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Dyscalculia - British Dyslexia Association

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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 20Could 20Possibly 20Go 20Wrong 20Scenario 20Cards 20 20Black 20and 20White

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My 20New 20Secondary 20School 20All 20About 20Me

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My name is Miss. Sturgeon and I am the Assistant Headteacher for SEND at Eastbrook secondary; I oversee secondary mainstream, our secondary ASC ARP and our secondary SLCN ARP.

Welcome to our SEND padlet; please feel free to browse across and down through our content which has been setup to signpost you towards help, support and information relating to all things SEND. As always, please do get in touch with any feedback on how we can improve.

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Miss. L Sturgeon, SENDCo

sturgeonl@eastbrookschool.org

Parents and carers wishing to speak with the SENCO are encouraged to make a telephone or in person appointment via email.

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A Parents Guide to support with grief & loss

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A Parents Guide to support with grief & loss

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On this page, you'll find information to help you support your child or young person with grief and loss. We've also got advice about where you can find grief support services.

Get advice and updates directly to your inbox

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Guide Menu for Grief and loss

What is grief?

Losing someone we love and feel close to, or going through a bereavement, can be extremely painful. Grief is our natural response to this loss, and it is a process rather than an event.

Your child or young person, as well as you and other family members, may be grieving because:

someone in the family has died, like a parent, grandparent or sibling

their friend or someone at school has died

they have lost someone by suicide

someone they are close to has become ill

a pet has died or been lost

What does grief feel like?

Grief feels different to every individual child or young person. Our feelings around grief also change over time.

It's important to remember that there is no right or wrong way to grieve. It's okay to feel whatever emotion we do, and to process it in our own way. It's a time for being kind and patient with ourselves.

You might sometimes hear people talk about the 'stages of grief' or the 'grief cycle'. These describe some of the common feelings that people who are grieving can experience.

What are the 'stages of grief'?

1. Denial - for example, feeling confused, numb or in shock.

2. Anger - this might be towards the person who has died, or with the world in general.

3. Bargaining - for example, going over things from the past, or feeling guilty or anxious.

4. Depression - this might feel like intense sadness or loneliness about living without the person.

5. Acceptance - this might be feeling more able to live with our grief, rather than feeling we have 'got over it'.

It's important to understand that not everyone experiences all these things, and that we do not move through these stages one-by-one.

We might move forwards or backwards between them, or experience them in any order. Or we might feel different emotions.

Your child or young person might also experience some of the physical signs of grief. These can include:

waves of crying, which can sometimes feel like they come out of the blue

feeling unwell or sick

eating more or less than before

being extremely tired

finding it difficult to get to sleep

finding it difficult to concentrate, including at school

It's helpful to remember that it is normal for your child or young person to feel and experience these things after a loss.

Tips for talking about grief and loss

If your child doesn't want to talk

If your child or young person feels uncomfortable about talking, you could try starting a conversation while doing an activity. This can help them to relax by making it feel less like a 'big chat'. Have a look at our activity suggestions to get some ideas.

It's also okay to give them some space, especially with older children and teenagers. Sometimes it helps to just sit together quietly, or to offer a hand squeeze or hug. Reassure them that it's okay to talk to someone else they trust too.

You can find more tips about talking in our guide.

Helping your child or young person to cope with grief

Supporting your child or young person with a sudden death

When someone they're close to dies suddenly or unexpectedly, children and young people are likely to feel extremely shocked. They may find it impossible to believe that it's happened, or feel numb and empty. They might find it difficult to talk, or to eat or drink. They may experience physical symptoms like tummy aches, headaches and being extremely tired. These reactions are a normal way of coping with huge shock.

In the days and weeks after a sudden death, the most important thing you can do is provide safety and support.

Grief and loss support services

There are lots of organisations who provide counselling and other types of support to families, children and young people after a bereavement.

Sometimes, the grieving process starts before someone dies. For example, when we know they are ill and they are going to die soon. This is sometimes called 'anticipatory grief'. In pre-bereavement counselling, your child or young person can talk through their feelings and worries. Some hospices and other organisations offer this service. Speak to the professionals supporting your family to see what's available.

In bereavement or grief counselling, your child or young person will have a space to talk. They can also start to process some of their feelings around what's happened. You may be able to access this service through:

Let your child or young person know about the grief support services that are available to them via phone, text or online chat. You can find a list of support services below.

Over the longer-term, a counsellor or therapist can listen, provide emotional support and help your child or young person to make sense of their feelings. They can also support them to find ways of coping. You can find out how your child or young person can access counselling and therapy in our guide for parents.

If you have wider concerns about your child's mental health, it's a good idea to speak to the GP about next steps. They can find out more about what's going on and refer your child for more specialist help.

Looking after yourself

Supporting a young person who is grieving can be a very emotional experience. Take time to look after yourself and top up your own batteries when you can. If you are also grieving, things may feel overwhelming at times. Allow space for your own grief too. Remember that it's okay to ask for help from family and friends when you need it.

If you need support with your own grief, or you're struggling to cope, it's really important that you get the help you need. This will make you more able to be there for your child. You can access counselling, helpline support and support groups via the grief services listed below.

Useful helplines and websites

While we take care to ensure that the organisations we signpost to provide high quality information and advice, we cannot take responsibility for any specific pieces of advice they may offer. We encourage parents and carers to always explore the website of a linked service or organisation to understand who they are and what support they offer before engaging with them.

Help us improve our content

Whether you love the page or think something is missing, we appreciate your feedback. It all helps us to support more young people with their mental health.

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

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

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A guide to supporting a child or young person with grief, bereavement or loss, including information about finding grief counselling and other help.

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In this blog post we're covering all things theraputty exercises! Therapy putty, or theraputty, is a resistive putty material that occupational therapy providers intertwine with play to create a hand strengthening exercise that kids LOVE.

You'll also want to check out our favorite slime exercises for strengthening pinch and grip strength, with a tactile sensory touch aspect.

TheraPutty Exercises

Finger strength is important for children when they perform daily living activities such as eating, dressing, writing, bathing, oral hygiene, school tool management, technology use, and many other daily tasks.

Children need to be able to perform these tasks as independently as possible so that they feel confident and prepared for their daily routines.

As children age, more expectations make hand and finger strength essential.

One way to build these skills is with a therapy tool called theraputty.

Therapy putty is a resistive material, much like silly putty, that has a range of resistances, depending on the color of the putty.

Theraputty is an excellent tool that can be utilized by all ages. It helps to provide a fun way for children to work on strengthening the muscles of the fingers, hands, and forearms.

Just keep in mind that in general, therapy putty exercise progress can be gauged by beginning with 10 repetitions for each exercise that the child needs to work on and have them work up to 3 sets of 10 reps for each exercise before you switch them to the next resistance level.

