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The Local Offer brings together in one place information about health, education and social care for:

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Helping and supporting children and young people with special educational needs and disabilities.

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Welcome to Castle Donington College's very own SEND Padlet! Here we aim to provide all of the information you could need to help support your children. This padlet also outlines procedures and what we have available to support your child. For any information, don't hesitate to contact the school office and ask for Mrs French-Gray

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The Special Educational Needs and Disabilities Information Advice and Support Services offer information, advice and support for parents and carers of children and young people with special educational needs and disabilities (SEND). This service is also offered directly to young people. The service is free, impartial and confidential. KIDS SENDIASS have developed resources providing information and advice for parents, carers, professionals and young people.

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Special Educational Needs and Disabilities Information Advice and Support Services (SENDIASS) in Leicestershire

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This video is taken from SENDIAS, and though it mentions Worcestershire County, it is also relevant to Leicestershire, and explains the graduated response - assess, plan, do, review (APDR).

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SEN Support in Mainstream Settings- The Graduated Response

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Independent Provider of Special Education Advice (known as IPSEA) is a registered charity (number 327691) operating in England. IPSEA offers free and independent legally based information, advice and support to help get the right education for children and young people with all kinds of special educational needs and disabilities (SEND).

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(IPSEA) Independent Provider of Special Education Advice

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(IPSEA) Independent Provider of Special Education Advice

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IPSEA (Independent Provider of Special Education Advice) - helping children and young people with special educational needs and/or disabilities (SEND) get the education they are entitled to by law

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ADHD Solutions is a charitable organisation based in Leicester, they are centrally placed to help families, and professionals anywhere, cope with the challenges of ADHD. They are currently supporting over 4500 families.

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Growth Mindset is the idea that you need to change the way you think and approach activities and learning! People with a growth mindset believe that they learn from their mistakes, and that they may not understand something right away, but that doesn't mean they won't ever learn. The brain is a muscle and can grow and get stronger the more it is used. At Castle Donington College we teach our pupils a Growth Mindset.

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How to explain Growth Mindset to your child

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How to explain Growth Mindset to your child

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The SEN Code of Practice sets out four main areas of need: Communication and Interaction, Cognition and Learning, Social, emotional and mental health difficulties and Sensory and/or Physical needs. Children, young people and adults can have one or more areas of need.

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Broad areas of SEN

Children and young people with special educational needs (SEN) may need extra help because of a range of needs.

The SEND Code of Practice set out four areas of special educational needs:

Communicating and interacting

For example, where children and young people have speech, language and communication difficulties which make it difficult for them to make sense of language or to understand how to communicate effectively and appropriately with others.

Cognition and learning

For example, where children and young people learn at a slower pace than others their age, have difficulty in understanding and/or organisation and memory skills, or have a specific difficulty affecting one particular part of their learning such as in literacy or numeracy.

Social, emotional and mental health difficulties

For example, where children and young people have difficulty in managing their relationships with other people, are withdrawn, or if they behave in ways that may hinder their and other children's learning and/or that have an impact on their health and wellbeing.

Sensory and/or physical needs

For example, children and young people with visual and/or hearing impairments, or a physical need that can give rise to difficulties in accessing learning without appropriate support and equipment.

Some children and young people may have SEN that covers more than one of these areas.

Related links
SEND Code of practice: 0 - 25 years

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Family Information is ran by Leicester City Council serving the people, communities and businesses of Leicester.

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Children with speech, language and communication needs (SLCN) have difficulty in communicating with others. This can include saying that they want to, understanding what is being said to them or they do not understand the social rules of communication. This area also includes children and young people with ASD, including Asperger's Syndrome and Autism (see next column).

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Speech and language therapists work in partnership with children, their families and other professionals in a variety of settings.

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Service description
Due to the increased demand for our speech and language therapy service, which has risen rapidly since the COVID-19 pandemic, children and young people may experience longer than usual waiting times. We are doing all we can to reach children on our waiting lists as quickly as possible while maintaining a good standard of care. We recognise that having to wait longer is frustrating but please bear with us while we manage this busy period. Our website has a range of resources that can help parents and settings to support children and young people with speech and language needs or eating and drinking difficulties. If you have significant concerns and would like to speak to someone from the speech and language therapy team, please contact the speech and language therapy office on 0116 2955256. Thank you for your patience and understanding.
We are a team of speech and language therapists and support workers who provide episodes of care to children and young people across Leicester, Leicestershire and Rutland.

We support children and young people who have difficulties with:

Speech, language and communication skills

Eating, drinking and swallowing skills

We work in episodes of care. At the end of an episode of care, parents and carers may be given strategies to support their child. Children and young people can be re-referred to the service if they need further specialist support from a speech and language therapist.

We work in partnership with a range of other agencies and colleagues including schools, Early Years settings, children's centres, physiotherapists, occupational therapists, medical teams and the voluntary sector.
How are we currently working?
Click here to find out what our service can offer.

Click here to watch a video about our response to Covid-19.
Utilising ReachDeck for text-to-speech and translations
ReachDeck, a web accessibility toolbar, is available on this website to help you understand our content and interact independently. Features of the ReachDeck toolbar, which can be launched by clicking the orange 'Speak' icon in the bottom right hand corner of your screen, include:

Text-to-speech: reads the text out loud with highlighting

Translation: translates the text into over 100 languages

Screen mask: provides a screen tint overlay

Picture dictionary: displays the meaning of a word through illustration

View this video to find out more about the ReachDeck toolbar:

Referral criteria

If your child meets any of the above criteria then they can be referred to our service by -

Who to contact if you need an interpreter or information about disabled access

Please ask the professional referring into our service to let us know if an interpreter is needed for your appointment. Alternately, requests can be made by contacting us on 0116 295 5256.

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Children's Speech and Language Therapy Service Leicester, Leicestershire and Rutland | Leicestershire Partnership NHS Trust

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Find out more about the children's speech and language therapy service available across Leicester, Leicestershire and Rutland.

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A children's communication charity- UK wide

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Speech and Language UK: Changing young lives

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We are Speech and Language UK, and we want every child to face the future with confidence.

