves to pre-empt their anxiety and to put in place strategies themselves.

Remember that anxiety is a physiological response to worries or fears and time is needed to bring the body's system back to a state of "normalcy" if the anxiety bucket significantly overflows. Typically, it takes around 45 minutes before this happens.
A "Worry Monster" doll can be an effective method of articulating, labelling and dealing with worries.
Relaxation and mindfulness strategies can be highly effective in providing a physical relief from the effects or build-up of anxiety. Try: www.relaxkids.com for some resources.

Sensory activities such as blowing bubbles can help regulate children and teach control of breathing while occupying the mind.

Have in place a box of repetitive tasks (such a putting pegs on a string, picking up rice with tweezers etc.); such repetitive tasks can re-set the busy mind.

Trace a labyrinth with the finger (have some ready) or mentally walking through one has been found to calm a troubled mind as it does not require decisions or have dead ends like a maze. Drawing a simple unicursal labyrinth is calming in itself.

Really good sleep routine and plenty of physical exercise.

Put in place a predictable routine (such as visual schedules and calendars at home that indicate home and school days with photos of who takes and collects from school where transitions are difficult) to provide explicit reassurance.

For more information, please visit the following websites
What is autism? - NHS (www.nhs.uk) Autism and everyday life - NHS (www.nhs.uk) SEND Local Offer | Worcestershire County Council
What's available in the local area?
Information about Disability (local) websites | Worcestershire County Council Support groups for parents and carers | Worcestershire County Council
There are lots of groups and activities open to any child or young person who has a special educational need and/or disability. Families can access these groups and activities via the link below:
Short break groups and activities | Worcestershire County Council
Information, support and advice

Autism West Midlands are a leading charity who offer support for those with Autism through training, residential support, community support services, community supported living and offer an information helpline.
Autism West Midlands | Supporting the Autistic Community
Child Autism UK helps children with autism achieve their potential. Providing services to enable children to overcome difficulties with communication, learning and life skills and give families the techniques and strategies to cope with autism.
Support, advice and services for children with autism - Child Autism UK - releasing potential
The National Autistic Society offer advice and guidance on a wide range of information relating to autism - from what autism is, to diagnosis, to socialising and relationships.
National Autistic Society (autism.org.uk)

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A child on the autism spectrum is likely to have a constant level of anxiety, especially in situations around other people and particularly in new and unexpected situations. In order to help maintain their anxiety to a manageable level there are a number of strategies you could use.

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We believe that all children, including those identified as having Special Educational Needs and Disabilities (SEND) have a common entitlement to a broad and balanced academic and social curriculum, which is accessible to them, and to be fully included in all aspects of school life. We believe that all children should be equally valued in school.

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What is an Education, Health and Social Care (EHC) plan? (updated 2019)

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The Parent Portal provides ideas and advice, information and activities for developing your child’s understanding, talking and listening in a way that works for all of your family.

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Welcome to the Parent Portal, our award-winning speech and language support website for parents, carers and families.

At Speech and Language Link, we understand that supporting your child's language learning, alongside everything else that life demands from you, can be challenging. The Parent Portal provides ideas and advice, information and activities for developing your child's understanding, talking and listening in a way that works for all of your family.

How to use the site? Visit the development tab to help you work out what the next steps are for your child's learning and then go to the stage-appropriate activities section. You don't always need to create a special time for working on listening and talking, use our everyday activities turn many routine tasks into support activities.

Our speech and language therapists have devised support videos for you. Check out the 'Can I have your attention please?' series to help get your child in the right frame of mind for learning and access super fun games and ideas to encourage a range of language skills.

Our activities are designed to fit around normal family life and by implementing some of them every day you can make a real difference to your child's language development.

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Supporting Parents and Carers who support children with SLCN - Speech and Language resources, information and activities

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BESTIE is a new online resource and app designed to support children’s mental health and wellbeing. It has been designed and developed by children and young people working in partnership with clinicians and IT developers and we believe will transform the way younger people get online help and support.

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Herefordshire and Worcestershire Health and Care NHS Trust

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BESTIE is a new online resource and app designed to support children's mental health and wellbeing. It has been designed and developed by children and young people working in partnership with clinicians and IT developers and we believe will transform the way younger people get online help and support.

It has already achieved national recognition, scooping a Meridian Innovation Award in recognition of its ground-breaking potential, and its driving force Dr Ben Rogers was up for the HSJ's Clinical Leader of the Year Award in 2019.

