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More info coming soon

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More info coming soon

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On our primary site we have our wonderful Hive; in this corridor our pupils become B.E.E.S and receive Behaviour, Education and Emotional Support.

Within our Hive we have the following dedicated spaces…

*the Rainbow room where pupils can receive Thrive

*the Chatterbox where pupils can receive speech and language interventions

*the Nest where pupils can receive ELSA

As an extension of this space we also have our Blue room where pupils can re-focus on their goals and our Discovery room where we are creating our sensory space, -pupils can also see our very own school Counsellor here.

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On our secondary site we have our wonderful D.E.N, where we “Develop, Educate and Nurture” our young people.

Within the DEN we have the following specialist spaces…

*the C.A.L.M classroom (Come and Learn More), this is a dedicated nurture space which has been created using the principles of nurture. Pupils can also receive Thrive from one of our Thrive practitioners.

*our SLCN ARP and Chatterbox room where speech and language interventions take place.

*our NEST room where we have a wonderful ELSA provision for pupils to receive Emotional Literacy Support from a professional who has been trained by our Local Authority Educational Psychologist team.

*our “Zen in the Den” room which is a sensory and wellbeing room where pupils can come to regulate and have some quiet time.

*our Oasis club which is open at break and lunch times and provides a home like space for pupils to enjoy their free time away from noise and crowds, play games and get to make friends whilst being supervised by a member of staff.

*our main DEN space also hosts a dedicated Reading corner and an IT corner.

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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

Miss Arnil, Assistant SENCO

Miss. Begum, HLTA

Mr. Broadley, HLTA

Mrs. Gibson, HLTA

Mrs. Buckingham, HLTA

Mr. Hasan, HLTA

Mrs. Camileri, HLTA

Mr. Walters, LSA

Ms. Ndubisi, LSA

Ms.Kumanan, LSA

Mrs. Foley, LSA

Ms. Noel, LSA

Ms. Eli, LSA

Mrs. Goddard, LSA

Mr. Calverly, LSA

Miss. Tahlil, LSA

Miss. Foulds, LSA

Miss. Dushi, LSA

Ms. Nantumwa, School Healthcare Worker

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If you would like a tour or more information on our SLCN ARP, please contact the school reception and they can arrange this.

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Entry requirements for our Speech and Language ARP are that pupils have an EHCP requesting ARP provision and that Speech and Language is one of the main areas of need.

Within our Speech and Language ARP, pupils will have access to specialist in class support, a Speech and Language Therapist who will assess, set targets and regularly review their progress as well as access to the wider Therapies Team model of support. Pupils also receive specialist speech and language focused interventions around reading, literacy, numeracy and social skills.

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At Eastbrook we have the only ASC all through ARP in the Local Authority, as well as the only secondary Speech and Language ARP in the Local Authority.

Please browse across the padlet and you will find more info on both of these provisions as well as further signposting to helpful organisations.

If you would like a tour, or more information on either of these provisions, please contact our school reception who will be able to arrange for this.

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Home - Barking and Dagenham SEND Local Offer

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Barking and Dagenham’s SEND Local Offer is for You Children and young people with special educational needs (SEN) or disabilities and their families. Our site is being regularly updated, so please keep coming back to discover what’s happening with Barking and Dagenham’s SEND Local Offer. Early Years (0-5) Early Years (0-5) Early years provision and

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Schooling tips for parents of autistic children

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Schooling tips for parents of autistic children 

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Schooling tips for parents of autistic children 

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by Dr Anne Emerson, Associate Professor in Special and Inclusive Education at the University of Nottingham.

Autism is a very broad spectrum, and those who are autistic have a wide range of varied characteristics, just like all children. However, there are a number of aspects that many autistic people will have in common. One of these is a need to be clear about what is going to happen and to know what is expected of them. This can be seen as an 'intolerance of uncertainty' where unfamiliar places or events can cause anxiety.

