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Cambridgeshire County Council SEND Service 0-25

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

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School phobia, or school-related anxiety - sometimes called 'school refusal' - is when your child feels fearful or anxious about school and/or is unable to go to school. It's also referred to as emotionally-based school avoidance (EBSA) or anxiety-related absence.
It can happen at any age, and it can be more common among children with additional or special educational needs (SEN). There can be many reasons why your child might experience school anxiety, but dealing with it can be stressful for you as a parent, as well as your child.

Parents' Toolkit has teamed up with educational psychologist Dr Amanda Furness and SEN advisory teacher Sarah Barton to give you advice on how to handle 'school refusal' and where to go for help.

'School refusal' is a catch-all term often used to describe when a child is anxious about or unable to attend school.

Dr Amanda Furness points out the term can be misleading because, "it implies that children and young people are making a choice not to attend", whereas in reality there are likely to be many interacting contributing factors. Therefore many people prefer to call it emotionally-based school avoidance (EBSA).

There's some evidence to suggest more pupils have experienced challenges getting in to school since the Covid-19 pandemic. In the autumn term of 2021, almost 1.7m children missed seven days of school or more. Even allowing for some Covid disruption, that figure is significantly higher than before the pandemic.

Dr Furness says difficulties attending school, whether primary or secondary, "can happen suddenly or build over time" and "can be very complex and are likely to be due to a range of interactive factors". However, reasons for not wanting to go back in can include anxieties around...

social and/or work pressures at school

difficulties maintaining positive relationships with peers or staff

unmet needs (eg: additional needs or feeling unsafe)

home and/or family factors

sensory needs making the environment feel overwhelming

Other reasons include a range of socioeconomic factors, plus some parents choosing to electively home educate their children because they feel their child's needs were no longer being met in school.

BBC News has reported that some schools have even started picking kids up from home to boost attendance.

Dr Furness says: "It's common for young people who feel unable to attend school to experience heightened anxiety," but it might not always show up in a " typical way". Some ways you might spot it in your child include...

not wanting to get up, get ready or go to school

anxiety and heightened emotions when getting ready to leave for school

physical symptoms like headaches, stomach ache or feeling sick

a change in behaviour either by becoming more withdrawn or acting out more

trouble sleeping or getting to sleep

not doing schoolwork or performing worse at school

not going into school without telling you

When a child elects not to go to school it can have a knock on effect for others - especially for a parent or carer who may then have to stay off work, but the resulting stress can then exacerbate feelings of guilt or worry in the child.

It can be a worrying time for you as a parent, so go easy on yourself and your child. The most important thing is to listen to your child and to try and be calm, patient and show empathy. It's also important to look after yourself and seek support when you need it.

Dr Furness says start by working together with your child and their school to identify patterns or possible triggers.

Consider whether there are any current social difficulties or learning challenges, or if there have been any events or triggers that could have caused a change in the way the child feels about school."

"It's important to have open and non-confrontational conversations with young people about what they're finding difficult, remembering that they may not be able to verbalise this fully themselves."

Start talking to your child's school as early as you can. "Most schools will suggest talking with the class teacher first, and this can be escalated to the school Special Educational Needs and Disability Coordinator (SENDCo), who will be able to advise on support. Also - have open conversations with school staff who monitor attendance."

If your child is able to make it into school, you can still support them by talking through the school day and discussing what might help at each stage, linking them up with a pastoral staff member and/or peer buddy at school, providing a safe space for them within school, and having a 'time-out' or 'exit' card they can use in class if they feel anxious.

Some children may also benefit from extra responsibilities at school, or involvement in sport or extracurricular activities. Discuss what might work best with your child's teacher or SENDCo.

If your child isn't able to get into school, avoid arguing with them and be supportive of any small achievements they make, like putting their uniform on or walking to the school gates, even if they can't go in.
Keep in regular contact with school and work with them on strategies to help your child, including work for them to do at home if necessary. Keep a note of your correspondence as you may be asked to provide evidence that your child isn't well enough to be in school.

Sarah Barton works with children and parents in Rochdale who've decided to electively home educate their child, often due to emotionally-based school avoidance. She advises getting help whilst your child is still enrolled at school...

"See what's available at your local Child and Adolescent Mental Health Service (CAMHS) - do they have a drop-in centre? Look into local charities like Thrive that can support you. Talk to school about what support will look like, how it can be measured - in terms of goal-setting - and how you'll adjust things as you go along."

Get in touch with CAMHS as early as possible if you have any concerns about your child's mental health - waiting times for CAHMS have risen since the pandemic with the average wait last year being more than two months, topping eight months in some areas. Our mental health first aid kit for parents can guide you through steps to take and offers some things you can do whilst you and your child are waiting to access these services.

It's also worth making an appointment with your GP to check for any neurological issues and to discuss next steps.

