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Mrs Williams, one of the two SENCos at Orchard Primary 

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Welcome to The Orchard Primary School SEND Padlet!

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Welcome to The Orchard Primary School SEND Padlet!

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Welcome to our dedicated SEND Padlet page.

Here, you’ll find a range of information about Special Educational Needs and Disabilities (SEND) at Orchard, including our SEND report, helpful resources, and signposting to support for a variety of needs.

Our SENCos, Mrs Lincoln and Mrs Williams, are here to support both children and families. If you have any questions, concerns, or would simply like to find out more, please don’t hesitate to get in touch—we’re always happy to help.(SENCO@orchard.agoralp.co.uk)

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Our aim at The Orchard Primary School is to develop confident, enthusiastic and happy learners who are ‘Physically: Creatively: Academically - fit for life’. We want every child to be the best they can be, academically, emotionally and socially. We aim to provide a safe, stimulating and inclusive learning environment where every member of our community is valued and respected; we embrace the needs of all children, including those with a Special Education Need or Disability (SEND) and ensure that every child feels happy and safe, both at home and at school. We aim to provide every child with access to a broad and balanced education ensuring the provision of opportunities for everyone to achieve and succeed. This includes the National Curriculum in line with the Special Educational Needs Code of Practice 2015.

We aim to do this by:
● Ensuring that The Orchard Primary School is an inclusive environment for children with different and individual needs.
● Ensuring equality of opportunity for pupils with SEND i.e. that children with SEND or medical needs can take part in the activities of the school alongside those who do not have SEND. Providing appropriate provisions to overcome all barriers to learning and ensure pupils with SEND have full access to the National Curriculum.
● Early identification of children with SEND. This is achieved, most effectively, by gathering information from parents, education, health and care services prior to the child’s entry into the school.
● Ensuring that all learners have equal access to a broad, balanced curriculum which is differentiated to meet individual needs and abilities.
● Ensuring that careful planning of lessons addresses potential areas of difficulty and removes barriers to pupil achievement.
● Encouraging learners to develop confidence and recognise value in their own contributions to their learning, thereby contributing to high self-esteem.
● Identifying clear roles and responsibilities of staff in providing for children with SEND.
● Ensuring that all parents and carers of children with SEND are kept fully informed of their child’s progress and attainment and involved in supporting their child’s education.
● Ensuring that children with SEND are involved in evaluating their progress and setting new targets.
● Careful monitoring, to inform best practice.
● Working with and in support of outside agencies when the pupils’ needs cannot be met by the school alone.
● Maintaining good relationships with external agencies.

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Please see our SEND Information Report.

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If you are a parent or carer helping your child to learn a new skill, backward chaining is a useful approach. You can use this for mastering a range of skills such as dressing and undressing, doing up and undoing zips and buttons as well as writing letters and drawing.

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Kim Griffin is a paediatric OT who has a YouTube channel with a range of motor skills videos and information about sensory processing disorder.

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"sensory processing disorder" children "special education" "occupational therapy" "sensory integration" "fine motor activities" "gross motor activities" dysp...

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GriffinOT helps children children to achieve their full potential by providing supports their parents and educators. Our expert advice and online training is specifically designed for educators and parents who want to know how they can help their children succeed.

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The Evelina Resource Pack for School Aged Children

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The Evelina Resource Pack for School Aged Children

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This pack contains a range of activities to help focus on specific areas of difficulty.

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This document contains a range of activities to help develop fine motor skills at home.

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Have fun drawing characters from Ed Vere's book Max and Bird.
Drawing is not only enjoyable and creative - it's great for developing fine motor skills too!

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This website provides a range of strategies to support with spelling at home.

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Preface: In this article, you will find a variety of fun and engaging ways to implement research-based spelling strategies such as:

teaching phonemic awareness, (a strategy to help students understand letter-sound correspondence and the individual parts that make up words)

teaching morphological awareness (understanding/recognizing similar chunks in words, word families, and word parts)

utilizing the whole-word approach (memorizing the spelling of a word without needing to understand the individual parts that make up the word)

utilizing the rule-based strategy (teaching explicit spelling rules)

implementing multi-modal teaching, which allows students to learn information through a variety of modes (e.g., seeing, feeling, hearing, creating)

Keep in mind that the strategies in this article are recommendations. Please do not try to pressure a child into using all or any of these strategies. This can lead to frustration which can turn your child off to spelling practice.
Every child is different and you have to examine their level and frustration tolerance when imposing academic tasks. For suggestions on ways to encourage children to complete tasks or assignments they do not want to do, see 3 Ways to Use Timers to Motivate Children and How to Use Schedules to Improve Children's Behavior.

