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‘Information for CIW/Dewis Registered After School and Holiday Clubs.’

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‘Information for CIW/Dewis Registered After School and Holiday Clubs.’

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Additional Learning Needs (ALN) in Wales

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Additional Learning Needs (ALN) in Wales

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Meeting the Healthcare Needs of Children and Young People in Cardiff

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Meeting the Healthcare Needs of Children and Young People in Cardiff

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With your help, we can keep offering free support to those who need us.

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Parent Group information

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Read our leaflet on Attention and Listening

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Share your videos with friends, family, and the world

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Cynnig Gofal Plant Anghenion Dysgu Ychwanegol

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Cynnig Gofal Plant Anghenion Dysgu Ychwanegol

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Early Years ALN Lead Officer - Kelly Vanstone 

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Early Years ALN Lead Officer - Kelly Vanstone 

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We would like to announce that The Makaton Charity has successfully acquired the intellectual property rights of Special iApps, a renowned creator of award-winning educational apps. These apps are specially designed to provide support to children with special educational needs, fostering language and communication development.

With Special iApps, users can effortlessly create personalised learning resources in minutes, making it easier for children to access the educational tools they need.

We are excited to continue the legacy of Special iApps and further enhance the impact these remarkable apps have on individual's learning journeys.

Next steps

Our goal is to enhance and modernise the existing Special iApps functionality through updated technology and advancements. We are aiming to relaunch the apps by Summer 2024.

We are delighted to announce that as part of their membership package, all Makaton Members will have exclusive access to the apps. This means that Makaton Members will be able to benefit from the incredible features and educational resources offered by Special iApps, further enriching their membership experience.

Previous Special iApps customers

The apps will also be made available free of charge to previous Special iApps customers for a period of six months. During this time, we encourage users to provide feedback on the development and usability of the apps. This valuable input will help us further improve and refine the apps.

Sharing your data

If you were a previous Special iApps customer and you would rather not have your personal data stored with The Makaton Charity, please email vicki.partridge@makaton.org and we'll ensure it is removed from our database.

More information regarding these exciting developments will be released later in the year. Makaton has worked closely with the Founders of Special iApps and is committed to continuing and expanding upon the remarkable work they have accomplished.

Stay tuned for more updates on how we will be taking this important work forward!

The Makaton Charity

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Makaton is a unique language programme that uses symbols, signs and speech to enable people to communicate. It supports the development of essential communication skills such as attention and listening, comprehension, memory, recall and organisation

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Activities to help a child go to the toilet

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Information for Early Years Providers

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Hello and welcome to Singing Hands! We are Suzanne and Tracy and we would like to introduce you to the amazing world of signing with Makaton. Our unique and enthusiastic approach is designed to help develop someone's communication potential through music, songs, games & activities. We focus on learning language in a way that it is motivating, engaging and most of all, fun!

To find out more about 'What We Do' - please see the information about our classes, our resources, our educational concerts and our work in schools, nurseries, with young adults and our training workshops for professionals. Join us and learn how to sign the 'Singing Hands' way!

Suzanne & Tracy

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Hello and welcome to Singing Hands! We are Suzanne and Tracy and we would like to introduce you to the amazing world of signing with Makaton. Our unique and enthusiastic approach is designed to help develop someone's communication potential through music, songs, games & activities.

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No matter how much you want to protect and care for your child, it’s impossible to do so 24 hours a day. For some of the time, you’ll have to rely on others to look after them.

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Makaton - Three Little Men in a Flying Saucer

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There are around 10,000 children with epilepsy aged five years and under in the UK. Epilepsy Action explains what early years practitioners need to know...
If a child has epilepsy, it means they have a tendency to have seizures. A seizure is caused by a sudden burst of excess electrical activity in the brain, causing a temporary disruption in the normal message passing between brain cells. This disruption results in the brain's messages becoming halted or mixed up. The brain is responsible for all the functions of the body, so what a child experiences during a seizure will depend on where in the brain the epileptic activity begins and how widely and rapidly it spreads. For this reason, there are many different types of seizure and each child will experience epilepsy in a way that is unique to them.

