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Executive Functioning Workshop - IN PERSON 

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Executive Functioning Workshop - IN PERSON 

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Executive Functioning Workshop - In Person Tickets, Tuesday, September 22  •  11 AM - 12 PM | Eventbrite

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Executive Functioning Workshop Poster with link

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Online - Sensory Processing Workshop Tickets, Tuesday, September 8  •  10 AM - 11:30 AM GMT+1 | Eventbrite

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Sensory Processing Workshop Poster with link

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Online Sleep Workshop Tickets, Monday, September 28  •  5:30 PM - 7 PM GMT+1 | Eventbrite

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For more information about Wales' largest celebration of Welsh culture, please press the links below:

About | Eisteddfod

A guide to the National Eisteddfod of Wales | Visit Wales

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SEND Acronyms

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This guideline covers children and young people with autism spectrum disorder (across the full range of intellectual ability) from birth until their 19th birthday. It covers the different ways that health and social care professionals can provide support, treatment and help for children and young people with autism, and their families and carers, from the early years through to their transition into young adult life.

This guideline should be used alongside autism spectrum disorder in under 19s: recognition, referral and diagnosis and autism spectrum disorder in adults: diagnosis and management.

In June 2021, we added new recommendations on interventions for feeding problems, including restricted diets to highlight the need for assessment and referral for children and young people. For more information, see the update decision.

Recommendations

This guideline includes recommendations on:

Who is it for?

Healthcare professionals

Social care practitioners

Children and young people with autism, and their families and carer

Is this guideline up to date?

We checked this guideline in June 2021 and found no new evidence that affects the recommendations. We are monitoring important initiatives in progress that may affect future service delivery. We will regularly review their potential impact on our autism guidelines.

Guideline development process
How we develop NICE guidelines
This guideline was previously called autism: the management and support of children and young people on the autism spectrum.

Your responsibility

The recommendations in this guideline represent the view of NICE, arrived at after careful consideration of the evidence available. When exercising their judgement, professionals and practitioners are expected to take this guideline fully into account, alongside the individual needs, preferences and values of their patients or the people using their service. It is not mandatory to apply the recommendations, and the guideline does not override the responsibility to make decisions appropriate to the circumstances of the individual, in consultation with them and their families and carers or guardian.

All problems (adverse events) related to a medicine or medical device used for treatment or in a procedure should be reported to the Medicines and Healthcare products Regulatory Agency using the Yellow Card Scheme.

Local commissioners and providers of healthcare have a responsibility to enable the guideline to be applied when individual professionals and people using services wish to use it. They should do so in the context of local and national priorities for funding and developing services, and in light of their duties to have due regard to the need to eliminate unlawful discrimination, to advance equality of opportunity and to reduce health inequalities. Nothing in this guideline should be interpreted in a way that would be inconsistent with complying with those duties.

Commissioners and providers have a responsibility to promote an environmentally sustainable health and care system and should assess and reduce the environmental impact of implementing NICE recommendations wherever possible.

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Autism spectrum disorder in under 19s: support and management

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This guideline covers children and young people with autism spectrum disorder (across the full range of intellectual ability) from birth until their 19th birthday. It covers the different ways that health and social care professionals can provide support, treatment and help for children and young people with autism, and their families and carers, from the early years through to their transition into young adult life.

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Online mental health support

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Kooth is your online mental wellbeing community. Access free, safe and anonymous

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This guideline covers recognising, diagnosing and managing attention deficit hyperactivity disorder (ADHD) in children, young people and adults. It aims to improve recognition and diagnosis, as well as the quality of care and support for people with ADHD.

In September 2019, we amended the recommendation on assessment for people starting medication for ADHD to indicate that an ECG is not needed before starting stimulants, atomoxetine or guanfacine if cardiovascular history and examination are normal and the person is not on medicine that poses an increased cardiovascular risk. For details, see update information.

Recommendations

This guideline includes new and updated recommendations on:

It also includes recommendations on:

Who is it for?

Healthcare professionals

Commissioners and providers

People with ADHD, and their families and carers

Is this guideline up to date?

December 2021: We have found no new evidence that affects the recommendations. For more information, see the surveillance decision.

Guideline development process
How we develop NICE guidelines
This guideline updates and replaces NICE guideline CG72 (September 2008), NICE technology appraisal guidance 98 (2006) and NICE evidence summaries ESUOM8, ESNM19 and ESNM70.

Your responsibility

The recommendations in this guideline represent the view of NICE, arrived at after careful consideration of the evidence available. When exercising their judgement, professionals and practitioners are expected to take this guideline fully into account, alongside the individual needs, preferences and values of their patients or the people using their service. It is not mandatory to apply the recommendations, and the guideline does not override the responsibility to make decisions appropriate to the circumstances of the individual, in consultation with them and their families and carers or guardian.

All problems (adverse events) related to a medicine or medical device used for treatment or in a procedure should be reported to the Medicines and Healthcare products Regulatory Agency using the Yellow Card Scheme.

