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Dyscalculia Network | Leading Support Network for Dyscalculia

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The Dyscalculia Network is a leading community interest company supporting individuals with Dyscalculia. Find a online tutor today.

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Resistance to demands is a characteristic experienced by and observed in some autistic people. It is sometimes labelled as Pathological Demand Avoidance (PDA), but there is debate about the evidence for and usefulness of this label.

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Families First is our way in Surrey of describing how practitioners work together to ensure families receive the right support at the right time.

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Description of the Families First principles of how practitioners should work together to ensure families receive the right support at the right time.

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We are the UKs leading charity for autistic people and their families. Since 1962, we have been providing support, guidance and advice, as well as campaigning for improved rights, services and opportunities to help create a society that works for autistic people.

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Learning Space- Support for Schools and Professionals

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Learning Space- Support for Schools and Professionals

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Charity : Wherever you are in the diagnosis process, BRAAIN is here to help. 

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Charity : Wherever you are in the diagnosis process, BRAAIN is here to help. 

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When you are not sure where to turn, BRAAIN will give you the information you need. From details on specialist schools in the area, to accessing professional help, to finding out about clubs for your children and support groups for you. We are here to help make life a little easier on this journey.

Wherever you are in the diagnosis process, BRAAIN is here to help. Parenting a child with Attention Deficit Hyperactivity Disorder (ADHD), Autistic Spectrum Disorder (ASD) and / or other special needs is amazing, tough and sometimes isolating.

Whether your child is facing a new diagnosis, has recently been diagnosed or has been diagnosed for many years, this information will be invaluable!

Chat with us, powered byLiveChat

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ADHD, Autism & Special Needs Information Network | BRAAIN

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BRAAIN will give you the information you need. From details on specialist schools in the area, to accessing professional help, to finding out about clubs for your children and support groups for you.

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Sensory Audit for Schools and Classrooms

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Sensory Audit for Schools and Classrooms

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Our umbrella of neurodiversity

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First Steps to Understanding Masking in Your Child

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First Steps to Understanding Masking in Your Child

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Find an adult learning course - Surrey County Council (surreycc.gov.uk)

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First Steps to Understanding Masking in Your Child Workshop Online Course Flyer (Email and Print )

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If you drink alcohol during pregnancy you risk causing harm to your baby. Sometimes this can result in mental and physical problems in the baby, called foetal alcohol spectrum disorder (FASD)

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If you drink alcohol during pregnancy you risk causing harm to your baby. Sometimes this can result in mental and physical problems in the baby, called foetal alcohol spectrum disorder (FASD).
FASD can happen when alcohol in the mother's blood passes to her baby through the placenta.

Your baby cannot process alcohol well, which means it can stay in their body for a long time. Alcohol can damage their brain and body and stop them from developing normally in the womb.

This can result in the loss of the pregnancy. Babies who survive may be left with lifelong problems.

Characteristics of foetal alcohol spectrum disorder (FASD)

FASD can cause problems with:

movement, balance, vision and hearing

learning, such as problems with thinking, concentration, and memory

managing emotions and developing social skills

hyperactivity and impulse control

communication, such as problems with speech

the joints, muscles, bones, and organs, such as the kidneys and heart

These problems are permanent, though early treatment and support can help limit their impact on a child's life.

The type of FASD symptoms a baby has and how severe they are is different depending on how often, and how much, the mother drank during pregnancy. The greater the amount of alcohol consumed, the more severe the symptoms tend to be.

What to do if you think your child has foetal alcohol spectrum disorder (FASD)

Speak to a GP or health visitor if you have any concerns about your child's development or think they could have FASD.

If the condition is not diagnosed early and your child does not receive appropriate support, they're more likely to experience bigger challenges associated with the condition.

For example, they may have difficulties with learning, have challenging behaviours, mental health problems, and find it difficult to get a job and live independently as an adult.

A doctor or health visitor will need to know if your child was exposed to alcohol during pregnancy to help make a diagnosis of FASD.

Your child may be referred to a specialist team for an assessment if there's a possibility they have the condition.

This usually involves physical examinations and blood tests to rule out genetic conditions that have similar characteristics to FASD.

Treatment and support for foetal alcohol spectrum disorder (FASD)

There is no particular treatment for FASD, and the damage to a child's brain and body cannot be reversed. But an early diagnosis and support can make a big difference.

Once the condition has been diagnosed, a team of healthcare professionals can assess your child's needs and offer appropriate educational and behavioural strategies.

You may also find it helpful to contact a support group for people with FASD. These can be a good source of advice and they may be able to connect you with other people in a similar situation.

Find support from:

You might also want to ask your care team if they know of any local groups in your area.

Preventing foetal alcohol spectrum disorder (FASD)

FASD is completely avoidable if you do not drink alcohol while you're pregnant.

The risk of FASD is higher the more you drink. There's no proven "safe" level of alcohol in pregnancy. Not drinking at all is the safest approach.

If you're pregnant and struggling with an alcohol problem, talk to a midwife or doctor.

Confidential help and support is also available from:

Drinkaware has a national alcohol helpline called Drinkline; if you're worried about your own or someone else's drinking, call the free helpline on 0300 123 1110 (weekdays 9am to 8pm, weekends 11am to 4pm)

We Are With You - a charity providing free, confidential support for drugs, alcohol and mental health problems, and a directory of drug and alcohol services around the UK

Alcoholics Anonymous (AA) - a free self-help group; its "12-step" programme involves getting sober with the help of regular support groups

National Organisation for FASD has a helpline - 020 8458 5951 (you leave a message and someone returns your call)

You can also find your nearest alcohol support services or read advice on cutting down your drinking and alcohol in pregnancy.

Page last reviewed: 04 April 2023
Next review due: 04 April 2026

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Find out about foetal alcohol spectrum disorder, which is a range of mental and physical problems that can affect a child if their mother drinks alcohol while pregnant.

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Epilepsy is a common condition that affects the brain and causes frequent seizures.

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Epilepsy is a common condition that affects the brain and causes frequent seizures.
Seizures are bursts of electrical activity in the brain that temporarily affect how it works. They can cause a wide range of symptoms.

Epilepsy can start at any age, but usually starts either in childhood or in people over 60.

It's often lifelong, but can sometimes get slowly better over time.

Symptoms of epilepsy

Seizures can affect people in different ways, depending on which part of the brain is involved.

Possible symptoms include:

uncontrollable jerking and shaking, called a "fit"

losing awareness and staring blankly into space

becoming stiff

strange sensations, such as a "rising" feeling in the tummy, unusual smells or tastes, and a tingling feeling in your arms or legs

collapsing

Sometimes you might pass out and not remember what happened.

When to get medical help

See a GP if you think you might have had a seizure for the first time.

This does not mean you have epilepsy, as a seizure can have several causes and sometimes they're just a one-off, but you should see a doctor to find out why it happened.

Find out more about the tests for epilepsy you might have

Call 999 for an ambulance if someone:

is having a seizure for the first time

has a seizure that lasts more than 5 minutes

has lots of seizures in a row

has breathing problems or has seriously injured themselves

Find out what to do if someone has a seizure

Treatments for epilepsy

Treatment can help most people with epilepsy have fewer seizures or stop having seizures completely.

Treatments include:

medicines called anti-epileptic drugs - these are the main treatment

surgery to remove a small part of the brain that's causing the seizures

a procedure to put a small electrical device inside the body that can help control seizures

a special diet (ketogenic diet) that can help control seizures

Some people need treatment for life. But you might be able to stop treatment if your seizures disappear over time.

Living with epilepsy

Epilepsy is usually a lifelong condition, but most people with it are able to have normal lives if their seizures are well controlled.

Most children with epilepsy are able to go to a mainstream school, take part in most activities and sports, and get a job when they're older.

But you may have to think about your epilepsy before you do things such as driving, certain jobs, swimming, using contraception and planning a pregnancy.

Advice is available from a GP or support groups to help you adjust to life with epilepsy.
Find out more about living with epilepsy

Causes of epilepsy

In epilepsy, the electrical signals in the brain become scrambled and there are sometimes sudden bursts of electrical activity. This is what causes seizures.

In most cases, it's not clear why this happens. It's possible it could be partly caused by your genes affecting how your brain works, as around 1 in 3 people with epilepsy have a family member with it.

Occasionally, epilepsy can be caused by damage to the brain, such as damage from:

Page last reviewed: 18 September 2020
Next review due: 18 September 2023

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Find out about epilepsy, where sudden bursts of electrical activity in the brain cause seizures or fits.

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Ten percent of the population are believed to be dyslexic, but it is still often poorly understood. With the right support, the strengths and talents of dyslexic people can really shine.

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Ten percent of the population are believed to be dyslexic, but it is still often poorly understood. With the right support, the strengths and talents of dyslexic people can really shine.

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Ten percent of the population are believed to be dyslexic, but it is still often poorly understood.

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Dyscalculia is a specific and persistent difficulty in understanding numbers which can lead to a diverse range of difficulties with mathematics. It will be unexpected in relation to age, level of education and experience and occurs across all ages and abilities.

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Dyscalculia is a specific and persistent difficulty in understanding numbers which can lead to a diverse range of difficulties with mathematics. It will be unexpected in relation to age, level of education and experience and occurs across all ages and abilities.

Mathematics difficulties are best thought of as a continuum, not a distinct category, and they have many causal factors. Dyscalculia falls at one end of the spectrum and will be distinguishable from other maths issues due to the severity of difficulties with number sense, including subitising, symbolic and non-symbolic magnitude comparison, and ordering. It can occur singly but often co-occurs with other specific learning difficulties, mathematics anxiety and medical conditions.

(BDA Definition)

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Dyscalculia - British Dyslexia Association

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What is Dyscalculia? Dyscalculia is a specific and persistent difficulty in understanding numbers which can lead to a diverse range of difficulties with...

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What is epilepsy?

Epilepsy is a neurological condition that disrupts the normal electrical activity our brains use to communicate with the rest of the body. This disruption causes repeated seizures.

Epilepsy can affect anyone, at any age, from any walk of life.

A one-off seizure does not necessarily mean that you have or will develop epilepsy.

An epileptic seizure results from a sudden electrical discharge in the brain that causes changes in sensation, behaviour or consciousness.

Seizures can take many forms because the brain is responsible for such a wide range of functions.

Seizure symptoms depend on where in the brain this abnormal burst of electrical activity happens. As a result, there are many different types of seizures - most usually last from a few seconds to a few minutes and usually stop without any treatment.

Epilepsy facts and stats

Approximately 625,800 people in the UK have epilepsy - around 1 in 107 people.

There are around 103,600 children and young people with epilepsy in the UK (aged 0-24). This is the equivalent of 1 in 200 children and young people.

Epilepsy is more common in children and young people as they get older:

1 in 1000 children aged 0-4

1 in 333 children aged 5-9

1 in 200 young people aged 10-14

1 in 133 young people aged 15-19

1 in 111 young people aged 20-24

Epilepsy affects approximately 1 in 200 school-age children (aged 5-19).

Around three-quarters of children will either outgrow their epilepsy or it will be well controlled by anti-seizure medications.

