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The Local Offer provides information and support available for families with children and young people ages 0-25 years with special educational needs and/or disabilities. If you need help finding information, contact wakefieldlocaloffer@family-action.org.uk.

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The Local Offer provides information and support available for families with children and young people ages 0-25 years with special educational needs and/or disabilities. If you need help finding information, contact wakefieldlocaloffer@family-action.org.uk.

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Wakefield SEND Local Offer | Wakefield SEND Local Offer

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Supporting emotional wellbeing, where a young person experiences anxiety and low mood as a result of Autism or where not diagnosed but identified needs or other neuro-developmental disorders.

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Wakefield Families Together - Featherstone

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Referral forms

Wondering what the referral process entails?

First step is to have a chat with your child's class teacher. You may wish to first take a look at the referral form and prepare any questions beforehand.

If you feel your child would meet the criteria, please discuss this with your child's teacher.

You may also be advised to contact your GP.

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Below is a variety of information, advice and tips, and general resources to help with a child’s speech, language and communication skills.

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Guidance for parents of students who use EAL: About the English education system

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Guidance documents for parents on how to find a school place for their child, as well as key information to help understand the English education system, available in 22 languages.

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Wakefield Inclusion and SEND Support Service / Educational Psychology Service are services that support the school with any learning needs or social/emotional needs.

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Wakefield SENDIASS (WESAIL)

Free and impartial information, advice and support on Special Educational Needs and Disability (SEND)

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A confidential service to empower families through the provision of information, advice, support and signposting on a variety of SEND matters.

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LP, SMLP, MSP, EHCP

What are these acronyms - what do they mean?

LP - Learner Profile. The first step in supporting your child. This will detail the adjustments in place to support your child and strategies they can use to support themselves.
SMLP - Supporting Me to Learn Plan. The next step taken in supporting your child. This will detail what additional support your child has in school and will have 3 targets and how they can be met. This will be reviewed termly.
MSP - My Support Plan. The next stage. This gives a detailed history of your child from birth, what's been tried, what's worked, what hasn't, which professionals have been/are involved. This will be reviewed a minimum of once annually and can be taken to appointments, and will be shared with each teacher as they move through school and beyond, to high school.
EHCP - Education Health Care Plan. The highest stage. If your child requires complex support and further funding in order to deliver this, the MSP can be submitted for consideration to convert to an EHCP. This is a legal document that will remain with your child until they are 25 ensuring all the provision they need remains in place. Parents can request a Statutory Assessment which is  the first stage in the EHCP process. Please do come and talk to us about any of these if you've further questions.

IPSEA have further information.

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(IPSEA) Independent Provider of Special Education Advice

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(IPSEA) Independent Provider of Special Education Advice

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IPSEA (Independent Provider of Special Education Advice) - helping children and young people with special educational needs and/or disabilities (SEND) get the education they are entitled to by law

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Meet the SEND Team

At Crofton Junior School provision for those children with a special educational need is led by Miss J. Walker. We pride ourselves on providing a inclusive environment, which enables all pupils to achieve their full potential. In doing so, school has developed culture of high aspiration for all children and actively welcomes and engages parents and carers of pupils with SEND in order to work together in partnership for the benefit of each pupil.

At Crofton Junior School we are always willing to help and support you and your child. If you have any questions regarding your child's learning or development needs, including physical or sensory needs, please speak to your child's class teacher, and if you require further support please arrange to come and speak to us. We can help with information, strategies, resources,  referrals, tools to support with their learning, My Support Plans, EHCPs.

We want your child to feel happy and supported in our school, and if there's anything we can do to support that, do let us know.

SENDCo: Miss J. Walker

senco@crofton-jun.wakefield.sch.uk

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NHS Advice - ADHD

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There is separate information about ADHD in adults.

Symptoms of ADHD (attention deficit hyperactivity disorder)

Symptoms of ADHD usually start before the age of 12. They involve a person's ability to pay attention to things (being inattentive), having high energy levels (being hyperactive) and their ability to control their impulses (being impulsive).

A child or young person may show signs of being inattentive, such as:

being easily distracted

finding it hard to listen to what people are saying or to follow instructions

forgetting everyday tasks, like brushing their teeth or putting on socks

They may show signs of being hyperactive and impulsive, including:

having high energy levels

fidgeting or tapping their hands and feet

talking noisily

feeling restless, or getting up and moving around when they're supposed to sit still

finding it hard to wait their turn, or interrupting conversations

Most children and young people with ADHD have symptoms of both the inattentive and hyperactive-impulsive type. Some only show signs of one type.

ADHD is thought to be recognised less often in girls than boys. This may be because girls with ADHD more commonly have inattentive symptoms and these can be harder to recognise.

Many children are easily distracted, impulsive and have high energy levels, particularly if they're under the age of 5. This does not mean they have ADHD. It could be a sign of something else, like being tired, anxious or stressed.

Getting help for ADHD (attention deficit hyperactivity disorder)

If you're worried that ADHD may be affecting your child, talk to one of their teachers. An older child or teenager may choose to speak to a teacher themselves.

The teacher will usually make a referral to the school's special educational needs co-ordinator (SENCO).

The SENCO can discuss support in the classroom or with homework, or help with building confidence and friendships.

If you're still worried or you think your child needs additional support, you may want to make an appointment with a GP.

At the GP appointment, the doctor will ask about the child or young person's symptoms and how these affect their life. They may consider other conditions that could cause these symptoms, such as autism, Tourette's or anxiety.

People with ADHD may often have other conditions too, such as depression, anxiety or addictions, or a learning difficulty such as dyslexia.

The GP or SENCO may recommend support groups or training for parents in your area.

Asking for an ADHD assessment

If support at home and at school is not helping your child, you may want to ask for an ADHD assessment. Speak to a GP or SENCO to request a referral for an ADHD assessment.