This goes along with some challenges of socialising with other people because some aspects of communication, either the verbal or non-verbal aspects, or both, are difficult to understand or to do.

Most children who are identified as being on the autism spectrum, or who have autistic traits, attend mainstream schools. All schools have rules, which can often help autistic children to know what to do. However, unexpected things frequently happen, and when they do, autistic children tend to feel uncomfortable or frightened.

These tips will help you to support your child to feel safe and confident at home and at school. First, I will offer advice for children in mainstream schools and then tips for children in special schools.

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Schooling tips for parents of autistic children

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Advice for parents of autistic children aimed at helping them to navigate their way through school. With tips for parents of children in mainstream and special schools.

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Pablo - Seven techniques for helping kids keep calm

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Relax and listen to the calming sounds from CBeebies Radio.
How it works
Listening to relaxing music can help children stop and reset. CBeebies Radio have eight calming sounds to choose from which allows you to experiment and find which one works best:
Waves, birdsong, rain, car journey, spaceship, white noise, pink noise and brown noise.
Claire Benton, Head of Audiology, Nottingham, says:

"Many children find these sounds relaxing and listening to them can help a child feel calm enough to fall asleep".

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Pablo - Seven techniques for helping kids keep calm

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Try these simple relaxation and mindfulness activities together and help your child learn to calm down when they feel stressed or anxious.

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Fun games to help children with SEND get active at home - BBC Bitesize

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By Dr Anthony J. Maher - Reader in Physical Education and Children's Physical Activity at Edge Hill University.

Many of us struggled to balance working from home, home-schooling, and wider caring responsibilities during recent restrictions. With so much to do it's been easy to be inactive physically. Now more than ever it's important for parents of children with special educational needs and disabilities (SEND) to introduce and encourage physical activity into their children's daily lives.

Here are some examples of activities that parents and children with SEND can do together to get active. Note that you and your child can work together to make modifications, so that games are tailored to their abilities.

Target games are a great way of improving aim and accuracy. Pitching a basketball or netball through a hoop, or throwing tennis balls would work if you have these, and the space, available. But you can adapt the game for the space available and for children of differing abilities, so bean bags, rolled up socks or paper into a bucket or basket are great examples. Think about increasing the distance of the thrower from the target, or decreasing the size of the target to make it more challenging.

It doesn't have to be Easter to have an 'egg hunt.' Setting up a trail or course in the form of treats and - if you want to add an extra layer of fun - either clues or questions, is an interesting and fun way of developing problem-solving skills. You could start by hiding 'questions' or 'clues' round the house, then drawing a 'treasure' map that your child uses to find them. The questions or clues lead to hidden 'treats' as a reward.

Exploring the home or garden is a great way to get kids active and the 'treasure hunt' element can be really engaging. To extend the fun, you can give them a turn to write questions, hide treats, and draw the map for you!

Seated volleyball is a great game to play with your child. Players face each other, while seated, on separate sides of the net. The aim of the game is to land the ball on the opponent's court to score points. Child-size volleyballs or beachballs may work if you're outdoors, and balloons can be used if indoors. Working together with your child to construct a 'net' from cushions or pillows is a fun way to set up this activity. Come up with your own point scoring system and give your child the responsibility to keep score.

Children love to climb over and under things. So, why not help them get active with a home-made obstacle course? Soft furnishings like cushions, pillows and bean bags can be used to construct a course for your child to navigate. This is something you and your child could do together. Before they start, make sure the course and environment are safe, and treat those family valuables with care! To give you some inspiration watch this video from the BBC's Tiny Happy People campaign.

Remember that 'one size doesn't fit all'. When planning any activity, it's important that you consider the abilities of your child, and that you get them involved in decisions about what activities they do and how they do them.

It's equally important that you and your child do activities together. You're a role model for your child, so they're more likely to engage in physical activity if you do. There are many excellent resources available to support your child to learn about, and through, bodily movement while at home.