Local commissioners and providers of healthcare have a responsibility to enable the guideline to be applied when individual professionals and people using services wish to use it. They should do so in the context of local and national priorities for funding and developing services, and in light of their duties to have due regard to the need to eliminate unlawful discrimination, to advance equality of opportunity and to reduce health inequalities. Nothing in this guideline should be interpreted in a way that would be inconsistent with complying with those duties.

Commissioners and providers have a responsibility to promote an environmentally sustainable health and care system and should assess and reduce the environmental impact of implementing NICE recommendations wherever possible.

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Attention deficit hyperactivity disorder: diagnosis and management

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This guideline covers recognising, diagnosing and managing attention deficit hyperactivity disorder (ADHD) in children, young people and adults. It aims to improve recognition and diagnosis, as well as the quality of care and support for people with ADHD

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With more updates to come...

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Communications Contribution consent form | Barnardo’s

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Here at Barnardo’s we support children across the UK with our essential services, campaigns and research, thank you for helping us. If you have any questions about this form or about how to fill it in, please speak to your contact at Barnardo’s e.g. your project worker or contact in the marketing team. They will be happy to help you and will give you an opportunity to ask questions.Barnardo’s produces a range of communications resources to tell people about the work that we do, about our services and to raise money for our work. We like to share the experiences of real people who are using our services in our communications as it helps to demonstrate the difference our work is making. By completing this form, you give us permission to use any information that you provide; these are collectively referred to as the “contribution”. When you give your contribution, you will be given a card with the details of how to get in touch with us if you would like to discuss any aspect of your contribution or to withdraw your consent (if you choose to at a later date).

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Early support to families and young people

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Free, confidential and impartial support to parents and carers of young people aged 0-25 who have or may have SEND, as well as independent advice and support directly to young people aged 16-25 who have or may have SEND.

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Support for families I live in Stockport Free, confidential and impartial support to parents and carers of children aged between 0 and 25 in Stockport who have or may have SEND. Telephone: 0161 240 6168 Email: stockportsendiass@togethertrust.org.uk Post: SENDIASS Service, Newbridge Centre, Cromer Street, Stockport, Cheshire, SK1 2NY Facebook: Follow our Facebook page I live in Tameside Free, confidential […]

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Mental health support for all ages

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Integrated services for Speech and Language Therapy, Physiotherapy, Occupational Therapy, Nutrition & Dietetics and Complex Needs Nursing

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Integrated Service for Children with Additional Needs (ISCAN) :: Tameside Children and Young People

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ISCAN is an integrated service made up of Speech and Language Therapy, Physiotherapy, Occupational Therapy, Nutrition & Dietetics and Complex Needs Nursing. ISCAN is a community service and we work from a range of sites across Tameside and Glossop. We offer assessments and treatment in a variety of places including local clinics, nurseries, special and mainstream schools and young people’s homes. We work closely with families and other professionals to support young people to achieve their potential in all aspects of their life.

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Health Visiting :: Tameside and Glossop Integrated Care

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All new mothers will receive a home visit from a Health Visitor between 10-14 days after your baby is born, under normal circumstances. We also aim to have already met you before the birth. We will contact you to arrange these appointments in advance, by telephone or letter.

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“Active Tameside really embrace each and every resident like a friend, like a family member. They put the community at the heart of their service, really understanding people’s individual needs and challenging themselves to learn new ways of working. What this service offers to Tameside residents is…

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Creative wellbeing sessions for young people

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Online and in person support for autistic young people

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Spectrum Gaming is an online community for autistic young people. The aims of Spectrum Gaming are to enable autistic young people to develop meaningful friendships; to help them understand and develop a positive perspective of their differences; and to advocate for the needs of autistic young people

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Autism service for Children - Tameside Metropolitan Borough Council

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Tameside Autism Network Autism service for Children

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Community events in Tameside

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Food kitchen and food bank for anyone that requires a hot meal and food parcel in Clarksfield, Oldham

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Take a look at all the exciting events going on in the Tameside Libraries!

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If you need to find an alternative provision, here is a list of all the specialist schools.

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Phone line is available:

Monday, Tuesday and Thursday from 7pm to 9pm

Monday and Wednesday from 9am to 11am

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Supporting people across all ages to improve sleep, and provides sleep training to professionals in the health, social and corporate sectors.