While waiting for a referral or assessment, the child or young person should continue to get support at home and in school. You can also contact your local council for advice, and to ask if there's a family hub in your area.

Family hubs support children and young people aged 0 to 19 (and up to 25 for people with special educational needs or a disability).

What happens at an ADHD assessment

The assessment will be with one or more ADHD specialists, such as a paediatrician, or a child and adolescent psychiatrist.

The specialist will talk with you and your child to find out more about any symptoms, and about family life. They'll also ask about your child's development, such as how old they were when they learned to do things like walking or reading.

There may be some forms to fill in before the appointment or as part of the assessment.

The ADHD specialist will usually contact a SENCO or teacher, or both, to see how your child is doing at school.

They may also ask your child to do a computer-based test to help assess their symptoms.

If your child is diagnosed with ADHD, the specialist will discuss what this means and what happens next, including what treatment and support may be available.

Waiting times for ADHD assessments

Waiting times vary and your child may have to wait several months or years for an ADHD assessment.

You may be able to find a clinic with shorter waiting lists through your GP using the Right to Choose scheme. Read about Right to Choose and your choices in the NHS.

You can ask for an NHS appointment at any clinic, including a private clinic, if it provides ADHD services for the NHS in England.

Find out more about diagnosis pathways for children on the ADHD UK website.

How to manage ADHD (attention deficit hyperactivity disorder)

There are different ways to support a child or young person with ADHD, including lifestyle changes, changes at school and at home, or medicines.

It depends on their symptoms, and not every child needs help or support from a health professional.

Talk to a SENCO (special educational needs coordinator), or a school nurse where available, about changes that could help a child or young person.

Finding out more about ADHD can also help parents, children and young people better understand the condition.

If your child or teenager has been referred to an ADHD service, a specialist will be able to give you more information and advice about how to help them.

Lifestyle

There are things you can do to help support a child or young person with their ADHD symptoms.

Support at school and at home

Discuss with a SENCO what adjustments or support may help at home and school.

This may include:

splitting up tasks, like doing homework or sitting down to eat, into 15 to 20 minute slots with a break in between each slot

giving clear and simple instructions one at a time in a calm voice

writing a to-do list and putting it somewhere easy to see

giving praise when a child or young person does well, or making a reward chart

Medicine

ADHD medicines must be started and monitored by an ADHD specialist. This includes:

medicine to help with ADHD symptoms, such as methylphenidate

melatonin for problems sleeping, when other methods for improving sleep have not worked

Children and teenagers may need to try more than one medicine to find out what works for them.

A GP may be able to take over prescribing ADHD medicines, but only if there is a "shared care agreement" between the GP and the ADHD specialist. To find out more, talk to your ADHD specialist or GP. Not everyone with ADHD needs to or wants to take medicine.

Talking therapies

Talking therapies such as cognitive behavioural therapy (CBT) might be recommended to help a child or young person with ADHD with problem solving and expressing their feelings.

ADHD and mental health

People with ADHD may be more likely to have mental health issues, such as anxiety or depression.

They are also at higher risk of suicide.

If you're concerned about a child or young person, help and support is available right now if they need it. They do not have to struggle with difficult feelings alone.
Find out about mental health support for children and young people

What causes attention deficit hyperactivity disorder (ADHD)

The cause of ADHD is not always known. ADHD may be caused by genetic differences and often runs in families.

There are several other things linked to ADHD, including being born premature (before 37 weeks of pregnancy), having epilepsy, a brain injury or being autistic.

Some people with ADHD call themselves neurodivergent. Neurodiversity describes the range of different ways our brains work.

Help and support for ADHD (attention deficit hyperactivity disorder)

If your child or teenager has ADHD, there are ways you can help them manage their symptoms with support from their school or a doctor.

There are ADHD support groups locally and online.

There are also a number of organisations and charities that offer information and support about ADHD.

ADHD UK

Information and support for anyone affected by ADHD.

ADHD Foundation

Information for anyone affected by a neurodivergent condition, including ADHD.

ADHD Adult UK

Information and peer support for parents of children with ADHD, and for adults with ADHD.

Young Minds

Mental health support for young people.

AADD-UK

Charity which lists support groups across the UK, including groups for adults, parents and carers.

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Find out about ADHD (attention deficit hyperactivity disorder) in children and teenagers, the symptoms of ADHD, how to get a diagnosis and how to manage it.

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ADHD booklet to complete with your child

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ADHD Foundation The Neurodiversity Charity

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NHS Advice - Autism

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Information and advice with managing autism in everyday life, such as how help to get support and advice about schools.

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What is autism? Find out more information with the Autism Education Trust.

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The AET approaches autism as a different way of being rather than as a 'deficient' or 'disordered' way of being.

Being autistic does not mean you have an illness or disease. It means your brain works in a different way from other people.

Autism is not a medical condition with treatments or a "cure". Autism is a processing difference that can have an impact on many areas of a person's life.

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The AET approaches autism as a different way of being rather than as a 'deficient' or 'disordered' way of being. Being autistic does not mean you have an illness or disease. It means your brain works in a different way from other people. Autism is not a medical condition with treatments or a "cure".

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Autism Support - Local Offer

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

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

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

1. Understand how hard school can be for some children

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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Sensory Processing

To help you better understand the senses and how we process information from our senses, what sensory issues can look like in a child’s behaviour and engagement, and give you some ideas on how to support your child’s sensory needs at home. You can access two free online courses to understand more about sensory processing.

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Working together to make a positive difference and improve the quality of life for all SEND children and families in Wakefield

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Autistic Spectrum Condition (ASC) referral

Autism is a lifelong developmental condition which affects how people communicate and interact with the world. One in 100 people are on the autism spectrum and there are around 700,000 autistic adults and children in the UK.
It is known as the Triad of Impairments as it affects;
>social communication and language
>imagination and flexibility of thought
>social and emotional interaction.

If you have any concerns regarding whether your child could have ASC, take a look at the referral form, and discuss this with your child's class teacher.