Putty Exercises: These grip strength exercises are some of the ways to encourage stronger hands in functional tasks. These exercises target the intrinsic muscles of the hands.

Finger hook is a putty exercise in which a ball of putty is in the hand and the child hooks their fingers around it and presses their fingers deeply into the ball.

Thumb press is an exercise in which a ball of putty is placed in the palm near the base of the thumb and the child grips and presses their thumb deeply into the ball.

Full hand grip is a complete hand exercise in which a ball of putty is in the palm of the hand and the child slowly squeezes the ball making it ooze out around the fingers and thumb.

Piano fingers is an isolated finger exercise in which a log of putty is in the palm of the hand and the child slowly squeezes one finger at a time into the log.

Pancake stretch is a whole hand exercise in which a pancake piece of putty is placed on the tips of the fingers and thumb and the child slowly spreads their fingers outward stretching the putty out while doing so.

Finger pinch is an isolated finger to thumb exercise in which small balls of putty are placed between each finger and the thumb, one at a time, and the child squeezes each ball as flat as possible between each finger and the thumb.

Scissor fingers is completed by inserting a 1" thick ball of putty between each pair of fingers and the child attempts to squeeze the fingers together as close as possible.

Log press is completed by making a log of putty and placing on the table top. The child follows by inserting each finger one at a time into the putty.

Pancake pinch is completed by making a pancake of putty and placing on the table top. The child follows by inserting their fingers into the putty and pulling the putty upward with pinching motion making the putty appear more like a pyramid.

Thumbs-up extension is an exercise in which a loop of putty is placed around the thumb and then the child pulls their thumb upward stretching the putty slowly as they do so.

Fingers-up extension is an exercise in which a loop of putty is placed around each finger, one at a time, and then the child pulls their fingers upward stretching the putty slowly as they do so.

Theraputty Activities

Therapy putty is engaging and its use can be very a versatile therapy material with minor changes implemented to make it appealing to multiple ages. For younger children, therapy putty activities are preferable, because the activity is motivating and engaging. For some kids on my OT caseload, theraputty activities are some of the most engaging!

Bury beads in theraputty- For instance, if children bury fun beads into the putty, they are working on finger strength and dexterity as they bury and retrieve those beads by digging them out. This is a great activity for younger kiddos who are not yet ready to engage in direct putty exercises. Extend the activity by using letter beads. When kids find the letter, they can write it on paper to practice handwriting skills. Then ask them to write a word or a sentence using that letter for more advanced writing tasks.

Press stamps into theraputty- A few other fun young kiddos activities could be pressing picture stampers into the putty to make fun animal scenes.

Create putty animals- Another would be creating therapy putty animals such as a building a caterpillar, porcupine, or a cute snail. They can be creative and come up with their own ideas too!

Make theraputty flowers- Another could be inserting small pony beads into a putty blob or putty pancake for a child to create cute flowers. Simply just think about these terms while having a child engage in putty activities: squeeze, press, poke, stretch, pinch, twist, and roll. All of these can help build hand and finger strength.

Push coins into theraputty- One activity I love is to push coins into the putty in a key grasp to build in-hand manipulation skills needed for managing coins, much like those needed for pushing a coin into a vending machine.

Make a putty snake- Creating a play dough snake only with putty is nice because of the added resistance offered by therapy putty.

That is a quick review of younger kiddo activities. Now, let us look at some actual therapy putty exercises for older kiddos that can help them build hand and finger strength as well as endurance which are some of the foundational skills needed to help them be successful in their everyday life functions.

how to remove theraputty from clothes

Therapy putty is a fun and stretchy means for building hand skill as well as strength and endurance. But here is a warning to you, DO NOT get putty on fabrics as it is very difficult, if not impossible to get out. This has been learned the hard way and one of us has a bright red blob of putty on their favorite pair of jeans! UGH!

So, watch it as it is being used and keep threads of putty and pieces of small putty off clothing and other fabrics (like furniture and carpet, etc.) it will 'melt' its way into it and then it is over as you will have a new colorful embellishment! You should also watch where the theraputty is being placed on the table. If it's too close to the edge of the table, the putty will "melt" over the sides and onto the floor or anything in it's way.

To get theraputty out of clothes or fabrics when the situation arises, try these strategies:

First, scrape the putty away from the clothing or fabric using your fingernail or edge of a spoon.

Then, pat and quickly pull a ball of putty into and away from the spot on clothes to remove as much as you can by attaching the putty to the putty ball.

When you've removed as much as you can from the fabric, spot clean the area with Isopropyl Alcohol or hand sanitizer. Dab the alcohol solution onto a cotton ball or rag. Hold it over the spot for about thirty seconds. Then rub and try to scrape off the putty material.

You can also try a material like Goof Off on the spot.

Theraputty Tips

You can purchase therapy putty from Amazon or from therapy supply stores that specialize in these products.

A quick note, if you do purchase the putty, it will allow you to pick your resistance levels from extra soft to hard and give you a better way to show a child's progress in hand and finger strength when writing progress notes.

Some other general therapy putty advice that will help prolong the use of the putty:

Have client wash their hands before and after using to keep it clean and avoid any cross contamination.

Use a clean table top surface free of any fabrics.

If a child has difficulty touching the putty due to the feel of it, place it inside a plastic baggie for them to manipulate the putty as much as they can. Try to build their tolerance.

Always supervise a child while using to prevent eating by a child or even a pet! Keep the putty away from hair, clothing, rugs, and carpet. It is a sneaky little thing that tries to blend away sometimes.

Usually yellow, red, and green putty resistance levels are used with kiddos, but a few kiddos need something different. Just be sure to check each companies' resistance levels to be certain of what you are buying to support your caseload or kiddos.

For more hand strengthening exercises, also try these handwriting warm-up exercises:

Join The OT Toolbox Membership today!

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These theraputty exercises are fun and engaging ways to build pinch and grip strength in the hands using therapy putty.

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Fine Motor Skills Activities for Older Kids

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Fine Motor Skills Activities for Older Kids

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These fine motor skills activities could work with older kids who find other tasks too childish.

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Anxiety: Helping Your Autistic Child to Help Themselves - Creative Education

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FREE course to help children with ASD and Anxiety 

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FREE course to help children with ASD and Anxiety 

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Anxiety is very much part of growing up and is something that we will all face at some point in our lives. However, Autistic children can experience Anxiety more intensely and more frequently than other children. Throughout the following modules, we will consider how best to support children with Autism.

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Anxiety: Helping Your Autistic Child to Help Themselves - Creative Education

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Anxiety is very much part of growing up and is something that we will all face at some point in our lives. However, Autistic children can experience Anxiety more intensely and more frequently than other children. Throughout the following modules, we will consider how best to support children with Autism.