All the games above offer opportunities for further learning as well as fun.As you play, you can ask questions that you and your child can then discuss to support their learning:Click here for example questions you can use for some of the activities that are listed above.

For further help there are resources available like #ThisisPE, developed by the Yorkshire Sport Foundation and Association for Physical Education (AfE), which is an excellent starting point.The Youth Sport Trust also offer brilliant activities designed to ensure that pupils with SEND can access inspiring, accessible and meaningful physical education during their home learning.

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Fun games to help children with SEND get active at home - BBC Bitesize

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Parents of children with SEND (special educational needs and disabilities) may find it has been difficult to keep levels of activity going in lockdown. Even with the return to school, it is good to try these fun ways of moving more.

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What is ADHD and does my child have it? - BBC Parents' Toolkit - BBC Bitesize

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As awareness of the disorder grows, more parents than ever are asking themselves, 'Does my child have ADHD?'
To find out what ADHD (Attention Deficit Hyperactivity Disorder) actually is and how you might support your child if they have it, we spoke to Community Paediatrician Dr Richard Lee-Kelland ...

Video Transcript Video Transcript

Dr Richard Lee-Kelland: Help your child understand their ADHD and keep it positive!

VO: Let's learn about ADHD

Dr Richard Lee-Kelland: Hi, my name is Dr Richard Lee-Kelland. I'm a community paediatrician working in Bristol.

VO: What does ADHD stand for?

Dr Richard Lee-Kelland: So, ADHD stands for attention deficit hyperactivity disorder.

VO: What is ADHD?

Dr Richard Lee-Kelland: It's a condition that's characterised by two main areas of difficulty for the child or young person. The first is inattention, so that describes children that have difficulty concentrating. They might have, for example, problems with forgetting things, organising themselves or struggling to keep focused on what teacher is saying in the classroom.

Dr Richard Lee-Kelland: The second area is hyperactivity and impulsivity. Children that are constantly moving, struggling to stay still and fidgeting, interrupting people, overtaking children in a queue, and they may also have a lot of difficulty with danger awareness.

VO: How do you get diagnosed with ADHD?

Dr Richard Lee-Kelland: A doctor needs to have careful a consideration about those symptoms, making sure that they're significant, that they've been happening for a long period of time and that they're pervasive which means they're happening in different environments. They also have to be really confident that there's not another condition, other than ADHD, that might be causing those problems.

VO: Can you treat ADHD?

Dr Richard Lee-Kelland: ADHD is not simply "bad behaviour." We don't have a cure for ADHD but we do have lots of evidence based treatments that can help support children. For example, there are interventions and adaptations in school that can help support a child with ADHD, advice and support for families and children themselves for managing their ADHD symptoms, and for some children we also have medications that can help.

VO: What happens next?

Dr Richard Lee-Kelland: In the first instance, talk to your child's teacher and you can also talk to your school's special educational needs coordinator or SENCO. A GP can also help provide advice and support. All those professionals will have an understanding about ADHD and can help point you towards local support groups. They can also decide if it's appropriate to refer you to an individual who specialises in ADHD diagnosis and management, like myself.

Dr Richard Lee-Kelland: Talk to your child about ADHD and keep it positive. It's really important that, as a parent, you sit down with them and help them understand their condition. It's important when you're doing it that you're stressing all the positive things about having ADHD and talk about your child's individual strengths, whether that be their personality, enthusiasm for things or other things that they're doing really really well in their life.

What is ADHD?

ADHD stands for Attention Deficit Hyperactivity Disorder.

For children, there are two main areas of difficulty associated with ADHD...

Inattention - This involves forgetting things, difficulty concentrating, organising themselves or focusing on what a teacher is saying.

Hyperactivity and Impulsivity - Symptoms include struggling to stay still, fidgeting, interrupting people, overtaking people in a queue, not waiting their turn, or a lack of danger awareness.

Lots of children might have some of these symptoms at some point in their lives.
For a diagnosis of ADHD to be made, a professional has to make sure these factors are considered...