The following link can give you more information about ASD. What is autism

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Social Communication Assessment Referral Form

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If you feel your child needs support from a Speech and Language Therapist please speak to your class teacher or arrange to speak to the SENDco.

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If you feel your child needs support from a Speech and Language Therapist please speak to your class teacher or arrange to speak to the SENDco.

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Communication Trust booklet _5-11 (1) (1)

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Guidance for parents of students who use EAL: Helping children learn

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Guidance for parents of students who use EAL on how to get involved in school life and help their child to learn, available in the 22 languages.

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Below is a variety of information, advice and tips, and general resources to help with a child’s gross and fine motor skills.

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LearnEnglish Kids is brought to you by the British Council, the world's English teaching experts. We have lots of free online games, songs, stories and activities for children. For parents, we have articles on supporting children in learning English, videos on using English at home and information about English courses for your child.

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LearnEnglish Kids is brought to you by the British Council, the world's English teaching experts. We have lots of free online games, songs, stories and activities for children. For parents, we have articles on supporting children in learning English, videos on using English at home and information about English courses for your child.

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Do you like playing games in English? We have fun games for you to play. Read the instructions and have fun playing and practising English. You can also post comments!

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A selection of resources, taken from the British Council Learn English Teens website, that may be suitable for EAL learners.

Although these were designed for older children learning EAL, many of these resources will be useful for children across KS2, particularly those that have some first-language literacy and that can look up the meanings of new words using a dictionary.

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A selection of resources, taken from the British Council Learn English Teens website, that may be suitable to include in your home-learning packages for EAL learners.Although these were designed for

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Clothing Sensitivity Red Flags - The OT Toolbox

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When kids have sensory clothing issues, there can be a lot of challenges with everyday tasks. This clothing sensitivity red flag list.

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Visual perceptual skills are such an ingrained part of everything we do! From reading and writing in learning to finding a missing toy in the playroom, visual perception is involved in so many functional tasks and activities! Many times, occupational therapists work on visual perception through play while working on other skills in therapy.

Below, you will find visual perception information including a collection of strategies that work on each sub-area of visual perception. You will find this information on visual perceptual skills that can be used to address problem areas as well as activities to improve perceptual skills while addressing other areas such as visual motor integration, eye-hand coordination, and motor skills.

Everyone knows someone who has perfect vision, but can not see. There's the friend who can not locate the ketchup in the fridge, the one who misses every exit when driving, or the sad person who can not see the dolphin, no matter how many times you point to it. The person who can not SEE something, might be struggling with visual perception.

Visual perception is complex. In this post, visual perception will be unraveled, in order to truly understand why your friend can not find matching socks to wear.

WHAT IS VISUAL PERCEPTION?

In order to understand it, let's break down the definition of visual perception.

The term visual perception can be broken down into its two words, vision and perception.

Vision is defined as what is seen. It is also described as the ability to "see" something that is not actually visible, as in foresight or mental acuteness. This post is focusing on visual perception, therefore, the first definition, the ability to see, is a better fit.

Perception is the ability to make sense of what is seen. A person can have 20/20 vision, but have poor perceptual skills. Perception not only involves the eyes, but the other senses (movement, hearing, touch, smell, balance).

Visual perceptual skills are those skills needed to help us make sense of what we see. Visual perceptual skills are essential for everything from navigating our world to reading, writing, and manipulating items. Visual perception is made up of a complex combination of various skills. These visual perceptual skills are necessary together and in coordination with one another in order for use to see information and use that visual information to create responses or react with functional abilities like movement or processing.

Visual perceptual skills play an important role in handwriting, including letter formation, copying words and letters, spatial awareness, left-to-right orientation, organization on a page, line use, and size awareness. You can see how vision impacts learning and completion of written work, math, and even reading comprehension. Much of a school day's tasks revolves around visual perceptual skills.

If you learner has trouble seeing, a visit to an ophthalmologist would be recommended first.

Visual perception is important for many different school tasks including reading, writing, cutting, copying from the board, puzzles, locating objects, navigating the playground, and eye-hand coordination. Treatment includes training the brain to SEE, through repetition, practice, coaching, and exercises.

EIGHT Types OF VISUAL PERCEPTION

Visual perception can be broken down into eight sub areas. The types of visual perception include;

Visual Attention: The ability to focus on important visual information and filter out unimportant background information

Visual Discrimination: The ability to determine differences or similarities in objects based on size, color, shape, etc.

Visual Memory: The ability to recall visual traits of a form or object

Visual Spatial Relationships: Understanding the relationships of objects within the environment

Visual Sequential-Memory: The ability to recall a sequence of objects in the correct order

Visual Figure Ground: The ability to locate something in a busy background

Visual Form Constancy: The ability to know that a form or shape is the same, even if it has been made smaller/larger or has been turned around

Visual Closure: The ability to recognize a form or object when part of the picture is missing

Visual perception requires oculomotor control and the eye's ability to move in fields of vision, converge, fixate, track, and scan. Accordingly, visual perception falls under the umbrella of "visual processing".

Also under that large umbrella of visual processing, you will find "visual motor integration".

Visual motor skills involve the eye's ability to retrieve information (through oculomotor skills) and the brain's ability to perceive and process that information). This integration allows us to in return, produce motor output.

Therefore, visual motor integration permits one's ability to form letters or numbers appropriately when writing, copy shapes, copy a list of homework assignments, completing puzzles, or complete other visual and motor tasks.

Additionally, there is an eye-hand component. This eye-hand coordination is often times, referred to as visual motor integration. However, eye-hand coordination can indicate those activities that require motor output in the form of positioning items in a specific place such as using tongs to pick up an item, catching a ball, or putting an object into a target. They require placement and positioning of the hand (or other body parts), incorporating components such as sensory processing, core stability, strength and endurance, positioning, balance, and the visual skill of depth perception.

