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Meet the SENNIES team: award-winning SEN recruitment, training & support. Founded by neurodiverse leaders with lived experience & professional expertise.

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Providing services for adults and children with learning disabilities, SEN and SEMH across the New Forest.

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At Challengers, we provide play and leisure for disabled children and young people. Every child has a right to play.

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Ordinarily Available Provision and SEND Support

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Ordinarily Available Provision and SEND Support

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What is Ordinarily Available Provision and SEND support?

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Ordinarily Available Provision and SEND Support | Hampshire CTSH

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You can find information about the help and services available for children and young people (aged 0 to 25 years) with special educational needs and disabilities (SEND) in Hampshire. Explore the information topics below.

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My Safe Place Holidays — My Safe Place Southern

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SEND Empowerment Advocacy - Expert SEND Support Services

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Providing FREE expert SEND advocacy to support parents through EHCPs and the education system.

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Hampshire and IOW Healthcare NHS Foundation Trust

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Our Mental Health Space - Sussex Partnership NHS Foundation Trust

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Managing ADHD (attention deficit hyperactivity disorder)

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What is ADHD? It is a disorder that is defined through analysis of behaviour. People with ADHD show a persistent pattern of inattention and/or hyperactivity–impulsivity that interferes with day-to-day functioning and/or development.

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In this guide we look at the reasons why autistic children can have difficulty sleeping and suggest what you as a parent can do to help.

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What are executive functioning skills? Executive functioning skills are the important processes in our brain that help us finish tasks and meet our goals. If it sounds like we use them for everything we do, that'd be right - we do! It's important to mention, though, that executive functioning skills are a huge umbrella. There are actually several different skills that work together to make up our executive functioning. Each skill is valuable and important.

If you're new to executive functioning skills, feel free to read more about what executive functioning skills are or some strategies educators can use to support learners.

This article specifically covers the 10 core executive functioning skills, what they are at a glance, and some simple strategies to work on them. Whether you are an educator or a parent, it truly is critical to have an understanding of these skills because they can absolutely be taught and integrated throughout every day.

Why teach executive functioning skills? There are a number of reasons to teach and practice executive functioning skills with learners. First off, from an education perspective, executive functioning skills support academic growth. Students use these skills to complete assignments, focus in class, study, and stay organized. And while it's true that these abilities are important academic skills, but they are also everyday skills too. Being able to plan, organize, start tasks, manage time well, and persevere through challenges are all life skills we use every day.

How can I teach executive functioning skills explicitly? I developed a complete yearlong Executive Functioning Skills set to help learners build skills like planning, organization, time management, and perseverance. If you want to teach these skills but aren't sure how to start, give it a try. Besides this incredible set of resources, I've also compiled a list of strategies and supports to try below.

When can executive functioning skills be taught? There are a number of opportunities in the school day to teach executive functioning skills. Advisory period, life skills class, and morning meeting are a couple of options to consider. If there isn't time cut out in the school day for these skills, they can also be integrated into what you are already teaching. For example, before studying for a test, discuss study strategies; when reading a text, discuss the character's perseverance. Since executive functioning skills are in fact life skills, there are multiple opportunities to highlight and discuss them every day. First, helps to know what each of the 10 skills are and what they look like in everyday life.
Learn more about the 10 executive functioning skills, what they are, and how you can teach them to your learners: Planning

What It Is:
Planning is developing a well-thought-out strategy before starting a task. Think of it like making a game plan for attempting something. We use skills for planning when we decide which materials to bring before leaving or when we use a calendar to list out important upcoming dates. Planning pays off! When we plan well, we save ourselves valuable time and effort because we get it right the first time.
Strategies To Teach & Support:

Create to-do lists for tasks. Model it and practice together.

Teach students to use an agenda for writing down homework. Give time every day to write in it.

Develop SMART goals together and revisit them often.

Start the day writing out the daily schedule together.

Use graphic organizers to plan writing before starting.

Use games like chess to work on making a plan before moving forward.