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Anxiety: Helping Your Autistic Child to Help Themselves - Creative Education

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FREE course to help children with ASD and anxiety 

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FREE course to help children with ASD and anxiety 

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Anxiety is very much part of growing up and is something that we will all face at some point in our lives. However, Autistic children can experience Anxiety more intensely and more frequently than other children. Throughout the following modules, we will consider how best to support children with Autism.

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Anxiety: Helping Your Autistic Child to Help Themselves - Creative Education

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Anxiety is very much part of growing up and is something that we will all face at some point in our lives. However, Autistic children can experience Anxiety more intensely and more frequently than other children. Throughout the following modules, we will consider how best to support children with Autism.

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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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Android Apps for learners with Dyslexia *please check carefully as some may not be free*

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Android Apps for learners with Dyslexia *please check carefully as some may not be free*

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Phonics Games for the Classroom and Home - Phonics Bloom

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Phonics Bloom create interactive online phonics games to help teach children the relationship between letters and sounds and develop the skills needed to read and write. All our resources are designed by an experienced team of teachers and parents.

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Phonics Games for the Classroom and Home - Phonics Bloom

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Play a range of online phonics games, helping teach children the relationship between letters and sounds and develop the skills needed to read and write.

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Free eBook library | Oxford Owl from Oxford University Press

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Free eBook library | Oxford Owl from Oxford University Press

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Browse our library of free children’s eBooks to read with your child including Oxford Reading Tree adventures with Biff, Chip and Kipper.

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OpenDyslexic is a typeface designed against some common symptoms of dyslexia.
.

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Listen to your Word documents with Read Aloud

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Read Aloud highlights each word as it reads your document to you. Use Read Aloud to hear your document narrated to you or to support your understanding when reading any Word document.

1. Open a document.

2. Click or tap where you would like Read Aloud to begin playing.

Place your cursor at the beginning of the document to read the whole document aloud.

3. Select Review > Read Aloud.

4. You can adjust what the document sounds like.

Select the Settings icon, then:

Drag the Reading speed control to adjust reading speed.

Use the Voice Selection dropdown menu to choose different voices for the reader. Select a voice and then press Play to hear it.

Select X to close Read Aloud.

See Also

Use Immersive Reader in Word

Office Accessibility Center

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Listen to your Word documents with Read Aloud

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Use Read Aloud to listen to all or some of your document.

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ipad apps for learners with dyscalculianumeracy difficulties

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iPad apps for learners with Dyscalculia *please check carefully as some may not be free*

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iPad apps for learners with Dyscalculia *please check carefully as some may not be free*

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FREE OpenDyslexic font which may help some dyslexic pupils 

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FREE OpenDyslexic font which may help some dyslexic pupils 

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OpenDyslexic is a typeface designed against some common symptoms of dyslexia.
.

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FREE screen colour filter to help reduce visual stress and aid dyslexic pupils 

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FREE screen colour filter to help reduce visual stress and aid dyslexic pupils 

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ColorVeil: Reduce eye strain, help with Dyslexia and Visual Stress

A screen color filter over any application you are using

Helps users with Dyslexia and Scotopic Sensitivity Syndrome

Reduce eye strain along with screen brightness

Easily customize the color and opacity of the filter

Match the prescription from the optometrist

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

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https://www.childbereavementuk.org/Pages/Category/child-bereavement-uk-support-services

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Each person has their own unique profile of strengths, interests and difficulties, however, children with dyspraxia/DCD often show the following:

Frequent trips and falls

Bumping into people and objects

Difficulty coordinating movements to kick and throw a ball or pedal a trike

Hesitant when using stairs - or appears to have no sense of danger, jumping from heights without regard to safety

High levels of motor activity such as swinging feet, fidgeting, and tapping hands. Difficulty staying still.

Struggles with spatial concepts such as on, over, in and underneath

Avoidance of construction toys such as Lego and jigsaws

Difficulty holding a pencil or crayon. Drawings seem immature

Difficulty handling tools such as scissors, a fork and a spoon

Could be described as a 'messy eater', spilling food and struggling to coordinate cutlery. May dislike certain food textures and prefer finger food

Struggles with even basic dressing tasks such as pulling on socks or pants

Difficulty following instructions, especially those requiring an action

Poor concentration, often leaving tasks unfinished

Can become over-excited quickly and take a while to settle down

Gets upset easily, especially when unable to complete a task

Sensitive to sensory stimulation such as noise, feel of clothes, food textures

Delayed speech and language development affects social interactions with adults and peers

Prefers the company of adults

Needs to be taught skills that peers pick up easily

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Each person has their own unique profile of strengths, interests and difficulties, however, children with dyspraxia/DCD often show the following: Frequent trips and falls Bumping into people and objects Difficulty coordinating movements to kick and throw a ball or pedal a trike Hesitant when using stairs - or appears to have no sense of danger, jumping from heights without regard to safety High levels of motor activity such as swinging feet, fidgeting, and tapping hands.

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The Dyslexia-SpLD Trust continues to recruit Parent Champions across the UK to spread the word about support available from the dyslexia sector. We are looking for volunteers who are passionate about helping parents and carers of children with dyslexia and specific learning difficulties - and would like to make a difference by helping families in their local community; all you need to do is tell others about what support is out there.

CONTACT US

If you have any questions or queries about Parent Champions, then please do get in touch by emailing us on info@thedyslexia-spldtrust.org.uk

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The Dyslexia-SpLD Trust continues to recruit Parent Champions across the UK to spread the word about support available from the dyslexia sector. We are looking for volunteers who are passionate about helping parents and carers of children with dyslexia and specific learning difficulties - and would like to make a difference by helping families in their local community; all you need to do is tell others about what support is out there.

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CYP Psychological First Aid online course - FutureLearn

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Learn how to support children and young people using psychological first aid

On this 3-week course you will explore the techniques of psychological first aid (PFA), the globally recommended training for supporting people during emergencies. You'll focus on children and young people's mental health, and what you can do to help them cope and access the support they need during and after emergencies and crisis situations..

The course has been produced by Public Health England, working with a wide range of experts and organisations. It is based on international guidance from the World Health Organisation, United Nations and partners.

You don't need any prior knowledge or experience as this introductory course will teach you the key principles of giving PFA to children and young people in crisis situations.

Identify how emergencies like COVID-19 affect children and young people's mental health

Crises can severely impact mental health and it's important that people have access to the support they need.

During this course, you'll explore how emergencies affect mental health and what you can do to help the children, young people, and families you come into contact with.

You'll learn how to recognise the common signs of distress across different age groups and be able to identify who might be at an increased risk.

PFA will also teach you helpful strategies to determine when people require additional support.