Eye-hand coordination develops from a very young age...built on the foundation of visual processing!

Let's take a detailed look at visual perceptual skills by looking at each sub-area.

Visual Attention

Visual attention is the ability to attend to visual information, while filtering out unnecessary details. This would include being able to walk in a hallway while filtering out the people passing by, picking a person out of a crowd, reading, driving a car, or finding a certain pair of socks in a drawer.

Visual Attention- This visual perceptual skill allows us to focus on the important pieces or parts of what we see. When we "take in" a scene or image in front of us, we are able to filter out the unimportant information. In this way, a student is able to focus our eyes on the teacher when she teaches. Driving down a road requires visual attention to take in the road so we can drive safely. Visual attention is important in copy work as students copy information from a Smart Board or book onto a piece of paper. As they visually scan from one point to another, they attend to the place they left off. Visual attention is also important and very needed in reading.
Red flags for visual attention deficits:

Bumping into things when walking

Not being able to find items

Difficulty with writing, reading letters and numbers, or recognizing the difference in shapes/letters/numbers

Inefficient or incorrect copying from a board or another paper

Inability to follow directions when walking or driving

Difficulty identifying an object when only parts of it can be seen

Trouble locating a specific image when the image is surrounded by other images

Fatigue when doing work that requires visual attention

Frequent headaches, blurry vision

Reluctance or refusal to complete school work

Social difficulties related to reading facial expressions, not attending to others in a group, or difficulty looking at the correct person/item

Activities to work on visual attention skills include:

Mazes

Card games

Memory

Spot It games

Slam game

I Spy games and worksheets

Puzzles

Rush Hour game

Blokus game

Quirkle game

Connect Four game

Checkers

Guess Who game

Tangram activities

Visual Discrimination

Visual Discrimination is the ability to determine differences or similarities in objects based on size, color, shape, etc. It involves being able to sort, categorize, and notice subtle differences in objects.

Visual Discrimination- This visual perception skill enables us to determine slight differences in objects. In hidden picture activities, this skill is needed to determine and locate different hidden objects. When writing and reading, visual discrimination allows us to perceive the difference between "p" and "d". Puzzles including ones like the wooden letter puzzle described below address visual discrimination. There are many puzzles on the market that meet different age and grade levels. Here are a (Amazon affiliate link) variety of puzzles to consider.
Red Flags for Visual Discrimination - Learner has difficulty:

sorting similar items such as coins, socks, silverware, especially those with subtle differences

effectively read maps

reading words that are similar such as "cat" and "cap"

completing puzzles or spot the difference pages

As always, Amazon is full of (affiliate link) resources for visual discrimination.
Some activity ideas to support development of visual discrimination skills:

Matching activities

Memory games

Sorting by color

Patterning beads in bracelet making

"What's different" pictures

Sort coins

Word searches

Puzzles

Play "what doesn't belong" by placing toys or objects on a table and finding one item that is different than the others.

Look in a writing passage such as in a newspaper and find all of one letter or word

Tangram activities or pattern block activities

Visual Memory

Visual Memory is the visual skill that allows learners to record, store and retrieve information. It allows learners to learn and later recall this information. It is referred to as "the mind's eye", as the brain learns and stores data. The OT Toolbox has a great post on.

Visual Memory- This is one's ability to store visual information in short term memory. This skill allows us to recall visual information. When completing hidden picture puzzles, kids visually store images of items they are looking for when scanning to locate a specific shape or image. This skill is necessary for handwriting tasks when copying information from a source, such as lists of words, homework lists, and copying sentences.
Red Flags for Visual Memory - Learner has difficulty:

Recalling site words

Spelling - especially remembering how words are spelled

Reading fluidly - each word the learner reads seems brand new

Writing - recalling letter formation

Drawing - remembering what an item is supposed to look like from past experiences

Math skills - remembering how the problem is supposed to look, graphing, or using a calculator

Completing life skills such as following a recipe, reading a map, shopping, using the internet, typing

Activities to develop visual memory skills include:

Card games

Memory games

Matching games

"What's missing" game- Place objects on a table. Ask the child to memorize the items. Cover them with a towel and remove one items. Then remove the towel and ask the child to name the object that is missing.

SlapJack

Spot It games

I Spy memory, are fun ways to practice visual memory.

Amazon has a great (affiliate link) list of visual memory games here

Visual Spatial Relationships

Visual spatial relationships are a visual perceptual skill involved in understanding positions of objects in relation to others. Knowing which building is in front of another, understanding how far to stand next to others in line, describing positioning using words (left, right, over, under, behind) are examples.

Laterality and directionality are two common challenges.

Laterality is the ability to tell left and right on oneself. Directionality is being able to tell the difference between right and left on objects or someone else.

Visual Spatial Relationships- This visual perceptual skill allows us to recognize and understand the relationships of objects within the environment and how they relate to one another.
Red Flags for Visual Spatial Relationship delay - Learner has difficulty:

Knowing their left and right

Reading similar letters such as b/d p/q without errors

Forming letters/numbers correctly

Following directions involving space, such as "go right"

Moving around their environment without bumping into objects

Learning social skills involving body language and spatial distance from others

Copying written work, staying inside the lines, or writing within certain confines

Completing puzzles - knowing which way to place a piece

Activities to develop visual spatial relationships:
The OT Toolbox has a great post on Visual Spatial Relationships here.

Visual Sequential Memory

This is visual memory PLUS. Visual sequential memory involves recalling objects seen in a certain order. This is important for remembering math problems, reading fluidly, recalling phone numbers, or following multi-step directions.