More Information: Organization

What It Is:
Organization is developing and maintaining a system to keep track of materials and plans. Staying organized is a huge support because it helps us know where our materials are when we need them. This also reduces stress and helps us think clearly.
Strategies to Teach & Support:

Teach an organization boot camp course.

Use a calendar or planner to write down important dates

Help learners set up a homework binder to keep track of materials.

Spend a few minutes each day organizing materials, including binders and desks.

Model and practice putting materials back right away after using them.

Discuss what it means to have a place for everything.

Give time at the end of the week to re-organize workspaces and materials.

More Information:
Task Initiation

What It Is:
Task initiation is being able to independently start tasks. This is the skill that helps us get up and going, even at times when we might not want to. It's a critical skill that involves self-regulation.
Strategies to Teach & Support:

Practice a "rocket ship countdown" before going to start work (Count down from 5 and jump up at the end).

Set a timer before starting work sessions.

Exercise before starting work.

Practice and model self-talk to get started.

Create a daily schedule with responsibilities, chores, and expectations.

Design an organized and tidy workspace.

More Information: Time Management

What It Is:
Time management is being able to use time efficiently to complete tasks. It includes being able to estimate how long tasks will take, planning out a timeline to accomplish more challenging tasks, and checking in with self to stay on track along the way. With strong time management skills, it makes it easier to accomplish work well the first time around.
Strategies To Teach & Support:

When assigning long-term projects, help map out mini-deadlines for smaller tasks along the way.

Use a visual timer during work sessions.

Give time checks during work sessions.

Write out the daily schedule each day. Students can write out their own.

Model and discuss what pacing yourself looks like.

More Information: Working Memory

What It Is:

Working memory is the skill that helps us remember information in our brains while we are working with that information at the same time. Examples of this include doing mental math or thinking of directions in our head before starting a task. Strong working memory skills can help accomplish tasks quicker and more efficiently.
Strategies to Teach & Support:

Practice mental math.

Use brain games like sodoku and decipher the code.

Teach how to visualization information to remember it.

Teach and practice making mnemonics to remember information.

Chunk information into smaller pieces of information.

Allow students to write information down instead of trying to memorize multi-step directions.

Metacognition

What It Is:
Metacognition is having self-awareness about our own thinking. It is knowing what we know and what we don't know. This is an important skill because if we want to learn, we need to know what we need to learn in the first place.
Strategies to Teach & Support:

Do "think alouds" while reading text.

Allow work re-dos. Have students explain what they did wrong and why they changed their response.

Before learning about a new topic, make a list of what you know.

Come up with study lists together before an assessment.

Self-Control

What It Is:
Self-control is regulating our thoughts, emotions, and actions. Quite often, this involves stopping and thinking about choices before making them. With strong self-control skills, we can make better choices for now and in the future.
Strategies to Teach & Support: More Information: Attention

What It Is:
Attention is being able to focus on a task or person for a period of time. Besides just focusing, attention skills also include how to refocus when attention is waning, ignore distractions, and fine-tune the level of focus necessary for a task.
Strategies to Teach & Support:

Give brain breaks and discuss how breaks can improve attention.

Practice focusing on a task for a period of time.

Use mindful practices to start the day.

Use a chime before giving important information.

Exercise before work sessions.

Provide flexible seating options during work sessions.

Play attention-boosting games like Simon Says and Keep the Story Going.

More Information: Flexibility

What It Is:

Flexibility is being able to adapt to change. That includes going with the flow when something doesn't go our way and problem-solving to figure out a different strategy when plan A doesn't work out. Mental flexibility is important because it helps us manage stress and tough situations.
Strategies to Teach & Support: Perseverance

What It Is:
Perseverance is the ability to keep working until the completion of a goal. This means not giving up when something is challenging. Instead, those with strong perseverance skills are able to solve problems, push through, and get to the finish line.
Strategies to Teach & Support:

Develop SMART goals and check-in on them regularly.

Teach positive self-talk.

Use confidence-building strategies to encourage independence.

Come up with a list of strategies to keep going when an assignment is challenging.