For at least 1.7 million children in the UK, learning to talk and understand words feels like an impossible hurdle.  So we give children and young people the skills they need so they aren't left behind, waiting to be understood.

Our vision
Every child who is facing challenges with talking and understanding words can look to the future with confidence.
Our mission
We give children and young people the skills they need so they aren't left behind, waiting to be understood.
We do this by creating tools for schools and nurseries, giving advice and guidance to families and putting pressure on politicians.

For 1.7 million children in the UK, learning to talk and use words feels like an impossible hurdle. ​Without the right help, this can destroy their world. They feel disconnected from their family. Unable to make friends. Unfairly punished for not following instructions they don't understand. What does the future hold for them?

We must help more children , so that every child has the skills to face the future.

What we do

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Communication is the most fundamental life skill for children and young people. Their ability to learn and to develop friendships depends upon it, but many face an uphill struggle.

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Children and young people with ASD, including Asperger's Syndrome and Autism, are likely to have particular difficulties with social interaction. They may also experience difficulties with language, communication and imagination. This can impact on how they relate to others. Some of their sensory needs may be high

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For support and advice, plus signposting

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

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Autism Outreach Team (AOT)

Part of our Local Offer providing advice and support to children, families and education establishments across Leicestershire. We advise Leicestershire maintained schools on how to best meet the needs of pupils on the Autism Spectrum. We also offer child specific advice for children with an Autism Spectrum (ASD) diagnosis aged 5-19 years.

The AOT are the East Midlands Hub for the Autism Education Trust providing training to Leicestershire maintained schools.

What do we offer?

We offer a wide range of support, such as:

Help to schools to identify issues early and provide practical advice to support inclusion

Advice on approaches to enhance quality first teaching for autistic learners, from EYFS to Post-16

Training, information and support to enable schools to develop and embed good autism practice

Support to understand autistic strengths and needs, including anxiety and distressed behaviours

Pupil-specific advice for learners with an Autism diagnosis aged 5-19 years (Leicestershire maintained schools and academies can make a referral to Autism Outreach via AOSreferrals.leics.gov.uk)

A wide range of training packages (see below) to equip schools with the information and strategies to be able to meet the needs of autistic pupils

Access to 'C&I Surgeries' for all Leicestershire maintained schools to explore the needs of pupils with Communication and Interaction (C&I) needs. These 45-minute surgeries are for schools to explore the needs of pupils with or without a diagnosis of Autism without making a referral to Autism Outreach. They provide an opportunity to review strategies and interventions and to access advice and signposting.

Find out more about how the Autism and Learning Team operates:

Making Sense of Autism (MSA)

Making Sense of Autism (MSA)

This is a 90-minute raising awareness module for anyone working in schools. This includes teaching and support staff, office and ancillary staff, caterers, caretakers, transport staff and governors.

Please find the AOT referral form and other useful resources below:

Information for families

The Autism Outreach Team (AOT) recognise that parent/carers are fundamental to supporting the children and young people we work with.

Parents/carers are the experts on their young person and offer great insight into their strengths and needs. We know that working in collaboration is essential to listen to the 'voice of the family' and develop our practice accordingly.

AOT also acknowledge the pressures and anxieties some parent/carers may face at times in parenting a child on the autism spectrum.

The views of the parents / carers are an integral part of the Referral Form which is completed when a request for pupil-specific Autism Outreach involvement is made. This ensures that parents/ carers are aware of the request for AOT involvement from the start and their views are sought.

Once the referral form has been received and Autism Outreach involvement has been agreed, parents/carers are contacted by letter to inform them of which member of the team will be leading on providing pupil-specific support for their child.

Following this, the AOT teacher will liaise with the school's Senco to organise an initial referral meeting at school. This meeting must include parents/carers, the Senco and where possible, other relevant school staff. At the referral meeting, parents/ carers will be asked to share the pupil's strengths and challenges, so that an initial understanding of the pupil's profile can be gained. Priorities for Autism Outreach involvement will be identified and next steps agreed.

Following the referral meeting, Autism Outreach may meet with parent/carers at review meetings, school meetings to discuss specific issues or areas of need, multi-agency meetings or EHCP Annual reviews.

The team have been very helpful and understanding. It's been hard to get specialised help for autism and I feel they understand the needs of my daughter.

Where parents/ carers have a query or concern about the support being provided to their child in school, parents should first contact the school to discuss. If appropriate, parents /carers may then request a meeting with the school with AOT staff present to resolve any queries or concerns.

If parents have ongoing concerns about the support their child is receiving in school and do not feel that these concerns are being addressed, then they should contact SENDIASS. SENDIASS (formerly the Parent Partnership) is an independent service that offers free, confidential and impartial information, advice and support to parents and carers of young people aged 0-25 with special educational needs or disabilities (SEND) as well as young people themselves.

Autism Outreach are a schools-based service and do not complete any work in the home. Autism Outreach can provide training to Early Help staff, Social Care workers, the Inclusion Service and other professionals who are available to support families in the home. Where parents/ carers identify issues or concerns in the home, AOT can signpost schools and parents to seek advice and support from other services, community groups or sources of information.

Autism Outreach offer limited direct support to parents. This includes:

Autism Outreach Parent workshops (termly, 2 x two-hour daytime sessions). Please contact AOStraining@leics.gov.uk for details

Signposting to sources of support in the Local Authority

Signposting to local voluntary sector autism societies/support groups

Limited telephone-based contact with parents/carers, where communication with the child's school has been sought in the first instance

The offer to parents is subject to review of the LLR Neuro-developmental pathway.

Useful links for families
Autism Education Trust National Autistic Society Ambitious about Autism

Leicestershire Autistic Society (includes details of local sources of support and activity groups)

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Autism support in schools | Leicestershire County Council

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Autism Outreach Team (AOT) Part of our Local Offer providing advice and support to children, families and education establishments across Leicestershire. We advise Leicestershire maintained schools on how to best meet the needs of pupils on the Autism Spectrum. We also offer child specific advice fo…

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Support for the mental wellbeing of neuro-diverse children and young adults

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Community Autism Support Service CASS - Autism support across Coventry and Warwickshire

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Resources - Community Autism Support Service CASS

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Autism support across Coventry and Warwickshire

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Dimensions- ASD support and advice for families 

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Dimensions- ASD support and advice for families 

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The school can refer to AOT once a diagnosis of ASD has been confirmed. They have a wonderful team of specialist teachers who work closely with staff, children and families. They also have access to even more amazing resources to use at home and in school.