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Application for Home to School and Education or Learning Transport (Page 1 of 8)

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This form must be completed by Parents/carers who wish to apply for travel assistance for pupils with Education, Health and Care Plans or who are unable to walk to school due to their disability or mobility issues. Applicants must complete the form in full and provide as much supporting information as possible. The information provided will be used to assess whether your child may be eligible for travel assistance. As part of your application, you may be required to provide additional documentation to support your application e.g. medical records, Education, Health and Care Plan, proof of receipt of free school meals and/or working-tax credit. These should be sent to htsapplications@tameside.gov.uk. Please note we are unable to return any documentation to you, please ensure you only provide copies that can be destroyed by the authority on completion of your application assessment. The application form comprises of 5 sections to complete: 1. Pupil and school information 2. Needs of the child 3. Family home circumstances 4. Contact details 5. DeclarationYou can save the form and come back to it at anytime.The information provided in section 1 is used to assess whether TMBC is required to provide you with travel assistance. The information provided in sections 2 and 3 are used to determine which type of assistance may be necessary and provide the transport providers with as much information as possible about your child to ensure they are equipped to meet the child’s needs.Once the form has been received you may be contacted to discuss the next phase.Please apply by 30th May for Transport to commence on 1st September, any application received after this time may not be guaranteed to be in place for the start of term.Applicants should allow approximately 20 working days from receipt of application / final supporting evidence by TMBC, to travel assistance decision / commencement.Please note, if travel assistance is awarded, it will be reviewed every 12 months.If travel assistance is declined, you will be notified in writing stating the reason(s) why. If you disagree with the decision, you will be informed of your right appeal. Details on how to do this are explained in the decision letter you will receive once this application has been processed.If your child has an Education, Health and Care Plan (EHCP), they are entitled to a free travel bus/rail pass for use on public transport. You can apply for this pass by contacting Transport for Greater Manchester on 0161 244 1000.Tameside Metropolitan Borough Council’s Policy on the provision of Home to School Transport for pupils with Special Educational Needs is available on our website: http://www.tameside.gov.uk/education/transport/5-16policy . Or by contacting the Integrated Transport Unit team by email at itu@tameside.gov.uk

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Help for young people with additional needs to access public transport with personalised, one-to-one support.

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Learn to travel on your own. Next stop, independence!

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What to expect from the tameside ND hub 

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Practical, accessible guidance that can be used straight away in homes and early years settings to strengthen sensory foundations

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Lots of resources from Speech and Language Therapy team!

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Speech and Language Therapy Resource Library :: Tameside Children and Young People

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Play is more than just fun for our children, it is how they learn about the world, about other people and language. There are stages that children tend to go through for play and interaction, although all children are different. If you think your child is having difficulty with these areas take a look at some of our top tips

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Procrastination help in Ashton library every month

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Extra quiet hours in Tameside Libraries

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Please come along to meet our team in person. We can offer information and advice in relation to neurodiversity. There will be drinks and biscuits too!

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Dyslexia is a neurological difference and can have a significant impact during education, in the workplace and in everyday life. As each person is unique, so is everyone's experience of dyslexia. It can range from mild to severe, and it can co-occur with other learning difficulties. It usually runs in families and is a life-long condition.

It is important to remember that there are positives to thinking differently. Many dyslexic people show strengths in areas such as reasoning and in visual and creative fields.

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About dyslexia - British Dyslexia Association

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Dyslexia is a neurological difference and can have a significant impact during education, in the workplace and in everyday life. As each person is unique, so is everyone's experience of dyslexia. It can range from mild to severe, and it can co-occur with other learning difficulties.

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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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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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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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What is Foetal Alcohol Spectrum Disorder (FASD)?

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What is Foetal Alcohol Spectrum Disorder (FASD)?

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What is FASD? Also in this section: Alcohol in pregnancy What is FASD How It presents Over 400 co-occurring conditions Mythbuster Getting a diagnosis After a diagnosis Common description: “FASD results when prenatal alcohol exposure affects the developing brain and body. FASD is a spectrum. Each…

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PDA Society - Pathological Demand Avoidance

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The term PDA stands for Pathological Demand Avoidance. This is widely understood to be a profile found within some autistic people. The most obvious

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A learning disability is a reduced intellectual ability and difficulty with everyday activities. There are three different types mild, moderate and severe.

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The spoon theory came to us thanks to Christine Miserandino, and you can read more about her on her page at butyoudontlooksick.com I would like to share my understanding of it, and how knowledge of this has helped me, and might help you.Imagine you have an actual, physical representation of your energy, cognitive functioning, emotional availability, etc, in this case, we use spoons. Now... imagine you have a maximum amount of spoons you can start with each day. This does not mean you start with

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Tips and tricks when you feel under pressure

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Tips and tricks when you feel under pressure

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Tips and tricks to help with challenging behaviour

Formulated by Professor Edmund Sonuga-Barke and the POP-UP team, these tips and tricks are backed by science and proven to work with families.

Tips and tricks to help with emotions

These videos focus on emotions and are formulated by Professor Andrea Danese and colleagues at the Maudsley CAMHS Trauma, Anxiety and Depression clinic. They are drawn from Cognitive Behavioural-Therapy (CBT) principles used to help young people who experience anxiety or depression.

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Parenting Tips & Tricks - Families Under Pressure - Maudsley Charity

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A guide with simple tips and tricks for parents on dealing with challenging behaviour and negative emotions, developed by researchers & NHS mental health experts.