Visual Sequential Memory- This visual perceptual skill is the ability to visually take in and then later recall the sequence or order of items in the correct order. This skill is important in reading and writing. Visual sequential memory is important in spelling words correctly and recognizing that words are not spelled correctly.
Red Flags for Visual Sequential Memory problems -

Difficulty with spelling, math concepts

Slow copying from the board - has difficulty remembering a sequence of digits

Unable to remember large blocks of information such as phone numbers, addresses, and dates

Problems mastering higher level learning concepts such as alphabetizing, large math problems, following detailed multi-step directions, remembering a list of items in order

The OT Toolbox has a fabulous Visual Processing Bundle Deal to address not only visual sequential memory, but other visual processing skills.
Activities to develop visual sequential memory include:

Simon game

Mastermind game

Sequencing activities

Pattern beads to make bracelets and necklaces

Simon says commands in an order

Sequence activities such as hygiene, self-care, dressing tasks, etc.

Alphabetical order activities

Visual Figure Ground

Figure ground is the ability to pick out objects in a competing background. It involves looking at something, and being able to recognize the part, or object you are looking for. It is how you find the ketchup in the fridge, a certain pair of socks in a drawer, the right page in a folder, picking out an object on a page, or following a map.

Visual Figure-Ground - This skill enables us to locate items in a busy background. Finding hidden items in a hidden pictures puzzle works on this skill by visually scanning and identifying items within a busy scene. In handwriting, visual figure ground is necessary for copying written work from a model and locating the place left off when shifting vision.
Red flags for difficulty with figure ground

Difficulty locating objects in competing environments such as a drawer, folder, crowd

Loses their place when reading, copying from the board, writing from a model

Struggles to find personal items in a crowded space

Slow to complete work

Unable to effectively sort items from a large pile

Check out this post and FREEBIE on visual scanning from the OT Toolbox

Children need adequate visual figure ground perceptual skills to function properly in school and at home. If
you have concerns about your child's visual skills, be sure to start out by having your child undergo a
thorough vision examination by an optometrist or an ophthalmologist (medical doctor). If your child is having
trouble with figure ground skills try to reduce extraneous visual stimuli, teach organizational skills, use
highlighters to emphasize important points or cover up parts of worksheets to only show the material that
needs to be completed.
Some activity ideas to develop visual figure ground perceptual skills include:

I Spy games

Sorting activities

Hidden picture activities

Memory games

Matching games

Color by number sheets

Word searches

Puzzles

Shape sorting toys

Visual Form Constancy

Visual form constancy is the ability to know that a form or shape is the same, even if it has been made smaller/larger or has been turned around. It is very difficult to learn to read handwriting that may vary, sort items that are similar but not the same, or generalize from one page to the next.

Form Constancy - This skill allows us to visually recognize objects no matter their orientation. When completing a hidden picture puzzle, children can recognize the missing object whether it is upside down or sideways. In handwriting skills, we use this ability to read and know letters and numbers no matter which direction we see them.
Red flags:

Difficulty completing worksheets/puzzles, sorting items that are slightly different

Slow or delayed learning to read, especially with different fonts, or writing styles

Unable to effectively read other people's handwriting

Activities to develop form constancy skills:

Puzzles

Sort objects such as coins

Scavenger hunts around the neighborhood

Look for certain letters on signs while driving around in a car

License plate games

Matching activities

"What's different" sheets

Visual Closure

Visual closure is the ability to determine what an object is when only part of it is visible. This would include puzzles, dot to dots, and identifying an object when part of it is obscured.

Visual Closure - This visual perceptual skill allows us to see part of an object and visualize in our "mind's eye" to determine the whole object. When we see part of an item we use visual closure to know what the whole item is. This skill requires the cognitive process of problem solving to identify items. Visual Closure is used to locate and recognize items in a hidden picture puzzle. In written work, we use visual closure to recognize parts of words and letters when reading and copying work.
Visual closure Red flags would include:

Difficulty completing puzzles/

Challenges with dot to dot pages

Refusal to engage in these types of tasks

Slow reading fluency.

The OT Toolbox has a Visual Closure Workbook and Match-up activity available for download.
Activities to develop visual closure skills include:

Hiding objects under a towel and partially uncovering the objects. As the child to determine the object.

Organize a messy drawer

Find matching socks in a laundry basket

Dot to dot pictures

Puzzles

Visual Perception Tests

Motor Free Visual Perception Test (MVPT)- overall visual perception screening tool

Test of Visual Perceptual Skills - breaks down skills into categories

The Developmental Test of Visual Perception - thorough test of skills

Test of Visual Motor Skills/Perception - a general screener to assess basic skills. Not a great test of different sub categories.

Amazon has a nice list of (affiliate links) visual perception tests in one place. Of course you can order these from other sources, this is just a convenient list.

Supporting Different types of visual perception

These skills are so very much needed for learning, reading, handwriting, play, and just about every functional task we perform.

There are ways to address the areas that make up visual perceptual skills. You will find many of these activities listed on our visual motor skills page. For more, check out the fun ideas listed below:

When working on visual perception, be sure to take into account any visual motor delays. Try activities that only involve looking, not writing as well. This will give you a better picture of your learner's abilities

Several games/activities will work on multiple skills. This is fine, however, a test is helpful to determine which skill areas are below average to better tailor your treatment

This can be a long frustrating process. Provide compensation strategies in the meantime to help decrease frustration and improve skill level.

The OT Toolbox is FULL of posts and resources to help understand and improve visual perception. This is just a partial list:

Toys and Tools to Improve Visual Perception- Work on the skills needed for reading, writing, and learning through play!

Visual Perception and Handwriting

Use Tangrams to Improve Visual Perception in Handwriting

Improve Visual Perception with Markers

Use Tangrams to Improve Visual Perception - In fact, you don't need a tangram set to gain the benefit of improving visual perception. Make your own tangrams using a sponge! And then build to work on form constancy, visual discrimination, visual spatial relations, figure-ground, and more. You can even get them wet and stick them to a window or shower wall!

Space Visual Perception Puzzle - Print and use this with hands-on play

Flower Visual Perception Printable

Hidden pictures are a great way to work on skills like figure-ground, visual attention, and visual discrimination. Use the book, Wacky Wednesday to work on visual perceptual skills like these.