It is estimated that around 40% of children with epilepsy have a learning disability.

Around 3% of people with epilepsy are photosensitive, which means their seizures are brought on by flashing lights.

Each year in the UK, around 1,000 people die from causes related to epilepsy.

Last updated: October 2023

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Epilepsy is a condition that affects the brain and causes seizures. Find out more about the causes, types and treatments.

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Get the support you need with epilepsy. Young Epilepsy offers information, advice & resources to help young people & children living with epilepsy. Learn more.

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This guide is for people who work in schools or other educational settings.  It provides wide-ranging information, guidance and educational strategies for supporting young people with epilepsy to ensure they are safe and included in all aspects of school life.

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Welcome

This guide is for people who work in schools or other educational settings. It provides wide-ranging information, guidance and educational strategies for supporting young people with epilepsy to ensure they are safe and included in all aspects of school life.

Schools should ensure each young person with epilepsy has an Individual Healthcare Plan (IHP) and that the school has a policy on supporting pupils with medical conditions.

Good communication between the school, parents and the young person plays a key role in ensuring the right support is in place.

All staff working with a young person with epilepsy should also be trained to understand the young person's condition and its impact on their life at school.

If you're a parent or young person, please share this guide with your school. We also have lots of useful information for parents onour website and for young people here.

About the Guide for Schools

This guide outlines the key elements of support.

You'll also find useful information on seizure types, triggers, treatments and first aid, keeping accurate seizure records, and emergency medication.

The guide has information on how epilepsy can impact on young people's learning, emotions and behaviour.

The guide also includes an overview on the different legal framework and guidance for each UK nation relating to medical conditions, disability and education, and special educational needs.

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This guide is for people who work in schools or other educational settings.

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Working tool for schools to check their OAP

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We're here to help
As a parent of a child or young person with epilepsy life can be really hard. You and your child might be feeling anxious and lonely, and the condition is often misunderstood. You don't know what the right thing to do is. But you are not alone.
We can help; with information and resources to support your child at home and at school. We can also help connect you with other parents who understand what you are going through and share their experiences with you.

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We have information and resources to help you support your child at home and talking to teachers at school, and to connect with other parents who can share their experiences with you.

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Appeer is a not for profit organisation run to benefit autistic girls and women, and those around them.   We are proudly lived-experience led, and we source neurodivergent input and talent at every opportunity.

We provide online and in-person Sessions and Programmes which support A Positive PEER approach, through which autistic Girls, Teens and Women and their Parents/Carers can connect through sharing interests and receiving support.  All our work is underpinned by our 6 key strands supporting life skills, social, emotional, and mental health and wellbeing, and promotes the understanding of autism.

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All our free resources are stored in the Makaton Library…

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Makaton uses signs and symbols to help people communicate. It is designed to support the development of spoken language.

Makaton signs are based on the gestures used in BSL (British Sign Language - the language of the Deaf community). However, unlike BSL, Makaton signs are used in conjunction with speech at all times and in English grammatical word order.

With Makaton, children and adults can communicate using signs and symbols. Many people then drop the signs or symbols naturally at their own pace, as they develop speech. Makaton is extremely flexible as it can be personalised to the individual's needs and used at a level that is suitable for them.

Who uses Makaton?

Today, over 100,000 children and adults use Makaton symbols and signs, either as their main method of communication, or as a way to support speech. Makaton is the UK's leading language programme used by adults and children with learning or communication difficulties and by everyone who shares their lives.

Increasingly, Makaton is being used in an inclusive way with all children, not just for those with communication difficulties. Lots of parents of typically-developing children and settings such as nurseries, mainstream schools and Children's Centres use it with their children too. It is beneficial for children with EAL (English as an additional language) as a way to help those children develop their spoken English skills.

Using signs can help children who are non-verbal (either because they have communication difficulties or because they are little babies/toddlers) by promoting their communication development. Many children's understanding develops ahead of their spoken language. Signing can help little children express themselves during this time and prevent or alleviate their frustrations caused by their current inability to communicate.

Makaton can help children/young people & adults to:

Communicate what they need, want, think or feel

Make themselves understood by using signs / symbols

Develop their attention, looking and listening skills

Develop their understanding of speech and promote their communication development

Develop their language & literacy skills

How to use Makaton

Use the sign/symbol for the keyword (most important information-carrying word in the sentence. E.g. Would you something to eat?

Remember to always speak at the same time as signing - the signs are there to support (augment) speech, not replace it

Use clear, short sentences

Make sure you use eye-contact, facial expression and body language to convey the meaning of your communication

Use objects of references (props/toys/pictures/photos) to give additional visual cues

You can do 'hand-over-hand' signing to help encourage your child to make the relevant gesture/sign

Reward all attempts to communicate! Even if their sign is not quite right, encourage them and then model the correct sign yourself (as you would with speech). Their signing will improve with time & practice

Have fun with signing! Sing, read stories and play games - make the learning experience as enjoyable as possible.

What does the Makaton Charity do?

The Makaton Charity is responsible for developing and sharing the Makaton Language Programme. They provide:

Training for parents, carers and professionals

Resources in a wide range of printed and electronic formats

Online 'Sign of the Week' clips #wetalkmakaton

Information to help others make information & resources accessible

Support and advice to families and professionals

Influence society by working in partnership with other organisations to empower people.

We are both licensed Regional Makaton Tutors and can provide Makaton Training in and around SW London. Please contact us on info@singinghands.co.uk or call 020 8288 1706 if you would like Makaton Training in this area.

If we are not available, then other members of our local Makaton tutor network might be able to help and we can put you in touch with them. If you are further afield, please contact the Makaton Charity for further information and to find dates and locations of training courses nearest to you.
www.makaton.org
The Makaton Charity
Westmead House
Farnborough
Hampshire
GU14 7LP
Tel: 01276 606760
Fax: 01276 36725
Email: info@makaton.org

To join in with Makaton's "Sign of the Week" #wetalkmakaton
Please visit www.wetalkmakaton.org

For more information on using Makaton signs & symbols software on iPads,
With the MyChoicePad app
Please visit http://www.mychoicepad.com/

Find out more about how to create your own materials using Widgit software with Makaton line drawings and symbols
Please visit www.widgit.com

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Makaton uses signs and symbols to help people communicate. It is designed to support the development of spoken language. Makaton signs are based on the gestures used in BSL (British Sign Language - the language of the Deaf community). However, unlike BSL, Makaton signs are used in conjunction with speech at all times and in...

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The Birthday Party - signs of autism in children

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The Birthday Party - signs of autism in children

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This video is an excellent example of the ways in which Autism can present in different children. Can be a great resource to show schools, to help with Autism training.

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Awtistiaeth Cymru | Autism Wales | National Neurodivergence Team

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The Birthday Party - Awtistiaeth Cymru | Autism Wales | National Neurodivergence Team

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A film about the SIGNS of autism in children. We are delighted to share with you The Birthday Party a training film for professionals. This second edition (2018) incorporates new feedback from the autism community, following additional consultation, and is available in multiple languages. The film was produced as a partnership project between government, university and clinical partners and […]

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National Autistic Society website has a range of support, advice and guidance surrounding all things Autism.

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In-depth advice and guidance about autism and the challenges autistic people and their families face. Topics include what is autism, diagnosis, communication, mental health, education, and more.

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Developmental Coordination Disorder (DCD), also known as dyspraxia, is a common disorder affecting fine and/or gross motor coordination in children and adults. This condition is formally recognised by international organisations including the World Health Organisation.

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Developmental Coordination Disorder (DCD), also known as dyspraxia, is a common disorder affecting fine and/or gross motor coordination in children and adults. This condition is formally recognised by international organisations including the World Health Organisation.

DCD is distinct from other motor disorders such as cerebral palsy and stroke. The range of intellectual ability is in line with the general population. Individuals may vary in how their difficulties present; these may change over time depending on environmental demands and life experience, and will persist into adulthood.

An individual's coordination difficulties may affect participation and functioning of everyday life skills in education, work and employment. Children may present with difficulties with self-care, writing, typing, riding a bike, play as well as other educational and recreational activities. In adulthood many of these difficulties will continue, as well as learning new skills at home, in education and work, such as driving a car and DIY.

More information

Dyspraxia Foundation

This site includes information on 'How would I recognise a child with dyspraxia?' and primary and secondary classroom guidelines. The Foundation supports parents, individuals and professionals either living with, or supporting those with dyspraxia.

Website: https://dyspraxiafoundation.org.uk

Movement Matters

This is the UK umbrella organisation representing the major national groups concerned with children and adults with dyspraxia. The website holds documents and videos aimed at parents, teachers and employers of people with dyspraxia.

Website: www.movementmattersuk.org

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Dyspraxia (DCD) - British Dyslexia Association

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Developmental Coordination Disorder (DCD), also known as dyspraxia, is a common disorder affecting fine and/or gross motor coordination in children and adults. This condition is formally recognised by international organisations including the World Health Organisation. DCD is distinct from other motor disorders such as cerebral palsy and stroke.

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To ‘mask’ or to ‘camouflage’ means to hide or disguise parts of oneself in order to better fit in with those around you. It is an unconscious strategy all humans develop whilst growing up in order to connect with those around us.

However, for us autistic folk the strategy is often much more ingrained and harmful to our wellbeing and health. Because our social norms are different to others around us, we often experience greater pressure to hide our true selves and to fit into that non-autistic culture. More often than not, we have to spend our entire lives hiding our traits and trying to fit in, even though the odds of appearing ‘non-autistic’ are against us.

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Dr Hannah Belcher is a lecturer, researcher, speaker and author. Here Hannah discusses masking in autistic people, based on research and her own personal experience.
To 'mask' or to 'camouflage' means to hide or disguise parts of oneself in order to better fit in with those around you. It is an unconscious strategy all humans develop whilst growing up in order to connect with those around us.

However, for us autistic folk the strategy is often much more ingrained and harmful to our wellbeing and health. Because our social norms are different to others around us, we often experience greater pressure to hide our true selves and to fit into that non-autistic culture. More often than not, we have to spend our entire lives hiding our traits and trying to fit in, even though the odds of appearing 'non-autistic' are against us.

Masking may involve suppressing certain behaviours we find soothing but that others think are 'weird', such as stimming or intense interests. It can also mean mimicking the behaviour of those around us, such as copying non-verbal behaviours, and developing complex social scripts to get by in social situations. With this comes a great need to be like others, and to avoid the prejudice and judgement that comes with being 'different'.

Over time we may become more aware of our own masking, but it often begins as an unconscious response to social trauma before we even grasp our differences. I was 23 when I received my autism diagnosis, and it was only through learning more about masking that I realised how my diagnosis had been hidden for so long. It wasn't that my autistic traits weren't there, they'd just been in disguise for so long.

The strategy of masking shows just how clever and resourceful our young minds are at finding ways of coping. At some points in our lives, like during job interviews, it may have even be useful.

Effects of masking

However, just because a coping strategy was once useful, it doesn't mean it always will be. Studies are now beginning to find how detrimental to our mental health masking can be (Bradley et al., 2021; Hull et al., 2019). Autistic people who mask more show more signs of anxiety and depression, and the strategy may even been linked to an increase in suicidal behaviours (Cassidy et al. 2018).