BESTIE encourages users to engage in social, physical and health-related activities. One version of BESTIE will support children/young people who are accessing mental health services, providing online resources and tools to support their specific care plans, as well as resources which help them to track their mood, goals and progress. This will give them access to tailored help and guidance whenever they need it. A wider public version is also available to download which will provide more generic advice and support for young people and parents.

Dr Ben Rogers, Trust Lead for Psychological Interventions said, "Children and young people who use our services have been telling us for years that we need to make better use of technology in healthcare. As digital natives, they have an incredible expertise in the use of online technology which can help to guide the NHS. By taking a leading role in developing BESTIE, alongside clinicians and IT experts, young people in Worcestershire have helped to create a resource that will support others to reach their potential."

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Herefordshire and Worcestershire Health and Care NHS Trust

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BESTIE is a new online resource and app designed to support children's mental health and wellbeing. It has been designed and developed by children and young people working in partnership with clinicians and IT developers and we believe will transform the way younger people get online help and support.

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Herefordshire and Worcestershire Health and Care NHS Trust

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Service referral criteria are in place to ensure that this service works with the child/young people and their families who need and will benefit from further highly specialist assessment.

The service accepts referrals only for children/young people up to the age of 18 and who have a Worcestershire GP. Written consent from parents/carers (or young people aged 16 and over) must be obtained and provided with the referral documents.
Referral Criteria
For a referral to be considered evidence will be required of significant difficulties, impacting on the child/young person's daily life, across the 4 areas of their development associated with ASD:

* Social emotional reciprocity

* Non-verbal communicative behaviours

* Developing and maintaining relationships

* Restricted patterns of behaviour

In addition to identifying these difficulties it is essential that there is evidence of what interventions have been tried in order to meet the child/ young person's needs. This is known as the Graduated Response. More information about this can be found in the Worcestershire Local Offer and Graduated Response
SEN Support in Mainstream Settings- The Graduated Response - Understanding the Graduated Response video - Herefordshire & Worcestershire SENDIASS [Open in a new Window] Assess Plan Do Review Cycles Graduated Response.docx [docx] 26KB Guidance notes on completing the referral form Herefordshire & Worcestershire SENDIASS [Opens in a new Window]
Umbrella Pathway Referral Form

The referral form requires very detailed information and is best given to parents to complete in partnership with the child/young person's school/educational setting, or professionals working closely with the child over time on a regular basis.

It is not unusual for children to present differently at home and at school and it is important that we know about these differences. If a child is not experiencing as many difficulties in the setting/school as at home we would like school and parents to meet and monitor the difficulties over 2 terms so that the referral is supported with information that documents and helps us understand these differences.

The information sent to us will be considered by our multi disciplinary team usually on a weekly basis Further information or clarification may be requested at that stage. When the information has been considered we will inform parents, referrers and professionals involved of our recommendations.

A re-referral of children previously assessed by the Service cannot be accepted within an 18 month period and there will need to be evidence of significant changes in the child's presentation since the previous assessment was carried out before a re-referral can be accepted.

We require a wide range of detailed information to decide if this is the most appropriate service for a child or young person. The information provided forms part of the child/young person's assessment if they are accepted onto the pathway.

The Umbrella Referral consists of the following 4 parts and all of these need to be completed in full before the referral can be considered:

1. Umbrella Pathway referral form

2. Age appropriate consent form
Guidance for referrers
3. Questionnaire completed by parent

4. Questionnaire completed by Educational setting (as long as the child/young person is attending one)
OR
The referral must include evidence that an Early Help or graduated approach response has been considered and implemented over time in relation to the presenting difficulties and the needs of the child, rather than an assumption that ASD is the cause.

Referrals from School, school nurse, or GP should demonstrate:

a graduated approach response from school with evidence of 'Assess, Plan, Do, Review' cycles. This must be in place and evidenced over a minimum of 6 months or 2 terms for all school aged children. Insert link for graduated response form.

a supporting report from a professional such as the Complex Communication Needs (CCN) team, Educational Psychology (EP), Speech and Language Therapy (SALT), or Occupational Therapy Team (OT) that focuses on key areas as detailed above.

School referrals should be completed and signed by the school ASD Lead or SENCo. If parents feel that they need support to complete their forms we advise them to seek support from school. If no problems are being seen in school we will still require the school view.
Assessment Process

Referrals from Paediatricians and Child and Adolescent Mental Health Service (CAMHS) should be accompanied by a neurodevelopmental history that makes reference to the key areas above

Referrals from Speech and Language Therapists and Occupational Therapists should be accompanied by a report and information relating to all of the key areas detailed above.