Dr Furness says children with special educational needs (SEN), "may experience heightened anxiety due to social factors, environmental factors (e.g. sensory needs), or learning barriers."

"Some children with social, emotional and mental health needs can experience high levels of stress. They may mask these needs in school and show them more at home until they're no longer able to maintain their masking. This often leads to a seemingly sudden change in their attendance or behaviour."

Take things slowly with your child and gradually introduce tasks for them to complete, to help them get to school or cope once they're in school.

Whilst each child's needs will be individual to them, Dr Furness recommends identifying a 'safe place' and 'safe adult' in school, particularly around transitions. "If you know your child is anxious about school, be proactive in getting support in place before this escalates. Work with the SENDCo to identify potential barriers and reasonable adjustments that can be made."

Sarah Barton adds: "Talk to the school about a bespoke support package for your child, for example: who do they report to when they get into school? Should we have a phone call with the family at the end of the day? What plan is in place if your child doesn't go in that day?"

You can also apply to your local authority for an education, health and care plan (EHC) which will work out your child's educational, health and/or social needs and set out the additional support needed to meet those needs.

Dr Furness says support will look different for each child, but some ideas include...

Ensure each day is a fresh start. Often pupils who've been unable to attend school then feel they can't reintegrate.

Try to avoid a 'shame cycle'. Acknowledge their difficulty, validate their feelings and explain that you can work together to overcome barriers.

Work with the school to identify learning that can be done at home. This will help to ensure that your child doesn't feel like they've fallen behind too much.

Be proactive in lowering baseline levels of anxiety. For example, through mindfulness activities around transition points.

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School anxiety and refusal: How parents can help their child get through tough times - BBC Parents' Toolkit

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Emotionally-based school avoidance, or 'school refusal', has increased since the pandemic. Here are tips to help parents to understand what causes it and to help their child cope.

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

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

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

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

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

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Five tips to handle the after-school 'meltdown'

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

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Monmouthshire Post 16 Pathway ALN advice

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Health Check, BBC World Service

It's the time of year where students are poring over their books, trying to ensure they are prepared for their exams.

Revision charts, highlighter pens and sticky notes around the room are some of the methods people use to ensure information stays in their mind.

But now psychologists in the US warn many favourite revision techniques will not lead to exam success.

Universities, schools and colleges offer students a variety of ways to help them remember the content of their courses and get good grades.

These include re-reading notes, summarising them and highlighting the important points.

Others involve testing knowledge and using mnemonics - ways of helping recall facts and lists, or creating visual representations of the knowledge.

But teachers do not know enough about how memory works and therefore which techniques are most effective, according to Prof John Dunlovsky, of Kent State University.

Help - or hindrance?

He and his colleagues reviewed 1,000 scientific studies looking at 10 of the most popular revision strategies.

They found that eight out of 10 did not work, or even hindered learning.

For example, many students love to take a highlighter to their notes.

But Prof Dunlovsky's research - published in Psychological Science in the Public Interest, a journal of the Association for Psychological Science - found that picking out individual phrases in florescent yellow, green or pink can hinder revision.

"When students are using a highlighter they often focus on one concept at a time and are less likely to integrate the information they're reading into a larger whole," he says.

"That could undermine their comprehension of that material."

But he's not suggesting that highlighters should be abandoned as he recognises they are "safety blankets" for many students.

Plan ahead

Teachers regularly suggest reading through notes and essays from lessons and making summaries.

But Prof Dunlovsky says: "To our surprise it turns out that writing summaries doesn't help at all.

"Students who go back and re-read learn as much as students who write a summary as they are reading."

Some revision guides advise using memory aids, or mnemonics.

Prof Dunlovsky says they can work well for remembering specifics, like Richard of York gave battle in vain, which allows people to remember the colours of the rainbow,

But he warns they are not applicable to other kinds of material. "They won't help you learn long passages or mathematics or physics."

Only two of the 10 techniques examined turned out to be really effective - testing yourself and spreading out your revision over time.

"Students who can test themselves or try to retrieve material from their memory are going to learn that material better in the long run", says Prof Dunlovsky.

"Start by reading the text book then make flash cards of the critical concepts and test yourself.

"A century of research has shown that repeated testing works."

This is because the student is more engaged and it is harder for the mind to wander.

He adds: "Testing itself when you get the correct answers appears to produce a more elaborative memory trace connected with your prior knowledge, so you're building on what you know".

Starting late

However the best strategy is to plan ahead and not do all your revision on one subject in a block before moving on to the next - a technique called "distributed practice".

Prof Dunlovsky says it is the "most powerful" of all the strategies.

"In any other context, students use this technique. If you were doing a dance recital you wouldn't start practising an hour before, yet students like to cram for an exam."

Some students will always start late on their revision.

But Prof Dunlovsky says: "Students who cram may pass the exam but they don't retain the material.