There are several reasons why this could be. Firstly, masking uses up vital resources that we can't use in other areas of our lives. To put it simply, it is exhausting. I still find myself regularly battling autistic 'burnt out' and periods of mental health crisis from the strain of trying to adapt myself to live in a world that just isn't adjusted for my way of thinking.

Also, it stops us developing our true identities. The pressure to fit in means we rarely have time or energy to do the things we want to do, or to behave like our true selves. In my late 20s I realised how little I knew about myself. As I went into a deeper and deeper mental health crisis I came to the realisation that I had no idea who I was, or even what I liked. Everything I knew was in some way connected to how I thought I should be.

Ironically, a study I recently conducted with colleagues found that masking didn't change the judgements that non-autistic peers made towards autistic people's social behaviours. Even when an autistic person is masking, non-autistic people will still rate them more harshly than non-autistic peers if they don't know they are autistic. This unconscious bias is evident throughout society for anyone deemed to behave or think atypically by neurotypical standards.

Awareness and understanding

The best solution to reducing the need for autistic people to mask is to spread awareness to non-autistic people of different neurodiverse behaviours and thinking patterns. When non-autistic people know someone is autistic, they seem to judge them less harshly. However, this strategy is not an easy one and will take years of effort before it is fully ingrained in our society.

Our only other option for the time being is to focus on protecting ourselves and improving our own mental health and wellbeing. This doesn't mean stopping masking altogether, it just means becoming more aware of how we use the strategy to cope, and what effect it has on us.

Self-awareness is the first key, from that follows self-compassion and kindness to rid ourselves of all the stigma we have internalised. The worse we feel about ourselves the more we mask, and the more we mask the worse we feel. By learning how to change the negative thoughts and feelings we have of ourselves from masking, we may even find the need to mask less.

I have been embarking on this journey for over a decade and it has involved plenty of ups and downs. In my book, 'Taking off the Mask', I have described some of the techniques I have found useful. I also included the lived experience of other autistic people to create a collection of resources that help improve the mental health and wellbeing of those who mask.

For example, the method I found most useful was recording in my journal those situations in which I masked, and how that made me feel. I then set about doing some behavioural experiments where I would consciously unmask myself in safe environments, and record whether my worst fears were met and how it made me feel. More often than not my worst fears of being judged or embarrassing myself were not met. Autistic people may find it helpful to speak to a therapist or professional for support if thinking about using these types of behavioural experiments.

Further information
Belcher, H (2022) Taking off the mask. Practical exercises to help understand and minimise the effects of autistic camouflaging. Jessica Kingsley Publishers.

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Dr Hannah Belcher discusses masking, based on personal experience and research

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We provide practical help on all aspects of living with Tourette syndrome, emotional support such as counselling, phone befriending and group therapy and social activities to people with Tourette syndrome from all over the UK from our centre in Liverpool.

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Tourette syndrome is a neurological disorder characterised by multiple tics, which are sudden, repetitive involuntary movements and sounds.

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Exam Access Arrangements, Reasonable Adjustments and Special Consideration

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Exam Access Arrangements, Reasonable Adjustments and Special Consideration

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In England, children and young people with additional needs may qualify for adjustments and specific arrangements for exams. A child or young person does not necessarily need a formal diagnosis to qualify for this support.

The education provider (school/college) decides if support is needed. It does so by looking at the rules set out in the Joint Council for Qualifications (JCQ). The Standards and Testing Agency (STA) oversees access arrangements for Key Stage 1 and 2 assessments.

Contents:

Access Arrangements

Access Arrangements are pre-examination adjustments, based on evidence of need and normal way of working. Access Arrangements fall into two categories: some arrangements are delegated to centres, others require prior approval by the exam body.

Reasonable Adjustments

The Equality Act 2010 mandates that Awarding Bodies make reasonable adjustments for disabled candidates. These adjustments are unique to each individual and may not always be part of the standard Access Arrangements.

Reasonable adjustments may depend on factors like the candidate's needs, costs, timeframes, and assessment security.

Adjustments must not alter the assessment objectives being tested.

Special Consideration

Special Consideration is an adjustment to a candidate's mark or grade after an exam. This may be made to reflect a temporary injury, illness or other factor, that impacted on them at the time of the examination/assessment.

You should speak to an exam officer for this to be considered. Further details can be found on the Regulations and Guidance section of the Joint Council for Qualifications website.

Evidencing Need

Candidates without a diagnosis can still qualify for concessions. This is based on evidence and a child/young person's normal way of working.

Further details are on the Access Arrangements, Reasonable Adjustments and Special Consideration section of the Joint Council for Qualifications website.

Types of reasonable adjustments during exams

Each student is unique, and the focus is on ensuring equal opportunities for all students during exams. Any adjustments will be individual for the student's specific needs and ways of working. Examples of adjustments that can be made include:

Extra Time: Students with specific needs, such as learning difficulties or disabilities, may be granted additional time to complete their exams. The extra time allows them to work at their own pace and ensures a fair assessment.

Separate Room: Some students may find it challenging to concentrate in a large exam hall due to sensory issues or anxiety. Providing a separate room can reduce distractions and create a more comfortable environment.

Prompter or Reader: For candidates with reading difficulties, a prompter or reader can assist. A prompter reads the questions aloud, while a reader reads the candidate's answers back to them.

Scribe: Students who struggle with writing due to physical disabilities or other reasons can have a scribe. The scribe writes down the student's dictated answers.

Use of Assistive Technology: Access to assistive technology, such as screen readers, speech-to-text software, or specialised keyboards, can be helpful. These tools accommodate various needs and ensure equal access.

Rest Breaks: Some students may require short breaks during longer exams. Rest breaks allow them to recharge and maintain focus.

Modified Question Papers: Simplified language or visual aids can be used in question papers. This helps students who struggle with complex wording or have visual impairments.

Large Print or Braille Papers: Students with visual impairments may need larger font sizes or Braille papers. Providing accessible formats ensures they can read the questions comfortably.

Use of Coloured Overlays or Paper: Coloured overlays or paper can help students with visual stress or dyslexia. These adjustments reduce glare and enhance readability.

Flexible Seating Arrangements: Some students benefit from specific seating arrangements, such as sitting near the front or away from distractions.

How to request specific adjustments

Parents, carers and young people can request specific adjustments through the educational setting or exam centre. To do so, contact the Special Educational Needs Coordinator (SENCO) or the person responsible for exam arrangements (exams officer).

Things to consider:

Provide Relevant Information:

Discuss Individual Needs:

Explore Available Options:

Formal Request:

Assessment and Approval:

Review and Feedback:

What to do if the request for adjustment is declined

If requested adjustments are denied, it can be a challenging situation for both parents and students. Here are some steps to consider:

Open Dialogue:

Initiate an open and respectful conversation with the school.

Seek clarity on the reasons for denial.

Understand their perspective and share yours.

Highlight the impact of denied adjustments on their well-being and performance.

Review Evidence:

Revisit the evidence provided.

Ensure it clearly demonstrates the student's needs.

Appeal Process:

In England, there is an appeals process, which has to be made by educational establishments.
Get support if you need help
Reach out to organisations that support parents and carers of children with additional needs. SEND Advice Surrey can offer advice or advocate on your behalf where appropriate.

Emotional Wellbeing and Mental Health during exams

It's natural for children and young people to feel exam stress. The Mindwork's website has sections on Exam Stress and Managing emotions which includes a video sharing effective study strategies and relaxation techniques.

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Exam Access Arrangements, Reasonable Adjustments and Special Consideration

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Exam adjustments and arrangements made for children with additional needs

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Epilepsy's impact on learning and strategies

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Epilepsy's impact on learning and strategies

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This guide outlines the areas epilepsy can impact a child or young persons learning and provides strategies schools can use to support them. It covers areas of cognition, motor skills, transitions, communication, attendance, sleep and exams and coursework.

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Guide for schools. Epilepsy’s impact on learning

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Information for schools about epilepsy’s impact on learning for young people

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Dyspraxia also known as Developmental co-ordination disorder (DCD) 

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Dyspraxia also known as Developmental co-ordination disorder (DCD) 

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Developmental co-ordination disorder (DCD), also known as dyspraxia, is a condition affecting physical co-ordination. It causes a child to perform less well than expected in daily activities for their age, and appear to move clumsily.
This topic is about DCD in children, although the condition often causes continued problems into adulthood.

Find out more about DCD in adults.

Symptoms of DCD

Early developmental milestones of crawling, walking, self-feeding and dressing may be delayed in young children with DCD. Drawing, writing and performance in sports are also usually behind what is expected for their age.

Although signs of the condition are present from an early age, children vary widely in their rate of development. This means a definite diagnosis of DCD does not usually happen until a child with the condition is 5 years old or more.

Find out more about symptoms of DCD in children.

When to seek medical advice

If you're concerned about your child's health or development, talk to a GP or health visitor, or speak to a nurse, doctor or special educational needs co-ordinator (SENCO) at your child's school.

They may refer your child to an occupational therapist, paediatrician, or another health professional who can assess them and try to identify any developmental problems.

Find out more about diagnosing DCD in children.

Causes of DCD

Doing co-ordinated movements is a complex process that involves many different nerves and parts of the brain.

Any problem in this process could potentially lead to difficulties with movement and co-ordination.

It's not usually clear why co-ordination doesn't develop as well as other abilities in children with DCD.

However, a number of risk factors that can increase a child's likelihood of developing DCD have been identified.

These include:

being born prematurely, before the 37th week of pregnancy

being born with a low birth weight

having a family history of DCD, although it is not clear exactly which genes may be involved in the condition

the mother drinking alcohol or taking illegal drugs while pregnant

Treating DCD

There's no cure for DCD, but a number of therapies can help children to manage their problems.

These include:

being taught ways of do activities they find difficult, such as breaking down difficult movements into smaller parts and practicing them regularly

adapting tasks to make them easier, such as using special grips on pens and pencils so they are easier to hold

Although DCD does not affect how intelligent a child is, it can make it more difficult for them to learn and they may need extra help to keep up at school.

Treatment for DCD will be tailored to your child and usually involves a number of different healthcare professionals working together.

Although the physical co-ordination of a child with DCD will remain below average, this may be less of a problem as they get older and develop coping strategies. Some children may continue to have problems.

However, difficulties in school - particularly producing written work - can become much more prominent and require extra help from parents and teachers.

Find out more about treating DCD in children.

Dyspraxia or DCD?

While many people in the UK use the term dyspraxia to refer to the difficulties with movement and co-ordination that first develop in young children, this term is used less often by healthcare professionals.

Instead, most healthcare professionals use the term developmental co-ordination disorder (DCD) to describe the condition.

This term is generally preferred by healthcare professionals because dyspraxia can have several meanings.

For example, dyspraxia can be used to describe movement difficulties that happen later in life because of damage to the brain, such as from a stroke or head injury.

Some healthcare professionals may also use the term specific developmental disorder of motor function (SDDMF) to refer to DCD.

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Developmental co-ordination disorder (dyspraxia) in children

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Read about developmental co-ordination disorder (DCD), also known as dyspraxia, a condition that affects physical co-ordination.