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Autism Outreach Team (AOT)

Part of our Local Offer providing advice and support to children, families and education establishments across Leicestershire. We advise Leicestershire maintained schools on how to best meet the needs of pupils on the Autism Spectrum. We also offer child specific advice for children with an Autism Spectrum (ASD) diagnosis aged 5-19 years.

The AOT are the East Midlands Hub for the Autism Education Trust providing training to Leicestershire maintained schools.

What do we offer?

We offer a wide range of support, such as:

Help to schools to identify issues early and provide practical advice to support inclusion

Advice on approaches to enhance quality first teaching for autistic learners, from EYFS to Post-16

Training, information and support to enable schools to develop and embed good autism practice

Support to understand autistic strengths and needs, including anxiety and distressed behaviours

Pupil-specific advice for learners with an Autism diagnosis aged 5-19 years (Leicestershire maintained schools and academies can make a referral to Autism Outreach via AOSreferrals.leics.gov.uk)

A wide range of training packages (see below) to equip schools with the information and strategies to be able to meet the needs of autistic pupils

Access to 'C&I Surgeries' for all Leicestershire maintained schools to explore the needs of pupils with Communication and Interaction (C&I) needs. These 45-minute surgeries are for schools to explore the needs of pupils with or without a diagnosis of Autism without making a referral to Autism Outreach. They provide an opportunity to review strategies and interventions and to access advice and signposting.

Find out more about how the Autism and Learning Team operates:

Making Sense of Autism (MSA)

Making Sense of Autism (MSA)

This is a 90-minute raising awareness module for anyone working in schools. This includes teaching and support staff, office and ancillary staff, caterers, caretakers, transport staff and governors.

Please find the AOT referral form and other useful resources below:

Information for families

The Autism Outreach Team (AOT) recognise that parent/carers are fundamental to supporting the children and young people we work with.

Parents/carers are the experts on their young person and offer great insight into their strengths and needs. We know that working in collaboration is essential to listen to the 'voice of the family' and develop our practice accordingly.

AOT also acknowledge the pressures and anxieties some parent/carers may face at times in parenting a child on the autism spectrum.

The views of the parents / carers are an integral part of the Referral Form which is completed when a request for pupil-specific Autism Outreach involvement is made. This ensures that parents/ carers are aware of the request for AOT involvement from the start and their views are sought.

Once the referral form has been received and Autism Outreach involvement has been agreed, parents/carers are contacted by letter to inform them of which member of the team will be leading on providing pupil-specific support for their child.

Following this, the AOT teacher will liaise with the school's Senco to organise an initial referral meeting at school. This meeting must include parents/carers, the Senco and where possible, other relevant school staff. At the referral meeting, parents/ carers will be asked to share the pupil's strengths and challenges, so that an initial understanding of the pupil's profile can be gained. Priorities for Autism Outreach involvement will be identified and next steps agreed.

Following the referral meeting, Autism Outreach may meet with parent/carers at review meetings, school meetings to discuss specific issues or areas of need, multi-agency meetings or EHCP Annual reviews.

The team have been very helpful and understanding. It's been hard to get specialised help for autism and I feel they understand the needs of my daughter.

Where parents/ carers have a query or concern about the support being provided to their child in school, parents should first contact the school to discuss. If appropriate, parents /carers may then request a meeting with the school with AOT staff present to resolve any queries or concerns.

If parents have ongoing concerns about the support their child is receiving in school and do not feel that these concerns are being addressed, then they should contact SENDIASS. SENDIASS (formerly the Parent Partnership) is an independent service that offers free, confidential and impartial information, advice and support to parents and carers of young people aged 0-25 with special educational needs or disabilities (SEND) as well as young people themselves.

Autism Outreach are a schools-based service and do not complete any work in the home. Autism Outreach can provide training to Early Help staff, Social Care workers, the Inclusion Service and other professionals who are available to support families in the home. Where parents/ carers identify issues or concerns in the home, AOT can signpost schools and parents to seek advice and support from other services, community groups or sources of information.

Autism Outreach offer limited direct support to parents. This includes:

Autism Outreach Parent workshops (termly, 2 x two-hour daytime sessions). Please contact AOStraining@leics.gov.uk for details

Signposting to sources of support in the Local Authority

Signposting to local voluntary sector autism societies/support groups

Limited telephone-based contact with parents/carers, where communication with the child's school has been sought in the first instance

The offer to parents is subject to review of the LLR Neuro-developmental pathway.

Useful links for families
Autism Education Trust National Autistic Society Ambitious about Autism

Leicestershire Autistic Society (includes details of local sources of support and activity groups)

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Autism support in schools | Leicestershire County Council

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Autism Outreach Team (AOT) Part of our Local Offer providing advice and support to children, families and education establishments across Leicestershire. We advise Leicestershire maintained schools on how to best meet the needs of pupils on the Autism Spectrum. We also offer child specific advice fo…

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Support for learning difficulties may be required for children who learn at a slower pace than their peers, even with appropriate differentiation. Learning difficulties cover a range of needs, including moderate learning difficulties (MLD), severe learning difficulties (SLD) and profound multiple learning difficulties (PMLD). Specific learning difficulties (SpLD) affect one or more specific aspects of learning. This encompasses a range of conditions such as Dyslexia and Dyscalculia. This also includes Dyspraxia (see physical and sensory section).

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Support, advice and booking an assessment. At Castle Donington College, we can refer you to a specialist assessor for an assessment and report.

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

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

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A video outlining key features and strategies

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Dyslexia Awareness Part 1: Module 1 - About Dyslexia

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Become a parent champion!

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

CONTACT US

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

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

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

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

(BDA Definition)

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Dyscalculia - British Dyslexia Association

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

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Tips on how to support your reluctant reader at home!