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PACE technique to help a child feel safe

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PACE technique to help a child feel safe

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PACE is a way of thinking, feeling, communicating and behaving that aims to make the child feel safe. It is based upon how parents connect with their very young infants. As with young toddlers, with safety the child can begin to explore.

With PACE, the troubled child can start to look at himself and let others start to see him, or get closer emotionally. He can start to trust.

Playfulness

This is about creating an atmosphere of lightness and interest when you communicate. It means learning how to use a light tone with your voice, like you might use when story telling, rather than an irritated or lecturing tone. It's about having fun, and expressing a sense of joy.

It is similar to parent-infant interactions when both parent and infant are delighting in being with each other and getting to know each other. Both are feeling safe and relaxed. Neither feels judged nor criticised. Playful moments reassure both that their conflicts and separations are temporary and will never harm the strength of their relationship.

Having a playful stance isn't about being funny all the time or making jokes when a child is sad. It's about helping children be more open to and experience what is positive in their life, one step at a time.

Sometimes a troubled child has given up on the idea of having good times and doesn't want to experience and share fun or enjoyment. Some children don't like affection or reject hugs. A playful stance can allow closeness but without the scary parts.

When children find it hard to regulate their feelings, anger can become rage, fear, terror, and sadness, despair. If this is the case, then children may also find it hard to regulate feelings of excitement, joy and love. Feeling these emotions can sometimes turns to anxiety.

Playfulness allows children to cope with positive feelings. It also gives hope. If you can help the child discover his own emerging sense of humour, this can help him wonder a little more about his life and how come he behaves in the ways that he does. When children laugh and giggle, they become less defensive or withdrawn and more reflective.

A playful stance adds elements of fun and enjoyment in day-to-day life and can also diffuse a difficult or tense situation. The child is less likely to respond with anger and defensiveness when the parent has a touch of playfulness in his or her discipline. While such a response would not be appropriate at the time of major misbehavior, when applied to minor behaviours, playfulness can help keep it all in perspective.

Acceptance

Unconditional acceptance is at the core of the child's sense of safety.

Acceptance is about actively communicating to the child that you accept the wishes, feelings, thoughts, urges, motives and perceptions that are underneath the outward behaviour. It is about accepting, without judgment or evaluation, her inner life. The child's inner life simply is; it is not right or wrong.

Accepting the child's intentions does not imply accepting behavior, which may be hurtful or harmful to another person or to self. The parent may be very firm in limiting behavior while at the same time accepting the motives for the behaviour.

One hopes that the child learns that while behavior may be criticised and limited, this is not the same as criticising the child's self. The child then becomes more confident that conflict and discipline involves behavior, not the relationship with parents nor her self-worth.

Curiosity is the foundation of acceptance of whatever underlies the behaviour. Making sense of how the child has learnt to behave in certain ways can help with acceptance.

Curiosity

Curiosity, without judgment, is how we help children become aware of their inner life, reflect upon the reasons for their behaviour, and then communicate it to their parents or therapist. Curiosity is wondering about the meaning behind the behaviour for the child. Curiosity lets the child know that the adults understand.

Children often know that their behavior was not appropriate. They often do not know why they did it or are reluctant to tell adults why.

With curiosity the adults are conveying their intention to simply understand why and to help the child with understanding. The adult's intentions are to truly understand and help the child, not to lecture or convey that the child's inner life is wrong in some way.

Curiosity involves a quiet, accepting tone that conveys a simple desire to understand the child: "What do you think was going on? What do you think that was about?" or "I wonder what...?"

You say this without anticipating an answer or response from a child.

This is different from asking the child, "Why did you do that?" with the expectation of a reply.

It is not interpretation or fact gathering. It's just about getting to know the child and letting her know that.

Curiosity must be communicated without annoyance about the behaviour. Being curious can, for example, include an attitude of being sad rather than angry when the child makes a mistake. A light curious tone and stance can get through to a child in a way that anger cannot.

You might make guesses about what a child may be thinking and feeling, saying this aloud, and keeping it connected to the present. It can be about having a conversation, almost with yourself, with the child in the room, without anticipating a response.

If an adult can stay curious about why their child is behaving as they are, the child and adult are less likely to feel cross or frustrated. As curiosity is non-judgemental, this can help the child to be open to how she, and other people, are thinking and feeling. Curiosity lets the child stay open and engaged in conversations.

Children then start to reflect upon their own inner life with their parent and therapist and start to understand themselves. As the understanding deepens, the child can discover that her behavior does not reflect something bad inside her, but rather a thought, feeling, perception, or motive that was stressful, frightening, or confusing and could only be expressed through her behavior.

As the child communicates this to the adults, the need for the behaviour may reduce, and with that the behaviour itself. The child's feelings about the behaviour may change, with less defensiveness and shame but more guilt, leading to less of the behaviour.