Practice taking breaks when needed.

Encourage learners to problem-solve on their own when possible.

Materials to Teach All Executive Functioning Skills:
Free Executive Functioning Resources: More Executive Functioning Information:

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10 Executive Functioning Skills: The Ultimate Guide

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What are executive functioning skills? Executive functioning skills are the important processes in our brain that help us finish tasks and meet our goals. If it sounds like we use them for everything we do, that'd be right - we do! It's important to mention, though, that executive functioning skills

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Hampshire and IOW Healthcare NHS Foundation Trust

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Hampshire and IOW Healthcare NHS Foundation Trust

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Vulnerable Youth Provision Charity | Solent Youth Action Hampshire

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We are a Hampshire based youth charity, supporting vulnerable young people aged 10-25 with disabilities, mental health issues, young carers & young offenders.

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Rose Road makes a positive difference to the lives of young people with disabilities

The Rose Road Association is a charity that provides direct care services including respite breaks, community outreach, holiday activities and advice for over 300 children and young adults with severe physical disabilities, learning difficulties, and/or autism.

We are based in Southampton in the UK, and also work across Hampshire and surrounding counties.

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Rose Road Association | Services for young disabled people

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The Rose Road Association is a charity that provides direct care services including respite breaks, community outreach, holiday activities and advice for over 300 children and young adults with severe physical disabilities, learning difficulties, and/or autism. We are based in Southampton in the UK, and also work across Hampshire and surrounding counties.

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Florence Nightingale Trust (includes bedding)

Freemasonry Cares

R L Glasspool Charity Trust

Heinz, Anna and Carol Kroch Foundation

The Hospital Saturday Fund

The League of the Helping Hand

Linking Help with Hope

The National Benevolent Charity

Newby Trust (closed until April 2018)

The Percy Bilton Charity

The Talisman Charitable Trust

Vegetarian for Life

Vicars Relief Fund

Friends of the the Elderly

The Royal British Legion

The Soldiers Charity (ABF)

The Royal Engineers Association

Women's Royal Naval Service Benevolent Fund

Margaret's Fund

Society for the Assistance of Ladies in Reduced Circumstances

St Andrew's Society for Ladies in Need

ABTA Lifeline

The Care Workers Charity

Cavell Nurses Trust

The Charity for Civil Servants

The George Stephen Charity

Grocery Aid

Hospitality Action

The Lighthouse Club Fund

The Queen's Nursing Institute

Retail Trust

The Royal Agricultural Benevolent Institution (RABI)

The Professionals Aid Guild (PAG)

Timber Trades Benevolent Society

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Florence Nightingale Trust (includes bedding) Freemasonry Cares R L Glasspool Charity Trust Heinz, Anna and Carol Kroch Foundation The Hospital Saturday Fund The League of the Helping Hand Linking Help with Hope The National Benevolent Charity Newby Trust (closed until April 2018) The Percy Bilton Charity The Talisman Charitable Trust

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The team at Helen Arkell provide specialist support, advice and information to people with dyslexia, and parents, teachers and employers. Find out more about our resources, courses and other projects here.

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Dyslexia Support | Hampshire Dyslexia Association

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Dedicated to informing families, adults and employees about dyslexia across Hampshire, Southampton, Portsmouth and the Isle of Wight. Find a specialist tutor or a qualified SpLD assessor.

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Dyslexia is a common learning difficulty that mainly causes problems with reading, writing and spelling.
It's a specific learning difficulty, which means it causes problems with certain abilities used for learning, such as reading and writing.

Unlike a learning disability, intelligence isn't affected.

It's estimated up to 1 in every 10 people in the UK has some degree of dyslexia.

Dyslexia is a lifelong problem that can present challenges on a daily basis, but support is available to improve reading and writing skills and help those with the problem be successful at school and work.

What are the signs of dyslexia?

Signs of dyslexia usually become apparent when a child starts school and begins to focus more on learning how to read and write.