"When they're going to be taking advanced classes in the subject, they are going to build on the knowledge they're developing, so I highly recommend distributed practice.

"A good dose of cramming that follows up on lots of distributive practice is the best way to go."

So do different techniques work for different individuals? Prof Dunlovsky says "no" - the top techniques work for everyone.

And experts think this paper could help teachers and lecturers help their students.

Dr Andrew Butler, of the department of psychology and neuroscience at Duke University in the US, says: "This paper is hugely important for the field and educational practice - it's about getting best practices into hands of educators."

But it is likely that students will still rely on what works for them, no matter what the science says.

Lea Corinth, who is studying international business and Spanish at the University of Westminster uses the re-reading technique - rated by the researchers as being of little use.

But she says: "I read over everything until I memorise it. It doesn't take too long.

"I make summary notes of everything important, put it in a folder and memorise everything."

But Abdul Harmetz, who is studying history at the same university, says: "I'm a crammer - I started revising yesterday and stayed up all night for my exam today, using old school techniques like copying everything out over and over again.

"The exam went all right actually."

The BBC is not responsible for the content of external sites.

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Revision techniques - the good, the OK and the useless

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Health Check, BBC World Service It's the time of year where students are poring over their books, trying to ensure they are prepared for their exams. Revision charts, highlighter pens and sticky notes around the room are some of the methods people use to ensure information stays in their mind.

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Revision Time Tables that work for you...

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Revision Time Tables that work for you...

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Just because we've allocated 30 minute time slots does not mean you have to stop revising each topic at 30 minutes. In fact, one of the biggest rules about this revision timetable is to never give up your momentum. Don't take a break just because your timetable said so. Keep working until you start to lose concentration and efficiency, then take a break. Especially when trying to understand difficult concepts freeing up larger extended blocks of time can be the key to unlocking a breakthrough moment.

If one of your 30 minute sessions runs over into the next, adjust things, figure out a new way to make it work in the time you have remaining. Do you now need to cover something you already had a decent understanding of faster than planned? Make decisions on the go.

Momentum and flexibility. Remember this.

Finally, just in case you've had the smart thought to extend your 30 minute sessions to 2 hour long sessions since you'll probably be revising for this long anyway, I'd recommend against it. I'm a big believer in the idea that work expands and contracts to fill the time we allocate to do it. The official terminology used to explain this concept is Parkinson's Law.

Shortening the sessions on our timetable from the outset will ensure we're working quickly and efficiently and not spending more time than we have to covering a topic. Create time pressure to make yourself more productive.

Step 5 - What To Do Within Each Revision Session

Step 5 is crucial because it ensures you not only understand the information but can remember and recall it too.

Your initial revision sessions are going to involve you taking bullet pointed notes on what you need to learn on A4 sheets of paper and then condensing these bullet points on to flashcards which you can use to test yourself.
[I'll be making a video on how to take great notes and create effective flashcards soon].
Regular testing and repetition are the key components to long term understanding and memorisation for exam day. Studies conducted by psychologists and education specialists have termed ACTIVE RECALL and SPACED REPETITION as two of the most effective revision principles which can be used to help students understand and memorise information for their exams.

Step 6 - Stay Flexible

It's ok if you find things slow going to begin with or you can't get into a good working rhythm. You will build some momentum eventually if you persist.

The key is to keep the discipline of revising when you said you were going to on your timetable and aim for a short burst of 30 minutes. Then push on if you're feeling the momentum. If not, take a short break (5-10 minutes) and then hit the books again. Start with some easier information to get yourself going in each session if you need to.

As time goes by, make adjustments to your timetable to cover information you're still not totally clear on.

Step 7 - Make your timetable achievable

Make your timetable achievable by managing your health and stress levels and by allocating time to exercise, socialise and generally forget about revision for a bit. If you followed Step 1 you should be in a good spot already.

Revision requires high levels of:

As much as exams are testing you about what you know in each subject, they're also testing you for these 4 skills, all of which are critical to your development later in life.

Finally, refer to your timetable often so you can gut-check how your pacing, some days you're going to have to work faster and longer than usual, others you can afford to ease off a bit. It's up to you to make that judgement call.

Bonus Tip - Do The Work

This post started with a popular question I'm asked - "How do I make a revision timetable?"

The follow up to this is usually - "How many hours per day do I need to revise?"

To this, I have no answer. It all depends on what you want to achieve and what level you are currently.

Instead, I make a recommendation to stop thinking in terms of 'time-studied' and start thinking in terms of 'topics understood and memorised'. That's what matters.