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

Unlike a learning disability, intelligence isn't affected.

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

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

What are the signs of dyslexia?

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

A person with dyslexia may:

read and write very slowly

confuse the order of letters in words

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

have poor or inconsistent spelling

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

find it hard to carry out a sequence of directions

struggle with planning and organisation

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

Read more about the symptoms of dyslexia.

Getting help

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

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

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

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

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

Read more about how dyslexia is diagnosed.

Support for people with dyslexia

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

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

Techniques and support that may help your child include:

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

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

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

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

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

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

Read more about how dyslexia is managed.

Support groups

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

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

What causes dyslexia?

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

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

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

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

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

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Assessment of Behaviour and Learning in Epilepsy (ABLE)

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Assessment of Behaviour and Learning in Epilepsy (ABLE)

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A teacher and parent screening tool for all school-aged pupils with epilepsy

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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 (this includes students with learning difficulties such as dyslexia).

The duty to make reasonable adjustments requires a school to take positive steps to 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 for pupils.

Often reasonable adjustments are minor changes and don't have to involved costly materials or additional staff time. Small considered changes can have a big impact on a student's education.

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 a visual timetable with colour coding and symbols

Alter format options onscreen 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 multisensory ways of teaching.

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

Break information up into smaller 'chunks'.

These simple changes can benefit all pupils, not just those with a specific learning difficulty.

Read our Dyslexia Friendly Style Guide for tips on creating dyslexia-friendly materials.

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Reasonable Adjustments - British Dyslexia Association

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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...

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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).

As well as reasonable adjustments in the classroom, schools must put in place Exam Access Arrangements, which are reasonable adjustments for candidates who have the required knowledge and skills, but who can't demonstrate this knowledge or skills due to their disability. These arrangements must not affect the integrity of the examination or give the learner an unfair advantage.

Access Arrangements can include:

Extra time

A reader

A scribe

The use of an exam reading pen, a word processor or assistive software (screen reader/voice recognition)

Exam papers printed on coloured paper

Supervised rest breaks

A separate room to take the test in

See the JCQ Access Arrangements webpage for more information.

National curriculum tests

Phonics test (Year 1)

Few children with dyslexia will have been diagnosed at this stage and this test may help to identify those at risk. Schools can adapt the test materials for pupils who cannot access the check, for example, changing the font or font size. Using coloured overlays, having rest breaks or rephrasing instructions are allowed if this is the pupil's normal way of working.

For children who are working well below the level of the screening check (for example, if they have shown no understanding of letter-sound correspondences), there will be a disapplication process so they do not have to take part. Parents should be informed if a child is disapplied.

Key Stage 2 (Years 3-6)

National Curriculum Tests (known informally as SATs) are administered at the end of Key Stage 2 at 11 years. Permission to use some Access Arrangements, for example, extra time, must be granted by the Standards and Testing Agency (STA). Schools can decide on using other Access Arrangements such as a reader, prompt or rest breaks without applying to the STA.

The latest information can be found on the Gov.uk webpage National curriculum assessments: Key stage 2 tests.

GCSEs and A-Levels

The Joint Council for Qualifications (JCQ) oversees Exam Access Arrangements for GCSE and GCE (A-Level) qualifications.

Decisions are based on:

* The school's knowledge of the student's needs and the support put in place in the classroom - their normal way of working
* Findings of an assessor's assessments
* The requirements of the subjects they are taking

A learner does not need a diagnosis of a learning difficulty, including dyslexia, to receive Access Arrangements.

A diagnosis of dyslexia will not mean automatic Exam Access Arrangements - it is the evidence of the student's needs in their normal learning situation which is most important.

The JCQ regulations are very clear that an independent assessment carried out without prior consultation with the school cannot be used to award Access Arrangements. However, an independent assessment report may be used to build a picture of the student's needs which will inform decisions made by the school about Access Arrangements.

Visit the JCQ Access Arrangements, Reasonable Adjustments and Special Consideration webpage for more information.

Apprenticeships and Functional Skills

Access Arrangements for Functional Skills Tests no longer come under JCQ regulations. For information visit the relevant awarding body website.

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Exam Access Arrangements - British Dyslexia Association

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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).

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Developmental language disorder (DLD) is a condition where children have long-term challenges talking and/or understanding words. Children with DLD may have lots of ideas but find it hard to put their ideas into words and understand what other people say to them. Their difficulties can be hard to spot and may be ‘hidden’ for a long time.

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Speech and Language UK: Changing young lives

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Developmental language disorder (DLD) is a condition where children have long-term challenges talking and/or understanding words. Children with DLD may have lots of ideas but find it hard to put their ideas into words and understand what other people say to them. Their difficulties can be hard to spot and may be 'hidden' for a long time.

A child can be diagnosed with DLD if their challenges with talking and/or understanding words:

have a big impact on how well they do at school, or in everyday life;

are not caused by another condition, such as hearing impairment or autism; and

are not likely to get better by age five - their challenges are likely to be life-long.

Most children with DLD will need support and changes to the environment at school to help them. Some people with DLD continue to need support when they are adults.

Do we know the cause of DLD?

We don't know the exact cause of DLD. Scientists think that the part of the brain responsible for development of speech, language and communication skills might be wired a little differently in these children, but the differences are subtle and won't show up on a brain scan. We also know that genes play an important part in DLD because the condition is more likely to run in families, but there is no medical test to see if a child has it or not.

Parents should NOT feel guilty if their child has DLD, as it is most likely due to a range of different factors beyond their control. Children with DLD can do very well in life, but it's important that their needs are understood so that they can be well-supported.

How common is DLD?

Studies have shown that DLD affects about two children in every classroom in primary school.

What sorts of challenges would a child with DLD have?

Children with DLD can have a range of different skills and challenges and these can also change over time. Common challenges include:

Paying attention and listening to what others say to them.

Understanding words and sentences - so they may struggle to follow instructions, answer questions and understand what others say to them.

Talking using words and sentences, putting words in the right order and using the correct grammar.

Knowing how to use their communication skills socially with others, for example to have conversations and to make friends.

Learning to read and write, and doing well at school- we need good communication skills to learn and do well in tests.

But, despite these challenges, with the right support children with DLD can do well at school, both with their learning, and with making friends. They just learn differently. Knowing their best learning style and getting the right support is therefore very important so they can live full and happy lives.

I'm worried about my child's talking and understanding of words, what should I do?

If you are concerned about your child's skills, you can talk to your health visitor, your child's school or your local speech and language therapy service.

For a quick check of your child's skills, you can also use our Our progress checker is based on what we know about how babies and children develop skills. Choose the age of your child and then answer the questions. At the end, we will direct you to some helpful advice and resources.

We also have a free speech and language advice line, which is a confidential phone call with an experienced speech and language therapist. During the 30-minute call, you will be given the opportunity to talk through your concerns and questions regarding your child's development. You can book your phone call

Where can I find out more about DLD?

Watch our DLD video and have a look at our DLD webpage here.

Your child's school can access our free DLD resources, including a series of webcasts, a DLD guide and a training PowerPoint template here.

For more information and advice about DLD, take a look at RADLD.

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Developmental language disorder (DLD) is a condition where children have long-term challenges talking and/or understanding words. Children with DLD may have lots of ideas but find it hard to put their ideas into words and understand what other people say to them. Their difficulties can be hard to spot and may be 'hidden' for a long time.

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1.9 million children currently struggle with talking and understanding words. Our progress checker is based on what we know about how babies and children develop skills. Choose the age of the child and then answer the questions. At the end, we will direct you to some helpful advice and resources.

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Welcome to Movement Matters
Movement Matters is committed to making research accessible to non-scientific communities, in particular, families, individuals with DCD/Dyspraxia and anyone else who might benefit from this information. To support this, we encourage researchers to provide accessible summaries of important findings to share with the non-scientific community on the Movement Matters website.

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Welcome to Movement Matters Movement Matters is committed to making research accessible to non-scientific communities, in particular, families, individuals with DCD/Dyspraxia and anyone else who might benefit from this information. To support this, we encourage researchers to provide accessible summaries of important findings to share with the non-scientific community on the Movement Matters website.

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Dyspraxia - recommendations for Primary School Teachers 

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Dyspraxia - recommendations for Primary School Teachers 

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Dyspraxia recommendations for Senior Schools 

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Dyspraxia recommendations for Senior Schools 

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Simple document to create a 1 page profile for students. Separate prompt sheet available.

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Prompt sheet that can be used by itself or with the pupil profile. This tool will allow you to capture information about your students likes, dislikes and learning styles.

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Our School-Based Needs team has created flashcards for children and young people to use in school or at home. They can assist with voicing how the child or young person is feeling or what could help in that moment to reduce them feeling overwhelmed.

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Our School-Based Needs team has created flashcards for children and young people to use in school or at home. They can assist with voicing how the child or young person is feeling or what could help in that moment to reduce them feeling overwhelmed.

Print this page

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Our School-Based Needs team has created flashcards for children and young people to use in school or at home. They can assist with voicing how the child or young person is feeling or what could help in that moment to reduce them feeling overwhelmed. Print this page

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This pack is designed for young people aged 12 and over who have been referred for an Autism Spectrum Disorder (ASD) assessment. You may have been referred to the Neurodevelopmental Service by your school or other professionals as they feel you may have differences associated with Autism Spectrum Disorder (ASD).

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Dyscalculia is an inability to learn how to do basic maths in the way that the majority of the population can do. It is a genetic problem, and as such it can't be overcome by taking medication or by being taught maths in the conventional way.

However it is possible for both children and adults to overcome the problem through receiving tuition in a unique way - a way that is quite different from the way in which maths is normally taught in class.

This tuition can take place in school, usually via the special needs teacher, or it can also be undertaken at home by the parent or a friend of the family who does not suffer from dyscalculia.

If you are a parent seeking to work with the school the best approach is to talk to the school's Special Needs Coordinator (often call the SENCO). The school may then choose to have the young person tested either via an educational psychologist or by using our online diagnostic test - although not every school will opt to pay for a test.

If the school does not wish to test the child, parents may, however, opt to have their child tested directly.

Parents who arrange for their child to take the online diagnostic test for dyscalculia will receive a full report on the results, and where we believe dyscalculia is evident we will supply a set of resources that can be used with that child to overcome some of their mathematical difficulties.

You can also purchase these materials directly, without having the young person take the diagnostic test. There are two sets of resources, one for parents working with their child, one for school special needs departments.

The links above take you to pages that list all the resources. Just click on each one in turn and your will find the details of the item, and be able to place an order. If you have any questions please email This email address is being protected from spambots. You need JavaScript enabled to view it.

Schools can order by:

a) send in a cheque payable to Websites and Blogs Ltd
b) send in an official school order or give us an order number
c) pay via PayPal This email address is being protected from spambots. You need JavaScript enabled to view it.

Parents can order by:

a) send in a cheque payable to Websites and Blogs Ltd
b) pay via PayPal This email address is being protected from spambots. You need JavaScript enabled to view it.

In each case you will be forwarded a link so that you can then take the test at any time you wish.