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This link outlines more information about the process of assessment and ways to get additional support in Leicestershire.

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How dyslexia is diagnosed
Signs that may suggest Dyslexia
If you think your child might be dyslexic, speak to the Special Educational Needs Coordinator (SENCO) at your child's school or your child's teacher. Dyslexia can be diagnosed by qualified specialist assessors and by educational psychologists.

Help for your child

Dyslexia gets in the way of your child learning to read and write. They will struggle even though they want to learn and they have been taught well.

Assessments

We'll advise your child's school about what your child needs to make sure they reach their full potential. A training package is now available for all Leicestershire schools to help them become more 'dyslexia friendly'.

Your child may get extra help to make sure they progress as well as they should.

In school

For some children learning to read is difficult. This has nothing to do with their intelligence. Leicestershire teachers know a great deal about dyslexia and how to help children learn to read and write well.

your child's progress in reading will be assessed regularly

if more help is needed this will be provided

you will be told what the school is doing and how you can help

Information technology (ICT)

If your child needs extra ICT equipment to help them with learning, the Special Educational Needs Co-ordinator (SENCO) at their school will refer them for an assessment. This is more likely to happen if your child is severely dyspraxic as well as dyslexic.

Every school and nursery has a SENCO. They're responsible for identifying children with special educational needs and disabilities and making sure they get all the help they need.

There are many ways in which you can make your computer at home dyslexia friendly without buying extra equipment or software: My Computer My Way

How you can help your child

There's such a lot that you can do to help your child with reading and writing:

try not to put your child under stress; reading should always be an enjoyable activity. Let them re-read favourite stories as often as they wish.

read to and with your child every day. It doesn't matter what - comics or magazines are fine. 5 minutes spent reading together for enjoyment every day is more useful than half an hour once a week. Choose a time when it is fairly quiet, other children are not around and your child is not tired.

join your local library. Let your children choose their own books and change them regularly. Using CDs is also good because listening to favourite stories helps to develop vocabulary and keeps interest in books and reading generally.

create a real purpose for writing - for example, thank you letters, invitations, shopping lists, diaries. Learning the skill of writing in a joined up style is important since it will help your child memorise spellings.

Dyslexia guidance for families Opens new window
Support groups and activities

Search the Family Information Directory for local support groups and activities for your child and your family.

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How dyslexia is diagnosed Signs that may suggest Dyslexia If you think your child might be dyslexic, speak to the Special Educational Needs Coordinator (SENCO) at your child's school or your child's teacher. Dyslexia can be diagnosed by qualified specialist assessors and by educational psychologists.

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Free reading and comprehension resources for students

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ReadTheory | Reading Comprehension Exercises

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Reading comprehension exercises — online, free, & adaptive. Fits K-12, ESL and adult students. Easily track progress for the entire class.

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Children may experience a wide range of social and emotional difficulties which manifest themselves in many ways. These may include becoming withdrawn or isolated, as well as displaying challenging, disruptive or disturbing behaviour. These behaviours may reflect underlying mental health difficulties such as anxiety or depression, self-harming, substance misuse, eating disorders or physical symptoms that are medically unexplained. Other children and young people may have disorders such as attention deficit disorder, attention deficit hyper-active disorder (see next column) or attachment disorder.

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Child and Adult Mental Health Service (CAMHS)- RISE

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Child and Adult Mental Health Service (CAMHS)- RISE

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The CAMHS RISE team aims to promote positive wellbeing, reaching children and young people in their communities and reduce the stigma of mental health.

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The UK's leading charity fighting for children and young people's mental health.

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YoungMinds | Mental Health Charity For Children And Young People

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

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The Rise Crisis & Home Treatment team (Coventry & Warwickshire Partnership NHS Trust) provide multi-disciplinary support to children and young people (under 18s) who present in mental health crisis.
We assess those who are:

An immediate and significant risk to others due to their mental health

Being considered for admission to a mental health inpatient unit

At risk of immediate and significant self-harm

In acute psychological or emotional distress that is causing them to not be able to go about their daily activities, such as going to school and looking after themselves

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Parents and carers play an important role in teaching children and young people how to understand and manage their feelings as they grow up.

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How to support your child’s mental health – Place2Be

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Place2Be works with schools to help parents support their child’s mental health and improve their emotional wellbeing.

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Anna Freud National Centre for Children and Families 

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Anna Freud National Centre for Children and Families 

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We work with professionals to improve the mental health and wellbeing of children and young people. Learn about our training, services, research and more.

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Are you a parent or carer who is concerned about the mental health of your child or teenager? Do you just want some hints and tips on parenting? MindEd for Families has advice and information from trusted experts and will help you to understand what problems occur, what you can do to best support your family, and how to take care of yourself. MindEd for Families is written by a team of specialists and parents, working together. You do not need to register to use these resources.

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MindEd is suitable for all adults working with, or caring for, infants, children or teenagers, adults and older people, including people with a learning disability and autistic people; all the information provided is quality assured by experts, useful, and easy to understand. We aim to give adults who care for, or work with people:

the knowledge to support their wellbeing

the understanding to identify a child, young person or adult at risk of a mental health condition

the confidence to act on their concern and, if needed, signpost to services that can help

MindEd is multi-professional, and can be used by teachers, health and mental health professionals, police and judiciary staff, social workers, youth service volunteers, school counsellors among others to support their professional development.

All registered learners can access a learning path tailored to their needs.

Throughout the MindEd site we make use of images and videos. In all cases, except where specifically noted, these images and videos use actors and are not intended to represent any specific person.

Disclaimer

Please note that the advice provided on MindEd is written and quality assured by experts in mental health and is accurate and comprehensive as possible. It is however only general advice and should not be used as a substitute for any individual advice you might receive from consulting your own doctor/mental health professional. Please use your own judgement when deciding how best to apply our information to any specific situation or proposed treatment. This applies to any clinical professionals, who should use their own clinical judgement when interpreting the information on MindEd and deciding how to best apply it in the treatment of patients.