A person with dyslexia may:

read and write very slowly

confuse the order of letters in words

be confused by letters that look similar and write letters the wrong way round (such as "b" and "d")

have poor or inconsistent spelling

understand information when told verbally, but have difficulty with information that's written down

find it hard to carry out a sequence of directions

struggle with planning and organisation

But people with dyslexia often have good skills in other areas, such as creative thinking and problem solving.

Read more about the symptoms of dyslexia.

Getting help

If you think your child may have dyslexia, the first step is to speak to their teacher or their school's special educational needs co-ordinator (SENCO) about your concerns.

They may be able to offer additional support to help your child if necessary.

If your child continues to have problems despite extra support, you or the school may want to consider requesting an in-depth assessment from a specialist in assessing specific learning difficulties (SpLD), an educational psychologist or a speech and language therapist.

This can be arranged through the school, or you can request a private assessment by contacting:

Adults who wish to be assessed for dyslexia should contact a local or national dyslexia association for advice.

Read more about how dyslexia is diagnosed.

Support for people with dyslexia

If your child has dyslexia, they'll probably need extra educational support from their school.

With appropriate support, there's usually no reason your child can't go to a mainstream school, although a small number of children may benefit from attending a specialist school.

Techniques and support that may help your child include:

occasional 1-to-1 teaching or lessons in a small group with a specialist teacher

phonics (a way of teaching children to identify and process the smaller sounds that make up words) combined with other techniques

technology like computers and speech-recognition software that may make it easier for your child to read and write when they're a bit older

Schools and colleges must offer support to students with a specific learning difficulty like dyslexia, and have access to specialist staff who are trained in helping students with special education needs.

Assistive technologies such as speech-recognition software, word processors and electronic organisers can be useful for adults, too.

Employers are required to make reasonable adjustments to the workplace to help people with dyslexia, such as allowing extra time for certain tasks.

Read more about how dyslexia is managed.

Support groups

As well as national dyslexia charities such as the British Dyslexia Association (BDA), there are several local dyslexia associations listed on the BDA website.

These are independently registered charities that run workshops and help to provide local support and access to information.

What causes dyslexia?

People with dyslexia find it difficult to recognise the different sounds that make up words and relate these to letters.

Dyslexia isn't related to a person's general level of intelligence. Children and adults of all intellectual abilities can be affected by dyslexia.

The exact cause of dyslexia is unknown, but it often appears to run in families.

It's thought certain genes inherited from your parents may act together in a way that affects how some parts of the brain develop during early life.

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Read about dyslexia, a common type of learning difficulty that can cause problems with reading, writing and spelling.

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SEND Resources and Support for Teachers - Twinkl

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A range of materials to support children and young people with special educational needs and disabilities.

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Add subjects and guides to My Bitesize to get learning quicker.

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What is ADHD?

Attention deficit hyperactivity disorder (ADHD) is a neurodevelopmental condition that affects behaviour and concentration.

Children and young people with ADHD often seem unusually restless, impulsive or distracted. They may speak or act without thinking, struggle with organisation, find it hard to focus or appear to be always on the go. Some people with ADHD do not experience hyperactivity. This used to be called attention deficit disorder (ADD), though this term in no longer used officially.

ADHD is not a mental health condition or a learning disability. But children and young people with ADHD may also have other conditions or experience mental health problems.

Living with ADHD can be very challenging, for children and young people as well as for their parents and carers. But the right diagnosis and support can make a big difference to a child's learning, life skills and relationships, as well as making family life easier. There is also lots you can do as a parent or carer to help your child manage the things they find difficult.

What are the most common signs of ADHD?

A child with ADHD may:

be easily distracted, finding it difficult to start or finish tasks

often feel unable to concentrate

often feel restless or fidgety

be very talkative, often interrupting or blurting things out

act impulsively, for example doing something before considering consequences or being prone to taking risks

be easily angry or frustrated, or struggle to deal with emotions

find making or maintaining friendships difficult

be disorganised, for instance often losing things or being late

lack awareness of time

Every child or young person with ADHD is an individual and they may not display all of these behaviours. Many of these behaviours are normal in younger children. They can also be caused by traumatic experiences. So if your child is showing some of these signs, it does not necessarily mean they have ADHD.