Exam Coach thought:

When I was in school I was always concerned that people were doing things more efficiently and effectively than I was. That they were all in on a secret I just wasn't aware of. The idea someone could get done in one day what I could get done in one week because they were using their brain in a different way made me feel insecure about my ability to learn and progress. As I've grown up a bit, I've asked more questions, I've looked into how other people do and think about things, it's now totally clear to me the amount of time you put into something is a crucial factor you can always control when trying to improve your performance. You then need to work on how you're doing things to become more effective with that time. The issue is, people don't want to invest the time in the first place, they want the short cut, the smooth ride, the path that requires the least amount of effort from the get-go. My message to you is, put the time in first, commit to doing what's necessary to improve, then think about getting smarter, faster and more effective with that time. Give yourself the chance to succeed by committing time.

I like hearing this message echoed at the the very top, here's Elon Musk talking about the same idea (watch from 1 minute 30 seconds):

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How To Make A Revision Timetable That Works! | The Exam Coach

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"How do I make a revision timetable?" This is one of the questions I'm asked most on Snapchat and WhatsApp. My response usually includes these three guiding principles: Focus the majority of your effort on topics most likely to come up in the exam and carry the most marks.

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Telephone: 0300 421 6988
8.30am to 4.30pm, Monday to Friday, excluding Bank Holidays
Springbank Community Resource Centre, Cheltenham, GL51 0LG

Please be aware that the Children's Occupational Therapy Service is prioritising support for children with critical and urgent needs during November and December 2022. This may mean, if your child's needs are not urgent, we would encourage you to explore the resources available below to help support your child. For urgent support, or if your child's condition should worsen and you are concerned, please call the CYPS Occupational Therapy administration team on: 0300 421 6988, Mon-Fri, 9am - 4pm.

The Children's Occupational Therapy (OT) service is a specialist service working across the county. This service is for children, their families and carers in Gloucestershire across hospital, community and educational settings.

We support children and young people to reach their full potential and independence in daily activities at home, school, college and in the community.

This includes children up to the age of 18 years:

who are leaving hospital following illness or injury and need therapy*

who have physical difficulties as a result of illness or disability

who have functional difficulties as a result of developmental coordination disorder

who have a physical disability and attend a mainstream nursery, school or one of the designated special schools in the county and need occupational therapy help with education

Children who have functional difficulties as a result of a learning disability or Autistic Spectrum Disorder*

This also includes:

Children aged between 3-19 years with a long-term disability which impacts on normal day-to-day activities, and who need Occupational Therapy support to access a care placement such as Family Link or foster care

Young people up to the age of 19 years who access full time education with functional difficulties.

Following an assessment appointment, we will work with you to plan the next steps (an intervention) which is based on the individual needs. As part of this, we will agree goals and targets with the child, parents and carer which may involve specialist advice, equipment, accessing specialist therapy programmes or arranging specialist adaptations to the environment at home or school.

*For contact details for hospital discharge, ASD or autism support, visit the further information section below

Our occupational therapists are trained to assess, advise and support children and young people with any disability. We can help with everyday tasks at home, school and at play. We can help with:

specialist equipment

home adaptations

development of play and personal care skills

splinting for chronic conditions

coordination and fine motor skills development

sensory processing and integration

school advice.

Our ultimate goal is to enable children, young people and their carers to participate in the activities of everyday life in the short and long-term. This may include self-care, such as getting ready to go out or eating a meal, being productive by going to nursery or school or leisure activities such as playing with friends or doing hobbies.

Requesting support and further information

If you would like to request support for a child from the Occupational Therapy Service, please complete this form>

Education staff can contact the School Advice Line: 0300 421 6976 on Tuesdays 1.30pm-4pm (term time only).

Grants, returning equipment and other queries

Returning equipment

For details on how to return disability equipment, please contact: Gloucestershire Equipment Service (GIS)

Disabled facilities grants

Disabled Facilities Grants may be available from the local district council by which major adaptations to the home environment can be funded, for children with long term substantial disabilities who meet the eligibility criteria. The Occupational Therapist makes recommendations based on the impact of the child's environment on their functional ability to manage their activities of daily living, and where possible to maximise their independence. The Occupational Therapist may make a referral based on these recommendations to the local district council for consideration for a DFG. For advice on eligibility for Disabled Facilities Grants towards the cost of adapting a home for someone with a disability please see https://www.direct.gov.uk

Assessment, recommendations and letter requests

We are not able to make assessments of medical needs or recommendations to the Housing Authority in relation to this and would suggest families seek advice from their Doctor about housing issues that may affect their child's health (for example, central heating to help with a child's asthma or a shower to help with a skin condition).

Requests for general letters to support a family in applying for re-housing and charitable fundraising do not need to be referred to the OT service. Any professional that knows a child or young person or family well, such as the family doctor, social worker or lead professional, can write a letter to support a family's request for re-housing or support the benefits of purchasing play equipment.

Hospital discharge

If your child, due to an acute episode of illness or injury, requires therapy to facilitate discharge from hospital to their community, please contact an occupational therapist using the Hospital Discharge telephone line: 07817 824555.