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MindEd is suitable for all adults working with, or caring for, infants, children or teenagers, adults and older people, including people with a learning disability and autistic people; all the information provided is quality assured by experts, useful, and easy to understand.

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Top tips, expert advice and fun activities to help you support your child's wellbeing and learning in a changing world. Parents, we've got you.

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Top tips, expert advice and fun activities to help you support your child's wellbeing and learning in a changing world. Parents, we've got you.

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Parenting tips for talking about mental health

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Parenting tips for talking about mental health

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From the Anna Freud Centre

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Five ways to support children's mental health

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Five ways to support children's mental health

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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Five ways to support children's mental health

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

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https://www.mytutor.co.uk/blog/parents/teen-mental-health-a-guide-forparents/

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Your child's teenage years are exciting, but they can be tricky too. They go through big hormonal changes and their brains are still developing - add to that academic and social pressures and there are bound to be challenging moments.

Sadly, mental health issues are affecting more young people than ever. Around 14% of 10-19-year-olds experience mental health conditions like anxiety, OCD and depression, according to the World Health Organisation.

The tough fact is that many of these issues aren't recognised or treated, and waiting times for mental health support and counselling are at their highest.

The good news is there are tools you can turn to and actions you can take to support your child with their mental health.

Here, we dig into some of the biggest mental health issues for teens and what you can to do help as a parent.

How do you know if your teen might be struggling?

It's normal for your teen to experience mood swings and feel down from time to time. This is down to their changing hormones and bodies.

But, it can be difficult for parents to tell whether their child is just 'being a teenager' or there's something else going on.

Here are some key signs that your teen might be experiencing a mental health issue like depression or anxiety:

Continuous low mood or frequent tearfulness

Feeling irritable or intolerant of others

Losing interest in their hobbies or other favourite activities

Isolating themselves

Dramatic changes in behaviour

If you're worried about your teen, check in with them and ask them how they're feeling.

If you think they might need extra support or professional help, find out if they can see a school counsellor. You can also talk to a GP, who can refer your teen for specialist support if needed.

Anxiety at school

After so much disruption to school education over the last few years, your teen might be feeling anxious or worried about learning gaps or tricky topics.

Exam stress can also cause teens to feel overwhelmed, which can lead to burnout. You can read more about the signs of burnout here.

Here are our expert tips for helping your teen feel calm, confident and in control:

1. Help to build their self-confidence

"Low self-esteem can be extremely damaging long-term," says Psychologist Dr Kate Jenkins. "If children develop core beliefs such as 'I'm not good enough' or 'what's the point of trying?' this can lead to significant problems in the future."

Open up the conversation here. Ask your teen how they feel about themselves and what might help them build their confidence - from learning new skills to helping them conquer performance anxiety.

Remind them that you're proud of them no matter what, and praise them for the big or little things they do well. Check out our guide to helping your teen believe in themselves.

2. Identify any particular areas they're struggling in

If your teen is behind in any subjects or they're finding particular topics difficult, this can damage their confidence.

Start by identifying where it is they're struggling. Have an open conversation with your teen about this and you can also speak to their teachers.

Together, you can find specific ways to tackle it. You might want to try after-school clubs or get extra support from the school. A one-to-one tutor can also offer your teen extra support.

3. Explore some tools to de-stress

If they feel anxious when they sit down to do homework or revision, then try some mindful activities like deep breathing or playing calming music to help get them in the right headspace.

If organisation is an issue, help them create realistic to-do lists or revision timetables - breaking down bigger tasks can make schoolwork seem less daunting. You could also encourage them to explore how they like to learn.

4. Create a study-friendly environment at home

If they have a desk space in a quiet corner of the house, it'll make it easier for them to sit down and study when they need to. Read our guide to creating a great study set-up at home.

5. Find time for fun

Even when exam season begins, encouraging your teen to enjoy their downtime will help them feel more relaxed. Teens need to have a sense of independence - if you put too much pressure on them to study, they can often rebel. Think gentle encouragement, rather than nagging.

Peer pressure and cyberbullying

Another big issue for teens today is negative peer pressure and online bullying. Over half of 12-15-year-olds have faced some kind of bullying, including cyberbullying over the last year.

There are some key signs that your child might be being bullied. These might include belongings getting lost or damaged, being afraid to go to school or being nervous or withdrawn. The NSPCC have helpful resources on spotting more of the signs.

Here's how to open up the conversation around bullying and cyberbullying:

1. Let them know you're here to talk

If they feel they can tell you things then it's much easier to find the source of any problems and support teen mental health.

2. Ask them how they feel

When they're socialising online they might be feeling anxious, angry, scared or worried. If this is the case, see if they can open up about the root of these feelings.

Talking about it and how to identify these feelings can help them to take control and manage their engagement on social platforms.

3. Ask them what they think is normal behaviour online

They might not realise that some behaviour is harmful, or that they shouldn't be made to feel certain ways.

If what they're seeing online is hurting their mental health, then you can help them change what they see. This guide from YoungMinds is directed at teens to help them adjust their social media feeds and tech use.

4. Work together to find a screen time balance

As well as what they see online, reducing the amount of time your teen spends in front of a screen each day can also have a positive impact. Read out guide to finding a healthy screen time balance .

5. Learn more about online safety

Talk to your teen about cyberbullying and get clued up around online safety . The biggest social media platforms offer safety guidelines and you can adjust privacy settings easily.

Body image and self-esteem

As teens' bodies change and grow, they might feel awkward, self-conscious or insecure about how they look.

In the age of Instagram influencers and filtered selfies, it's increasingly common for teens to feel negatively about their appearance.

Use these simple tips to start the conversation and get them thinking more about body image:

1. Encourage them to curate their feed

Suggest that your teen consciously updates their social feed and only follows friends and influencers who make them feel good.

This will help them develop a more resilient approach to social media and their mental health.

2. Have conversations about filters, airbrushing and unrealistic effects

It's basically impossible to keep track of all the filters available on platforms like Instagram, Snapchat and TikTok now.

Encourage your teen to read up on the effects being used and highlight that if an image looks to good to be real, it probably is.