Recognising seizures

There are several different kinds of seizures, and a child may experience more than one type. The child's parents will be able to tell you about their child's seizures and the signs and symptoms to look out for.

Tonic-clonic seizures

The type of seizure that many people picture when they think of epilepsy are tonic-clonic seizures. An affected child will go stiff, lose consciousness, fall to the floor and begin to jerk or convulse. They make look a little blue around the mouth from irregular breathing. Tonic-clonic seizures can last for a few minutes. Remember ACTION for tonic-clonic seizures:

A= Assess: Assess the situation - are they in danger of injuring themselves? Remove any nearby objects that could cause injury.

C= Cushion: Cushion their head (with a jumper, for example) to protect them from head injury.

T= Time: Check the time - if the seizure lasts longer than five minutes you should call an ambulance.

I= Identity: Look for a medical bracelet or ID card - it may give you information about the child's seizures and what to do.

O= Over: Once the seizure is over, put them in the recovery position. Stay with them and reassure them as they come round.

N= Never: Never restrain the child, put something in their mouth or try to give them food or drink.

Call an ambulance if:

● You know it is a child's first seizure.

● The seizure lasts for more than five minutes.

● One seizure appears to follow another without the child gaining consciousness in between.

● The child is injured.

● You believe the child needs urgent medical attention.

Focal seizures

Another kind of seizure is a focal seizure (also known as a partial seizure). During such seizures, the child may remain alert or they may not be aware of what is happening. There are many signs that a child could be having a focal seizure such as unusual body movements, repeatedly chewing, swallowing, fumbling with their buttons, screaming or crying out. They may not be able to speak or understand what is being said, and they may wander off without knowing where they are going or what they are doing. If a child has a focal seizure, stay with them, guide them away from dangers (such as obstacles) and stay with them until they come round.

Absence seizures

Absence seizures are where a child appears to be daydreaming or switching off for a few seconds.

Seizures in babies

Seizures in babies can be difficult to recognise. Seizures in newborn babies may show as changes in breathing patterns or movements of their eyelids or lips. They may have bicycling movements of their legs, brief jerks, or episodes of stiffening of their body and limbs.

Treatment and emergency medication

The majority of children with epilepsy take epilepsy medicines to control their seizures. These medicines are usually taken twice a day, at home. This means there should be no issues about storing or administering medicines in nursery time. Certain types of medicines taken for epilepsy can have an effect on a child's learning or behaviour. It is important staff are aware of this. If staff notice a change in the child's learning or behaviour, they should discuss this with their parents.

The only time medicine may be urgently needed by a child with epilepsy is when their seizures fail to stop after the usual time or the child goes into status epilepticus. Status epilepticus is defined as a prolonged seizure or a series of seizures without regaining consciousness in between. This is a medical emergency and is potentially life-threatening. If this happens, the child may have been prescribed emergency medicine. This needs to be administered by a trained member of staff. If this isn't possible an ambulance should be called. For more information on emergency medicine and training, visit epilepsy.org.uk/emergencytreatment

How you can help

There are some simple things that early years settings can do to support children with epilepsy.

Epilepsy policy
An epilepsy policy ensures children with epilepsy are supported appropriately. The policy should include information about how to assess a child for support to achieve their full potential, what training staff have or will be attending, how to write an individual healthcare plan (see below) and what other things the nursery can do to raise awareness.

An Individual Healthcare Plan (IHP)
All children with epilepsy should have an Individual Healthcare Plan (IHP), even if their seizures are well controlled. Everyone should be involved in writing the IHP, including the setting and parents or carer. An epilepsy specialist nurse should also be involved.