Learning disability and autism queries

For queries relating to children and young people up to the age of 18 who have functional difficulties as a result of a learning disability or Autistic Spectrum Disorder, please phone the ASD/LD Advice Line to contact a specialist occupational therapist on: 0300 421 6591, Monday to Friday, 12.30-3.30pm.

Where you may be seen

We work across the county and will ensure we meet with you in the most appropriate setting for the child's assessment, intervention and ongoing support. This may be at a clinic, hospital, health centre, children's centre, play group, family centre, nursery, mainstream primary or secondary school, special school, non- LEA school or at home.

Many children and young people will be seen in clinics at our main sites - see details below:
Cheltenham, Cotswolds and Tewkesbury

Independent Living Centre, Cheltenham, GL51 0BY

The Bungalow, Cirencester Hospital, GL7 1UY
0300 421 6920*

North Gloucester and Forest of Dean

Quedgeley Clinic, St James', Gloucester, GL2 4WD
0300 421 6988

The Lodge, The Dilke Hospital, Cinderford, GL14 3HX
0300 421 8570*
South Gloucester and Stroud

Quedgeley Clinic, St James', Gloucester, GL2 4WD
0300 421 6988*

Children's Occupational Therapy Team (opposite Stroud Maternity Hospital), Field Road, GL5 2HY
0300 421 6930*

The Vale Community Hospital, Littlecombe Business Park, Dursley, Gl11 4BA

*Please note that the above telephone lines are not manned daily. If your enquiry is urgent, please call the main number: 0300 421 6988

Resources & information for families

Please explore our Occupational Therapy toolkit for helpful resources and information below:

Eating and drinking

Mealtimes are an important aspect of family life. Children begin to develop self-feeding skills from birth. Self-feeding is a very complex task and it is common for children to have difficulty using cutlery to feed themselves. It usually takes until a child is 7 years old before they can successfully use cutlery to feed themselves without being too messy.

The following activities use some of the same skills necessary for using cutlery. They will give your child opportunity to practise the skills, other than at mealtimes. Any games or activities that encourage the child to hold one hand still whilst moving the other hand will help with the foundation skills for using cutlery.

Using a dustpan and brush - emphasise keeping the dustpan still and moving the brush. Your child may be tempted to move both together at the same time.

Using scissors - start with easy patterns and progress to more complex designs.

Using playdough - practise cutting using cutlery.

Cooking / Baking - holding a bowl while mixing with a spoon or spooning the mixture out of the bowl.

Colouring - ensure the paper is held with one hand whilst the other hand does the colouring.

Opening screw top bottles and jars.

Construction games.

Gradually introduce other foods and keep going back to the foods your child did not like before. Children's tastes change. One day they'll hate something, but a month later they may love it. Keep offering a variety of foods - it may take lots of attempts before your child accepts some foods. Find out more here>

Cambridgeshire Community Services have kindly given us permission to share their useful Development of Cutlery Skills printable guidance sheet>

Cycling

Cycling is a complex activity requiring motor planning and balancing skills which some children with co-ordination difficulties find difficult to master. The skill can be taught by breaking it down into small steps to help children learn how to plan and organise their body movements.

Before attempting to teach your child bike riding, remember:

Your child needs to 'want' to learn and being motivated is essential

Choose a time when you can dedicate some regular practice e.g. daily in the holidays or after school

Make sure the bike is in good working order and is an appropriate size and weight for your child i.e. BMX stunt bikes tend to be heavy, with low set handlebars and therefore are not always the ideal first bike

Ensure a safe and obstacle free space to practice

Check the brake levers are positioned so that they are in front of the handlebars, rather than below where they are harder to squeeze

Initially set the bike's saddle at a height where your child's feet are flat on the floor

Ensure your child always wear a helmet.

Toilet training and continence

Our Health Visiting team has developed a Handy Guide to toilet training PowerPoint with guidance and advice as to when your child is ready, bladder and bowel function and constipation, along with links to further useful resources.

ERIC is the only UK charity dedicated to improving the lives of children and young people with continence problems. It also has information on toilet training. Find ERIC's website here>

Getting dressed

Learning to dress independently is an important life skill that takes a lot of practice, but it will provide your child with a sense of achievement to master a new skill.

NHS Greater Glasgow and Clyde have developed a really useful site which includes hints and tips, information sheets, videos and visual aids. Access the resources here>

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Children's Occupational Therapy > Glos Health & Care NHS Foundation Trust

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Telephone: 0300 421 69888.30am to 4.30pm, Monday to Friday, excluding Bank HolidaysSpringbank Community Resource Centre, Cheltenham, GL51 0LG Please be aware that the Children's Occupational Therapy Service is prioritising support for children with critical and urgent needs during November and December 2022.