3. Introduce them to the idea of body neutrality

For lots of people, the idea of 'loving' their body can be too much. If your teen is struggling with self-esteem, talk to them about the idea of body neutrality .

It can be more helpful for them to just think neutrally about their body, and be grateful for the things it can help them do - like hugging their friends or exploring nature.

How to look after your own mental health

Parenting can be stressful, especially if you're worried about your child. In the end, you'll be in the best place to help them if you also take care of yourself.

This includes your mental health as well as your physical health.

Here are three quick takeaways to help you:

1. Don't struggle alone

If things are getting too much, it's important to recognise this. Talk to someone you trust and get their perspective. Many people go on struggling with very difficult situations because they feel they should be able to cope and don't deserve any help.

2. Take time for yourself

Although it can be tricky as a busy parent, try to find just 20 minutes of 'me time' each day. Take a bath, do some exercise or read. Rather than feeling guilty for taking time out, remember that this can help you feel calmer and more able to help everyone else.

3. Don't be too hard on yourself

If your child is struggling, try not to blame yourself. Although it can be upsetting and worrying, this doesn't make you a bad parent.

Teens often take it out on those closest to them, so you might be feeling the effect of their overwhelming emotions.

Other helpful teen mental health resources

It can be helpful to do your own research and read up about specific topics or issues that relate to your teen.
From us: How to support your teen's mental health with Dr Louise Egan The Screen Time Diet - helping your teen find balance 6 mindful activities that can help ease stress and anxiety From elsewhere: Government advice on youth mental health YoungMinds advice for parents Mind's advice for parents If you think your teen may benefit from the support of a tutor (who can also act as a helpful mentor), search our 1-1 tutors here.

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Teen mental health - a guide for parents | MyTutor

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Being a teen comes with a whole range of challenges. Our guide to teen mental health explores everything from body image to school stress

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We use Zones of Regulation as an effective strategy to support children in naming, recognising and managing their emotions. Children create their own 'toolkit' of strategies to use when they feel in either the red, yellow or blue zone as this helps them to get back to the green zone. It is important to recognise that emotions such as 'anger' and 'frustration' are not 'bad' or 'negative' emotions, we all feel them, however, we need effective strategies to ensure we deal with these emotions appropriately and don't stay in that zone for too long. If you would like more information on zones of regulation and think that it may help as a home strategy, please get in touch with Mrs French-Gray for support.

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Teach Kids to Manage Big Feelings Through Effective Social Emotional Learning

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

Struggling to manage their feelings and mental health

More disruptive in the classroom

Needing additional social, emotional, and behavioral support

(source: National Center for Education Statistics)

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

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ADHD is one of the most common neurodevelopmental disorders of childhood. It is usually first diagnosed in childhood and often lasts into adulthood. Children with ADHD may have trouble paying attention, controlling impulsive behaviors (may act without thinking about what the result will be), or be overly active. Children with ADHD might: daydream a lot forget or lose things a lot squirm or fidget talk too much make careless mistakes or take unnecessary risks have a hard time resisting temptation have trouble taking turns have difficulty getting along with others

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Support and advice

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

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A video which explains ADHD visually, in more detail

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Understanding the scattered (ADHD) brain

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Why children with ADHD need different parenting strategies

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Why children with ADHD need different parenting strategies

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ADHD 101 - Why Kids With ADHD Need Different Parenting Strategies

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Advice and support

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Some children require special educational provision because they have a disability which prevents or hinders them from making use of the educational facilities generally provided. These difficulties can be age related and may fluctuate over time. Many children and young people with vision impairment (VI), hearing impairment (HI) or a multi-sensory impairment (MSI) will require specialist support and/or equipment to access their learning, or habilitation support.

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For advice, support and referrals for your child

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Occupational therapy team (OT)

Disabled Children Service have close links with the Disabled Children Occupational Therapist Team. They offer an assessment to any child or young person aged between 3 - 19 years old who is eligible for support with their occupational therapy needs.

An occupational therapist carries out the assessments and, if eligible, a range of individual support may be provided that can enable disabled children and young people to carry out their daily tasks with more confidence and independence.

Areas we can help with can be:

Moving and handling assessments and equipment

Specialist equipment

Housing adaptations

Support with re-housing for specific needs

To request an assessment contact the Duty and Advice Service on 0116 454 1004.

Related link
Local Occupational Therapy (OT) services
NHS Leicester - Occupational Therapy Service

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Family Information is ran by Leicester City Council serving the people, communities and businesses of Leicester.

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Our physiotherapy service uses a range of treatments to restore and / or keep movement and function in the body.

Specialist physiotherapy can help patients recover from surgery, or keep their independence following a range of illnesses, conditions and sports injuries.

Each patient has a physiotherapist, who produces a programme of exercise that will help them to get as fit as possible.

Self-help and self-management are key to our approach to ensure patients get the most from their treatment.

Related links:

The Chartered Society of Physiotherapy - Professionals organisation

Guide to Physiotherapy - NHS Choices

Case studies:

Don't let pain hold you back

"I feel like I'm living in HD"

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Leicester Royal Infirmary Outpatient Physiotherapy Services

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We can often categorise the reactions children have as either sensory seeking or sensory avoiding. Sensory seekers tend to under-react to sensory input or need more of it to function. Sensory avoiders will overreact to sensory input and become overwhelmed and hyperactive

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At a glance

There are two ways kids with sensory processing issues respond to sensory input.

When kids underreact to sensory input, they may seek out more input.

When kids overreact, they become overwhelmed and may avoid the input.

Our brains are constantly taking in information from our senses. For most people, processing that information isn't a problem. But dealing with that stream of input is a struggle for kids with sensory processing issues.

Kids don't all have the same reactions to situations and stimuli. But their responses tend to fall into one of two categories.

Some kids tend to be "sensory seekers." They underreact to sensory input or need more of it to function. Others are generally "sensory avoiders." They overreact to sensory input and become overwhelmed and hyperactive.

Learn more about the differences between sensory seeking and sensory avoidance.

When we think of sensory input, we think of having five senses: sight, smell, hearing, taste, and touch. These are some common examples of things kids seek and avoid from those senses.