Deliver psychological first aid

By the end of the course, you'll be able to deliver PFA techniques to support children and young people's mental health after emergency and crisis situations.

You'll have the tools to adapt PFA to the needs of particularly vulnerable people and be able to identify the ways to look after yourself and peers.

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CYP Psychological First Aid online course - FutureLearn

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On this 3-week course you will explore the techniques of psychological first aid (PFA), the globally recommended training for supporting people during emergencies. You'll focus on children and young people's mental health, and what you can do to help them cope and access the support they need during and after emergencies and crisis situations..

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Winston's Wish is the UK's childhood bereavement charity. We support children and their families after the death of someone important.

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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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The ADHD Foundation Neurodiversity Charity - an integrated health and education service.

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YoungMinds | Mental Health Charity For Children And Young People

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YoungMinds | Mental Health Charity For Children And Young People

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YoungMinds are a mental health charity for children, young people and their parents, making sure all young people can get the mental health support they need.

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The Dyslexia-SpLD Trust continues to recruit Parent Champions across the UK to spread the word about support available from the dyslexia sector. We are looking for volunteers who are passionate about helping parents and carers of children with dyslexia and specific learning difficulties - and would like to make a difference by helping families in their local community; all you need to do is tell others about what support is out there.

CONTACT US

If you have any questions or queries about Parent Champions, then please do get in touch by emailing us on info@thedyslexia-spldtrust.org.uk

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The Dyslexia-SpLD Trust continues to recruit Parent Champions across the UK to spread the word about support available from the dyslexia sector. We are looking for volunteers who are passionate about helping parents and carers of children with dyslexia and specific learning difficulties - and would like to make a difference by helping families in their local community; all you need to do is tell others about what support is out there.

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Five ways to support children’s mental health

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5 ways to support children’s mental health

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5 ways to support children’s mental health

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An easy way to understand wellbeing is to say it's 'feeling good and doing good'.

Here are five ways you can help children keep their wellbeing topped up - and your own, too.

For many, it's going to be harder to get outside and move around, but we still need to keep active. When we move our bodies, it has a positive effect on how our brain works, as the brain starts releasing chemicals that make us feel good.

* Host a home disco. Play the family's favourite dance songs and have a boogie for ten minutes.

* Watch BBC Super Movers videos. These short films can get the whole family moving (and learning). Learning routines (or just attempting them) means your child's brain and body (and yours!) are keeping active and engaged.

* Blow up a balloon. Once you've tied it, see how long you can keep it up in the air while passing it between you.

Having more time at home together may also put additional stress on family relationships so give everyone in the family a chance to refuel. It can be as simple as curling up on the sofa together and watching a film or some cartoons - and then chatting about your favourite bits.

Having these sorts of conversations can help to make the positive buzz of watching (and laughing) together last for longer. It'll also improve your child's ability to reflect on their experiences and talk about their preferences.

Stories are another great way to help children recharge as they lose themselves in wonderful fictional worlds. There are likely to be some old favourites they want you to read again, as they'll take comfort from hearing a familiar tale (for children, knowing how it ends is a good thing, not a spoiler alert!).

It's helpful for children (and adults) to have a healthy balance of emotions in a day. Fears and anxieties about the current situation may, at times, overpower our positive emotions unless we make a conscious effort to re-address this balance.

Here are a couple of ways you can help your child to achieve this balance:

* Make a 'Top Times' scrapbook. Help your child to create a scrapbook of memories, with printed out photos, drawn pictures, saved tickets and other bits and pieces stuck in to help them remember. These don't have to mark occasions; they can capture smaller moments of joy, like throwing a ball for a dog or seeing a rainbow.

Once you've built a collection of pages (and maybe several scrapbooks), you can enjoy looking through them together.

* Create a gratitude jar. Another way to take in the good stuff is to write down a little note when something's gone well and keep it in a jar or box. Younger children may prefer telling you what to write so you can record the experiences for them. As they get older, they may want to write their own notes.

You can encourage them by doing this alongside them. The great thing about a gratitude jar is you can revisit it on days when you need a little boost to remind everyone of the things you've been grateful for.

Building gratitude habits doesn't mean we diminish the struggles that children (and we) experience. It's really important to talk about these difficult moments too. But, having a time in the day when you focus on the positive can be useful in helping children to keep their thoughts balanced.

Having more time at home offers an opportunity to set some goals about new things you and your child want to learn. It could be something that helps encourage their independence when they return to school, like tying their own shoelaces or buttoning up their coat. Or it could be something that helps at home, such as how to put their clothes away or helping out with washing up. When children feel they're contributing to family 'work', it can enhance their sense of belonging. If your child is capable of doing things for themselves, give them as many opportunities as you can to practise these skills.

Whatever the learning goals, it can be helpful if children understand they can improve their skills and abilities. This is often referred to as a 'growth mindset' since it's about realising we all have the ability to change the way we think and do things. So, whether it's tying shoelaces, learning to spell, or even how to hop on one leg, the way adults talk to children about the learning will influence those children's beliefs.

Here are two ways to encourage your child to adopt a growth mindset:

* Add the word 'yet'. Changing the way you talk about intelligence and ability can help your child understand that learning is a process - our skills and traits aren't fixed from birth. When your child claims "I can't do this" (whether they're talking about a new hobby, homework, or anything else), say: "You can't do it yet".

Adding and emphasising this tiny word subtly reinforces the learning process and may help them to try again.

* Practise (and fail) with your child. Trying new things can be scary, but it's often less daunting when you do it with others. As a family, you might decide to try something new and celebrate your learning and your failures when it doesn't work (the first, second, or even the ninety-ninth time!).

Being able to support your child's wellbeing also involves taking care of yourself. As a starting point, try and eat nutritious healthy food; it's a great idea to turn cooking into an activity the whole family takes part in. Life can often feel very busy and parents give themselves a hard time about being unable to do everything perfectly. Remember, though, there are no 'perfect parents'.

We all get things wrong, we all have days when we struggle. And while it may be true that you might not have done everything 'perfectly', you've probably done more things to support your child's wellbeing than you realise. So, try and focus on what you're doing well - it's not you being boastful, it's actually really helpful for your child to do this. Children can learn a lot from hearing adults respond kindly to themselves when things don't work out - and then from seeing the grown-ups try again. Notice how you speak to yourself about your mistakes. If you can cultivate kindness towards yourself, your child is more likely to practise this when they get things wrong too.

It might also be useful to take a moment and think about the activities, people and places that help you to feel brighter and refuelled. Even if you can't do these things at the moment, perhaps there are new ways that you can connect with the things that matter to you, like chatting with friends on the phone instead of meeting up. No matter how busy you are, try and squeeze in a little time for yourself. It's likely to help you with the many joys and challenges that parenting can bring.