Common Spelling Mistakes

Using the wrong consonant (e.g., spelling cat as kat)

Using the wrong vowel (e.g., spelling seat as seet)

Leaving out consonants (e.g., spelling kicking as kiking)

Leaving out a vowel (e.g., spelling plain as plan)

Writing only one consonant, when a consonant should be doubled (e.g, spelling butter as buter)

Leaving in an "e" that should be dropped (e.g., spelling riding as rideing)

Reversing letters (e.g., spelling foil as fiol)

Leaving out the "silent e" (e.g., spelling kite as kit)

Using ys instead of ies (e.g., cherrys instead of cherries)

Spelling words phonetically when a specific suffix should be used instead (e.g., spelling vacation as vacashin)

Using an "s" instead of a "c" or a "c" instead of an "s" (e.g., absense instead of absence or offence instead of offense)

Forgetting rules like "i before e except after c" (e.g., spelling receive as recieve)

While the errors above are the ones I have observed most frequently in my career as a school psychologist, there are many other types of spelling errors a person can make.

11 Research-Based Spelling Strategies

1) Practice phonemic awareness.

Phonemic awareness is hearing individual sounds in words, and letter sounds.

Let your child hear what it sounds like to break words up into their individual sounds. Show them what happens when you change a sound. For example, say the sounds in pig separately (p-i-g), then say the word. Then say the sounds in big (b-i-g) and say the word.

Put it on paper so they can see the change. Talk about which sounds are different and which sounds are the same. Have your child practice breaking words apart and blending them together.

For more strategies to teach your child or students phonemic awareness and letter sounds, see 10 Fun Activities to Teach Your Child Letter Sounds and How to Teach Phonemic Awareness.

2) Allow beginners to spell phonetically.

When first learning to spell, allow children to spell words exactly as they hear them. Teach them to say each sound in a word and write down the letter or letters that represent each sound, until they have spelled the word.

For example, they might spell lemon as l-e-m-i-n. Then review the word with them and talk about which letters they can change to make the word correct (help them figure out the correct replacement letters if needed).

You can practice this several times with different words. Let them rewrite the word the correct way and compare the changes.

For children who have trouble writing, allow them to use magn https://amzn.to/3b6LZLOetic letters to create the word, such as the ones below, or allow them to type on the computer if they are able to do so.

They can also create the letters/words out of Play-Doh or Wikki Stix as shown below.

3) Teach children to notice chunks in words.

Chunks are more than one letter together that normally make the same sound (e.g., ch, sh, br, ple, all, ate, at).

Have your child practice writing several words that use the same chunks to establish a sense of word families (groups of words that have a common feature or pattern).

For a fun and effective way to teach sound chunks and spelling, let your children or students practice with the game Didax Chunks: The Incredible Word Building Game.

Great Interactive Spelling Games

4) Practice rhyming words.

Teach children about rhyming words and provide them with several examples. After teaching them how to rhyme, give them a word and ask them to come up with rhyming words.

Once they have the hang of it, encourage them to tell you a word and list several words that rhyme with it. Encourage them to write rhyming words down as well.

Allow them to start with a common word pattern such as "all." Show them how adding a letter in front of "all" and changing that letter produces a list of several rhyming words (e.g., e.g. all, ball, call, fall, hall, mall, tall, wall).

Again, for children who have trouble writing, try typing, magnetic letters, or creating the words from Playdoh or Wikki Stix.
The strategies below are for students who have gotten the hang of phonetic spelling and are ready to or struggling to move to the next level; or for students who are struggling with phonetic spelling and may do better with memorization or rules.
5) Learn spelling rules.

See a list of some common spelling rules below (also known as rule-based strategies).