Empathy

Empathy lets the child feel the adult's compassion for her. Being empathic means the adult actively showing the child that the child's inner life is important to the adult and he or she wants to be with the child in her hard times.

Brené Brown on Empathy, RSA Shorts

With empathy, when the child is sad or in distress the adult is feeling the sadness and distress with her and lets the child know that.

The adult is demonstrating that he or she knows how difficult an experience is for the child. The adult is telling the child that she will not have to deal with the distress alone.

The adult will stay with the child emotionally, providing comfort and support, and will not abandon her when she needs the adult the most.

The adult is also communicating strength, love and commitment, with confidence that sharing the child's distress will not be too much. Together they will get through it.

The impact of communication using the principles of PACE

PACE focuses on the whole child, not simply the behavior. It helps children be more secure with the adults and reflect upon themselves, their thoughts, feelings and behaviour, building the skills that are so necessary for maintaining a successful and satisfying life. The child discovers that they are doing the best that they can, and are not bad or lazy or selfish. Problems diminish as the need for them reduces.

Through PACE and feeling safer, children discover that they can now do better. They learn to rely on adults, particularly their parents, and trust them to truly know them. They learn that their parents can look after them in a way that they could never do on their own.

When children experience the adults doing the best they can to understand them and trying to work out together more effective ways for the child to understand, make sense of and manage their emotions, thoughts and behaviour they start to believe that the adults really will keep on trying until things get better for all of them.

For adults, using PACE most of the time, they can reduce the level of conflict, defensiveness and withdrawal that tends to be ever present in the lives of troubled children. Using PACE enables the adult to see the strengths and positive features that lie underneath more negative and challenging behaviour.

Further reading from the Resource Library
All Resources concerning PACE

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Playfulness, acceptance, curiosity and empathy. PACE is a way of thinking, feeling, communicating and behaving that aims to make the child feel safe. It is based upon how parents connect with their very young infants. As with young toddlers, with safety the child can begin to explore.

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Baby and toddler screen time guidance - Best Start in Life

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Guidance for parents on managing screen time for under 5s. Learn what’s recommended and how to build healthy habits from an early age.

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There are many types of memory, and not all research agrees on how to categorise each type. Below are some of the main memory groupings, although you may also see them categorised in other ways.

Sensory Memory. Sensory memory allows us to remember impressions of sensory information after the input has finished. This memory is the shortest, lasting less than a second, but has a large capacity - it can take in huge amounts of sensory input from your environment.

Working Memory and Short Term Memory. These terms are often used interchangeably, but they can also refer to slightly different memory functions. Short term memory stores information for a few seconds, and can be seen as part of the working memory. The working memory doesn't just store information, it also processes and manipulates it, for a short period of time. These types of memory last for less than a minute, and have a small capacity (which varies from person to person).

Long Term Memory. Long term memories can last a lifetime. They can be divided into two broad areas, each of which are further divided into types:

What is working memory?

Working memory is the small amount of information that can be held in mind and used to complete tasks. In a classroom setting, examples of when learners use their working memory might be;

Following a verbal instruction to go and get something

Remembering a sentence or answer they have thought of, whilst writing it down or waiting for their turn to speak

Holding the choices given to them in their head before deciding on one

Remembering a question that has been asked whilst they think of or work out the answer

Key facts about working memory:

Working memory usually increases between the ages of 4 and 14.

There can be a big variation in working memory capacity between children of the same age.

Most adults can hold around 4 chunks of information in their working memory at once.

Information will be lost from working memory after about 30 seconds if it is not rehearsed or refreshed (think of yourself repeating a number over and over to keep it in your head while you look for a pen!)

Working memory is a better predictor of educational success than IQ. ( source)

Surveys have found that over 75% of education professionals over-estimated the duration of working memory. ( source)

How can we recognise when children and young people have difficulties with working memory?

There is a link between smaller working memory capacity and diagnosed needs such as Dyslexia, ADHD or DLD. However children without a diagnosis can also have reduced working memory capacity. Studies have found that when children are screened, those identified as having poor working memory have rarely previously been described by their teachers as having memory problems. Instead they have often been described as having difficulties with listening, attention or behaviour. However, once aware of how working memory difficulties may present, observation of classroom behaviours can be an effective way of identifying learners whose progress may be being impacted by their working memory.

Look out for the following signs in your classroom:

Distraction. Children with working memory difficulties can find it difficult to focus on tasks, and may seem to have short attention spans because they abandon tasks when they cannot remember what they were supposed to do next. They might then become distracted by other activities, or appear to zone out. These are common behaviours when working memory is overloaded.

Forgetfulness. You might see this in children who put their hand up but then forget what they were going to say, or those who skip or repeat parts of a task, or miss sections when reading (because they can't remember where they were up to).

Difficulty Following instructions. This particularly applies to multi-step tasks, where learners may only be able to remember the first step, or may miss out some steps.