Referrals from Family Support Workers should be accompanied by details of involvement and concerns that relate to the key areas detailed above.

Parents/carers and professionals need to work in partnership to complete the referral form so that we understand how the child/young person presents at home and at school.

The assessment process in total can take around 12 months to complete. If there is any delay in this we will do our best to keep families informed with reasons why.

Once all the information has been collected from all of the assessments, the needs of each child/young person is discussed by the appropriate team of professionals. A decision is made whether individual children/young people meet criteria for a diagnosis on the autism spectrum.

Parents are informed of the outcome as soon as possible after the decision.

A written report is completed and shared with the parents/carers/ young person and also the referring professional. Recommendations will be offered for the child/young person and family following the conclusion of the assessment .

For nursery and school-age children confirmation of the diagnosis will be provided for their educational setting with consent from parent.

Umbrella Pathway Autism Assessment leaflet

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Herefordshire and Worcestershire Health and Care NHS Trust

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Service referral criteria are in place to ensure that this service works with the child/young people and their families who need and will benefit from further highly specialist assessment. The service accepts referrals only for children/young people up to the age of 18 and who have a Worcestershire GP.

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Videos to support sensory processing difficulties

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Videos to support sensory processing difficulties

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A collection of videos from our children, young people and family services supporting you and your family to live well.

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Coming soon....
-SEND newsletter
-Parent questionnaire

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Early Years
Signs of dyslexia (Early Years) - British Dyslexia Association (bdadyslexia.org.uk)

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Signs of dyslexia (Early Years) - British Dyslexia Association

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The following indicators may suggest that your child has a Specific Learning Difficulty (SpLD) such as dyslexia. Many young children will display these…

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Speech and Language UK: Changing young lives

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Speech and Language UK: Information and support

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Speech and Language UK: Help for parents and families

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Understanding the Graduated Response video

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The Reach4Wellbeing team supports and promotes the emotional wellbeing of young people and parents of primary school age children through interactive online group programmes, using cognitive behavioural therapy (CBT) principles.

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Reach4Wellbeing provides group intervention that promotes and supports the wellbeing of children and young people who are experiencing feelings like anxiety.

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Fine motor skills involve the use of the small muscles that control the hand, fingers, and thumb. Hand skills can include: • Grasping & releasing objects.
• Isolating a finger to push a button.
• Picking up small items with finger & thumb (pincer grip)

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Primary
Signs of dyslexia (Primary school age) - British Dyslexia Association (bdadyslexia.org.uk)

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If a child appears to be struggling with spelling, reading, writing or numeracy, how do you know whether these difficulties are potential indications of dyslexia?

There are some obvious signs such as a 'spiky' profile which means that a child has areas of strong ability alongside areas of weakness. You may also have other family members with similar weaknesses. Remember that not all dyslexic children will display the same weaknesses and abilities.

General signs to look for are:

Speed of processing: slow spoken and/or written language

Poor concentration

Difficulty following instructions

Forgetting words

Written work

Poor standard of written work compared with oral ability

Produces messy work with many crossings out and words tried several times, e.g. wippe, wype, wiep, wipe

Confused by letters which look similar, particularly b/d, p/g, p/q, n/u, m/w

Poor handwriting with many 'reversals' and badly formed letters

Spells a word several different ways in one piece of writing

Makes anagrams of words, e.g. tired for tried, bread for beard

Produces badly set-out written work, doesn't stay close to the margin

Poor pencil grip

Produces phonetic and bizarre spelling: not age/ability appropriate

Uses unusual sequencing of letters or words

Reading

Slow reading progress

Finds it difficult to blend letters together

Has difficulty in establishing syllable division or knowing the beginnings and endings of words

Unusual pronunciation of words

No expression in reading, and poor comprehension

Hesitant and laboured reading, especially when reading aloud

Misses out words when reading, or adds extra words

Fails to recognise familiar words

Loses the point of a story being read or written

Has difficulty in picking out the most important points from a passage

Numeracy

Confusion with place value e.g. units, tens, hundreds

Confused by symbols such as + and x signs

Difficulty remembering anything in a sequential order, e.g. tables, days of the week, the alphabet

Time

Has difficulty learning to tell the time

Poor time keeping

Poor personal organisation

Difficulty remembering what day of the week it is, their birth date, seasons of the year, months of the year

Difficulty with concepts - yesterday, today, tomorrow

Skills

Poor motor skills, leading to weaknesses in speed, control and accuracy of the pencil

Memory difficulties e.g. for daily routines, self-organisation, rote learning

Confused by the difference between left and right, up and down, east and west

Indeterminate hand preference

Performs unevenly from day to day

Behaviour

Uses work avoidance tactics, such as sharpening pencils and looking for books

Seems 'dreamy', does not seem to listen

Easily distracted

Is the class clown or is disruptive or withdrawn

Is excessively tired due to amount of concentration and effort required

A cluster of these indicators alongside areas of ability may suggest dyslexia and further investigation may be required.