Short -Vowel Rule: When a one-syllable word has a vowel in the middle it is usually a short-vowel sound (e.g., hat, set, pit , lot, nut)

Doubling Consonants: If f, l, or s comes after a vowel, the letter is often doubled (e.g., stuff, call, grass)

Two-Vowels Together: If two vowels are together, the first vowel usually says its name and the second vowel is not heard (e.g. seat, rain, tie)

Silent e: When a short word has a vowel, a consonant, and then an "e" or a longer word has that same pattern in the last syllable, the first vowel is usually long and the e is silent (e.g., cake, kite, vote, mute, meditate, debate)

y as a long i: When the letter y comes at the end of a short word with no other vowel in the word, it makes a long i sound (e.g., dry, cry, sty, pry)

y as a long e: When a word has two syllables and the second syllable is composed of only a y or an ey, the y makes a long e sound. (e.g., honey, money, bunny, sunny)

I before E: The rule is "i before e except after c (e.g., receive, receipt, deceive, conceive) or when sounding like 'a' as in neighbor or weigh."

Words with "ch": Use "ch" at the beginning of words (e.g. chair, cheese, chin) and "tch" at the end (e.g., watch, witch, patch)

These are only some of the rules in spelling. You can do a Google Search for common spelling rules to learn more.

Please remember there are always exceptions to spelling rules, meaning that these rules will not apply to every word in the English language.

It can also be difficult and cumbersome to remember these rules. Strategies for remembering common spelling rules include the following:

keep the rules in a place where the child/student can easily refer to them when spelling, such as in his desk or in his notebook

discuss the rules when reviewing spelling errors with the child (for instance, if you and your child are editing his work and you see he spelled catch as cach,give him a gentle reminder "remember it is "ch" at the beginning of words and "tch" at the end" or have him read and say the rule out loud)

after reviewing the rule, have him rewrite the word he misspelled

make flashcards of the rules (you can do this on index cards), with the name of the rule on the front and the definition on the back as shown here.

After creating the flashcards, make a game out of it, to make it more fun for the child. For example, take turns (first you show the front of a flashcard and have your child state the rule. Then have him show a flashcard and you state the rule)

6) Teach children to use an online dictionary.

Use a site like dictionary.com. There your child can type in the word he is unsure of in the search box. If he spells the word wrong, but the spelling is somewhat close, the site will ask "Did you mean _________?"

For example, if you spell "vacashin" in the search box, a question on the bottom of the screen pops up that says "Did you mean vacation?"

7) Teach children to edit their work and use repetition.

Encourage children to review their work carefully and rewrite a word five to ten times when they find a misspelling (ten times is recommended but this may be too much for some children).

It is much easier to notice spelling errors when rereading work, than to notice them the first time around when the mistake is made.

Many times spelling errors get ingrained in one's memory after repeating the same mistake several times. Writing the word several times in a row helps to retrain the child's memory.

You can try to make repetition more fun by turning it into a game. To do this, take turns with the child. (e.g., have him write the first word 10 times while you watch, then you write the next word 10 times while he watches - or any other turn-taking variation).

Some children are more willing to complete this type of task when they can see a visual of how many times they are expected to write the word. For instance, number the paper 1 to 10. "After you write your words, you can pick a game to play!"

8) Show how different sounds can be represented different ways.

For example, the /k/ sound can be represented with a c as in cat, a k as in kangaroo, a ck as in kick, or a ch as in school.

9) Teach children how to test their spelling.

Create spelling lists or spelling flashcards on index cards. You can create them for your child, with your child, or encourage your child to create them himself.

You can also purchase spelling flashcards or search for free spelling lists on the internet such as the ones at VocabularySpellingCity.com.

Teach Your Child To Test Their Spelling Using These Four Steps:
1. Look at the word and pay attention to the spelling and what the word looks like
2. Cover up the word with his hand or turn the flashcard around.
3. Visualize the word in his mind, and then spell the word aloud, in his mind, or on paper
4. Check the flashcard or list to ensure his spelling was correct. You can show your child an example of how to do this and then let him practice on his own.

10) Allow children to replace and change letters.

You can use a dry erase board or chalkboard.

For an activity, try writing a word but leaving some letters blank (have your child fill in the missing letters-providing them with guidance as needed).

For example, for the word table you could write (t a b _ e) and have him/her try to fill in the missing letter.

As your child improves, you can make it more challenging. If your child has trouble thinking of the missing letter, try giving a choice of three letters to choose from.

As an alternative to a dry erase or chalkboard, you can put sand in a sand tray (you can place the sand in a shallow baking pan for a tray). See an example of writing in sand below.

or in shaving cream or whip cream (as shown below)

Just like with a dry erase or chalkboard, this will allow students to write and rewrite words, make corrections, replace letters, fill in missing letters, etc.