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You can make a referral here: www.ghc.nhs.uk/self-refer/camhs-referral-form

Please note that currently we only accept online referrals from professionals.

Referrals made via our online referral service will only be accessed during office hours 9-5 Monday to Friday

CAMHS Practitioner Advice Line: We also provide a consultation service for professionals considering a referral to CAMHS. The purpose of consultations is to ensure that the young person is signposted to the appropriate service for their needs.

Call this number to speak with CAMHS Practitioner Advice Line: 01452 894272

U rgent Referrals: If the referral is urgent, please call CAMHS Practitioner Advice Line on 01452 894272 who will be able to advise you about what to do.

Crisis referrals: If you believe the life of a child or young person is at immediate risk, please dial 999 straight away or go to the nearest Accident & Emergency department.

Referrals to GHC Eating Disorder Service can be made by completing this online referral form: Eating Disorders Referral Form > Gloucestershire Health and Care NHS Foundation Trust (ghc.nhs.uk)

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Child and Adolescent Mental Health Service (CAMHS) > Glos Health & Care NHS Foundation Trust

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You can make a referral here: www.ghc.nhs.uk/self-refer/camhs-referral-form Please note that currently we only accept online referrals from professionals. Referrals made via our online referral service will only be accessed during office hours 9-5 Monday to Friday CAMHS Practitioner Advice Line: We also provide a consultation service for professionals considering a referral to CAMHS.

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Parents' Toolkit: Wellbeing tips and advice

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Tips and advice for parents to support a healthy, happy childhood.

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This team works with children with a significant level of visual impairment.

This team works with children and young people who:

can only read as far as the fourth line on a traditional eye chart

with glasses (if worn) - have distance vision of 6/18 or worse

have reduced or defective fields of vision

have deteriorating vision

have a diagnosed visual condition

The Team consists of:

Qualified Teachers of the Visually Impaired

Qualified Mobility and Independence Officer

Assistive technology tutor

Resource Technician

We have high aspirations for the achievements of children and young people (CYP) with a visual impairment. We want students to thrive, fulfil their potential, and have fun whilst they learn.

We support children and young people with a diagnosed visual impairment at all stages of the Gloucestershire Graduated Pathway for SEND. Working with CYP, their families and other professionals, we help schools and settings to build their capacity to meet an individual's needs and ensure positive outcomes for them.

By actively listening and responding to an individual's voice we work as part of the "team around the child " contributing to overcoming the barriers that prevent a student with a visual impairment taking part in learning and assessment activities with their peers - as well as the wider opportunities in school.

We want CYP with a visual impairment to have a positive learning experience, to make progress and achieve their goals and aspirations whilst developing confidence and independence.

We offer training and advice, information and guidance to enable the student to engage in the full range of educational activities.

The team promotes the development of good practice through training and networking.
How to access the team
Most children who need specialist support are referred by medical personnel. However, anyone who is involved with a child and are concerned about their vision can make a written request to the Advisory Teaching Service.

Professionals requesting a child to the service need to ensure parents have been consulted and are in agreement. Request for Advisory Teacher Involvement form

Before you submit your request for involvement form don't forget.....

Parent/carer's signature

Please ensure a contact telephone number is recorded for the parent/carer

To complete all relevant sections of the form

Reference to Gloucestershire Guidance Booklet for Professionals working with Children and Young People (0 - 25) and relevant Myplan /Myplan+/EHCP documentation Gloucestershire Guidance Booklet for Education and SEND Professionals

To attach relevant reports from professionals

Please note incomplete paperwork will result in a delay in our response to your referral.

All staff working for Gloucestershire Advisory Teaching Service who have contact with children have the appropriate Disclosure and Barring Service (DBS formerly CRB) Check.
Training
The team offer a range of specialised training for all staff and professionals working with Children and Young People with a visual impairment.
All training is booked through GCC Plus
If you need any help with booking a course please call 01452 426014.

Please speak to your advisory teacher if you would like to discuss your bespoke training needs.

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This team works with children with a significant level of visual impairment.

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Specific Learning Difficulties-(SpLD's) describes a range of issues which are complex and interrelated. These difficulties affect the way information is learned and processed. There is usually a genetic factor in SpLD's and someone else in the family may have similar difficulties.

It is important to note that SpLD's can affect individuals of differing intellectual abilities. Intellectual giftedness can be present alongside the specific difficulties. An assessment will identify particular strengths as well as weaknesses.

A diagnostic assessment can highlight other specific difficulties apart from dyslexia and our assessment reports will provide advice about seeking further investigation.

Dyspraxia/ Developmental Coordination Disorder (DCD)

Dyscalculia

Autism Spectrum Disorder (ASD) and Asperger's Syndrome

Brief outline of key features of SpLD's - please see for further information.