Establish good communication channels
Communication between all parties including the nursery and parents is vital. Speak to parents about their child's epilepsy so you can understand the condition and recognise the signs and symptoms of their seizures.

Training
Training for practitioners will make sure they feel equipped to support children with epilepsy. This could be either general epilepsy awareness to understand what epilepsy is, or the administration of medication for an emergency situation.

Case study: Lisnagelvin Nursery School, Northern Ireland

Four-year-old Andrew McMorris was diagnosed with epilepsy when he was two years and eight months. His parents were very concerned as he was preparing to go to nursery soon after. They were unsure of whether he would cope with attending nursery.

The family approached Lisnagelvin Nursery School. They met with the principal at the nursery before Andrew started and a plan was put in place. Staff at the nursery have received extensive and ongoing epilepsy training. He has an individual healthcare plan and the nursery has a medical policy. Andrew takes part in all activities and aspects of nursery life.

Andrew's parents were very keen that Andrew should be treated the same as all other children at the nursery. The nursery staff have really embraced this. Communication between the nursery and Andrew's family has been strong, before and since he joined the nursery. His parents are confident to leave him in the care of the nursery and they can be free from worry while he is there.
For more information about epilepsy and children, and to download education resources, visit Epilepsy Action's website or call the Epilepsy Helpline freephone 0808 800 5050.

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Health Concerns: Epilepsy | A Unique Child | Teach Early Years

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Teach Early Years magazine is the leading B2B title for early years teachers, practitioners and providers, offering expert advice on educating the 0-5s and operating a sustainable childcare business.

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A story about tube feeding

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Information and resources to help children learn to talk.

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Awtistiaeth Cymru | Autism Wales | National Autism Team

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I work in an early years setting - Awtistiaeth Cymru | Autism Wales | National Autism Team

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The resources within this section were developed in partnership with autistic people, parents and carers and professionals. The resources are aimed at increasing the knowledge, skills, and understanding of autism for those working in an early years setting. Early Years Programme Overview The Learning about Autism programmes are aimed at raising awareness of autism in [...]

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Manual Handling Trainer - Debbie Palfrey

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Manual Handling Trainer - Debbie Palfrey

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There are national minimum standards that early years providers must meet, such as the Early Years Foundation Stage statutory framework in England. See the Useful Links section at the end of this page for further information.

Early years settings are required to obtain information about children's health and dietary requirements - including food allergies - before they attend, and record and act on the information provided.

The following best practice resources are designed to support educational settings to safely manage children with allergies.

Risk Assessment

We recommend a risk assessment is carried out with the child's parents/carers for all new joining children with allergies, and any children newly diagnosed. Use the example, editable risk assessment below to support your setting to keep young children with allergies safe.
Click here to download the Early Years Risk Assessment

Allergy Action Plans

Every child known to be at risk of an allergic reaction (e.g. due to food allergies) should have an up-to-date and accurate Allergy Action Plan in place in their early years setting. We recommend settings use the British Society for Allergy and Clinical Immunology (BSACI) Allergy Action Plan to ensure continuity. This is a national plan that has been agreed by the BSACI, Anaphylaxis UK and Allergy UK. These plans have been designed to facilitate first aid treatment of anaphylaxis, to be delivered by people without any special medical training or equipment apart from access to an adrenaline auto-injector. Please note, the plans are medical documents and should be completed by a child's health professional, in partnership with parents/carers.

There are four plans available; a generic plan for individuals assessed as not needing an adrenaline auto-injector, and a personal plan for individuals prescribed EpiPen, Jext or Emerade.
Click here to download the four different Allergy Action Plans here

Model Policy for Allergy Management at School

Anaphylaxis UK and Allergy UK have worked with the British Society for Allergy and Clinical Immunology (BSACI) and the Medical Conditions in Schools Alliance, to develop a Model Policy for Allergy Management at School guide. It is designed to support schools to develop a 'Gold Standard' policy to manage children's allergies safely, so that children and their parents feel reassured that a robust policy is in place.