Sight: Visual patterns, certain colors or shapes, moving or spinning objects, and bright objects or light.

Smell: Specific smells. Some kids like to smell everything, while some kids are able to detect - and object to - smells that other people don't notice.

Hearing: Loud or unexpected sounds like fire alarms or blenders, singing, repetitive or specific types of noises (like finger snapping or clapping).

Taste: Specific tastes (like spicy, sour, bitter, or minty) and textures (like crunchy, chewy, or mushy), chewing or sucking on non-food objects (like shirt sleeves or collars).

Touch: Touch from other people, touching and fiddling with objects, tight or soft clothing, and certain textures or surfaces.

But there are two other senses that affect kids with sensory processing issues. One is the ability to sense body movement, position, and balance. This is called proprioception. Sensory-seeking kids will try to get more proprioceptive input. They might give people tight hugs or crash into things to feel the physical contact and pressure. Sensory avoiders will try to get away from those sensations.

The other sense has to do with spatial orientation, or knowing where your body is "in space." In this case, sensory seekers might rock back and forth, spin or swing, hang upside down or jump from heights. Sensory avoiders may be more physically cautious.

Sensory seeking: What it is and how it looks

Most sensory seekers are undersensitive to input (this may be referred to as "hyposensitivity"). They look for more sensory stimulation. Kids who sensory seek may look clumsy, be a little too loud or seem to have "behavior issues."

Sensory input can help stimulate kids to feel less sluggish.It can also soothe an "overloaded system" and help kids feel more organized in their own bodies and in space. A sensory seeker may:

Stand too close when talking to others andnot have a good sense of personal space. (Learn how one mom taught this to her son using the "elbow rule.")

Have an unusual tolerance for pain.

Walk with loud, heavy steps.

Enjoy jumping, hopping, and bumping and crashing into things and people - sometimes to the point of being unsafe.

Not know their own strength. (Kids may rip paper when writing, break toys, or hurt others by accident.)

Prefer "rough play" on the playground.

Touch people and objects often.

Seek out or make loud noises.

Chew on shirt sleeves or collars and other non-food items.

Sensory avoiding: What it is and how it looks

Most sensory avoiders are oversensitive (this may be referred to as "hypersensitivity"). They experience sensory input more intensely than the average person, and they avoid it because it's overwhelming to them.

Kids who sensory avoid may seem timid. They may be "picky eaters" or be particular about the types of clothes they wear. A sensory avoider may:

Not liked being hugged or kissed, even by family.

Be startled and frightened by unexpected sounds and bright lights.

Hear background noises other people aren't able to detect.

Worry about being bumped in line or touched by other kids while playing.

Refuse to wear scratchy, tight, or otherwise "uncomfortable" clothes.

Be wary and avoidant of swings and other playground equipment that provides vestibular or proprioceptive input.

Have trouble knowing where their body is in relation to other people or objects.

Prefer to be in quieter environments and avoid crowds.

It's not always one or the other

Not all kids are clearly sensory seekers or sensory avoiders. Some kids may show a combination of these reactions. That's because their responses can change based on their level of arousal or how well they're able to self-regulate.

For example, some kids are fine in familiar settings, but might have sensory meltdowns in crowded, unfamiliar places. Or they might seek out more input to help calm themselves down, when they ordinarily don't.

Key takeaways

Sensory seekers are undersensitive to sensory input, while sensory avoiders are oversensitive.

Some kids may show a combination of these reactions.

Knowing your child's triggers can help you find ways to help your child cope.

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Sensory seeking and sensory avoiding: What you need to know

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Kids with sensory processing issues may be sensory seekers, sensory avoiders, or both. Read why kids seek or avoid sensory input and what the behaviors look like.

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Vision Support Team

The Vision Support Team is made up of a group of Qualified Teachers of the Visually Impaired (QTVI) who are qualified teachers holding an additional qualification in the education of children with visual impairments. We also have an early years practitioner with training in visual impairment.

We are also supported by the Assistive Technology for Education Support Team (ATfEST) which comprises specialist technicians who assess and support with specialist technology, teachers who specialise in teaching touch typing and specialist access technology and resource technicians who create modified large print and braille books.

Our team:

Offers advice and support to all children and young people who have a visual impairment. We also offer support to their families, their schools and settings and work with other relevant professionals to achieve this.

Provides for children across the full age range from birth to the end of education as well as all ability ranges, including those with additional difficulties in special school placements.

Will respond to all the statutory requirements of the Code of Practice.

How to get our support

The Vision Support Team accepts referrals from parents, educational settings, health professionals, VISTA and LCC colleagues.

Our QTVI is very professional, approachable and has a calm and supportive manner with our pupils.

We are supported with advice and practical ideas for improving access to the curriculum which we can disseminate to the appropriate staff in school.

Regular visits, follow up reports and contributions to our EHCP Annual Reviews, and information for Access Arrangements is useful.

Last year our QTVI was very helpful at an Annual Review meeting, giving useful support to parents and offering a supportive and reassuring presence.

We can be contacted on the Specialist teaching service number 0116 3059400 or sts@leics.gov.uk

How we work

After we receive a referral we will contact you to gather information about your child's vision impairment and how you think it impacts on them.

Following on to this, one of our Qualified Teachers of the Visually Impaired (QTVI) will arrange an initial visit which may be at home or in your child's school or nursery.

We may carry out a functional eye test (we look at how your child's eyes see best on an average day rather than in clinical conditions). Sometimes, if your child is young or has complex needs, we may carry out several observations.

We will then decide on the level of support needed based on the criteria drawn up by the National Sensory Partnership (NatSiP) a national body that collates information on the education of children with sensory needs.

Conversations, testing and observations will provide us with information to write a report which will provide advice and ideas to help your child make the best use of their vision at school or nursery. This may also be used as part of an Education Health and Care Plan (EHCP). This can be shared by you with other professionals if you need to.

Dependent on need we will keep contact with your child, yourselves, and school for as long as the need exists within education.

We will provide tailored advice to schools about the best way for your child to access the curriculum, we can also provide training for nurseries or schools.