Seeking Support. You may notice that there are particular children in your class who frequently ask for adults or peers to remind them what to do, or ask again about the task after it has been explained. These learners may have small working memory capacities.

Staying Quiet. Others, rather than seeking support, may stay quiet in the classroom, being reluctant to answer questions or join in with group discussions.

Making Below Average Academic Progress. Whether or not they have a diagnosed SEN, learners with poor working memory capacity are likely to be making less progress than average, particularly in reading and maths.

Various tests designed to assess working memory are available, including from GL Assessment and Pearson Clinical. Simple assessments such as number recall, word recall or following multi-step instructions, combined with observations of the child's classroom behaviour, may be sufficient to identify a possible difficulty with working memory.

How can we support learners with working memory difficulties in the classroom?

The first step to supporting learners who have poor working memories is to identify the type of tasks that might be putting too much demand on working memory. The Centre for Applied Education Research identifies two key aspects of tasks which put high demands on working memory:

Unfamiliarity. Introducing too many new skills or information at once puts high demands on working memory. For example if in a Science lesson a new topic is introduced, with a range of new vocabulary, and a new scientific enquiry skill, these are three separate demands on working memory (each of which may be complex on its own), all within one lesson. The learner is not able to draw on prior knowledge and experience to help them with any of these. If on top of this you ask them to present their work in a format they haven't used before, a fourth unfamiliar skill is required.

Complexity. The more elements there are to a task, the more it demands of working memory. Multi-step instructions are complex, as are sentences with subordinate clauses. Moving attention between two or more sources (the exercise book on a desk and the teacher's whiteboard) can also increase complexity, as can breaks in time, such as moving from the carpet, where the instruction was given, to the desk, where the task is supposed to be carried out.

Knowing that unfamiliarity and complexity increase demands on working memory, we can then try to reduce these demands. These suggestions are given by the CAER:

Include familiarity. When introducing new material, make sure it is not too far removed from what has gone before. Including some degree of familiarity or connection with prior knowledge and experience in your lesson means that learners can use their long term memory, and free up short term memory for accessing new information.

Reduce complexity. Be clear about what the core purpose of the task is, so that learners know that it's the main thing they need to focus on. If a task has multiple parts, try to reduce it if possible. If not, then break it down into chunks and don't give too much at once. Make sure that resources such as written instructions or scaffolding support are helping rather than adding more complexity and confusion.

Create routines. Create routines within your classroom that become familiar, and therefore allow learners to take in unfamiliar information or instructions more easily. These could be routines around how learners access resources, work in groups or follow instructions.

Use simple sentences. Keep sentences simple, and if there is a task or instruction, put this first. The CAER gives the following example:

"The goalkeeper was on the six-yard line. The left back was on the goal line. The striker was on the penalty spot when the ball was played through. Was he offside?"
Which is far easier to process when phrased with the key question at the beginning:
"I want you to work out if the striker was offside. The goalkeeper was on the six-yard line. The left back was on the goal line. The striker was on the penalty spot when the ball was played through. Was he offside?"

Keep information in the same time and space. Avoid learners having to hold information in working memory unnecessarily by keeping information in one place (such as on a desk or on a wall, not both), and giving instructions when children are located where they need to be for the task. For example, don't give an instruction for PE before you walk to the PE hall, wait till you're there.

Repeat or model. If you are not able to modify a task to reduce its working memory demands, then be prepared to repeat it. Modelling is commonly used in classrooms and is a great way to make instructions clearer. You may also need to remodel it again for learners with poor working memory capacity. Keep modelled examples available for reference.

Provide memory aids. Memory aids take away some of the demands on working memory, and can become a positive part of a learner's routine, allowing them to be more independent in the classroom and focus on the core learning required. However they do come with some limitations to be aware of.

To avoid learners becoming overly reliant on memory aids for information which they do need to learn in the longer term, the aids should be gradually removed as learners progress. For example a learner may have a high frequency word mat on their desk - once they are confident with a few of them, remove or cover these ones, and gradually cover more as they are learnt. Likewise, a multiplication square can have rows or columns covered as a learner becomes more confident. This way the aids are only supporting memory, and still allowing learners to develop the skills they need for the future.

Asking for help. Make sure your learners know that they can ask for instructions to be repeated, and that they know where to find the information they need. They may have past experiences of being told off for not listening when asking for help, so make it clear that this will not happen, and support them to know how to and where to find help.

Note-taking. This could be using mini-whiteboards or mind-maps. Effective note-taking will also need to be taught, so that they understand how to record just the key information.

Using long-term memory. A common technique for using long term memory is to 'chunk' information. For example, mnemonics or rhymes can help to organise and recall longer pieces of information.

The video below from Professor Susan Gatherole gives a great explanation of working memory, and why it is important for children's learning.

The above video may be from a third-party source. We accept no responsibility for any videos from third-party sources. Please let us know if the video is no longer working.