The symptoms must be causing significant difficulties for the child, happening over a long period of time and pervasive (happening in different environments).

A professional needs to be confident that there's not a condition other than ADHD that might be the cause of the symptoms.

Can you treat ADHD?

ADHD isn't just "bad behaviour" and it isn't caused by a particular parenting style.

There is evidence-based help out there to manage or improve their child's symptoms, including...

In-school interventions and adaptations that can help support a child with ADHD.

Free advice and support for families and children on managing symptoms.

For some children, there are medications that can help.

Five tips for managing your child's ADHD
1. Encourage good sleeping habits
We know lots of children with ADHD struggle with their sleep and this can cause problems concentrating at school. Speak to your GP or paediatrician if your child has persistent problems with sleep.
2. Make instructions simple
Avoid giving them long, complicated or multi-part instructions. Make their tasks small and give them lots of praise when they get it right.
3. Offer breaks
If you think an activity is going to be demanding, be proactive and build in short breaks. This will help make the activity feel more manageable.
4. Keep a simple routine
Routines help children, including those with ADHD, focus on one thing at a time. If they know what they are doing every day, this helps them to keep organised. Make sure their meals are regular, including a good breakfast so that they are not hungry at school.
5. Help them understand their ADHD
As a parent, you should talk to your child about their ADHD. You could focus on the positives of having ADHD and highlight your child's unique strengths - from their personality, to their passions. Your doctor can help support you in this with age-appropriate resources for children about ADHD.

What's next?

Talk to your child's teacher, the school's Special Educational Needs Coordinator (SENCo), and your child's GP.

These professionals can provide direct support for your child, and decide with you whether to refer to a professional that specialises in ADHD diagnosis and management.

More from BBC Bitesize Parents' Toolkit...

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What is ADHD and does my child have it? - BBC Parents' Toolkit - BBC Bitesize

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Paediatrician Dr Richard Lee-Kelland explains how parents can spot ADHD in their child and how to get diagnosis.

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Films for Parents / Carers | Nip in the Bud

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The short films and accompanying fact sheets below have been prepared to help parents and children who may have a diagnosis, may be showing symptoms of a potential mental health condition or may be struggling as a result of the Covid 19 pandemic.

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Films for Parents / Carers | Nip in the Bud

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The short films and accompanying fact sheets below have been prepared to help parents and children who may have a diagnosis, may be showing symptoms of a potential mental health condition or may be struggling as a result of the Covid 19 pandemic.

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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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Summer Holiday Activities for SEN pupils

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Summer Holiday Activities for SEN pupils

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Parents Helpline | Mental Health Help for Your Child

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For any parent concerned about their child’s mental health

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Parents Helpline | Mental Health Help for Your Child

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The YoungMinds Parents Helpline, Webchat and Email provide support and help for parents and carers worried about their child’s mental health and wellbeing.

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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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Ardleigh Green Campus | New City College

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New City Ardleigh Green -SEN courses and vocational courses 

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New City Ardleigh Green -SEN courses and vocational courses 

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Our Campus

From Entry Level to Postgraduate degrees, and everything in between, our courses cater for adults and 16 to 18-year-olds. It is the place for you if you are a young person looking for an environment where you will be treated as an adult, but offered the academic and pastoral support to succeed. The campus is also ideal if you are an adult seeking to continue or restart your education. If you are interested in Apprenticeships, our staff are specialists in securing roles with local companies and we also deliver the taught element of Apprenticeship programmes here.

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Ardleigh Green Campus | New City College

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From Entry Level to Postgraduate degrees, and everything in between, our courses cater for adults and 16 to 18-year-olds. It is the place for you if you are a young person looking for an environment where you will be treated as an adult, but offered the academic and pastoral support to succeed.