Dyslexia is characterised by difficulties with working memory, phonological processing (manipulation of sounds), processing speed and rapid naming. It affects the development of reading and spelling skills. Dyslexia can affect receptive and expressive language skills and early intervention can help to reduce the long-term impacts of dyslexia.

Visual Stress , also known as Meares-Irlen's Syndrome or Scotopic Sensitivity can affect many dyslexic individuals. Visual stress is sensitivity to visual patterns which can interfere with reading. Words can blur or move around and letters may change shape or size. Some people find reading from white paper causes glare. Visual stress may be reduced by the use of coloured filters or overlays and a visit to a specialist optometrist is advised.

Dyspraxia is characterised by difficulties with physical coordination (both fine and gross motor skills) and also weakness with visuo-spatial awareness, attention, memory and organisational skills. In daily tasks there may be difficulties with, for example, poor perception of time, driving and parking a car, poor sense of direction, procrastination and problems with prioritising and organisation of tasks.

The DfE defines dyscalculia as: 'A condition that affects the ability to acquire arithmetical skills. Dyscalculic learners may have difficulty understanding simple number concepts, lack an intuitive grasp of numbers, and have problems learning number facts and procedures. Even if they produce a correct answer or use a correct method, they may do so mechanically and without confidence.'

A medical practitioner would be required to make a diagnosis of ADHD.

The main characteristics are significant difficulties with sustaining attention and concentration. Auditory memory and listening skills may be affected. Managing emotions, anxiety, forgetfulness and maintaining focus may also be apparent.

A medical practitioner would be required to make a diagnosis of ASD.

'ASD can cause a wide range of symptoms, which are grouped into three categories:

problems and difficulties with social interaction - including lack of understanding and awareness of other people's emotions and feelings

impaired language and communication skills - including delayed language development and an inability to start conversations or take part in them properly

unusual patterns of thought and physical behaviour - including making repetitive physical movements, such as hand tapping or twisting (the child develops set routines of behaviour and can get upset if the routines are broken)'

Asperger's Syndrome describes those on the autistic spectrum who are regarded as 'high functioning'. Their ability to focus intensely on a particular topic (for example, the study of codes and encryption systems) may be highly valued in the workplace.

References:

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DSfG offer dyslexia assessments for school pupils, students before university, and adults.Ask us about screening, exam access arrangements, and workplace strategies

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The Children's Speech and Language Therapy Service currently offer a range of training courses for professionals working with primary aged children.

Understanding Language training covers

The development of understanding of concepts, instructions, questions

Factors affecting understanding of language

Supporting children with difficulties understanding language

Delivering speech and language therapy targets

Expressive language training covers

The development of grammar, vocabulary and narrative skills

Factors affecting expressive language

Supporting children with difficulties using language

Delivering speech and language therapy targets

Speech Sound Development training covers

The normal development of speech sounds

When to refer

Different types of speech difficulties

Supporting children with speech difficulties

Delivering speech and language therapy programmes

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Children's Speech and Language Therapy > Glos Health & Care NHS Foundation Trust

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The Children's Speech and Language Therapy Service currently offer a range of training courses for professionals working with primary aged children.

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Autism Spectrum Condition Service > Glos Health & Care NHS Foundation Trust

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A diagnostic service for adults living in Gloucestershire who may have autism spectrum conditions (ASC).

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Attention deficit hyperactivity disorder (ADHD) is a condition that affects people's behaviour. People with ADHD can seem restless, may have trouble concentrating and may act on impulse.

Symptoms of ADHD tend to be noticed at an early age and may become more noticeable when a child's circumstances change, such as when they start school.

Most cases are diagnosed when children are under 12 years old, but sometimes it's diagnosed later in childhood.

Sometimes ADHD was not recognised when someone was a child, and they are diagnosed later as an adult.

The symptoms of ADHD may improve with age, but many adults who were diagnosed with the condition at a young age continue to experience problems.

People with ADHD may also have additional problems, such as sleep and anxiety disorders.

Getting help

Many children go through phases where they're restless or inattentive. This is often completely normal and does not necessarily mean they have ADHD.

But you should discuss your concerns with your child's teacher, their school's special educational needs co-ordinator (SENCO) or a GP if you think their behaviour may be different from most children their age.

It's also a good idea to speak to a GP if you're an adult and think you may have ADHD, but were not diagnosed with the condition as a child.

What causes attention deficit hyperactivity disorder (ADHD)?

The exact cause of ADHD is unknown, but the condition has been shown to run in families.

Research has also identified a number of possible differences in the brains of people with ADHD when compared with those without the condition.

Other factors suggested as potentially having a role in ADHD include:

being born prematurely (before the 37th week of pregnancy)

having a low birthweight

smoking or alcohol or drug abuse during pregnancy

ADHD can occur in people of any intellectual ability, although it's more common in people with learning difficulties.

How attention deficit hyperactivity disorder (ADHD) is treated

For children with ADHD, although there's no cure, it can be managed with appropriate educational support, advice and support for parents and affected children, alongside medicine, if necessary.