Dr Hazel Harrison is a Clinical Psychologist with a particular focus on mental health and wellbeing.

For further information check out the rest of Starting Primary School which has lots of ways to help prepare children for different aspects of school life - both practically and emotionally.

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Five ways to support children's mental health

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Clinical psychologist, Hazel Harrison, suggests five ways you can support your child's mental health.

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Dyslexia Awareness Part 1: Module 2 - Dyslexic Strengths

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Dyslexia Awareness pt 1: Dyslexic strengths

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Dyslexia Awareness pt 1: Dyslexic strengths

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Dyslexia Awareness Part 1: Module 2 - Dyslexic Strengths

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Dyslexia Awareness Part 1: Module 1 - About Dyslexia

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Dyslexia Awareness Part 1: Module 1 - About Dyslexia

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

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

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For children and young people with special educational needs (SEN) or who are disabled (SEND)

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For children and young people with special educational needs (SEN) or who are disabled (SEND)

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SEND 20A 20Guide 20for 20Parents 20and 20Carers

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Moderate Learning Difficulties explained 

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Moderate Learning Difficulties explained 

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Some examples of the main areas of need -these colour codes have been attempted throughout the padlet

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Some examples of the main areas of need -these colour codes have been attempted throughout the padlet

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My 20New 20Secondary 20School 20Photo 20Book

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SEN 20Transition 20to 20Secondary 20School 20Who 20Can 20I 20Speak 20to 20if 20Support 20Cards

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The 20Top 20Five 20Things 20Im 20Looking 20Forward 20to 20Most 20about 20Starting 20a 20New 20School

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Tips 20for 20parents 20attending 20an 20EHCP 20meeting

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Top tips for parents/caters attending an EHCP meeting 

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Top tips for parents/caters attending an EHCP meeting 

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Five tips to handle the after-school 'meltdown'

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

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

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

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

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

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Five tips to handle the after-school 'meltdown'

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"Be understanding of their emotions - help them feel listened to if they want to talk about what's gone on, or be angry." "You could say 'I can see you're shouting. I can see you want to be really loud, maybe let's go to the park on the way home'.

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Independent support for applying for an EHCP

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Independent support for applying for an EHCP

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Our independent supporters help children with special educational needs and disabilities (SEND) who are going through an education, health and care (EHC) needs assessment.

We give independent support in 29 local council areas, listed below. The service is free of charge if you live in one of these areas.

Our independent supporters:

listen and understand the young person's needs

attend meetings for extra support

make sure everybody involved understands the young person's views

help to explain all the reports and recommendations

help with developing an education, health and care (EHC) plan

Our independent supporters don't work for the local council. They are Barnardo's staff specially trained to work with families. The support usually lasts between 15 and 20 weeks for each family.

Request an independent supporter

Parents, carers and young people aged 16 to 25 can contact the independent support service in the local councils listed below by email or telephone.

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Independent support: special educational needs & disability

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Our independent supporters help children with special educational needs and disabilities (SEND) who are going through an education, health and care (EHC) needs assessment. We give independent support in 29 local council areas, listed below. The service is free of charge if you live in one of these areas.

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Cambridgeshire County Council SEND Service 0-25

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Cambridgeshire County Council's video 'Why I am rude' - a poem about our perception of 'behaviour'.

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Meet ups for young people with ASD in Barking & Dagenham 

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Meet ups for young people with ASD in Barking & Dagenham 

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Sycamore Trust U.K. offers a range of services designed for young people with Autism and / or Learning Difficulties. All staff and volunteers receive up-to-date training to allow them to support our young people in the appropriate manner

Alpha & Bravo Groups (Social Survivors life skills project)

In 2019 we received funding from the Mayor of London's Young Londoners Fund to provide two new life skills groups for young people aged 10-16 with high functioning ASD living in Havering, Barking & Dagenham and Redbridge.

The aim of the project is to help young people gain confidence, learn life skills, and improve social skills

This consists of five modules, covering

Safe travel

Basic life skills

Personal hygiene/ personal appearance

Social skills

Safe relationships

The modules are designed to enable young people with ASD to learn the skills required to become more independent and contribute to society.

* The Alpha Group meets on Wednesday evenings in Rainham.

* The Bravo Group meets on Thursday night in Dagenham.

Activities also take place in the community, allowing the young people to become comfortable and competent in accessing their local environment. In addition, we include enjoyable and stimulating activities in a safe space where they can meet and make friends. On completion of the modules the young people can join the steering group where they can continue to learn life skills and support the younger members of the group.

This project is funded by the Mayor of London's Young Londoner's Fund and is available for young people aged 10-16. For more information email activities@sycamoretrust.org.uk or call 020 8517 9317.

Barking and Dagenham commissioned Youth Club

Ages 8-13 & 14-17

We provide two youth clubs for people with Autism aged 8 -13 and 14- 17 based in Dagenham. While at the club, members will be able to benefit from a range of activities including arts and craft, various cooking activities, physical activities, and sensory based activities. All the activities are carefully designed and structured to enable all members, whatever their abilities, to engage and interact with all the activities to the best of their individual ability.

Within the 13-17 group we support young people to learn life skills to enable them to move forward towards being more independent.

Places at our Barking & Dagenham youth groups are commissioned places (funded by B&D through the Short Breaks local offer) Referrals must come via children's services. To find out eligibility for care packages contact; the Heathway Centre, 512a Heathway, Dagenham RM10 7SJ 020 8227 5500 theheathwaycentre@lbbd.gov.uk

Once a club member reached the age of 18, they may have the opportunity to progress onto our 18-30 Group, see adult services for details

Girls Project

We've got an exciting project created especially for girls and young ladies with Autism. Sometimes, girls can avoid being diagnosed because they are good at copying from others, and combined with recent studies suggesting that the ratio of boys with a diagnosis of autism compared to girls is 3:1, this can lead to a lack of services for girls and young women on the spectrum. Thanks to support from the Tudor Trust, we've addressed this imbalance with a special 'girls only' group.

Based in Romford, the group is open to high functioning young ladies with Autism aged 11-17 who live in the boroughs of Barking & Dagenham, Havering and Redbridge. The primary objective of the group will be to empower girls and young women to develop social and independence skills through a variety of activities designed to stimulate friendship, co-operation and fun!

If you're interested, call Emma on 020 8517 9317 or 01708 749816 or get in touch on girlsproject@sycamoretrust.org.uk

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In 2019 we received funding from the Mayor of London's Young Londoners Fund to provide two new life skills groups for young people aged 10-16 with high functioning ASD living in Havering, Barking & Dagenham and Redbridge.