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Chapel Manor -courses in Animal Care from level 1 and Dog Grooming level 2

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Chapel Manor -courses in Animal Care from level 1 and Dog Grooming level 2

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We are London’s only specialist environmental college, offering full and part-time courses in further and higher education for school leavers and adults.

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Volunteer placements, rights and expenses

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Volunteer placements, rights and expenses

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Find volunteering opportunities, and volunteer rights, pay, expenses, age limits, criminal record checks

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

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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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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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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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Careerpilot : Plan your future work & study

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Careerpilot : Plan your future work & study

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

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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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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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Moving Up! The transition to secondary school (SUBTITLED)

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Moving Up! The transition to secondary school (SUBTITLED)

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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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"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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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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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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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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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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iPad Apps for learners with complex additional needs 

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iPad Apps for learners with complex additional needs 

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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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Local advice & support in Barking & Dagenham 

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Local advice & support in Barking & Dagenham 

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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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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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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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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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Assess, Plan, Do and Review

Most pupils will have their special educational needs met through good classroom practice. This is called Quality First Teaching.

Early Identification of Need

In deciding whether to make special education provision to support educational, social, physical or emotional needs, we use a graduated approach to identify any needs. The first thing we need to do when we feel we have identified a child as having SEN is to work in partnership with our parents to establish the support we feel their child needs here at school.

We will use appropriate screening assessment tools, and ascertain pupil progress through:

Evidence obtained by teacher observation/assessment.

Working with outside agencies including medical professionals.

Assessing the child’s performance in teacher assessment.

Monitoring the pupil’s progress

Use of standardised screening and assessment tools, such as Online Literacy Screening, CAT4 testing, Numeracy screening, Speech and Language screening and SEMH screeners.

SEN Support

Where a pupil is identified as having a special educational need we follow a graduated approach which takes the form of cycles of “Assess, Plan, Do, Review”. This means that we will: use ongoing and termly assessment strategies as listed above to identify individual needs. This is done by staff who know the children, and who work together to identify progress and to identify gaps in learning. Different children require different levels of support to achieve age related expectations, and we expect that parents/carers would work with us, alongside any other appropriate, external agencies.

These actions are reviewed each term and parents are invited to do this with us. Children’s views are taken into consideration throughout the process and are consulted during targeted time and throughout their interventions. Information is shared with parents/carers at Parent Consultation events, or in meetings with the SENCO or key worker.

Assess a child’s special educational needs

Plan the provision to meet your child’s aspirations and agreed outcomes

Do put the provision in place to meet those outcomes

Review the support and progress

As part of this approach every child accessing an intervention will have an individualised SEN Support Plan that describes the child’s needs, outcomes & provision to meet those needs.  Parents/carers and child/YP (where appropriate) views are integral to this process.

A small percentage of children and young people with significant and/or complex needs may require an assessment that could lead to an Education, Health and Care Plan.

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

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

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My 20New 20Secondary 20School 20Photo 20Book

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

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

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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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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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Moderate Learning Difficulties explained 

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Moderate Learning Difficulties explained 

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Miss. L Sturgeon, SENDCo

sturgeonl@eastbrookschool.org

Parents and carers wishing to speak with the SENCO are encouraged to make an appointment via the Calendly link below.

https://calendly.com/sturgeonl/parent-send-surgery-1?month=2023-03

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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

Mr. Guina, Assistant SENCO

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

Mrs. Buckingham, HLTA (Licensed Thrive Practitioner)

Mrs. Camileri, HLTA

Mrs. LaMontagne, HLTA

Mrs. Holditch, HLTA

Ms. Ndubisi, LSA (ELSA)

Ms.Kumanan, LSA

Ms. Noel, LSA (Licensed Thrive Practitioner)

Ms. Eli, LSA

Miss. Dushi, LSA

Ms. Nantumwa, School Healthcare Worker

Miss. Bougrine, HLTA

Miss. Delgado, HLTA

Miss. Gibson, 1:1

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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.

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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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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.

Open a document.

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.

Select Review > Read Aloud.

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*