It's important to understand that age and gender can also affect how someone with ADHD behaves. This can make it harder to spot signs of ADHD, particularly in girls. Girls are more likely to be undiagnosed or wrongly diagnosed with other conditions.

Typically, the signs of ADHD develop in early childhood and they may become particularly noticeable at times of significant change, such as when a child starts or changes school.

What to do if you think your child might have ADHD

If your child frequently experiences some of these things and it's affecting their day-to-day life, discuss your concerns with your child's GP. Before doing this, talk to your child's teacher and the school special educational needs co-ordinator (SENCO) about what they have noticed.

The GP may want to refer your child for assessment, as ADHD can only be diagnosed by a specialist such as a child and adolescent psychiatrist or paediatrician.

Sometimes parents are reluctant to pursue assessment. They may be worried about 'labelling' their child or about stigma, or they may prefer to watch and wait. These feelings are normal. But parents and young people who do seek diagnosis can find it helps them access the right support, understand and manage challenges, and identify individual strengths.

We have more information about getting support from the GP, CAMHS and school in our guide.

ADHD diagnosis and support

ADHD assessment is usually done through the NHS mental health service for children and young people, known as CAMHS. Diagnosis is most commonly made in childhood. In the majority of cases, young people continue to experience ADHD behaviours and qualities into adulthood.

There is no single, definitive test for ADHD. Specialists will base a clinical diagnosis on their observations of your child, discussions and questionnaires (with you and your child), and information from your child's school.

They will consider how long the behaviours have been present, how much they impact daily life and whether they might be due to another condition. The NHS states that around 60-80% of children with ADHD have at least one other condition (such as autism, dyslexia, dyspraxia, anxiety or behaviour issues). In some cases, this means a child may be given more than one diagnosis.

You and your child should be offered support and advice to help you manage some of the challenges that might be affecting day-to-day life. Medication and talking therapies may also be offered. These options should be discussed with you when your child is diagnosed.

The National Institute for Health and Care Excellence (NICE) provides guidelines for NHS treatments. The support they recommend for ADHD is outlined in the their guidelines. Your child may be offered:

Therapies such as cognitive behavioural therapy (CBT) can support children and young people with ADHD to understand themselves and find coping strategies when things are hard. For more information about therapy, see our parent guide to counselling and therapy.

Many children and young people with ADHD do not take medication. But medication may sometimes be offered to support someone in managing challenges that are affecting their day-to-day life. Medication should only ever be prescribed and overseen by a specialist.

You may also be offered ADHD-focused parent training. This does not mean your parenting is somehow wrong. It is designed to provide support and to empower you with specific strategies and skills that can help your family thrive.

Jack is still perennially late, disorganised and impulsive; but he's also energetic, original and creative. The medication is helping him make the most of all of that.

What you can do to support your child with ADHD

Be explicit and consistent about unacceptable behaviour, such as violence. Set appropriate consequences and follow them through, but try to stay calm in the moment to avoid escalation. Dealing with challenging behaviour can be very hard, and our parent guide has helpful advice.

Plan the day so your child knows what to expect. Maintaining regular sleep patterns, physical activity and mealtimes can help your child. Some people find dietary change and/or certain supplements helpful. But the NHS states that there is no clinical evidence for this, and medical advice should be sought first. Our young person's guide has helpful advice on sleep problems.

My son has had times of feeling down about his ADHD, but increasingly he is able to recognise that it also part of his creativity, originality and energy.

The impact of ADHD on your child's mental health

Any child or young person can struggle with their mental health and wellbeing, whether or not they have ADHD. This might be caused by things like family change, bullying, exam stress or a traumatic event.

But having ADHD may also mean your child has extra challenges - such as social difficulties, struggling to manage their emotions or getting into trouble at school. This can leave them more vulnerable to low self-esteem, anxiety or depression.