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Signs of dyslexia (Primary school age) - British Dyslexia Association

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If a child appears to be struggling with spelling, reading, writing or numeracy, how do you know whether these difficulties are potential indications of...

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SENDIASS support parents, carers, children and young people with SEND and our service is impartial and confidential.

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We are the SEND Information, Advice and Support Service covering Herefordshire and Worcestershire.

Here at HW SENDIASS we have a dedicated team of advisors offering legally-based and easily accessible information and advice about special educational needs and disabilities (SEND).

We support parents, carers, children and young people with SEND and our service is impartial and confidential.

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SENDIASS Worcestershire and Herefordshire 

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We are the SEND Information, Advice and Support Service covering Herefordshire and Worcestershire. Here at HW SENDIASS we have a dedicated team of advisors offering legally-based and easily accessible information and advice about special educational needs and disabilities (SEND). We support parents, carers, children and young people with SEND and our service is impartial and confidential.

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The CAST (Consultation, Advice, Supervision and Training) team works directly with professionals who are working with young people experiencing or at risk of experiencing mental health difficulties.

CAST offers mental health specific consultation, advice, supervision and training to school staff and other professionals where a young person is not currently receiving Specialist CAMHS support.

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CAMHS CAST provides consultation, advice, supervision and training for
school staff and other professionals to feel supported in working with
children and young people with mild to moderate mental health difficulties.

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Intensive interaction can be a play-based approach to helping children develop early, pre-speech communication and interaction skills, like eye contact, facial expressions, the ability to copy sounds, and shared attention. It also aims to reduce repetitive and self-injurious behaviour.

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Microsoft Word - Support strategies for all parents and carers_250118 copy.docx (bdadyslexia.org.uk)

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Here you can find out about what work Families in Partnership has been involved with.

Families in Partnership Parent Carer Representatives have recently been involved in attending meetings with the Local Authority to discuss the content for the Local Offer
Short Breaks Update - May 2019 One year into the improvement plan for children with Special Educational Needs and Disabilities
Families in Partnership Autumn Newsletter

SEND Improvement Plan

SEND Inspection Report 2018

In March 2018, Ofsted and the Care Quality Commission inspected how effectively the special educational needs and disability (SEND) provision is delivered in Worcestershire by the Council together with NHS Worcestershire Clinical Commissioning Groups. Inspectors looked at the local information that is provided across the county on services to support children and young people and their parents and carers. They reviewed joint commissioning between health services and the Council, and the way schools support children in mainstream education. Inspectors also looked at assessments and planning for children and young people with special educational needs and disability.

A SEND strategy for Worcestershire has been put in to place and we are also looking at the feedback that the Peer Review told us last year. Improvements were recognised by inspectors but it was found that children and young people who have SEND are not provided with the quality of support and service they are entitled to.
To read more about the Send Improvement Plan please click here
Co-Production week took place 1-5 July 2019. Please see below a short video that Families in Partnership was involved in for Co-Production Week
https://youtu.be/y6GyDSD5RQo
Families in Partnership represent the Parent Carer voice for those with children who have Special Educational Needs and Disabilities ages 0-25 years in Worcestershire. As a group of passionate Parent Carer Representatives, we work in co-production with a variety of organisations bringing lived experience and knowledge to the decision-making process that impact on SEND children throughout the County.

Special Educational Needs and Disabilities Services

Local health, social and education services are working together to provide services for children and young people who have special education needs and/or disabilities (SEND). A lot of activity has taken place in the last 12 months to try to improve these services. We want parents and carers to be fully involved in shaping these services going forward so that they are effective and work for you and your children.