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Are you the parent or carer of a child or young person with epilepsy?

Here are links to information, advice and support. There are also links to parent groups you can join to share your experiences.

Are you a child or young person with epilepsy?

Young Epilepsy are based in Surrey and have information, advice, support services and forums you can join to help your epilepsy management and health and wellbeing.

Help and support

Young Epilepsy have groups, both on-line and in person, to help you connect with other children and young people with epilepsy.

There are apps to help you manage your epilepsy and access information:

Young Epilepsy App - information for young people and their parents with a symptom log and diary to help keep track of seizures.

ELFy - reminders/alerts to take your medication at the specified time, guidance on managing epilepsy and when to contact health services.

EpSMon: Epilepsy Self-Monitoring - the app aims to help you assess and monitor your health. Complete a short questionnaire every three months to receive a report to take to your next appointment with your neurologist or epilepsy specialist nurse.

Health and Care Oxfordshire - helps to decide what service to contact for medical assistance. The app can suggest services or pharmacies that are closest to you.

My Seizure Diary - designed by the Epilepsy Foundation, the app allows you to record your seizures, seizure triggers and medication side effects.

For additional information and assistance contact your local NHS Paediatric Epilepsy Service:

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Epilepsy information, advice and resources for children, young people, parents and carers and where to access online and in-person support

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Occupational Therapy enables people to participate in daily life to improve their health and wellbeing.

Daily life is made up of many activities (or occupations). Occupations for children or young people may include self-care (getting ready to go out, eating a meal, using the toilet), being productive (going to nursery or school, or volunteering), and leisure (playing with friends or doing hobbies).

You can find further information about the Occupational Therapy service in the sections below.

You can find therapy resources including advice sheets, apps, videos and links in the 'Therapy Resources' section.

You can use the Resource Finder Tool as a 'self-service' approach to help you get the right help and support.

The service is delivered in a range of settings which includes local mainstream and special schools, early year's settings including Children Centres the home environment and on a clinic or hospital site.

Ideally the therapist will try to see the child or young person in the environment where occupations are taking place.

Occupational therapists will spend time finding out about the child's and family's typical daily life and what they want, need or are expected to do.

They will then work together with the child, family and other key people to evaluate what helps or hinders their involvement in daily life roles.

Together, possible solutions will be developed, such as exploring alternative ways of doing things or making changes to the environment to support participation.

Our Occupational Therapy Helpline is open Tuesdays and Thursdays from 2pm to 4pm.

Tel: 01932 558 570

We offer practical occupational therapy advice, strategies and support to schools, parents/carers and other professionals in relation to a child's/young person's functional and independence skills.

1. A whole population/universal approach delivering occupational therapy, where therapists share professional knowledge and skills with educational staff and parents to improve the engagement and participation of children in a range of school and home occupations.

2. Targeted services designed to support children and young people who are at risk of reduced participation in everyday occupations, delivered via a telephone advice line, school/nursery link visits, workshops, training and occupational therapy resource packs and advise sheets.

3. Specialist occupational therapy services provided for children and young people with identified physical and developmental learning needs which impact on their participation in life roles. Use of an individualised intervention approach to teach strategies, recommendation of specialist equipment, and advice on environmental modifications, parent coaching approaches, individualised home and nursery/school occupational therapy advice, and specialist evidence based therapy delivered individually or in a group setting.

Whole population/universal approach and targeted service can be accessed at a pre referral stage; specialist occupational therapy requires a child to be referred.

Further information is available from Social Care Occupational Therapy (Surrey) and from the Royal College of Occupational Therapy in the Children and Young People leaflet and in the School leaflet.

The Person, environment, occupation (PEO) model is used in Surrey to focus on the child/young person's skills, interest and motivations, the occupations they want or need to do and the environment in which they take place. These three areas all directly impact on participation in daily life.

Occupational therapy is most effective when offered in the environment where the child/young person carries out their daily life activities e.g. home, nursery or school.

Therapy approaches are most effective when the occupations and activities the child/young person's is motivated and interested in are the main focus. They should be included in their daily routines to maximising frequency.

Occupational Therapists support sensory needs which impact daily life. We support families, educational settings, children and young people to manage sensory needs through; adapting the environment, modify the activity, develop an understanding of sensory needs and use strategies for the child/young person to self-manage.

These approaches are recommended in the literature. For example, changing the sensory environment to enable the child/young person to participate in the activity, i.e. alter the temperature, reduce visual clutter, noise level, and lighting in the environment, (College of Occupational Therapists 2015.)

Supporting the parent/carer to manage sensory needs and to improve participation of children/young people in their chosen occupations through using coaching principles has shown evidence of effectiveness (Dunn et al 2012; Graham et al 2015.) The service does not provide Ayres Sensory Integration Therapy (ASI), therapy in a clinic setting which uses equipment including swings. There is not enough evidence at this present time to validate use. Instead we provide therapy linked to occupations and environments with the intention to manage (not change) the sensory needs of a child/young person (College of Occupational Therapists 2015.)

For more information on the evidence and approaches available to support sensory needs, visit the Council for Disabled Children website.

Current best practice identifies up-skilling those working in closest proximity to the child/young person. Occupational therapists work in partnership with parents, nurseries, schools and other professionals all working towards shared goals.

We use a family-centred approach where children and families are at the centre of goal setting as this is well evidenced. (Novak et al 2019).

TheEveryday Living Skills Checklist for Early years and School aged children can support SENCOS in identifying children with potential Occupational Therapy needs across all the every day occupations we address. It is recommended that the checklist is used:

to gather information when calling the helpline

when a child is moving to SEND arrangements to identify needs (and inform earlier contact with the service and referral)

when a request for EHCP is being made (our caseworkers have suggested that the checklist is included in the request to assess paperwork).

Training to support students in schools - run by the Occupational Therapy Service
A range of free training to support schools and education professionals is on offer from the Occupational Therapy Service in partnership with the SEND teaching schools.

This training is open to all Surrey school staff, including teachers, teaching assistants, SENCO etc. and professionals working in education services.

For future sessions and enquiries, please email courses@sendteachingschool.co.uk

All training is being hosted through an online video platform.

Referrals are made through the One Stop Referral Service.

Children can be referred by their health visitor, GP, therapist, early years' service, paediatricians based in the local acute or tertiary hospital, paediatric audiology, CAMHS or other agencies. Parents/carers/guardians can also refer directly to service.

South East Surrey

Mole Valley and Banstead Team (covering Banstead, Ashtead, Leatherhead, Dorking and Tattenham)

Tel: 01372 384 395

Reigate and Tandridge Team (covering Reigate, Redhill, Merstham, Horley, Oxted, Caterham and Lingfield)

Tel: 01737 777 711

North East Surrey (covering Spelthorne, Elmbridge, Epsom and Ewell boroughs)

Tel: 01932 826 500

North West Surrey (covering Woking, Rynnymede and Surrey Health boroughs)

Tel: 01932 826 500

South West Surrey (covering Guildford and Waverley boroughs)

Tel: 01483 362 597

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Occupational Therapy enables people to participate in daily life to improve their health and wellbeing. Daily life is made up of many activities (or occupations). Occupations for children or young people may include self-care (getting ready to go out, eating a meal, using the toilet), being productive (going to nursery or school, or volunteering), and leisure (playing with friends or doing hobbies).

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Surrey Local Offer (Surrey Youth Voice & Family Voice)

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Surrey Local Offer (Surrey Youth Voice & Family Voice)

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Welcome to Surrey's Local Offer!

Our Local Offer website is for children and young people with additional needs, their families and the practitioners who help them. On it you will find helpful information and the details of support services in your area.

Use our feedback page to tell us how helpful you have found the Local Offer and ways we can improve it.

Share your feedback and get involved

Search our directory

Find registered childcare, family activities, holiday clubs and support groups near you.

Find information by category

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Our Local Offer website is for children and young people with additional needs, their families and the practitioners who help them. On it you will find helpful information and the details of support services in your area. Use our feedback page to tell us how helpful you have found the Local Offer and ways we can improve it.

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A useful guide on Autism in Girls

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Ambitious about Autism is the national charity for autistic children and young people. We stand with autistic children, young people and their families to champion rights, campaign for change and create opportunities.

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Masking is a strategy used by some autistic people, consciously or unconsciously, to appear non-autistic. While this strategy can help them get by at school, work and in social situations, it can have a devastating impact on mental health, sense of self and access to an autism diagnosis.

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A strategy used by some autistic people, to appear non-autistic. This can have a devastating impact on mental health, sense of self and access to an autism diagnosis.

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Teach Kids to Manage Big Feelings Through Effective Social Emotional Learning

Over 80% of U.S. public schools reported in 2022 on the negative impact of the pandemic on child well-being and self-regulation. Kids are:

Struggling to manage their feelings and mental health

More disruptive in the classroom

Needing additional social, emotional, and behavioral support

(source: National Center for Education Statistics)

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The Zones of Regulation is a complete social-emotional learning curriculum, created to teach children self-regulation and emotional control.

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Believe in children | Children’s charity

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Barnardo’s is a children’s charity that protects and supports children and young people in the UK who need us. We help bring out the best in them.

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Helping young people feel safe, heard and supported

We listen, we talk, and we help young people with the skills they need to live their best life. And we work with families and professionals to make sure everyone gets the support they need.

Growing up in today’s world can be incredibly challenging – It’s why we listen to young people, they understand better than anyone what’s happening in their own lives.

Understanding and giving support for challenges early can often stop problems from becoming much bigger – and we believe every child deserves to feel safe and heard.

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Eikon is an award-winning charity that has been working in local Surrey communities for over two decades. We provide long-term support to some of the county's most vulnerable young people. Our vision is to develop happy, thriving and resilient young adults who make a positive contribution to society.

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The Eikon Charity - Children's Charity for Surrey

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Eikon is an award-winning charity that has been working in local Surrey communities for over two decades. We provide long-term support to some of the county's most vulnerable young people. Our vision is to develop happy, thriving and resilient young adults who make a positive contribution to society.

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Additional needs and/or disabilities parent and carer guide

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Additional needs and/or disabilities parent and carer guide

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Additional needs and/or disabilities parent and carer guide

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Additional Needs and Disabilities booklet for parents and carers

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Helpful tips and guidance from the team which oversees our local offer for care leavers, CYA (CAMHS Youth Advisors Surrey) and SYAS (SEND Youth Advisors Surrey)

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Our purpose

We work to ensure that all children and young people are seen and heard, feel safe and can grow. We use a whole family approach to ensure families get the help and support they need from different professionals working as one team.

Other websites offering support

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We work to ensure that all children and young people are seen and heard, feel safe and can grow. We use a whole family approach to ensure families get the help and support they need from different professionals working as one team. Other websites offering support

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Access to up to date information from Surrey Education Services. Information on training and other services available to schools.

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Joint update from Mindworks Surrey, NHS Surrey Heartlands and Surrey County Council.

We recognise that some children and young people, and their families, are waiting longer to access support than we would want them to. There are several reasons for this including a significant rise in the number of children and young people being referred to Mindworks for a neurodevelopmental diagnostic assessment.