Make your own visual perception worksheets (with hands-on fine motor work!) like these apple themed visual perception sheets.

Use blocks and fun shapes to work on visual perceptual skills through play. This cork block activity were a fun way to work on many visual skills.

Spacing puzzles in handwriting activities are a fun way to work on the visual perceptual skills needed for spacing between letters and words, visual discrimination, visual closure, and orthographic memory. This is a much needed skill for spelling patterns and knowing if a work is spelled correctly.

These Spring Themed Visual Perception activities focus on the warmer weather and getting outdoors while working on the visual perceptual skills needed for so many areas.

Visual attention and visual memory plays a part in visual spatial relations and spatial awareness. These tips and tricks for spatial awareness will help with handwriting legibility.

Use plain old markers to work on visual perceptual skills! Here are five fun ways to use those markers in your therapy bag in creative ways.

Do you know Elmer from the popular children's books? Make an Elmer using craft foam sheets and work on visual perceptual skills through play like we did in this Elmer activity!

Working on handwriting? Try adding a bold or highlighted line to improve spatial relations in written work. Here are more ways to improve visual spatial awareness in handwriting.

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Visual Perceptual Skills - The OT Toolbox

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This resource on visual perceptual skills covers underlying areas of visual perception, red flags, and activities to develop each area.

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Coin Activities for Kids - The OT Toolbox

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These coin activities for kids help with coin sorting, coin counting, and coin identification for the functional task of using money.

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South West Yorkshire Partnership NHS Foundation Trust

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Service Information

Service available to people in: Wakefield

Hours:
Monday to Friday, 9:00am - 5:00pm
Wakefield CAMHS SPA team: 01977 735865.

Monday to Sunday, 9:00am - 8:00pm
For urgent support that cannot wait until the next day, you can contact the CAMHS ReACH team (previously crisis team), on: 01977 735865.

Outside of these hours please contact your out of hours GP (by calling your practice number as usual) or NHS 111.

You should only contact the emergency service on 999 or go to your nearest A&E if:
* Someone's life is at risk - for example, they have seriously injured themselves or taken an overdose
* You do not feel you can keep yourself or someone else safe.

How did we do?

We are always aiming to improve our services. Your feedback on our performance is a valuable tool in that process.

Review this service

About the service

CAMHS stands for child and adolescent mental health services. We are the NHS service that offers support and treatment for children and young people, aged up to 18 years old, who are experiencing difficulties with their mental health and wellbeing.

We also support parents, carers and families of these children and young people too.

Here in Wakefield, CAMHS is made up of several teams. Each team works in a slightly different way, and specialises in different areas, but we all work together to support children, young people and families during their journey with CAMHS.

Our teams are made up of lots of different healthcare professionals who have experience of working specifically with children and young people. This includes; nurses, social workers, psychologists, doctors, therapists and support workers.

What do Wakefield CAMHS help with?

Usually, when a child or young person feels sad, stressed, frightened or worried, these feelings will pass with time and with help from family, friends, teachers or other health or care professionals.

However, sometimes these feelings can go on for a very long time and start to really affect everyday life, for example; friendships, school, college and home life. When things get to this point, Wakefield CAMHS are here to help.

We help young people with some of the following problems or difficulties:

Feelings of sadness, low mood or depression

Obsessive thoughts and behaviours such as having to check or repeat things

Anxiety issues, including panic attacks

Self-harm and thoughts of hurting themselves

Suicidal thoughts or thoughts that "I don't want to be here anymore"

Problems with eating and food

Long standing difficulties with coping after a scary and traumatic event.

We also can give parents and carers of children and young people advice on how to support their child with the difficulties they are experiencing.

We work in partnership with other health and care professionals in order to meet the needs of children, young people and families as a whole. These professionals include schools, GPs and social workers.

How do Wakefield CAMHS help?

Professionals, parents and carers, alongside young people aged 16 and 17 can contact the Wakefield CAMHS team directly for support. Please note that a child or young person must be registered with a GP practice in Wakefield to access support from Wakefield CAMHS.

All calls or referrals are managed centrally by the CAMHS 'Single Point of Access' team, who are also known as 'SPA'.

Upon contacting Wakefield CAMHS, you will speak with a friendly member of the primary intervention team. During this initial conversation, they will ask different questions to help make a plan to support you or your child.

CAMHS provide a range of support depending on what is needed. This support may include:

Signposting to other relevant services and resources

Group work for anxiety, low mood and self-confidence

Solution-focused therapy and treatment

Cognitive behavioural therapy (CBT)

Family work and therapy

Child psychodynamic psychotherapy

Art psychotherapy

Play therapy

Interpersonal therapy

Eye movement desensitisation and reprocessing therapy

Medication

Urgent support when there is an immediate mental health risk.

Support may take place over the telephone, online or face to face.

Where are CAMHS in Wakefield?

CAMHS can work flexibly to support you. This means we can provide appointments via the telephone, online or face to face (including at homes and in community settings). Each appointment type and location of the appointment is planned to suit your needs. Wakefield CAMHS main bases for face to face appointments include:

Airedale Health Centre in Castleford

Wakefield CAMHS - East team
Airedale Health Centre
The Square
Fryston Road
Castleford
WF10 3JJ

Telephone: 01977 735900

Drury Lane Health and Wellbeing Centre in Wakefield city centre

Wakefield CAMHS- West team
Drury Lane Health and Wellbeing Centre,
Drury Lane,
Wakefield,
WF1 2TE

Telephone: 01924 316950

When should I contact Wakefield CAMHS?

Contacting and getting support, treatment or an appointment with the team is known as making a 'referral'.

Most people that contact or 'refer' into CAMHS have already received emotional and/or mental health support from another health or care professional or service. This includes; school staff, Future in Mind staff, Children's First Hub worker, Kooth, or another counselling service. If things haven't improved from this initial support, CAMHS can help.