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About SENDIASS SENDIASS stands for Special Educational Needs and Disabilities Information Advice and Support Service. It's a free, impartial, and confidential service offering information to young people with special educational...

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Local advice & support in Barking & Dagenham 

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Local advice & support in Barking & Dagenham 

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A guide to helping your child with a stammer

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A guide to helping a child with a stammer 

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A guide to helping a child with a stammer 

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1. Focus on their words, rather than the stammer

"You don't necessarily need to draw attention to the stammer," Janet says. "Just be patient. Really show your child that you are listening and responding to what they're saying to you, not how they're saying it."

Try to pay attention to what they are saying, not how they're saying it.

Give your child time to finish what they are saying, and when appropriate, repeat it back to them to show that you are listening and interested in what they have to say.

2. Be patient and listen

"You don't necessarily need to draw attention to the stammer," Janet says. "Just be patient. Really show your child that you're listening and responding to what they're saying to you, not how they're saying it."

Janet says, "It's all about listening. Do not try and correct it. Don't bombard your child with questions."

Instead, try using statements or comments for your child respond to such as, "I can see you're drawing an elephant. I wonder what you'll draw next."

If you do need to ask questions, ask them one at a time and give your child time to answer between each one.

When your child asks you a question, try to pause before you answer and keep your own speech relaxed and calm.

Tempting as it is, try not to finish your child's sentences for them.

If you are in a busy house, give each child time to talk. A child who stammers may find it more difficult to get into a busy conversation, particularly if other people keep talking over them.

"Make sure everybody gets a turn," Janet says. "Just be mindful, perhaps not rushing, and making sure that you're actively listening to each person."

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A guide to helping your child with a stammer

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Speech & Language Therapist, Janet Cooper, talks about stammering and shares her top tips for helping your child with their stammer.

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iPad Apps for learners with complex additional needs 

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iPad Apps for learners with complex additional needs 

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Parents’ Guide to CAMHS | Guide for Parents

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Parents’ Guide to CAMHS | Guide for Parents

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A guide for parents and carers to CAMHS and CYPMHS mental health support for children and young people including how to access and work with services.

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Parents' A-Z Mental Health Guide | Mental Health Advice

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Our A-Z guide gives you advice on how to help your child with their feelings and behaviour, as well as mental health conditions and life events. We'll also show you where you can get help.

For information and advice on the cost-of-living crisis, including where to find financial support for you and your family, read our guide to money and mental health.

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Parents' A-Z Mental Health Guide | Mental Health Advice

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Our A-Z guide to support has information and advice on how to help your child with specific mental health conditions, and difficult feelings & life events.

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Transitioning to further education | Resources

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Whether you love the page or think something is missing, we appreciate your feedback. It all helps us to support more young people with their mental health.

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

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Transitioning to further education | Resources

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Advice and practical tips to support school staff in preparing their students for the transition from school to university or further education.

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Tips 20for 20supporting 20your 20child E2 80 99s 20move 20to 20secondary

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Tips for supporting the transition to secondary school 

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Tips for supporting the transition to secondary school 

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At Eastbrook we have an amazing ‘Therapies Team’ approach to SEND. Our Therapies Team is made up of staff who have specialist training and as a team can offer a wealth of experience via specialist interventions which include… Thrive, ELSA, Speech & Language, Reading for Pleasure, LEGO Therapy, Zones of Regulation and much more…

Miss. Sturgeon, SENDCo

Mrs. Gibson, HLTA (ELSA & Exams Access Arrangements)

Mrs. Buckingham, HLTA (Licensed Thrive Practitioner)

Mrs. Camileri, HLTA

Mrs. Holditch, HLTA

Ms. Ndubisi, LSA (ELSA)

Ms.Kumanan, LSA

Miss. Bougrine, HLTA

Miss. Delgado, HLTA

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Autism and technology - The Open University

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Autism and technology

Lived experience

Anxiety

Communication & language

Routine & predictability

Sensory issues

Social comprehension & interactions

Explore the stories below to find out more about how young autistic people can use technology in their lives...

Quote bubble references

Costley, Debra & Emerson, Anne & Ropar, Danielle & Sheppard, Elizabeth. (2021). The Anxiety Caused by Secondary Schools for Autistic Adolescents: In Their Own Words. Education Sciences. 11. 726. 10.3390/educsci11110726.

Lawson, W. (2001). Understanding and working with the spectrum of autism: An insider's view. Jessica Kingsley.

Lauren. (2019) in Autism Friendly Screenings: A guide for cinemas. Dimensions-UK. https://www.dimensions-uk.org/wp-content/uploads/Autism-Friendly-Screenings-Guide-for-cinemas-2019.pdf

Walsh, Dominic. The Art of Autism https://the-art-of-autism.com/dominic-walsh-am-i-invisible/

Anxiety Lived experience We can all experience anxiety in stressful situations, however young autistic people are likely to experience increased anxiety on a regular basis within their everyday lives. A recent NAS survey 94% of autistic adults have reported experiencing anxiety, out of which 6 in 10 said that this affected their ability to get on with life. The causes of this anxiety vary between individuals but might, for example, include stress experienced in navigating social situations, or dealing with particular sensory environments (i.e., lights/sounds/tactile experiences that a child finds stressful). The consequences of this are high levels of fatigue, burnout and even withdrawal from or avoidance of school, which have a significant negative impact on a person's work, school and social life, as well as their overall mental health. Secondary School is a very common backdrop to anxiety like this, especially for autistic children. In research, co-produced with autistic students, several explained that feelings of anxiety led to them being unable to speak or wanting to leave the classroom. (Costley et al, 2021). Support & technology One possible line of support is the use of apps that are designed to give autistic people control over their anxiety, helping them to better manage and reduce anxious feelings and stress. Apps such as, Molehill Mountain ™ allow young people to track and monitor anxiety-triggering situations, and use an approach informed by Cognitive Behavioural Therapy to provide suggestions for managing them. Alternatively, perhaps for older students, platforms like Brain in Hand, a digital self-management support system, brings together a one-to-one human support service with digital technology, in a way that allows those with autism and anxiety to live more independent lives, with support on-hand when needed. Both pieces of technology allow young autistic people to augment difficult aspects their lives, in a way that empowers and facilitates better control and management, helping to reduce anxiety and stress.