Children and young people with ADHD frequently have other developmental or mental health conditions. It is important to ensure they have the appropriate support for these.

As a parent there is a lot you can do to support your child with their wellbeing and mental health:

Encourage your child to talk about how they are feeling with you. Our starting a conversation guide has ideas for keeping communication open

If you feel your child may have a mental health problem or another condition alongside ADHD, discuss your concerns with their GP or ADHD specialist.

Our son's challenging behaviour with ADHD had an enormous impact on the whole family, as we and his brothers bore the brunt of his anger.

The hardest thing for me is that I get angry so easily. I can't control it and it makes me feel awful afterwards.

Working with school if your child has ADHD

ADHD is a special education need (SEN), and it may be referred to as a specific learning difference (SpLD). Your child is entitled to appropriate support to help them thrive socially and educationally. This could include potential adjustments in certain situations, such as extra time or rest breaks for exams, movement breaks in lessons, written instructions for tasks and a seating plan that minimises distractions.

Discuss the diagnosis and needs with the school's SENCO, taking a list of your concerns and background information to the meeting.

Your child may be entitled to an education, health and care plan (EHC plan) which details the support they need and how it will be provided. (The National Autistic Society has helpful information about EHC plans).

Good communication between you and school can be really helpful in ensuring your child thrives in education and meets their potential. Our parent guide to support has more advice on talking to school or college.

ADHD in teenagers and beyond

If your child is a teenager or young person, their needs and the support you give may well be different from when they were younger. They may like to read our young person's guide to ADHD and mental health. But there are still many ways you can help.

Looking after your own wellbeing

Parenting a child with ADHD can sometimes be isolating, upsetting or exhausting. Sometimes parents feel judged or blamed by others (unjustifiably as parenting does not cause ADHD). It is entirely understandable if you are finding things difficult.

It's important to recognise the impact the situation is having on you, and think about ways you can take care of yourself - including getting support from other people so that you can take some time off. It's okay to ask for help when you need it, and to share your worries with someone you trust. We have advice on looking after yourself as well as your child.

Useful helplines and websites

While we take care to ensure that the organisations we signpost to provide high quality information and advice, we cannot take responsibility for any specific pieces of advice they may offer. We encourage parents and carers to always explore the website of a linked service or organisation to understand who they are and what support they offer before engaging with them.
This page was reviewed in March 2022. It was created with parents and carers with lived experience of supporting their child or young person with ADHD. We will next review the page in 2025. YoungMinds is a proud member of PIF TICK - the UK's quality mark for trusted health information.
Whether you love the page or think something is missing, we appreciate your feedback. It all helps us to support more young people with their mental health.

Please be aware that this form isn't a mental health support service. If your child is in crisis right now and you want to talk to someone urgently, find out who to contact on our urgent help page.

At YoungMinds we take your privacy seriously. If you'd like to read more about how we keep the information we collect safe, take a look at our privacy policy.

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ADHD Support For Your Child | Parents Advice Guide

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If your child is struggling to manage their ADHD, read our tips on what you can do to support them, how to get a diagnosis and where to find help.

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Interoception Explained - Processing internal sensory messages - GriffinOT

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Interoception refers to all of the the sensory messages we receive from inside our body. It supports self-regulation, attention and learning.

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What is neurodiversity? Explaining how some people's brains work differently

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Each person has a brain that is unique to them; no two brains are quite alike. These differences may lead to a neurological diagnosis.

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What causes sensory overload?

Sensory overload occurs because the brain has received too much information. There is a part of the brain called the amygdala which is responsible for directing information to where it needs to go. The amygdala is a bit like an air traffic controller. However, instead of directing planes, it directs sensations. All of the information the brain receives comes from the senses.

When sensory overload occurs, the amygdala struggles to prioritise and organise the information. It's a bit like the air traffic controller trying to land three planes onto two runways at the same time. The air traffic controller would need to make some very quick decision to avoid a disaster. And they would be extremely stressed throughout.

During sensory overload, the complexity of sensory information is too much for the brain to process. This leads to a stress response. As already mentioned, the response will be different for different individuals.