You can also download a booklet called 'Understanding Working Memory; A Classroom Guide' by Professor Susan E Gathercole and Dr Tracy Packiam Alloway here.

Memory Aid Resources

Find more phonics resources here.

Find more knowledge organisers here.

Find more high frequency word resources here.

Find more mnemonic resources here.

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Working Memory: Identifying and Supporting Learners with Working Memory

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Difficulties with working memory capacity are a common feature in learners diagnosed with SEN and specific learning differences such as Dyslexia, ADHD, Developmental Language Disorder (DLD), and other cognition and learning needs, as well as those with no diagnosis who are achieving below average progress.

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Trauma and ADHD: supporting children at school and home

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Home-Start HOST | Charity supporting parents & children across Tameside, Oldham, Stockport, Bolton & Glossop | Volunteer today!

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Home-Start HOST is a local charity of trained volunteers and dedicated, experienced staff. We help families with young children flourish during the years of early childhood, supporting parents across Tameside, Oldham, Stockport, Bolton & Glossop.

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Suicide Prevention Helpline

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Samaritans works to make sure there's always someone there for anyone who needs someone. Read more.

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Grow – Helping children and families to start well

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Support for those children with an autism diagnosis

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All Autistic children require different levels of therapy and care.

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Peer support group

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The Anthony Seddon Centre is open from 9:30am-12pm and 12:30pm- 4:30pm, Monday through Friday*. We run a programme of activities at this time; please see what's on for further information. Contact us for further information on any of our services or to book in.

Reception is contactable between these times: reception@tasfund.org.uk or 0161 376 4439. If you are not able to get through on the phone, please leave a voicemail with your name, number, and the reason for your call and we will return your call as soon as possible.

Our drop-in sessions run from 1pm to 3pm, Monday through Friday.

* 9.30am-12.30pm, Mondays and Wednesdays - The Anthony Seddon Centre is closed. Reception will be open from 12.30pm.

We are a Peer Support Mental Health Charity, providing a safe environment for you to come and chat. We do not offer counselling or therapy, but what we can do is offer a friendly, welcoming environment and listen extremely well. Plus we make a great cup of tea!

If we aren't the right place for you, we endeavour to ensure you leave us with the information you need to find the correct service and support for you.

In the event of a crisis, please use one of the contacts on our Crisis Support Page

Anthony Seddon

Anthony was a lovely, warm young man with a brilliant sense of humour and a smile that could light up a room. He was popular, energetic, and intelligent, but sadly struggled with bipolar disorder from the age of 18.

Anthony struggled with a 12-year battle with the disorder, during which he was constantly in and out of the hospital, sometimes struggling to cope with the debilitating side effects of strong medications.

Anthony died by suicide on 31st March 2013. He was just 30 years old.

The Anthony Seddon Centre

Anthony's family struggled to access adequate support in the aftermath of his death and vowed to continue his legacy by helping others in similar situations and by educating the wider population about mental health.

This has grown into what it is today, The Anthony Seddon Fund, through the sheer hard work and determination of Anthony's family and all the dedicated volunteers over the last 10 years. If you'd like to see our journey from the start, please check out Our Journey Page.

The trustees, staff, and volunteers all bring their own lived experience into the mix to support people who are living with long-term mental illnesses such as Schizophrenia, Personality Disorders and PTSD.

Almost 10 years later, we are embedded in our local community, delivering a range of activities from our Centre and using our voice to influence mental health services and suicide prevention at the local and Greater Manchester levels.

The Aims of The Anthony Seddon Fund

To provide a safe space that promotes social interactions and support networks to aid prevention, recovery and management of any mental health issue

To positively influence service provision for those affected by mental health issues and their families, friends and carers by actively promoting and representing the views of people with lived experience

To work in partnership with other organisations and agencies in meeting these objectives

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The Anthony Seddon Fund - Mental Health Peer Support Tameside

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The Anthony Seddon Fund is a Peer Support Mental Health Charity based at 12 George Street, Ashton-under-Lyne, Tameside, OL6 6AQ.

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Men's mental health support

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ANDYSMANCLUB are a men’s suicide prevention charity, offering free-to-attend peer-to-peer support groups across the United Kingdom and online.

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Home-Start is a local community network of trained volunteers and expert support helping families with young children through their challenging times. We are there for parents when they need us the most because childhood can't wait.

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Sibs is the UK charity for people who grow up with a disabled brother or sister.

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Young peoples mental health support

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42nd Street’s vision is for inclusive, accessible mental health and wellbeing support and opportunities for all young people.

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Mental Health support for young people

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Here are a handful of resources that you might find handy, whether you're looking to stop self-harm, supporting someone you know, or just generally looking to improve your overall mental health.

These are a mixture of things that help us, things we use in our workshops, and advice from Welsh Government.

If you think there's something else we should add, let us know!

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Here are a handful of resources that you might find handy, whether you're looking to stop self-harm, supporting someone you know, or just generally looking to improve your overall mental health. These are a mixture of things that help us, things we use in our workshops, and advice from Welsh Government.