Advice for schools and settings: Improving access to professional support, through direct consultations with neurodevelopmental (ND) experts.

In November 2023, Mindworks communications were released to schools and settings to explain that the neurodevelopment assessment pathway was being improved, and that while the new pathway is developed the service is unable to accept any new Assessment of Need (AoN) forms. The communication noted that schools could request a consultation appointment to discuss two pupils from each school with the highest need for assessment.

Work to improve the pathway is still ongoing and, in response to feedback, Mindworks has extended the school consultation offer. You can find information on this below, and we will also be hosting a webinar on Thursday 18 April for school leaders and SENCos at 9am to explain in more detail. Sign up to attend here: Neurodevelopmental (ND) support for children and young people webinar

Under the extended offer, schools and settings can now contact the team to request a formal consultation in the following situations:

1. Where the school is supporting a child or young person experiencing high levels of distress, that is impacting on their behaviour and ability to participate in school.

2. Where the school is supporting a child or young person whose attendance is below 70% (this would trigger a safeguarding referral) and has been referred to (or has self-referred to) Early Help and where support has been provided.

3. Where the school is supporting a child or young person who is already known to mental health and specialist services and whose potential neurodevelopmental needs require more urgent interventions.

4. For children and young people who are being home schooled and are on school roll and where the CYP is experiencing high levels of distress, that is impacting on their behaviour and ability to participate in learning, consultations can be booked by school.

In these situations, schools can book a consultation by calling the Neurodevelopmental Service on 0300 222 5856. The new screening pack (replacing the Assessment of Need form) is on the website: Forms for requests for support (referrals) :: Mindworks Surrey (mindworks-surrey.org)

Through these consultations a joint agreement may result in continuation of the neurodevelopmental diagnostic assessment. Alternatively, a more suitable pathway may be proposed based on all the evidence received.

Each school can book a one-hour slot per month which will enable them to consult on two children or young people.

Evidence of implementing strategies and interventions will be a requirement prior to booking consultations and to support:

Find an enhanced range of materials and resources available on the Mindworks Surrey website, which now includes new videos of our workshops, flash cards and strategy sheets.

Where there is a significant mental health concern, referrals can be made via the Access and Advice team of Mindworks. Schools should make referrals via the secure Riviam web portal - please make your request for support on Google Chrome. They are open 9am to 6pm Monday to Friday. The service is not open on weekends or bank holidays. For any queries after making a referral please call 0300 222 5755.

Planning for the longer term

We recognise that the demand on neurodevelopmental pathways both locally and nationally is challenging. The ICB in Surrey has increased investment to support the pathway and address some of the current waiting times, focusing initially on those who have been waiting longest, children and young people who have a higher need or where there is a safeguarding concern.

Each half term there will be a review of the impact of the above and as demand pressures reduce, we plan to further expand the situations described above, with CYP where access to consultations can be made.

There is work underway to address and improve the current situation so children, young people and their families can access the help they need as quickly as possible. The focus is on:

Improving early identification and support for neurodivergent children and young people.

Improving access to professional support, through direct consultations with neurodevelopmental (ND) experts. This will benefit children, young people, and families by allowing a more efficient response to ND needs and reduce the requirement for administrative referral processes. This opportunity to speak together may result in new approaches being proposed to address the support needs of children and young people or acceptance for diagnostic assessment.

Improving early identification and support for neurodivergent children and young people.

This work is varied, with many different partners involved, and includes urgent action being taken across a range of areas including:

A reminder of the range of support available for families

All children young people and families can access additional support and strategies through Mindworks Surrey at any time without needing a referral . This includes:

Access to general advice and support through an out of hours advice line for Neurodevelopmental support (0300 222 5755), which is available from 5pm-11pm, seven days a week, 365 days a year.

This provides advice and signposting support to parents and carers who are struggling with behaviours, challenges or difficulties which could be related to neurodevelopmental needs, such as those associated with ADHD or Autism.

Access to a 24/7 mental health crisis line (0800 915 4644) for children aged from six years, young people and their families or carers whose needs require immediate support.

The Crisis Line is staffed by a professional who will provide advice, support, and signposting to a range of community services. It is open 24/7 and should be used when a child or young person's needs mean they require support in that moment and where there is a concern about managing safety needs.

Strategies and interventions that may be helpful are also available on the website: Neurodevelopmental needs Mindworks Surrey.

A Learners' Single Point of Access (0300 200 1015) for parents or carers with concerns about additional educational needs of a child living in Surrey.

The service is open from 9am to 5pm, Monday to Friday, all year round (except bank holidays).

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Neurodevelopmental support for children and young people

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We recognise that some children and young people, and their families, are waiting longer to access support than we would want them to. There are several reasons for this including a significant rise

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Dysgraphia is a Greek word. The base word graph refers both to the hand’s function in writing and to the letters formed by the hand. The prefix dys indicates

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Dysgraphia is a learning disability that results in impaired handwriting, impaired spelling, or both in someone of normal or above-average intelligence. It is not a mental health disorder, but rather a brain-based learning disability marked by difficulty forming letters, spelling words correctly, staying within lines, writing legibly, or organizing and expressing one's ideas on paper.

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

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

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Emotional wellbeing and mental health services for children and young people, including the CAMHS service, now known as Intensive Interventions.

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Action for Carers | Supporting carers of all ages across Surrey

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Action for Carers Surrey supports carers of all ages across Surrey with free advice and support.

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ADHD Embrace is a voluntary, independent, non-funded, parent/carer support group for this neuro-developmental condition.

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We are a charity supporting parents and professionals who live and work with kids and teens with ADHD. 5% of the population have ADHD and early intervention and support can change the outcome of a child's life. For two decades, we have worked to ensure that children with ADHD are understood, supported and thrive.

Providing a support community for the parents and professionals is at the heart of what we do. To become part of our community register here. We have a newsletter packed full of tips, support and events for families and a Facebook Closed Forum for parents and carers - sign up here. We provide a variety of services including specialist seminars led by experts, teacher seminars, free ADHD workshops, subsidised parenting courses and an ADHD resource library and video store.

We value the involvement of all of our ADHD community, so get more involved here. Read here about how we have helped families.

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Welcome to ADHD Embrace We are a charity supporting parents and professionals who live and work with kids and teens with ADHD. 5% of the population have ADHD and early intervention and support can change the outcome of a child's life. For two decades, we have worked to ensure that children with ADHD are understood, ...

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This can be used to identify where your school currently is regarding to Emotional Based Non School Attendance.

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Surrey EBSNA whole school INITIAL audit for schools

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Review tool to be used with the Whole School audit for EBSNA

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Review tool to be used with the Whole School audit for EBSNA

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This is to be used as a follow up tool to the initial audit. The Initial Audit can be found on this Padlet.

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Surrey EBSNA whole school REVIEW audit for schools

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Tourette syndrome is a genetically determined neurological condition, the key features of which are tics, involuntary and uncontrollable sounds and movements. TS is a complex condition and a large number of people with the condition will also experience co-occurring features and conditions.

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

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Training for Professionals at Freemantles School 2025-26

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Training for Professionals at Freemantles School 2025-26

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A wide range of high quality, low cost training will be offered by Freemantles school this academic year, including both online sessions and courses held in our on-site training room.

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Training for Professionals working with autistic children

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To help you prepare and set up your classroom for a new academic year, we’ve put together a range of useful (and free!) resources.

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Examples of how to use the assessment tools in practice including a one-page profile and a SMART targets sheet.

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The DfE assessment resources provide a suggested way of working when assessing children with SEND in the early years. Whether you are a school-based provider, group-based provider or childminder, these resources can be used to support your children with potential or known SEND. You may want to use everything, or choose which specific elements will be helpful for your setting.

The resources include:

four assessment tools centred around the four broad areas of need

examples of how to use the assessment tools in practice

a one page profile to capture the voice of the child

SMART targets sheet to set short-term targets

support and achievement play plans (SAPPs) to capture a child's long-term goals and needs

The assessment tools

There are four assessment tools, that reflect the four broad areas of need, with a focus on the core skills children with SEND may gain in each area. You can use them at any stage of supporting a child, and they are designed to be used individually or together based on the needs of a child.

The tools may be used in the following way:

1. An area of need is recognised through observation and discussed with the parents and or carers.

2. The appropriate broad area(s) of need is selected from the assessment tools.

3. You use the tool to find out what the child can do in their area of need.

4. You discuss the child's strengths and strategies to support them and note this on a one-page profile with the parents and or carers.

5. You use the assessment tool to outline the initial targets for their child. Using specific, measurable, achievable, relevant and time-bound (SMART) targets you can help a child to make progress towards the assessment statements within the tool.

6. You may want to produce a Support and Achievement Play Plan (SAPP), which will identify long-term goals and record key strategies you may use to support the child. You implement the strategies discussed in practice, noting their impact on the child and how the child engages with your planned support.

7. By the end of the term, or appropriate period, you review the impact of the strategies with the parents and or carers, complete a development monitoring review to determine developmental progress and set out new appropriate targets.

8. Repeat steps 5-7 until you feel support is no longer required or you support the child to transition to their next setting or school.

There may come a time where you feel external specialist support is required. You may refer to your setting or local authority area Special Educational Needs Co-Ordinator (SENCO) for support and guidance or you can directly refer to these services and work with them on any additional support to be implemented. You should only request specialist support when you are satisfied that you have used a graduated approach to understand the child and their needs, and even when they are waiting to be seen you should continue to trial different approaches to support the child.

To strengthen your understanding of how to identify developmental differences and needs and help to consider factors affecting children's development when they access the learning and curriculum on offer, the DfE has developed early years child development training. You can access it for free.

Using the assessment tools

Completing the assessment tool is quick and simple. Each statement is broken down into three levels:

emerging - the child is showing some interest or awareness of this skill.

supported - the child can achieve this skill with support from another (adult or child).

independently - the child can consistently achieve this skill on their own without additional support from an adult or child.

By reading the statements you can make a judgement as to whether you feel the child is not yet showing awareness of this skill, and so leave it unmarked, or determine whether they are emerging (E), supported (S) or independent (I). You can then mark the coordinating letter however you wish (circle, highlight, tick, etc.).

Every time you complete an additional review you should use a different colour to evidence where you feel the child is at that point. We recognise that some children may regress with their development on occasion, and this should also be marked, and appropriate next steps and intervention should be carried out.

The assessment tools promote a positive view of the child by working towards a series of "I can" statements. These are further divided into three sub sections, which allow you to see if there are particular areas of development that may need deeper focus. The statements are organised like building blocks, with the likelihood that the lower blocks are achieved before the higher blocks. However, some children will not progress in this way, and you should not be concerned if you are observing that the higher blocks have been achieved before the lower blocks.

You can also note the types of play you observe from the child to support your decision making in appropriate strategies of support or environmental adjustments you can make to enhance their learning.