Consider all of the sensations that might contribute to sensory overload

It is important to consider all of the sensory inputs that the individual is processing. The videos above give some good examples. People who experience sensory overload typically notice more information than others. And their brains may not ignore irrelevant sensory information as readily. This means they are already processing a lot more information from the environment.

If you talk, that is more information to process. When you change a plan, there is extra information to process. Think about what sensations are happening in the background. And, don't forget they are also processing the internal inputs from their own body as well.

Remember sensory inputs are cumulative

Sensory inputs are cumulative. So, each builds on the next and the brain needs to process them all. Individuals with sensory sensitivities are typically the ones that experience overload and shutdown. This is because their brains have lower thresholds for the amount of sensory inputs they can tolerate.

It's important to consider what the individual may have done before they arrived. It might have been a stressful trip to school because there were road works, so they had to take a different route. This will add to their sensory inputs.

So will any interactions the individual has had earlier on in the day. This might be that they had run out of their usual breakfast cereal. They may have had a disagreement with a friend on the playground. Or, the music class might have been really loud because they were practising drumming. All of these sensory inputs can add to sensory overload.

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What is sensory overload and how can I support individual's sensory needs

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Sensory overload occurs because the brain has received too much information. There is a part of the brain called the amygdala which is responsible for directing information to where it needs to go. The amygdala is a bit like an air traffic controller. However, instead of directing planes, it directs sensations.

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Great Sensory Apps for Kids with Special Needs

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As well as being diagnosed with cerebral palsy, Oscar is also visually impaired.We try and encourage him to look at different things and track objects but the one item he seems to really like to use and benefits from is the iPad.

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Caudwell Children | Children's Charity | Changing Children's Lives

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Caudwell Children is a children's charity that is transforming the lives of disabled children and their families.

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Family Fund is the UK’s largest charity providing grants for families raising disabled or seriously ill children and young people

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© National Children’s Bureau 2025. Registered charity No. 258825. Registered in England and Wales No. 952717.

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(IPSEA) Independent Provider of Special Education Advice

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

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

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

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(IPSEA) Independent Provider of Special Education Advice

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

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We run online clinics for people applying for an EHCP or responding to a draft or tribunal working document. Click to learn how to attend.

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Workshops

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CAMHS - Understanding ADHD - September 2026 - £20

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CAMHS - Understanding ADHD - September 2026 - £20

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CAMHS - Information & Advice Session - September 2026 - (Free)

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CAMHS - Information & Advice Session - September 2026 - (Free)

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Hampshire CAMHS Information & Advice Sessions in Winchester - September 2026
YOUNG PERSON'S MENTAL HEALTH

This is a free opportunity for parents/carers, professionals or young people to come and chat to our CAMHS clinicians, ask questions, get advice and resources.

Information & Advice Sessions - Winchester - 2nd September 2026

Occurrence: 2nd September 2026

Time: 10am - 2pm

Location: The Arc, Jewry Street, Winchester SO23 8SB

You can pre-book a free slot by following this link to our booking site.

Please note that your booked slot will be allocated to someone else if you you are unable to make your appointment within 5min.

Alternatively, just drop in on the day between the hours of 10am and 1.30pm.

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DROP IN SESSIONS - September 2026 - Winchester - CAMHS

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Hampshire CAMHS Information & Advice Sessions in Winchester - September 2026 YOUNG PERSON'S MENTAL HEALTH This is a free opportunity for parents/carers, professionals or young people to come and chat to our CAMHS clinicians, ask questions, get advice and resources.