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Crisis text service

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24/7

You can text us any time, day or night.

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Your messages with us are confidential and anonymous.

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It is free to text Shout from all major mobile networks in the UK.

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Donations doubled in the Big Give Christmas Challenge

Simply support Shout's Big Give campaign by midday on 5 December, and your donation will be doubled!

Can you help us hit our match funding target of £50,000 and support a further 5,000 people this winter?

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Ways to cope with upsetting events in the news

If you're feeling overwhelmed, anxious or sad about what's going on in the news, know that you're definitely not alone. Here are some actions we can take to help us cope better through times like this.

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I think Shout saved my life tonight... no one has ever made me feel so safe, listened to and understood

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Online resources and support

However you're feeling right now, you don't have to face it alone. We're here to support you with your mental health.

Take a look at our resources, information and support, find further help or reach out to one of our volunteers.

Resources for you

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Shout - UK's 24/7 Crisis Text Service for Mental Health Support

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Shout 85258 is the UK's first 24/7 text service for anyone in crisis. Get free, confidential mental health support anytime, anywhere. Text 'SHOUT' to 85258.

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Not Fine in School is a parent-led organisation empowering families & raising awareness of school attendance barriers (school refusal/ anxiety/ SEND/ bullying)

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4 times as many boys are diagnosed autistic as girls. This is not an accurate picture.

Frequently, for many reasons, girls are diagnosed later (on average up to 6 years later), missed or misdiagnosed, causing long term mental health problems with too many girls feeling too anxious to attend school as a result.

Currently the assessment tools used to screen for autism are male-centric. We want to see tools in place that reflect multiple presentations and needs so that no child's need goes unrecognised or unsupported. We are currently pilot-validating the Internal Presentation of Autism Checklist that sits within our white paper Autism, Girls and Keeping it All Inside , so expect that to change soon. Our survey had 1123 responses in a week, so there are many people who feel strongly about having screening tools which feel representative. Our vision is for a system that enables autistic girls to thrive, to feel understood and to achieve the best educational outcomes.

Our aim is to raise awareness of autism in girls and others who present in an internal way with health, social care and educational professionals and to bring change. Not only to the way that autistic girls are assessed and subsequently supported but to the narrative, with updated and positive terminology used to describe autistic traits.

Our private Facebook group supports both autistic girls and women and their extended families, but there are many more who need our help. We are now a registered charity, fundraising to enable us to both fund projects which offer face to face support and campaign for real change.

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We are a small registered charity working to support, educate, and bring change. Here you will find lots of resources.

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A range of books that feature neurodivergent characters, including those with OCD, ADHD, dyslexia and dyspraxia, as well as autistic protagonists

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We believe that books are a great way to raise awareness and improve understanding of different experiences.
This booklist aims to provide a range of…

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Books are a way to provide glimpses into other people’s experiences. This booklist is a range of excellent picture books and fiction that feature…

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Here is a selection of fiction that will grip the reader, and that has simpler syntax and/​or an accessible layout.

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Books for a high interest age, low reading ability (high low), for 10+

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Bookshop specialising in neurodiversity

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MAKES SENSE TO ME | The Neurodivergent Bookshop

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Discover the world’s first neurodiversity-specialist bookshop! This disabled-led ND community offers books on ADHD, Autism, Dyslexia, Tourette’s & Mental Health. Resources for neurodiversity at work, school & home exclusively featuring Neurodivergent & Disabled voices. Find sensory aids, fidget toys & handmade gifts!

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Books about ADHD, autism, and neurodiversity

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Essential reading on neurodiversity including non-fiction books about ADHD, novels with neurodivergent characters, and more.

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A service which helps families to rebuild their lives when a child grieves or when a child dies.

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We help children, young people, parents, and families to rebuild their lives when a child grieves or when a child dies.

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Digital Mental Health Support

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Free online learning and resources to support emotional health, child development and parent wellbeing. Use code: SUNFLOWER

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Home > Learn > Pathway library Emotional health learning Togetherness pathways for parents, young people and teens, carers and grandparents Find your journey for stronger relationships and enhanced emotional wellbeing and follow evidence-based educational content developed by clinical psychologists, health practitioners, and psychotherapists. Tried and tested by parents and young people. How to access Our […]

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Learn Makaton!

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Sign & Bloom: Empowering Communication Through Makaton. Expert-led workshops and training by Jayde Conway, Early Years Educator and Licensed Makaton Tutor. Enhance communication skills for all ages and abilities. Join us to sign, connect, and grow.

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Free cinema tickets for carers

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The CEA Card is a national card scheme developed for UK cinemas that enables a disabled cinema guest to receive a complimentary ticket for someone to go with them when they visit a participating cinema.

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Holiday activities for young people receiving free school meals

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Animal-Assisted Interventions and Training. Animal Assisted Therapy