It could also be that somebody else suggests that your child might need extra help, because they've noticed behaviours that cause them concern. Health, care, education and other professionals can make referrals to CAMHS with your consent.

CAMHS can also help with urgent concerns regarding a child or young person who needs immediate support from a mental health professional. This has previously been known as 'crisis' support. However, we always encourage young people, parents, carers or health, care, education and other professionals to contact CAMHS before a concern reaches this point.

How to contact or 'refer' into Wakefield CAMHS
Monday to Friday, 9:00am - 5:00pm, on: 01977 735865.
If you're a professional, a young person aged 16 to 17 or a parent or carer of a child or young person under the age of 18, you can contact the Wakefield CAMHS SPA team directly:
Refer online
You can also submit a referral online:
Visit the resources page
From self-help materials, to guidance for parents and families when supporting a child or young person, we hope this page is useful and welcome any ideas for resources which you would like to see on here.

Staff you may meet

Professional information +

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Child and adolescent mental health service (CAMHS) in Wakefield - South West Yorkshire Partnership NHS Foundation Trust

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CAMHS stands for child and adolescent mental health services. We are the NHS service that offers support and treatment for children and young people, aged up to 18 years old, who are experiencing difficulties with their mental health and wellbeing. We also support parents, carers ...

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Attention Deficit Hyperactivity Disorder (ADHD) referral

Attention Deficit Hyperactivity Disorder Everyone with ADHD is different but people with ADHD sometimes have these sorts of problems:
> Find it hard to sit still
> Feel very fidgety
> Easily bored
> Have lots of energy
> Talk a lot
> Seem to get in trouble more than others
> Say or do the first thing that comes into their head without thinking
> Find it hard to focus at school

If you have any concerns regarding whether your child could have ADHD, take a look at the referral form, and discuss this with your child's class teacher.

The following link can give you more information about ADHD and the different types of ADHD and how they can present along with some useful strategies. https://www.adhdfoundation.org.uk/resources

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Speech and Language Therapy (SaLT) referral

Speech and Language is a complex area including articulating speech sounds, receptive language (what they understand) and expressive language (what they can say). Children can be very good at masking these difficulties, so can often go undetected leading to problems with literacy and social interactions.
If you have any concerns regarding your child's speech or language, come and talk to us and we can support your next steps.

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Parents can self refer their children to the OT. If you have concerns regarding sensory needs or fine/gross motor control, clumsiness, use of cutlery, doing up buttons etc - an OT may be able to help.

Please view the referral criteria on https://www.midyorks.nhs.uk/childrens-occupational-therapy/ before making a referral.

Note: Schools cannot make OT referrals.

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OT Referral Form Aug 23 SCHOOL CANNOT REFER

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Below is a variety of information, advice and tips, and general resources to help with a child’s sensory needs.

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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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The Council For Disabled Children (CDC) has a communications toolkit for working with children and young people.

The Speech Language and Communication Framework (SLCF) has a professional development tool for those working with children and young people with communication difficulties.

The National Autistic Society (NAS) has a guide on social stories and comic strip conversations. This can help if you need to create a social story or comic strip for a child or young person.

Happy Learners Info has many social story examples.

Twinkl have many social stories which can be edited. Please note that they may not be free to download.

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Local support for parents and carers

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The Children's Speech and Language Therapy Service.

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Speech and Language Therapy Toolkit - Leeds Community Healthcare

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The toolkit from Leeds Community Healthcare provides advice, activities and resources to help with children and young people’s speech.

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Childrens Speech and Language Therapy Service Leaflet - The Mid Yorkshire Hospitals NHS Trust

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Wakefield and District Society for Deaf People

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Wakefield and District Society for Deaf People

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Wakefield & District Society for Deaf People is a specialised service concerned with the needs of deaf, deafblind and hearing impaired people throughout the Wakefield Metropolitan District.

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Magazine for the deaf community highlighting the latest issues.

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National Deaf Children's Society | Supporting deaf children

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We are the National Deaf Children's Society, the leading charity for deaf children and young people. We're here to support every deaf child who needs us.

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In addition to children and adults with communication and learning difficulties and the community around them – for example, teachers, health professionals, friends, public service bodies etc. Makaton is increasingly used by the general public to aid communication.

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We would like to announce that The Makaton Charity has successfully acquired the intellectual property rights of Special iApps, a renowned creator of award-winning educational apps. These apps are specially designed to provide support to children with special educational needs, fostering language and communication development.

With Special iApps, users can effortlessly create personalised learning resources in minutes, making it easier for children to access the educational tools they need.

We are excited to continue the legacy of Special iApps and further enhance the impact these remarkable apps have on individual's learning journeys.

Next steps

Our goal is to enhance and modernise the existing Special iApps functionality through updated technology and advancements. We are aiming to relaunch the apps by Summer 2024.

We are delighted to announce that as part of their membership package, all Makaton Members will have exclusive access to the apps. This means that Makaton Members will be able to benefit from the incredible features and educational resources offered by Special iApps, further enriching their membership experience.

Previous Special iApps customers

The apps will also be made available free of charge to previous Special iApps customers for a period of six months. During this time, we encourage users to provide feedback on the development and usability of the apps. This valuable input will help us further improve and refine the apps.

Sharing your data

If you were a previous Special iApps customer and you would rather not have your personal data stored with The Makaton Charity, please email vicki.partridge@makaton.org and we'll ensure it is removed from our database.

More information regarding these exciting developments will be released later in the year. Makaton has worked closely with the Founders of Special iApps and is committed to continuing and expanding upon the remarkable work they have accomplished.

Stay tuned for more updates on how we will be taking this important work forward!

The Makaton Charity

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Makaton is a unique language programme that uses symbols, signs and speech to enable people to communicate. It supports the development of essential communication skills such as attention and listening, comprehension, memory, recall and organisation

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In addition to children and adults with communication and learning difficulties and the community around them – for example, teachers, health professionals, friends, public service bodies etc. Makaton is increasingly used by the general public to aid communication.