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CAMHS - Information & Advice Session - August 2026 - (Free) 

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CAMHS - Information & Advice Session - August 2026 - (Free) 

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DROP IN SESSIONS – August 2026 – Winchester – CAMHS

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Hampshire CAMHS Information & Advice Sessions in Winchester – August 2026

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CAMHS - Embracing Autism - July 2026 - £20

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CAMHS - Embracing Autism - July 2026 - £20

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CAMHS - Information & Advice Session - July 2026 (Free)

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CAMHS - Information & Advice Session - July 2026 (Free)

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DROP IN SESSIONS – July 2026 – Winchester – CAMHS

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Hampshire CAMHS Information & Advice Sessions in Winchester – July 2026

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CAMHS - The Impact Of Trauma - June 2026 - £20

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CAMHS - The Impact Of Trauma - June 2026 - £20

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CAMHS - Information & Advice  Session - June 2026 - (Free) 

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CAMHS - Information & Advice  Session - June 2026 - (Free) 

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DROP IN SESSIONS – June 2026 – Winchester – CAMHS

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Hampshire CAMHS Information & Advice Sessions in Winchester – June 2026

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CAMHS - How to cope when your child can’t - May 2026 - £20

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CAMHS - How to cope when your child can’t - May 2026 - £20

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How To Cope When Your Child Can’t Event – Chandlers Ford 26 – CAMHS

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A training day for Parents and Carers in the New Forest

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P.A.C.E - Parent & Carers Event - May 2026 - (Free)

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P.A.C.E - Parent & Carers Event - May 2026 - (Free)

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P.A.C.E. (Parent and Carer Events) – LYNDHURST

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CAMHS- Information & Advice Session - May 2026 - (Free)

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CAMHS- Information & Advice Session - May 2026 - (Free)

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P.A.C.E - Parents & Carers Event - April 2026 (Free)

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P.A.C.E - Parents & Carers Event - April 2026 (Free)

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P.A.C.E. (Parent and Carer Events) – EASTLEIGH

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CAMHS - Information & Advice Session - April 2026 - (Free)

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CAMHS - Information & Advice Session - April 2026 - (Free)

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CAMHS - Understanding ADHD - March 2026 - £20

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CAMHS - Understanding ADHD - March 2026 - £20

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CAMHS - Information & Advice Session - March 2026 (Free) 

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CAMHS - Information & Advice Session - March 2026 (Free) 

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P.A.C.E - Parents & Carers Event - February 2026 - (Free)

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P.A.C.E - Parents & Carers Event - February 2026 - (Free)

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PACE Basingstoke, 26 February 2026 – CAMHS

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P.A.C.E. (Parent and Carer Events) – BASINGSTOKE

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CAMHS - Embracing Autism - February 2026 - £20

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CAMHS - Embracing Autism - February 2026 - £20

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CAMHS Information & Advice session - February 2026 (Free)

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CAMHS Information & Advice session - February 2026 (Free)

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Understanding Anxiety in young people - £20 - January 2026

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Understanding Anxiety in young people - £20 - January 2026

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How it feels when your child receives diagnosis - GriffinOT

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How it feels when your child receives a diagnosis often can be confusing and overwhelming. Here is some helpful advice and links.

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Caudwell Children | Children's Charity | Changing Children's Lives

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Caudwell Children is a children's charity that is transforming the lives of disabled children and their families.

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Offering a wide range of additional information and support services to parents of children across Hamsphire.

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CAMHS - Mental Health Support Teams in Schools 

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CAMHS - Mental Health Support Teams in Schools 

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Our Mental Health Space - Sussex Partnership NHS Foundation Trust

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Right to Choose: ASD & ADHD Assessment Pathways - Cuckfield Medical Practice

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What is Right to Choose? In England, under the NHS, you now have a legal right to choose your mental healthcare provider, including for Autism Spectrum Disorder (ASD) and Attention Deficit…

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Hampshire IOW Children Referrals and Waiting List - The Owl Centre

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Any professional working within an education, health, or social care setting can make a referral for NHS funded assessments. After referral, The Owl Centre will request further information from the child’s family and school to ensure that the referral is appropriate. If appropriate, the child will be accepted onto the waiting list.

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Children’s Therapy Service :: Hampshire and Isle of Wight NHS Foundation Trust

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Our Children’s Therapy team works closely together to support children and young people who need specialist help from one or more of our therapy services. These include Physiotherapy, Occupational Therapy and Speech and Language Therapy.