Communication & language Lived experience Many children with autism experience communication difficulties and about 30% can be described as non-verbal, or minimally verbal (McKinney at al 2021). In addition, about one third of children with autism have severe learning difficulties, and most will also have some other neuro-developmental or associated conditions, including dyslexia, ADHD, or epilepsy. This can also make communication challenging. When a young autistic child begins school, for example, and meets unfamiliar people, it can be very difficult for them to tell these people what they want, or how they are feeling. They might struggle to understand non-verbal means of communication, like facial expressions and body gestures - and some may repeat sentences or words that they hear, rather than responding to the meaning of those words or sentences. This means that potentially there is a hugely diverse and complex range of communication needs that might need to be acknowledged, if effective support is going to be given. Support & technology Picture Exchange Communication (PECS) have been used since the mid-80s, and have proven to be very effective in developing and facilitating the communication skills of autistic children. PECS uses physical symbols, as pictorial representations of child's wants and needs, to underpin a social interaction, between a child and their teacher or parent for example, using symbol exchange (Bondy 2012). PECS is a phased approach that, traditionally, has taken the form of physical cards in folders and on boards. More recently though apps and devices enable users to use them as part of a more flexible and interactive digital product - combining PECS with social stories, and supporting the learning of early speech sounds with younger children. Using apps on tablets has become part of good communicative practice for many children, allowing them to put together images or pictorial symbols to express themselves, and to have their communication spoken. For non-verbal children, tablets can support talking technology too, which helps to give them a spoken voice, especially in situations where expression is important, in the classroom for instance.

Routine & predictability Lived experience Routines and consistency can be very important for autistic children and young people. Change can often be challenging and upsetting. These routines can be simple everyday events such as leaving the house, having a bath or shower at a particular time, or taking a particular route to school. The challenge is to provide accessible information, that allows changes to be identified and understood. Although obviously this would be impossible for every situation, it can be applied to many common experiences and in preparation for planned, or anticipated, events. For example, a child might travel home, by school-bus or walking. When they arrive home, they might change their clothes, have a snack, go outside to play, and then watch a favourite television programme. This is followed by tea, a bath and then a bedtime story, perhaps. There are quite a few events here, each of which occurs in a particular order and in a particular way. But all could be affected by small changes. A different person brings them home from school, they don't have their usual snack, the weather makes going outside difficult, and so on. These seemingly small changes can become very challenging and distressing for an autistic child. Support & technology Traditionally, Perhaps the most common approach, particularly in schools and at home, is the use of visual timetables. Something that uses objects, pictures, and photos to help children understand the activities, and sequence of actives, in their daily lives. More recently, a growing number of innovative digital platforms are becoming available, that allow young people to understand and manage their schedules, in a visual and engaging way, that suits them. These can be especially effective in the form of wearable technology. Apps that incorporate daily planners and link to smart watches for example, can help children and young adults, break down tasks and plan their time in a connective, timely and visual way. Wearables like this are accessible, harder to lose and can provide comfort (the very act of consistently wearing them on the wrist). They are also highly customisable - from the material they are made of, to the outputs they enable (text-to-speech, for instance) allowing children to adapt them to their own needs. Some such apps, allow children to see which activity they are currently engaged with, how much of the activity has passed, how long it will continue, and what is happening when the current activity finishes. They can also indicate if there are tasks that need to be completed at that moment. Wearable apps like this can give effective, in-the-moment management and foresight of routines and schedules. Helping children with autism to navigate their day and get support to deal with any unexpected changes.

Routine & predictability Lived experience Many autistic children and adults report that they find some sensory experiences unsettling, disturbing (Kovic et al, 2019) or 'overloading'. This could include responses to sounds, or tastes, or textures, and can become overwhelming in certain situations. A family trip to the cinema, for example, can be a very challenging event for a child with autism and have a profound, and often distressing, effect on a child's engagement with seemingly enjoyable activities like this. For someone who doesn't experience them, sensory issues of this kind can often be quite difficult to understand and comprehend. The use of immersive video and VR is helping to better share this experience with those who aren't familiar with it. For those who work or live with someone who has sensory issues (and indeed the wider general public), the insight from these pieces of technology can be invaluable in helping to better empathise with and support those going through it. Support & technology In most cases, Autistic children won't be able to control the sensory aspects of all the environments they visit. In these situations, technology can play a part in helping children recognise and deal with their feelings when sensory overload threatens. For example, Miracle Modus, aims to provide soothing visual and auditory stimuli, to help alleviate sensory overload. The free app was created by an autistic person, inspired by his own experience of using soothing media like this in helping to tackle potential sensory overload. It's not just specially developed technology and apps like this that can help. Some everyday technology has proven to be very helpful in helping to manage sensory overload, too. Headphones and earbuds, that either lay music or cancel out the noise around you, can be a really effective and accessible piece of common technology, that research suggests, can help children to remain calm in loud community settings and potentially overwhelming sensory situations.

Social comprehension & interaction Lived experience Many autistic children will struggle to understand some aspects of social situations and interactions. The ability to read others' intentions and thoughts successfully, plays a key part in children's social activities and development. However, an autistic child may struggle to engage with games and play activities, because they might miss that a person can say one thing but mean another or be pretending. This can lead to them being excluded from playing with their peers. Since play and social interactions are seen as important, researchers have explored different ways to support children in this/these areas, including technologically based options. Support & technology Whilst it might sound like something from the future, one area that is growing in development and research, is the use of robots to interact with, play, and teach autistic children, particular skills. This technology has been developing for many years and there are numerous examples and different types of robots, mirroring the increased use of them in wider society. Robots that range from non-humanoid, through to ones that have a high human likeness - even some that replicate animals. Researchers have designed robots that target autistic children's understanding, and use of, social and emotional cues. (UCL, 2017) These types of robots are called 'social robots'. Often social robots are used to mediate between a child and another play partner. Other types can be used in a more direct way too, for teaching for example. Robots like this can be consistent, patient and socially non-threatening. They can also be programmed to fit the child's particular preferences. Social robotics is a developing field and although there is much evidence that some autistic children enjoy and engage with robots readily, with positive developmental consequences, there are also many examples where no positive impact has been found (Pennisi et al 2106, Kououpa et al, 2022). The field is still at an early stage and given the diversity of autism and the individuality of children, more data is needed perhaps, for clearer and nuanced conclusions to be drawn. But in the future, its entirely possible that we may even see robots play more of a part in supporting autistic children through robotic 'playmates' - but then again this could potentially become something that all children can experience.

"Like, scared and you always think something bad is going to happen but like, you're always worried and you can be with a million people and still get it because you still feel alone or nervous." Daniel, 15. (Costley et al, 2021).

'...I like to wear clothes that are familiar...eat foods that are the same... I hated it when routines changed and would become quite miserable, almost lose motivation for anything. I needed to be sure of what would happen' ﻿(Lawson, 2001, pp. 180-2)

"Sounds are louder, smells are stronger and lights are brighter. So it makes going to public places very difficult and can make me anxious and exhausted." Lauren

"Am I invisible to you Because I don't understand your tone of voice Or the things you do with your face and body Am I invisible" Dominic Walsh

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Autism and technology - The Open University

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Explore the ways in which young autistic people can use technology

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"The word 'Future' means we have a future and an aim to succeed in the future. Being a part of Barking and Dagenham's Young People's Development Group, makes me feel I have made adult decisions and the Youth Zone is our space, for us, and if you have a great logo, more people will come. It helps us feel confident that we've achieved something that we thought we could never achieve in life."