Responses will be analysed by Worcestershire County Council and Families in Partnership and a summary report will be produced.
Healthwatch Report - Children and Young Peoples Mental Health March 2019 Umbrella Pathway Report Generation Can Video

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Families in Partnership Parent Carer Representatives have recently been involved in attending meetings with the Local Authority to discuss the content for the Local Offer Short Breaks Update - May 2019 One year into the improvement plan for children with Special Educational Needs and Disabilities SEND Inspection Report 2018 In March 2018, Ofsted and the Care Quality Commission inspected how effectively the special educational needs and disability (SEND) provision is delivered in Worcestershire by the Council together with NHS Worcestershire Clinical Commissioning Groups.

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Working on gross motor skills helps a child gain strength and confidence in his/her body. It also helps them get exercise and physical activity, which is important for a healthy lifestyle. Developing these skills helps a child’s ability to do more complex skills in the future.

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Worcester Snoezelen – Sensory happiness for people with disabilities and additional needs

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What is Worcestershire Young Carers?

Worcestershire Young Carers is commissioned by Worcestershire County Council to provide assessment, signposting, one to one support and monthly youth clubs for young people with a caring role at home, aged between seven and 17, who live in Worcestershire - we also support young adult carers aged between 18 and 25. The caring role could be for a parent, a sibling or a grandparent due to illness, disability, physical or mental health difficulties or substance misuse.

The service is also funded by BBC Children in Need to deliver a Participation Group, which focuses on highlighting the needs of young carers, and helps get their voices heard by organisations and services that affect them. This has been running since 2013.

Thanks to generous private donors, YSS also employs an Education Link Worker who works in partnership with schools and colleges throughout the county to raise awareness and improve identification and support of young carers, ensuring they are safe, healthy, aspiring and achieving.

Finally, Worcestershire Young Carers delivers a 'Young Carer Ambassador Programme', funded by #iwill2018. The project offers up to 60 10-18 year old young carers a place on one of four performing arts workshops held throughout the year, focusing on improving communication, public speaking and presentation skills, and ultimately supporting young people to develop the skills that employers look for. The project also aims to encourage a significant number of young people to become Young Carer Ambassadors following involvement in one of the workshops. This role will see them co-deliver assemblies at their schools alongside the Worcestershire Young Carers Education Link Worker, and will provide the opportunity to share their story with other young people whilst practicing the skills they have learned in public speaking, presentation and communication.

We also deliver a wide range of trips and activities during school holidays to ensure young carers enjoy a break from their caring responsibilities, and provide opportunities they would not otherwise have access to. These additional activities are only made possible thanks to donations from members of the public, as well as fundraising from individuals, groups, clubs, schools and businesses.

For more information please email: [email protected]

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This event has now sold out, if you wish to be added to a wait-list, please email [email protected] An unforgettable Alpaca experience. Meet with, walk with, and learn about these beautiful animals.

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Worcestershire Young Carers is commissioned by Worcestershire County Council to provide assessment, signposting, one to one support and monthly youth clubs for young people with a caring role at home, aged between seven and 17, who live in Worcestershire - we also support young adult carers aged between 18 and 25.

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

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Family Fund deliver grants for families raising a disabled or seriously ill child or young people on a low income across the UK

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We support families, parents, children and young people across Worcestershire to lead happy, healthy and fulfilled lives.

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The Starting Well Partnership supports parents, families and young people across Worcestershire. Our teams include Herefordshire Worcestershire Health and Care NHS Trust, Barnardos, Redditch and Bromsgrove District Councils and Action for Children.

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We support grieving children and young people after the death of someone important.

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Winston's Wish is the UK's childhood bereavement charity. We support children and their families after the death of someone important.

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We are a non-profit specialist provision working with families who have children with disabilities and complex health care needs. New Hope is registered with Ofsted (number EY415233).

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We release our plans on a Friday (please see release dates in our activity section) for you all to view. After you have decided which activities your child would like to take part in, you can then book from 9am on the Saturday. Bookings will then be confirmed by the following Wednesday by e-mail To make your booking please contact Kellie Yapp by e-mail newhopeplayscheme@gmail.com Text Message 077841 90319
Click the Facebook icon above and join us. Every day we upload pics and video's of all the fun that we have here at New Hope.

We are a non-profit specialist provision working with families who have children with disabilities and complex health care needs. New Hope is registered with Ofsted (number EY415233).

New Hope Worcestershire is a charity and Company Limited by Guarantee (1149659) and a Community Interest Company limited by shares (7113542 England). Registered Office 35, Wells Road, Worcester, WR5 1NN.

Fun Times at New Hope

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We release our plans on a Friday (please see release dates in our activity section) for you all to view. After you have decided which activities your child would like to take part in, you can then book from 9am on the Saturday.