Case study

Mary completed the "Sensory and Physical" tool for Abdul, and noted that he is not yet using an open top cup and preferred drinking from a closed 'easy drink' bottle. She circled "E" (emerging) on the statement "I can drink with an open top cup without support". To support him, Mary planned to initially provide Abdul with a slanted, 2 handled drinks cup, alongside his favourite bottle, which gave him the access to an open cup whilst being easier to hold and needing little movement backwards to drink. She shared these next steps with other practitioners and Abdul's parents so that at meal and snack times Abdul will be supported by an adult to engage and drink from the open cup ensuring consistency between home and setting. She also noted this down on his SMART target sheet. Mary also decided to offer other tipping and pouring opportunities for Abdul throughout his play to encourage these skills in the moment. She modelled tipping and pouring actions with Abdul throughout the session when he showed an interest in the water tray. Throughout the term, his confidence grew, and his skills developed. By the following term, when Mary completed the assessment tool for Abdul again, she was able to recognise his progress by circling "S" (supported), indicating that he can now demonstrate this skill with guidance from an adult.

Here is an example of a completed tool

Example tool

Using the framework tool to monitor child progress

Monitoring how children progress with their learning helps you see where to focus your support. The development growth section enables you to note how a child is progressing over a period of time, recognising areas where the child may need further support and areas in which they are making continuous developmental progress and so highlighting their strengths.

This can be simply monitored by recording the number of emerging, supported or independent statements a child is achieving. For example, where a child is emerging in a statement this would be recorded as 1, supported would be 2 and independent would be 3, you can add these together to see how much of the assessment tool they are covering with each review, monitoring their progress.

You can monitor a child's progress through the change in the number of statements a child is covering within the assessment tool each term.

Using the framework following the Progress Check at Age Two

If a delay is identified during the Progress Check at Age Two, you may choose to use the assessment tool as your next step on the journey to supporting the child and their parents and or carers. You can select and complete the relevant tool to understand in more detail what the child is currently achieving. This way, you create a starting point to work from and this supports you in evidencing the successes a child has with the intervention you can provide.

Case study

After completing the Progress Check at Age Two with his key child, Leigh, Mathew recognised that her communication and language skills were delayed. He met with Leigh's parents to discuss how they could further support her, and introduced the setting SENCO. They chose the communication and interaction tool and completed an assessment of Leigh. This assessment, alongside conversation with her parents to understand more about how Leigh communicates at home, led to identifying that Leigh could use some early speech sounds, but lacked confidence when engaging with others.

Mathew decided to use visuals alongside Leigh's favourite interests and used simple language during play as first strategies to support Leigh's communication journey moving forwards. Mathew engaged in these strategies with Leigh consistently, and shared the same visuals with her parents to use in the home. Over time both parents and Mathew noticed an increase in awareness of the visuals and on occasion Leigh would pick up a visual which linked with something she was playing with. By the next review, a term later, everyone could see the progress in Leigh's awareness of communication.

Through the reviews and communal discussion of Leigh's strengths and needs the team that surrounded her could identify strategies that would interest her as well as support her early language skills which led to effective progress being made on each termly review. If Leigh's communication needs continue to make progress but not meet typical milestones the SENCO would support the family in making a referral to speech and language services in their area for additional support and guidance.

Using the toolkit to support accessing funding

Additional funding can be important to ensuring equipment, training and appropriate support are in place. When applying for local authority allocated funding, they may ask you for evidence of the child's need. To access funding, it should be clear what broad areas of need a child has, how this impacts their learning and development, the support currently in place and the potential impact of the support requested. The impact on a child's learning and development can be evidenced through selecting observations that demonstrate the child's needs and how effective the current support provided is. By using the assessment tool, you can show clear progression through small steps-based learning. These are all things that a local authority may consider when assessing applications for SEND funding.

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The DfE assessment resources provide a suggested way of working when assessing children with SEND in the early years. Whether you are a school-based provider, group-based provider or childminder, these resources can be used to support your children with potential or known SEND.

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Practical, early years SEND assessment resources that you can use to help children with SEND.

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Help for early years providers : SEND assessment guidance and resources

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The resources have been developed by Dingley’s Promise in collaboration with the Department for Education.

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Widgit Symbol Resources | Ready-Made Teaching Materials

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Widgit Symbol Resource Packs, hundreds of symbol resource packs, created in partnership with professionals

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This programme is for parents/carers with a young person who is diagnosed with ADHD, their young person is on the pathway to being assessed for ADHD, or the family/school are seeing traits of ADHD behaviours.

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Green Teens offers nature-based mental wellbeing programmes to teenagers (11-18) facing low to moderate social, emotional and mental health (SEMH) challenges.

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The Green Hub Project for Teens supports young people - aged 11-18 - who are struggling with mild to moderate stress and social anxieties. Things like bullying, on-line pressures, exam stress and so forth.

We really want to help teens find a safe and enjoyable space to step away from daily pressures, become part of a teen support network and enjoy healing time spent in nature. Teens join for a 12 week programme, coming along for a 1.5 - 2 hour session once a week on a Saturday.

The Green Hub Project for Teens is funded by local government, charitable foundations and local businesses, so there is no cost for teens to become involved.

Simply share your details with me here and we will be in touch very soon to set up a chat with you. We want to understand what's going on for you and your teenager and whether Green Hub might be able to make an important difference for them and for you.

Simply share your details with me below and I will be in touch very soon to set up a chat.

If you'd like to know more about the Referral process, click here>>
NOTE: Due to unprecedented amounts of Spam contacts, we now host our contact forms away from the main website. Please be assured that these are totally secure - you will be redirected back to the Green Hub website on completion.

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GP & Professional referral - Green Hub %

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Referring a patient, student or client The Green Hub Project for Teens supports young people - aged 11-18 - who are struggling with mild to moderate stress and social anxieties. Things like bullying, on-line pressures, exam stress and so forth. We really want to help teens find a

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SENDIAS - SEND Advice Surrey Support/Signposting for Parent/Carers

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SENDIAS - SEND Advice Surrey Support/Signposting for Parent/Carers

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Find out how SEND Advice Surrey can help you and your family with information, advice and guidance relating to additional needs and disability.

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Joint Hypermobility Syndrome (JHS) and Connective Tissue Disorders Ehlers-Danlos Syndrome (EDS)

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Joint Hypermobility Syndrome (JHS) and Connective Tissue Disorders Ehlers-Danlos Syndrome (EDS)

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Hypermobility is quite common in the general population, particularly in children and is not usually a problem on its own. Sometimes it is associated with long-term, widespread pain and other problems. This is called symptomatic hypermobility and can be a sign of joint hypermobility syndrome (JHS) or connective tissue disorders such as Ehlers-Danlos syndrome (EDS).

There are different types of EDS, each with distinct body-wide symptoms which can be difficult to recognise and can vary widely from person to person.

JHS and EDS may cause problems for pupils at school and these are likely to occur before a diagnosis has been given.

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What are joint hypermobility syndrome (JHS) and the Ehlers-Danlos syndromes (EDS) ?

Hypermobility

Some people may be able to extend their joints further than is usual - this is known as being hypermobile or double-jointed. Hypermobility is quite common in the general population, especially in children and, on its own, is not necessarily a problem. However, hypermobility can be associated with long-term, widespread pain, frequent dislocations, damage to the tissues surrounding joints and fatigue. When hypermobility comes with these problems it is called symptomatic hypermobility. People who are hypermobile may also struggle to sense the position of their joints (this is called having poor proprioception). This can make them appear clumsy and can lead to falls and other injuries.

The Ehlers-Danlos syndromes (EDS)

EDS are a group of genetic (heritable) conditions affecting the connective tissue which is found throughout the body. Connective tissue holds joints and internal organs in place and is an important structural component of skin, blood vessels and other tissues. In EDS, a certain kind of connective tissue (collagen) is fragile and stretchy. This can cause symptoms throughout the body. The different types of EDS are quite distinct from each other. While some signs and symptoms are specific to certain types, there are some (such as symptomatic hypermobility) that are common to most types of EDS. Vascular EDS (vEDS) is different to the other types of EDS and can lead to sudden, life-threatening events.

Joint hypermobility syndrome, closely related to EDS

Joint hypermobility syndrome (JHS) is a condition involving symptomatic hypermobility. It is thought to be closely related to some types of EDS. It is more common for children to be defined as having symptomatic hypermobility or JHS than EDS. People with JHS can display similar symptoms to people with some types of EDS. The differences between the two are not important from a school's perspective and we suggest pupils with symptomatic hypermobility, JHS and EDS be treated and managed in the same way except for individual differences.

Effects throughout the body

JHS and EDS are complex syndromes affecting many systems of the body at once. Despite this, they are often invisible. In addition to problems associated with hypermobility, those affected may also have skin which damages easily, bruises and is slow to heal, or alternatively can be thick and velvety. Different symptoms and their severity vary considerably from person to person and are unique, even in the same type of EDS and within the same family. Some other conditions seem to be more common in people with JHS and EDS compared to the general population but we can't say for certain that they are linked.

Individuals with JHS or some types of EDS can experience symptoms related to the abnormal function of the autonomic (involuntary or automatic) nervous system. The term autonomic dysfunction is used. It is not yet clear how JHS or EDS and autonomic dysfunction are linked. In some people with autonomic dysfunction, symptoms come on when they are upright and are mostly relieved by lying down. This is called orthostatic intolerance or postural orthostatic intolerance (PoTS). Symptoms of PoTS include palpitations (a sensation of your heart pounding in your chest), lightheadedness or dizziness, sweating, fainting, fatigue and headaches. They can also affect the gut (where nausea, diarrhoea, constipation, bloating, abdominal pain and vomiting can be experienced), concentration and vision (excessive glare, blurred or tunnel vision).

There is evidence of an association between hypermobility and anxiety but the relationship is not yet fully understood.

Common symptoms of JHS and EDS

Symptoms of JHS and EDS are widespread and can vary greatly from child to child. The diagram below shows the symptoms of the most common type of EDS, called hypermobile EDS (hEDS). There are additional distinctive symptoms for the rarer types of EDS.

Emerging associations

Research also suggests a link between hypermobility and autism/neurodevelopmental differences but again, more research is needed. Neurodiversity can be thought of as a 'spectrum' of conditions including autism, dyslexia, dyscalculia, dyspraxia (developmental coordination disorder), ADHD and tic disorders including Tourette's syndrome. This is a developing area, some say merging into neurovariance to include hypermobility.

Severe allergy-like symptoms seem to be relatively common in people with some types of EDS. This is thought to be due to a recently recognised condition called mast cell activation syndrome (MCAS), although again, more research is needed.

Getting a diagnosis

Both EDS and JHS are difficult to recognise, especially in children. Medical professionals are often reluctant to label a child with a medical diagnosis early in their life. This means pupils may be experiencing the signs of symptomatic hypermobility or EDS but struggle to get a diagnosis. Whether with or without a diagnosis the management of symptomatic hypermobility should be supported.

Hormones, hypermobility and EDS

The hormones oestrogen and progesterone are known to affect connective tissue and this can influence hypermobility. While the relationship is not fully understood and more research is needed, JHS and EDS symptoms often seem to begin or worsen at the start of menstruation. Symptoms can also worsen in the days before a period. We also know that symptoms can change significantly at other stages of life when significant hormonal changes happen.