11) Use a tablet or device.

There are several spelling apps that allow children to have fun while learning to spell or improve their spelling skills.

Also, some children who are resistant to traditional writing are sometimes willing to write on a tablet. They can write with their finger or with a Stylus such as the one shown below.

If pen/pencil grip is a concern, see How to Help Your Child with Handwriting and Pencil Grip.

Additional Tips to Improve Spelling:

Read with your child and encourage your child to read as much as possible.

When you come across a word with a certain pattern or rule, you can point out the word to your child/students and reiterate the rule.

For example, if you see the word vacation you can remind your child that many words that end with a "shin" sound are spelled with the suffix "tion" such as creation, medication, or fiction.

If you see the word "cat" you can remind your child that several three-letter words end with "at" such as bat, hat, and, mat. Teach your child to try to pay attention to these types of patterns when reading.

Keep in mind that every child is different.

Some respond to several strategies, others respond to a few, while others may not respond to any of these strategies.

If your child is significantly struggling with spelling or acquiring other academic skills, despite consistent practice and guidance, talk to your child's school and/or doctor.

They should be able to refer you to the appropriate professionals to determine what might be interfering with your child's progress and what additional strategies might help.

Remember to always stay calm when working with a child or student, even if you think they should be getting something that they are not getting.

If you get frustrated with them, they may start to feel anxious, angry, inferior, stupid, etc. which will lead to a less productive learning session.

Keep practice sessions short (5 to 10 minutes for younger children or children who get easily frustrated and 10 to 15 minutes for older children or children who can work for longer periods without frustration), unless the child is eager to keep going.

It would really make my day if you could comment below after trying some of these strategies with a child or student. I would love to hear if you enjoyed doing the activity together and what you found most helpful.

An image of you and/or your child or student(s) completing some of these activities together would be a beautiful addition to the site so feel free to share pictures or videos if you are comfortable.

For questions contact rachelwise@educationandbehavior.com.

You Might Also Like: How to Study Spelling Words: A Spelling Strategy for Students by Reading Rockets

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12 Research-Based Spelling Strategies Parents Can Try at Home

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Match the prescription from the optometrist

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

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Sleep problems affect a child's learning, behaviour, mood and health and the physical and mental wellbeing of the whole family.

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Sleep problems affect a child's learning, behaviour, mood and health, and the physical and mental wellbeing of the whole family.

There are some factors beyond your control that can affect your child's sleep. You should get advice from a medical professional if:

your child is in pain

your child's condition can disrupt sleep

your child's medication can affect sleep

Most sleep problems are caused by behaviours that they have learned. Teach your child to self-settle at the onset of sleep so that when they naturally wake during the night, they will be able to fall back to sleep on their own.

You could also try talking to your child to find out if they cannot sleep because they're worried about something. Do this during the day, not at bedtime. Speak to your doctor if you think your child might have anxiety.

Before bedtime

Spend time with your child doing a quiet activity like play dough, massage, jigsaws or colouring as part of their bedtime routine.

Do the bath or shower just before bed, or earlier if your child finds a bath too exciting.

Make sure your child has a supper snack at the start of their bedtime routine if they are still hungry.

In the bedroom

Put away or cover toys, bright colours and noisy items from the bedroom to make it feel calm.

Make sure the bedroom is dark enough. Use Velcro blackout kits or blackout blinds to keep light out.

The best temperature is 16 to 18 degrees Celsius, but try to find out what your child finds comfortable.

Lie on your child's mattress to see if it's comfortable. If possible, ask how it feels to your child.

Settling your child when they wake up

Show your child that you're there to reassure them, but try not to stimulate them.

If they fall asleep with a light on or listening to music, keep these on to avoid potential night wakings due to a change of environment.

Repeat the same phrase, such as "It's time to sleep."

Avoid making eye contact.

Keep the lights off or use a night light.

It's important to wake your child at the same time every day. This includes weekends and school holidays. If you follow this advice for at least 3 weeks, your child's sleeping pattern should get better.

If you have a partner, try to take turns being responsible for your child's sleep. That way at least someone can get a good night's rest.
Keep a sleep diary to monitor your child's sleep patterns and what affects them.
Scope's sleep services

We run sleep services that support families of children with additional needs, aged between 2 and 18, who have severe sleep problems.

These services provide workshops, clinic appointments as well as support by telephone and email.
Scope's Sleep Right service Scope's Sleep Right podcast
If you have any medical concerns, you should contact your Paediatrician or GP.