Dependent on need and if your child meets the NatSiP criteria guidance, we will often supply tailor made large print books to help a child with curriculum access. Sometimes we will provide special equipment to help your child which can range from simple magnifiers to more technical electronic ones or computer access programs. A few children may need to be taught braille, touch typing or special access skills like the use of screen readers.

We regularly assess the support we give and support schools with EHCP referrals.

Working with others

It is important to us to hear the voice of the child we are working with, we will do this in several ways:

We have regular conversations with yourselves, SENDCOS and class teachers or nursery staff as well as talking to your child about any vision related issues or concerns.

We also aim to work closely with parents. QTVIs will speak regularly to parents and are happy to receive calls and email, should parents have concerns or questions. Parents will receive copies of any reports that we write, and reports will also reflect your views.

We work with VISTA who provide mobility and living skills to children on our behalf.

We have regular contact with the LRI paediatric ophthalmology department and their family liaison workers. We also have contacts with other hospitals around the country.

We offer training to schools and other partners both general and tailored to individual needs.

She's really helpful. If I am confused about anything I can go to her.

Useful resources

Useful linksHide content

Vista - local Leicestershire and Rutland charity supporting the visually impaired

British Blind Sport - find a local club and advice for schools

VICTA - national charity supporting the visually impaired who offer none means tested grants for equipment

Royal National Institute of Blind People (RNIB) - good information on applying to college, starting work and preparing for leaving home

Guide Dogs services - national charity providing support and hosting

Guide Dogs CustomEyes books - made for your child's particular visual needs

The Amber Trust - musical support and grants for visually impaired children of all ages

Positive Eye - some good ideas for supporting home schooling for children with visual impairments during the Covid-19 epidemic

Royal Blind Learning Hub - lots of short videos on everything from how to sew on a button and making a sandwich to social skills

CALL Sctoland - accessibility information on Microsoft, Android and iOS

Calibre Audio - free to download audio books

Audible - audio books with free 30 day trial period from Amazon

eBooks - free to borrow ebooks from Leicestershire library services, accessible to large print users

RNIB Bookshare - usually for school organisations, but currently also open to parents during the Covid-19 epidemic. Works very well with Dolphin Easy Reader app

Dolphin Easy Reader app - super accessible and free ebook reader for extra large print readers

Talking Scientific Calculator app - Designed for a wide range of users, featuring large colourful buttons, optional high contrast, full voice-over support and the option to use speech for answers, buttons names and formulas

Help Kidz Learn - interactive games to support learning with 14 day free trial. Low cost sign-up during the Covid-19 epidemic.

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Have your say on our services to you and your childPlease could you take a few minutes to answer this short survey about the service we provide you and your child.The survey should only take 5-10 minutes to complete and the responses will be used to help inform the services we provide.Thank you for your assistance.

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What is an Education, Health and Social Care (EHC) plan? (updated 2019)

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Everything you need to know about the EHCP process and the criteria the Local Authority stipulate must be met in order for an assessment to take place. Educational Health Care Plans are reviewed annually and support the child/young person until they are 25 years old (where still necessary). An EHCP provides funding to allow schools to provide support for the child in a variety of ways to help them achieve their End of Key Stage Outcomes. The school SENCo will often apply for an EHCP after having meetings with parents over time. Applications for EHCP require a significant amount of paperwork and although parents can apply themselves for an EHCP, it is advised that it is done in partnership with school to ensure the correct documentation is included.

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Education, Health and Care Plan (EHCP) | Leicestershire County Council

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After your child has been assessed:

1. We write a draft EHC Plan and send you a copy

2. You have 15 days to comment on the plan and say which school or college you'd like your child to go to if that's not included in the plan

3. We consider your response and give you the final EHC Plan within 20 weeks of receiving the request

What is in an EHC Plan (EHCP)

The Education, Health and Care Plan (EHCP) sets out the help your child needs from:

nursery, school or college

health services

children's services

It sets out:

Annual review

The school or college will review your child's EHC Plan annually. They'll invite you to the review.

Disagreeing with our decision

You can appeal if you disagree with the:

the special educational support in the EHC plan (EHCP)

the school named in the EHC plan (EHCP)

Moving school and going to college

Your child's EHC Plan will go with them when they move to another school or into further education.

Moving home

If you move to a new council area, that council will take on your child's EHC Plan and must give your child the help set out in the Plan.

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After your child has been assessed: We write a draft EHC Plan and send you a copy You have 15 days to comment on the plan and say which school or college you'd like your child to go to if that's not included in the plan We consider your response and give you the final EHC Plan within 20 weeks of receiving the request What is in an EHC Plan (EHCP) The Education, Health and Care Plan (EHCP) sets out the help your child needs from:

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A meeting which takes place as part of the EHCP process.

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Top Up Funding (TUF) is also known as High Needs Funding. Schools are able to apply for TUF if they consider it necessary to use additional funds to support the needs of a pupil. If agreed, funding lasts for one year and must be re-applied for if necessary. This type of funding is often agreed more quickly than an EHCP and is often used in more time sensitive cases. The school SENDCo will apply for this funding with parental support

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High Needs top up funding | Leicestershire County Council Professional Services Portal

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Leicestershire will only pay top up for Leicestershire children. If your child belongs to another LA the school will need to contact the other LA to agree the top up rate and procedures. Mainstream School or Academy Special School/ Unit and Resourced Provision in Mainstream School or Academy Elem…

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We regularly seek the views and opinions of parents, carers and children. Child voice is gathered regularly to ensure we are meeting their needs in a way that they would also like. We take into consideration their interests and ways they like to learn. We are aware that there is always something we can do to improve outcomes for children and families with SEN and as a result, we really value the chance to find out more. A Microsoft Forms survey will be sent out on a termly basis but if you feel you need to meet with the SENDCo directly, please do make an appointment via the office or email Mrs French-Gray.

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Autism Space | Leicestershire Partnership NHS Trust

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A dedicated space for autistic people and their family members to discover advice, information and support.

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STATUTORY EMET SEND policy Spring 2023-2024

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STATUTORY CDC Admissions Policy 2023 2024