This guide will be useful for early years settings looking to produce an allergy policy and can be adapted for early years providers.
Click here to view the model policy for allergy management at school guide Click here for an example, editable template model policy

Template allergy awareness letters

Tracey Dunn, primary school headteacher and Education Ambassador for Anaphylaxis UK, has produced two template letters that schools and early years settings can adapt to their needs.
Click here to download the Starting Reception Template Allergy Letter Click here to download the School Template Allergy Letter

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Information, online training and allergy awareness resources for all early years settings, including nurseries, pre-schools and childminders.

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SLCN & DLD SLCN Speech, Language and Communication Needs Events There are many ways that you can help to raise funds Afasic Helpline

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Early Years Specialist Teacher - Lisa Brereton

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Early Years Specialist Teacher - Lisa Brereton

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My Asthma Plan

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Tiny Happy People is here to help you develop your child's language skills. Explore our simple activities and play ideas and find out about babies and toddlers' amazing early development.

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Children’s language development and parenting advice - BBC Tiny Happy People

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A chatty child is a happy child, so Tiny Happy People is here to help you develop your child’s communication skills through simple interaction and play.

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Flying Start Inclusion Teacher - Jason Gadd

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Flying Start Inclusion Teacher - Jason Gadd

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Chat, play, read!

Here are some tips and activities to help your child develop their speech skills:

use things your child is interested in for play, follow their lead and make sure you're physically at their level while playing

if you notice your child looking or pointing at something, talk to them about it before they lose interest in it

picture books introduce your child to new things they haven't seen yet in real life - ask them to tell you the story, or talk about what the characters might be thinking and feeling

make reading, singing and playing even more fun by using lots of actions and different voices

take turns to make noises or speak - your child will be able to hold longer conversations, so slow down your speech, give them plenty of time to respond and listen carefully to what they have to say

talk to your child in short, simple sentences, as it's easier for them to understand you and have a go at copying when they are ready

try to use the same book or sing the same song, as young children learn a lot from repetition

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Find out how you can help your child with their speech & language development. If you have any concerns, talk to your doctor or health visitor.

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Flying Start Transition Worker - Jo McDonough

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Flying Start Transition Worker - Jo McDonough

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Speech and Language UK: Changing young lives

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Speech and Language UK: Changing young lives

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We are Speech and Language UK - we want every child to face the future with confidence. For 1.7 million children in the UK, learning to talk and understand words feel like an impossible hurdle.

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Early Years Specialist Teacher - Lisa Jopson

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Early Years Specialist Teacher - Lisa Jopson

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(Read this page in Welsh - Darllenwch y dudalen hon yn Cymraeg)

Just remember to Look, Say, Sing, Play

We've teamed up with Vroom™ to give you some fun and easy tips to help you bring even more Look, Say, Sing and Play into your daily routine with your baby or toddler.

Whether it's bathtime, bedtime or you're washing up, playing with your child, using silly voices, or even singing can build their brain right from birth. It's a great way to have fun while making your bond even stronger.

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Right from birth, every time you talk, sing or play with your child, you're not just bonding, you're building their brain. Get free brain-building tips.

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Flying Start Transition Worker - Kirstie Harding

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Flying Start Transition Worker - Kirstie Harding

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Early Years Specialist Teacher - Kelly Taylor

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Early Years Specialist Teacher - Kelly Taylor

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Flying Start Transition Worker - Louise Chadwick 

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Flying Start Transition Worker - Louise Chadwick 

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Disability Inclusion Team Leader - Christine James

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Disability Inclusion Team Leader - Christine James

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Prosesau ac Atgyfeiriadau Tîm Cynhwysiant y Blynyddoedd Cynnar 

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Prosesau ac Atgyfeiriadau Tîm Cynhwysiant y Blynyddoedd Cynnar 