Talking about how you feel

Speaking to other parents with disabled children can be a good way of getting support and advice.

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More help with sleep problems

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Getting your little ones to sleep can be tricky. Here are 10 tips that may help your kids settle into bed.

Sleep is an important part of maintaining good health, but issues with falling asleep aren't just problems that come with adulthood. Kids can have trouble getting enough rest, and when they can't sleep... you can't sleep.

Bedtime can become a battle zone when little ones won't settle in and fall asleep. But there are ways to even the odds of victory. Try using these 10 tips to learn how to fight the battle... and win!

School-age children need between 9 and 11 hours of sleep each night, according to the National Sleep Foundation. But there's a lot of variability in sleep needs and patterns. Most kids have patterns that don't change much, no matter what you do.

Early risers will still rise early even if you put them to bed later, and night owls won't fall asleep until their bodies are ready.

That's why it's important for parents to work with their children in setting a responsible bedtime that allows them to get plenty of sleep and awake on time, says Ashanti Woods, MD, a pediatrician in Baltimore, Maryland.

Set a wake-up time based on how much sleep your child needs and what time they go to bed. Woods recommends creating a wake-up routine as early as the preschool years to help prevent stress for parents down the road.

And remember to be consistent with the schedule. Allowing your child to sleep later on weekends is generous, but could backfire in the long run.

Those extra hours of sleep will make it hard for their body to feel tired at bedtime. But if you can try to make bedtime and wake-up time the same, within an hour or so every day, you'll be making everyone's lives sooooo much easier.

Routines are especially important for infants, toddlers, and preschoolers. Woods recommends that after dinner the remainder of the evening should include light playtime, bath, brushing teeth, a bedtime story, and then bed.

Aim for a routine that is comforting and relaxing, setting the ideal bedtime atmosphere. Before long, your child's body may automatically start to become sleepy at the beginning of the routine.

Melatonin is an important piece of sleep-wake cycles. When melatonin levels are at their highest, most people are sleepy and ready for bed.

Research from 2011 found that blue light from a television screen, phone, or computer monitor can interfere with the production of the hormone melatonin.

Watching TV, playing video games, or scrolling web pages on a phone or computer right before bed keep your child up an extra 30 to 60 minutes, according to this 2017 study.

Make the bedroom a screen-free zone or at least make sure all screens are dark at bedtime. And keep your phone on silent when you're in your child's room - or don't carry it in there at all.

Instead of screen time, Abhinav Singh, MD, director of the Indiana Sleep Center, recommends reading to your child in the evening to allow their brain to rest.

Another hormone that plays a role in sleep is cortisol, also known as the "stress hormone." When cortisol levels are high, your child's body won't be able to shut down and go to sleep.

Keep pre-bedtime activities calm. This can help avoid excess amounts of cortisol in your child's system. "You need to reduce stress to make it easier to fall asleep," says Dr. Sarah Mitchell, chiropractor and sleep consultant.

Soft sheets, room darkening shades, and relative quiet can help your child differentiate between day and night, making it easier to fall asleep.

"Creating a sleep-inducing environment is important because it sets the stage for sleep by reducing distractions," says Mitchell. "When you're calm you are not distracted, and can fall asleep more quickly and with less help."

Your child's sleep cycle isn't just dependent on light (or the lack thereof). It's also sensitive to temperature. Melatonin levels help to regulate the drop of internal body temperature needed to sleep.

However, you can help regulate the external temperature. Don't bundle your child up too much or set the heat too high.

Whitney Roban, PhD, clinical psychologist and sleep specialist, recommends dressing your child in breathable cotton pajamas and keeping the bedroom temperature around 65 to 70°F (18.3 to 21.1°C) at night.

Ghosts and other scary creatures may not actually roam around at night, but instead of dismissing bedtime fears, address them with your child.

If simple reassurance doesn't work, try using a special toy to stand guard at night or spray the room with "monster spray" before bed.

Roban recommends scheduling time during the day to address any fears and avoiding using bedtime for these type of conversations.

"Children are very smart and will quickly learn that they can stall bedtime if they use the time to express their bedtime fears," she says.

Kids can have trouble shutting their brains off for the night. So, instead of increasing that anxiety by insisting that it's time to go to bed ("now!"), consider focusing more on relaxation and keeping your child calm.