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Learn about joint hypermobility syndrome (JHS) and the Ehlers-Danlos syndromes (EDS) and how they affect pupils at school

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Right to Choose for mental health care (including all aged Autism and ADHD)

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Right to Choose for mental health care (including all aged Autism and ADHD)

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Mental Health support and your right to choose

Mental health support available for you and your family in Surrey Heartlands

You can access many services without needing to speak to your GP first.

Trying to understand which services best suit your needs can be difficult, especially if you have never heard of them.

The Healthy Surrey and Mindworks Surrey websites have lots of resources and a comprehensive list of local support services for mental health and emotional wellbeing such as:

local services in Surrey for psychological support or money management and debt

veteran support

places to contact in times of crisis

If you are unable to access online services, you can continue to seek emotional wellbeing support through a free confidential helpline:

call 0808 802 5000 (in high demand periods, an answerphone service may be in place)

SMS Text 07537 432411 (staffed Monday to Friday 9am-2pm).

Mental Health services for Adults Mental Health services for Children

What to do in a mental health crisis
For people experiencing a mental health crisis, please telephone 0800 915 4644 (365 days a year, 24 hours a day).
If you have speech or hearing difficulties, you can contact the helpline through:

SMS 07717 989 024 (this service is only available to adults aged 18 years and over)

Relay UK service

Call 18001 0800 915 4644 from your text phone or smart app

More information is available on the Surrey and Borders Partnership website.

For non-urgent medical advice, please visit NHS 111 online.

Right to Choose for mental health care (including all aged Autism and ADHD)

In England, all NHS patients have a legal right to choose the service or hospital that provides their physical and mental health care.

This means people can make choices that best suit their individual needs and enables people to be more involved, and have more control over, their care.

For mental health services, this means people have the right to choose their mental health provider and their mental health team. This is known as 'Right to choose' and is part of the national NHS Choice Framework.

For example, if a GP refers someone for an ADHD or an autism assessment, in most cases, that person (or their parent or carer) can choose the provider that best suits their needs. When considering the right service, people may consider the service location, waiting times and other factors such as what the service offers.
NHS England guidance: choice of provider and team in mental health care

What do these rights mean for you and your family?

The legal rights to choice of mental health provider and team apply when :

A GP refers a patient for treatment when it is not urgent or an emergency (crisis) and

A GP refers a patient for a first appointment with a chosen provider for a new episode of care and

The patient is not already under the care of a provider or has previously received treatment from this provider for the same condition and

the referral is clinically appropriate and

the service and team are led by a consultant or a mental healthcare professional e.g. a psychologist and

the chosen provider has a commissioning contract with NHS Surrey Heartlands or NHS England for the required service.

Prior commissioner approval is not required when the above apply.

When do the rights to choice not apply?

If any of the following describe your situation, the legal rights to choice do not apply.

Where a patient is:

already receiving mental health care following an elective referral for the same condition

referred to a service that is commissioned by a local authority, for example a drug and alcohol service (unless commissioned under a Section 75 Agreement)

accessing urgent or emergency (crisis) care

accessing services delivered through a primary care (GMS) contract

in high secure psychiatric services

detained under the Mental Health Act 1983

detained in a secure setting. This includes people in or on temporary release from prisons, courts, secure children's homes, certain secure training centres, immigration removal centres or young offender institutions

serving as a member of the armed forces (family members in England have the same rights as other residents of England)

Talk to your GP about whether you can choose your provider.

How do I know which providers I can choose from?

If you need a referral into a mental health service, your GP will be able to talk you through the next steps and the options available to you, including your right to choose and providers that would be suitable and able to meet your, or your child's needs.

You can also search for services online, although your GP would need to confirm an NHS contract is in place before they can make a referral - and they can check this with us (NHS Surrey Heartlands ICB).

Does Right to Choose apply for adult mental health services, including Autism and ADHD services?

If you or a family member need a referral into an adult mental health service, including Autism and ADHD services, then Right to Choose may apply, but it would depend on the type of service you need.

For example, some services such as crisis support, would not be part of Right to Choose because people would need immediate support and timely access is really important.

There may also be some highly specialist services where a choice of service isn't available because the service is so specialist.

Your GP will be able to advise you on whether there are different services or organisations that could provide the type of support you need. We would recommend talking to your GP about the options available.

Can I use right to choose for my child's autism or ADHD assessment?

Surrey Heartlands commission autism and ADHD assessments from Surrey and Borders Partnership NHS Foundation Trust for children and young people who meet the referral criteria for this service.

We recognise the current waiting times are longer than we would want them to be, and whilst children are supported while they await an assessment, Right to Choose could be another option. If parents wanted their child to be seen by a different provider, they should discuss this with their GP. The GP can make the referral, as long as the provider already holds an NHS contract for providing autism or ADHD services.

Providers often vary in the type of service they provide. Some offer assessment only, whilst some offer ongoing support. If you are considering Right to Choose, it is important to look at what the different services provide so your GP can make a referral to the service that best meets your child's needs, including any ongoing support they may need.

Is ADHD medication available for children and adults through Right to Choose?

Providers often vary in the type of service they provide.

For example, some organisations only offer assessments, whilst others offer ongoing support, including medication.

If you are considering Right to Choose, it's important to look at what the different services provide so your GP can make a referral to the service that best meets your, or your child's, needs, including any ongoing support they may need.

Additional mental health support

National charities also offer a range of information and advice on mental health topics to improve the quality of life for anyone affected by mental illness and carers. Specialist support from the national charity Carers UK also provides a wealth of resources specifically for families and carers.

If you think you may need further psychological support or are unsure about what help might be best for you, please do contact your GP to seek advice.

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Recognising that you may have a mental health problem and taking the first steps to get help can be difficult but it is worth remembering that 1 in 4 of us will experience mental health problems at some point in our lives.

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Neurodevelopmental support for children and young people :: Mindworks Surrey

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Neurodevelopmental support for children and young people :: Mindworks Surrey

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Update on the Neurodevelopmental support for children and young people :: Mindworks Surrey

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We recognise that some children and young people, and their families, are waiting longer to access support than we would want them to, and we understand this is a particularly difficult time for parents and carers who are supporting a young person with a suspected neurodevelopmental need.

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Shared with us by St Annes Catholic school. This is a fantastic regulation/brain/movement break activity.

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Welcome Every boy needs a positive male role model in their life, and especially during childhood. This relationship is most commonly filled by their dad but when this isn’t possible, another significant…

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A range of different courses/support for ParentCarers

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A range of different courses/support for ParentCarers

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Supporting young people who face additional challenges can be difficult at times. With that in mind, the Hope Service has created a space for groups of parents and carers to come together on a regular (fortnightly) basis to discuss the challenges they face in a confidential and supportive environment.

These groups are specifically for parents and carers of young people who would like additional support. You will have an opportunity to exchange experiences and receive support towards managing the often complex situations you find yourselves in. This is not a parenting class, rather a non-judgemental support group and we encourage you to talk about whatever seems most important.

The Hope Service will be offering topical sessions to coincide with the dates on offer, where parents and carers can join together to discuss current difficulties.

Support is offered via Microsoft Teams by Hope staff members, which could include a Therapist, Nurse, Teacher, Social Worker and Hope day programme staff or outside facilitators.

The following table details the sessions on offer.

Tuesday 5 March 2024, 5pm to 6.00pm

What is Child Exploitation: How to recognise the signs of a child being exploited, including County Lines and what support is available.

If you would like to participate, please book on Eventbrite, or if you require any further information please contact the Hope Service.

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Confidential parent and carer support within the Hope service, the list of fortnightly themed sessions throughout the year and how to book.

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ATLAS aims to bring about positive change for people with additional needs and disabilities. A priority for us as ATLAS members is to actively tackle ableism, stigma, and discrimination in the work that they do.

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Our preferred terminology in ATLAS - Surrey County Council

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We aim to increase the use of language that people with additional needs and disabilities use to self-describe and identify in all settings.

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Beacon House is a specialist, innovative and creative therapeutic service for young people, families and adults.

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Welcome to Beacon House

Beacon House is a specialist, innovative and creative therapeutic service for young people, families and adults. With a special interest in working with individuals of all ages who have experienced trauma and loss, we are passionate about offering safe and effective therapies in a way that enables people to re-build their lives following stress and adversity. We also take pride in supporting individuals and teams to develop their trauma informed practice through training, supervision and consultation.

Our Cuckfield Clinic periodically closes to new child and adult referrals to prevent long waiting times. Please do get in touch with us to find out if we have spaces currently.

We have some specific capacity for child and family referrals at our Chichester Clinic. Please do get in touch with us to find out if we are able to allocate your referral at this time.

Find out more about us

Our Services

How can Beacon House help you?

Educational Psychology

Get In Touch

Get in touch today to find out more.

We have clinics in Cuckfield and in Chichester.

Please note: We are not able to accept any walk-ins. All meetings are by appointment only. Office hours are: Monday to Friday 9am to 5pm.

To ask any questions, please contact us on admin@beaconhouse.org.uk

We use cookies to help improve your experience of this website. By using this website, you agree to accept cookies from this site.

Accept

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Beacon House | Chartered Clinical Psychologist Trauma Specialist

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Beacon House is a specialist, innovative and creative therapeutic service for young people, families and adults.

# data[].attributes.attachment_link.readable_text
Welcome to Beacon House

Beacon House is a specialist, innovative and creative therapeutic service for young people, families and adults. With a special interest in working with individuals of all ages who have experienced trauma and loss, we are passionate about offering safe and effective therapies in a way that enables people to re-build their lives following stress and adversity. We also take pride in supporting individuals and teams to develop their trauma informed practice through training, supervision and consultation.

Our Cuckfield Clinic periodically closes to new child and adult referrals to prevent long waiting times. Please do get in touch with us to find out if we have spaces currently.

We have some specific capacity for child and family referrals at our Chichester Clinic. Please do get in touch with us to find out if we are able to allocate your referral at this time.

Find out more about us

Our Services

How can Beacon House help you?

Educational Psychology

Get In Touch

Get in touch today to find out more.

We have clinics in Cuckfield and in Chichester.

Please note: We are not able to accept any walk-ins. All meetings are by appointment only. Office hours are: Monday to Friday 9am to 5pm.

To ask any questions, please contact us on admin@beaconhouse.org.uk

We use cookies to help improve your experience of this website. By using this website, you agree to accept cookies from this site.

Accept

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Beacon House | Chartered Clinical Psychologist Trauma Specialist

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Browse our free mental health resources for those working in primary, secondary and FE settings.

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A guide for young people

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Recognising and managing self-harming and suicidal behaviour

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Recognising and managing self-harming and suicidal behaviour

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CS5814 - Healthy Schools Self Harm Protocol_3 (003)

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Advice for Young People regarding Self harm

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Advice for Young People regarding Self harm

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A guide for Parents and Carers

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Information and courses for Parents/Carers and schools

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Information and courses for Parents/Carers and schools

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Support for Parents of Children with Selective Mutism

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Led by Lucy Nathanson, our team of specialist therapists supports children with selective mutism, offering tailored therapy and guidance for parents

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Simply put, Autism Understood is a website about autism, for autistic young people.

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A website about autism, for autistic young people - so that everyone can gain a better understanding of what autism actually is.