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We would like to announce that The Makaton Charity has successfully acquired the intellectual property rights of Special iApps, a renowned creator of award-winning educational apps. These apps are specially designed to provide support to children with special educational needs, fostering language and communication development.

With Special iApps, users can effortlessly create personalised learning resources in minutes, making it easier for children to access the educational tools they need.

We are excited to continue the legacy of Special iApps and further enhance the impact these remarkable apps have on individual's learning journeys.

Next steps

Our goal is to enhance and modernise the existing Special iApps functionality through updated technology and advancements. We are aiming to relaunch the apps by Summer 2024.

We are delighted to announce that as part of their membership package, all Makaton Members will have exclusive access to the apps. This means that Makaton Members will be able to benefit from the incredible features and educational resources offered by Special iApps, further enriching their membership experience.

Previous Special iApps customers

The apps will also be made available free of charge to previous Special iApps customers for a period of six months. During this time, we encourage users to provide feedback on the development and usability of the apps. This valuable input will help us further improve and refine the apps.

Sharing your data

If you were a previous Special iApps customer and you would rather not have your personal data stored with The Makaton Charity, please email vicki.partridge@makaton.org and we'll ensure it is removed from our database.

More information regarding these exciting developments will be released later in the year. Makaton has worked closely with the Founders of Special iApps and is committed to continuing and expanding upon the remarkable work they have accomplished.

Stay tuned for more updates on how we will be taking this important work forward!

The Makaton Charity

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Makaton is a unique language programme that uses symbols, signs and speech to enable people to communicate. It supports the development of essential communication skills such as attention and listening, comprehension, memory, recall and organisation

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© 2018 - 2023 STAMMA, British Stammering Association trading as STAMMA, reg. charity no. 1089967/SC038866, reg. company no. 04297778 (England & Wales)

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Dyslexia can have a substantial and long term adverse effect on normal day to day activities, and is therefore a recognised disability under the Equality Act 2010.

The Act states that schools and higher education institutions have a duty to make 'reasonable adjustments' for disabled students (including students with learning difficulties, such as dyslexia). A school or college must ensure that pupils with additional needs can fully participate in the education provided by the school, and that they can enjoy the other benefits, facilities and services that the school provides.

Many reasonable adjustments are inexpensive and involve a change in practice rather than expensive equipment or additional staff. Small considered changes can have a big impact on a student's education and can benefit all students.

Examples of reasonable adjustments

Offer alternatives to writing as a key method of recording

Provide handouts that contain the learning points rather than asking pupils to copy text from the whiteboard or take notes

Repeat instructions/information and check for understanding of tasks

Use visual timetables with colour coding and symbols

Alter format options onscreen or on an interactive whiteboard

Encourage peer support to record homework tasks in the planner

Provide access to assistive technology such as a computer for pupils who find it difficult to read large amounts of text or to write quickly enough in class

Use multi-sensory ways of teaching

Allow time to respond as many dyslexic students are slower to process information

Break information and instructions into smaller 'chunks'

In addition to reasonable adjustments in class, Access Arrangements in exams allow equality of access to assessment in education - they can help dyslexic candidates show what they know and can do without changing the demands of the assessment. Access Arrangements can include extra time, a scribe, a reader, assistive software or exam papers printed on coloured paper. For more information visit the Exam Access Arrangements webpage.

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Reasonable adjustments in education - British Dyslexia Association

# data[].attributes.attachment_link.description
Dyslexia can have a substantial and long term adverse effect on normal day to day activities, and is therefore a recognised disability under the Equality Act 2010. The Act states that schools and higher education institutions have a duty to make 'reasonable adjustments' for disabled students (including students with learning difficulties, such as dyslexia).

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Wakefield Happy Healthy Holidays

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Amazing Things Happen - by Alexander Amelines

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CJS Provision Map

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This website places cookies on your computer to improve your experience. By continuing to browse the site, you are agreeing to our use of cookies. For more details, see our privacy policy. I agree

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

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British Dyslexia Association - Top Tips for Parents/Carers

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British Dyslexia Association - Top Tips for Parents/Carers

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Dyscalculia Day 2025 Webinar   Making Sense of Numbers

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Dyscalculia info booklet for children

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This develops both hand and finger strength to improve fine motor control and also gives great sensory input.
Search "Dough Disco" in YouTube - there's loads!

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Sensory Ladder - designed to help young people who have sensory processing difficulties which affect their energy levels and self regulation.

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Activity Finder - British Blind Sport

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Welcome to the British Blind Sport Activity Finder. Whether you are someone who is fit or sporty and looking for new challenges or you simply want to do more exercise, improve your health or meet people, we hope this will be a useful resource for you.

Below you can search for VI friendly activities in your area. If you are using a screen reader to navigate the pages, please note that to select an activity, you should click on the box, then use the down arrow to locate your preferred activity before pressing enter to select it. This process can be repeated to search for additional activities.

This is our first ever online activity finder so we expect there will be teething problems. If you encounter any problems, we thank you for your patience. Please contact us on support@britishblindsport.org.uk to make us aware of any feedback. If you are aware of opportunities not currently registered, help us to share them with our community! Please encourage them to register at https://britishblindsport.org.uk/club-registration/.

If you are looking for a guide runner, check out our national database runtogether.co.uk/get-involved/find-a-guide/.

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Welcome to the British Blind Sport Activity Finder. Whether you are someone who is fit or sporty and looking for new challenges or you simply want to do more exercise, improve your health or meet people, we hope this will be a useful resource for you.

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SEND Referral Process.

CJS use a 'Graduated Approach' to meet the additional needs of your child. This document outlines the steps we will work through together to ensure that your child has the support they need in school.

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Reasonable Adjustments

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Keeping it all inside...