Tryteaching your child a deep breathing technique to calm their body. "Breathe in through your nose for 4 seconds, hold for 5 seconds, exhale through your mouth for 6 seconds," says Roban.

Younger children can just practice taking long, deep breaths in and out, she says.

Sometimes, your best-laid plans just don't yield the results that you want. (Hello, welcome to parenthood!)

If your child has trouble falling asleep, has persistent nightmares, snores, or breathes through their mouth, they might have a sleep disorder, says Mitchell.

Always talk to your pediatrician if you have any concerns about your child's sleeping habits. They may recommend a sleep consultant or have other suggestions for you to try so the entire family can get a good night's sleep!

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Lumi Nova is a therapeutic game that helps children aged 7-12 years self manage worries and build resilience.

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A therapeutic digital intervention (game) for childhood anxiety:

For 7-12 year olds (facing difficulties with anxiety)

Therapeutic basis: Psychoeducation and Exposure therapy

Embedded outcome measures

Built in safeguarding & accessibility features

Provides data to Authorised Professionals securely through the VitaMind Hub

Available on Android and iOS

Co-created with young people, guardians, teachers, clinicians, academics, game experts

Points of use:
Lumi Nova does not require constant clinical supervision.
INSTRUCTIONS FOR USE

Lumi Nova: Tales of Courage is a digital therapeutic that helps with the symptoms of worries or anxiety for children aged 7-12 years with mild to moderate needs, helping them learn skills to self-manage their worries/anxiety in an engaging intergalactic adventure game (app).

This app facilitates CBT (including psychoeducation and exposure therapy) recommended as a treatment intervention by NICE Anxiety disorders Quality standard and the Royal Australian and New Zealand College of Psychiatrists clinical practice guidelines for the treatment of anxiety disorders.
Lumi Nova is not intended to be used by:

1. Young people who do not have parental or carer supervision

2. Young people who are currently experiencing suicidal thoughts or are at risk of self harm

3. Young people that have severe anxiety or are in crisis

4. Young people with severe mental health symptoms or diagnoses, who are not supported by a healthcare professional.

READ FULL INSTRUCTIONS FOR USE

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A therapeutic digital intervention (game) for childhood anxiety: For 7-12 year olds (facing difficulties with anxiety) Therapeutic basis: Psychoeducation and Exposure therapy Embedded outcome measures Built in safeguarding & accessibility features Provides data to Authorised Professionals securely through the VitaMind Hub Available on Android and iOS Co-created with young people, guardians, teachers, clinicians, academics, game experts Lumi Nova does not require constant clinical supervision.

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You may also wish to explore the Empower programme by Watford FC Community Trust. This is a free programme for children aged 9–12 years, designed to support mental health and wellbeing through a combination of physical activity and wellbeing workshops. Referrals can be made directly by families or, if you would prefer support with this, please speak to us and we can help with the referral process.

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Watford FC Community Sports & Education Trust

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Empower - Watford FC Community Sports & Education Trust

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This webinar from Add‑Vance provides a clear and informative introduction to understanding ADHD. It explores what ADHD is, challenges common myths, and explains how it is diagnosed. The session also highlights both the difficulties and strengths associated with ADHD, and offers practical advice on how to support children effectively at home and in school.

We recommend this for parents and carers who want to build a better understanding of ADHD and how to support their child positively.

▶️ Watch the webinar

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This webinar from Add‑Vance provides a clear and supportive introduction to understanding autism. It explains what autism is, challenges common myths, and outlines how it is diagnosed. The session also explores both the challenges and strengths associated with being autistic, alongside practical advice on how to support children effectively at home and in school.

We recommend this for parents and carers who would like to develop a greater understanding of autism and how to support their child positively.

▶️ Watch the webinar

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Here are some useful websites and resources that families may find helpful when supporting children with special educational needs and disabilities (SEND):

General support and guidance

Parentkind SEND directory – A wide range of organisations and resources covering SEND, including ADHD, autism, learning difficulties and mental health.

KIDS SEND advice – Easy-to-read guides to support children with SEND, including advice for education, anxiety and daily routines.

Witherslack Group support hub – Practical advice, videos and strategies to help support children with a range of needs.

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SEN Parent Support Group – Advice, templates and guidance to help families navigate the SEND process.

Little Blue Pages – A directory of services, guidance and practical support for families.

Family Action SEND support – Free advice, support and signposting services.