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Barking and Dagenham Youth Zone, named by young people as 'Future', will be a purpose-built facility for the borough's young people aged 8 - 19, and up to 25 for those with disabilities. It will also be London's first OnSide Youth Zone.

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Me & My Stammer (feat. Ed Balls) | #ISAD2022

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Me & My Stammer (feat. Ed Balls) | #ISAD2022

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Moving Up! The transition to secondary school (SUBTITLED)

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Moving Up! The transition to secondary school (SUBTITLED)

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What's it like starting a new school? | Newsround | Back to school

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What's it like starting a new school? | Newsround | Back to school

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Starting secondary school with Special Educational Needs (SEN)

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Starting secondary school with Special Educational Needs (SEN)

This film was recorded before the Covid-19 pandemic.

As a parent or carer of a child with special educational needs, or a child with an educational health & care plan the very idea of moving from primary to secondary school can feel daunting. Here are 5 top tips from an experienced inner city secondary school special educational needs co-ordinator, SENDCo, to help.

1. Create a one page profile about your child noting the difficulties and barriers they face at their primary school, and the strategies that work and that don’t work. This will help the school understand the world of your child quickly, from the people who understand them best, you. Things to consider when pulling it together; what’s currently working well at primary school? Can these strategies be replicated at the secondary school? Situations for your child to avoid, and main concerns about secondary school?

2. Visit the school on a regular school day with, and without, your child. When there, ask as many questions as you like; the school is new to you so don’t feel anything is silly to ask. What do you see are the barriers when you walk around; take notes if you need to.

3. Request a multi-agency meeting that will bring all key adults and agencies connected to the support and care of your child together in one meeting. Any key adult involved with the child would attend this meeting; class teacher, TA, parents, educational psychologist, communication interaction team, speech & language therapist etc. Your current primary SENDCo will be able to co-ordinate this with their secondary school equivalent. Bring along the one page profile, multiple copies if possible, so that it can be shared with everyone, and questions following your visit to the school.

Sample questions to ask:

Where can my child go if they are struggling/anxious/having a meltdown?

What happens at break and lunch time when it is unstructured time?

How can my child get help with reading/spelling/maths/homework?

How will support in assessments work?

Will my child get a Teaching assistant?

4. Ensure you have a named contact at the secondary school and their contact details. This can be the form tutor, SENDCo or head of year. Ask the school which is the best way of contacting them.

5. Consider what needs to be shared with your child:

Transition plan - between the professionals. Lists of multiple individuals and agencies could be overwhelming for the child.

Transition booklet – a go-to guide for the child with named staff and photos of key adults and rooms that they can keep in their bag or locker.

Avoid making your child anxious by saying things like "I don't know how it works, I don't know who to ask". Hopefully with a named contact this shouldn't happen.

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Starting secondary school with Special Educational Needs (SEN)

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SENDCo Trudi Skinner gives advice for parents of SEN children about to start secondary school.

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The highest quality free courses through the most awesome learning platform.

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GCSE Options: Everything you need to know about choosing your GCSE subjects

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Which GCSEs should I take?

This is really down to a combination of things, including your own interests, which optional subjects your school allows you to choose, and your future plans.

You're in the driving seat now, and you're beginning to shape your own education! This is the first time you can focus on the subjects you like the most and feel you will do well at.

How many GCSEs should I take?

You should expect to take around nine subjects. Most courses and jobs you might want to apply for in the future require you to have grades between 9 and 4 in a minimum of five subjects.

Which GCSE options are compulsory?

Maths, English and Science are the core subjects everyone must take at GCSE in England. English Language is compulsory in all schools, and so is English Literature in the majority of schools, but there are exceptions, so do check.

Science may be split into the three separate sciences (Biology, Chemistry and Physics) or into two combined Science GCSEs.

Check with your teachers to find out what rules your school has.

What GCSE options are there?

You will have the option to choose:

A modern foreign language. The most commonly taught are French, German and Spanish, but some schools also offer languages like Mandarin and Russian. Some schools require you to take a modern foreign language, so check with your teachers whether these are part of your options or compulsory.

A humanity subject like History, Geography, or Religious Studies.

An arts subject like Music, Drama, Art and Design or Media Studies.

A technical subject such as Design and Technology, Food Technology or Computer Science.

All students have to do PE in years 10 and 11, but you can also take it as a GCSE option.

To help you make up your mind, ask your teachers about subjects that you might be interested in but haven't taken yet, so they can explain what will be taught on the course. You can also check out GCSE Bitesize to find out more about each subject.

Can I change my GCSE subjects?

You might be able to, but it's likely to depend on whether changing will cause subjects clashes on your personal timetable. Remember: choosing your GCSE subjects is also choosing your timetable, so think hard and ask your teachers about the planned schedule for the subjects you are keen on.

When do I have to pick my GCSE subjects?

In England, you will choose the subjects you want to study for GCSE in Year 9, but in some schools this might happen in Year 8, so even if you're in Year 7 it's not too early to start thinking about your options!

Different schools will ask students to pick their options at different times, but you'll get plenty of notice and information from your teachers.

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GCSE Options: Everything you need to know about choosing your GCSE subjects

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This is really down to a combination of things, including your own interests, which optional subjects your school allows you to choose, and your future plans. You're in the driving seat now, and you're beginning to shape your own education!

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Careerpilot : Plan your future work & study

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Careerpilot : Plan your future work & study

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Professional and technical training (Ofsted Good) taking you into work or onto university. Degree and postgraduate options: Higher and Degree Apprenticeships, HNC, HND, BA (Hons), MBA.

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Careers advice - job profiles, information and resources | National Careers Service

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The National Careers Service can help you with your career, learning and training choices. Find out more about us and the different ways we can support you. This service is available to people who live in England.

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Careers videos and info showing real people doing jobs 

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Careers videos and info showing real people doing jobs 

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Her appointment follows the departure of Clare Marchant in September 2023, after 6 years in the position, to take up the role of Vice Chancellor at the University of Gloucestershire.

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UCAS connects people to University, post Uni studies including teacher training, apprenticeships & internships. Find all the information for your next step.

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Register your profile, search vacancies and apply for an apprenticeship - you must be 16 or over

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London Borough of Barking & Dagenham Apprenticeships 

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London Borough of Barking & Dagenham Apprenticeships 

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Information for job seekers/ school leavers on our apprenticeship offer.

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Volunteer placements, rights and expenses

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