For adults with ADHD, medicine is often the first treatment offered, although psychological therapies such as cognitive behavioural therapy (CBT) may also help.

Living with attention deficit hyperactivity disorder (ADHD)

Parents of children with ADHD

Looking after a child with ADHD can be challenging, but it's important to remember that they cannot help their behaviour.

Some day-to-day activities might be more difficult for you and your child, including:

getting your child to sleep at night

getting ready for school on time

listening to and carrying out instructions

being organised

social occasions

shopping

Adults with ADHD

Adults with ADHD may find they have problems with:

organisation and time management

following instructions

focusing and completing tasks

coping with stress

feeling restless or impatient

impulsiveness and risk taking

Some adults may also have issues with relationships or social interaction.

Page last reviewed: 24 December 2021
Next review due: 24 December 2024

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Attention deficit hyperactivity disorder (ADHD)

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Read about attention deficit hyperactivity disorder (ADHD), a condition that affects people's behaviour.

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Child and Adolescent Mental Health (CAMHS)

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Aneurin Bevan University Health Board Specialist CAMHS is the specialist mental health service for children and young people under the age of 18 years living in Gwent, covering the five boroughs of Newport, Torfaen, Monmouthshire, Blaenau Gwent and Caerphilly.

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Any report of suspected child abuse is treated seriously. It is seen as a priority for prompt action and help.

We believe that all children and young people in Monmouthshire have the right to be safe from harm and deserve the opportunity to fulfil their potential. We recognise our responsibilities in safeguarding and promoting the welfare of children, including the contribution we make to working together with other agencies to ensure the well-being of the children in the county. Please view our Safeguarding and Child Protection Policy.

South East Wales Safeguarding Children Board (SEWSCB) brings together representatives from the main agencies and professionals who are responsible for helping to protect children from abuse and neglect across Gwent. Monmouthshire is a key partner of the board.

You can visit the regional safeguarding children website for further information about all safeguarding matters. The All Wales Child Protection Procedures are located on this website.

Contact

If you have any concerns about a child in Monmouthshire, please contact:

Duty Social Worker: 01291 635669

South East Wales Emergency Duty Team: 08003284432

For wider discussion about Safeguarding, please contact:

Monmouthshire Safeguarding and Quality Assurance Unit Manager: 01633644598

Designated Officer for Safeguarding in Education: 07917707343

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Safeguarding and protecting children - Monmouthshire

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Any report of suspected child abuse is treated seriously. It is seen as a priority for prompt action and help. We believe that all children and young people in Monmouthshire have the right to be safe from harm and deserve the opportunity to fulfil their potential.

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Aspire Together, Achieve Together

Wyedean is an academic & nurturing global school committed to
World Class C21st learning for all. We aim to turn dreams into futures.

Our Ethos:

Aspire together, Achieve together. Wyedean School and Sixth form centre is an academic, innovative and nurturing, research-informed school. We are committed to excellence in education, exceptional behaviour for learning and a desire to create confident global citizens. We believe in a sustainable future as a local school in a international community.

Our Vision:

Every student should leave us with

a clear aspiration and ambition for future success

secure knowledge and qualifications to compete with the best

literacy, numeracy and digital skills that will support life-long learning

personal strategies to be responsive and resilient in the face of change

the capacity to be active citizens and change makers in their community

an emotional intelligence that values tolerance, compassion and a global outlook

Our Values: The Wyedean Way

We value and celebrate in our school community: the highest standards of conduct and academic achievement, alongside the development of caring, principled, reflective, inquisitive and creative critical thinkers.

Report Card

Principal: Mrs Gwennan Jeremiah

Vice Principal Academic: Dr Julie Smith

Vice Principal Pastoral: Mr David Thomas

Vice Principal Business and Finance: Mrs Jodie Howells

Chair of Trustees: Mr Andy Lord

Location: Sedbury, Forest of Dean, Gloucestershire

Intake from Gloucestershire and Wales

Founded: 1973

11 - 18 academy

1100 students (300 in the Sixth Form); 150 staff

NCSC Gold Cyber Schools

Classics for All - Latin/Classics Centre for Excellence

OfSTED (2018): Good

Famous alumni JK Rowling
Author

Ross Hawkins

BBC journalist

Owain Yeoman
Actor

Richard Adlam AKA Fiasco Music Producer

Michael Robert-Lowe

West End debut in the Phantom of the Opera July 2021

Contact Us

Main Switchboard Tel: 01291 625340
For Absentees Tel: 01291 629 050

Our Location

Wyedean School and Sixth Form Centre
Beachley Road, Sedbury, Gloucestershire
NP16 7AA

Copyright © 2023 · Legal Information · Website Design by Greenhouse School Websites

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Wyedean School and Sixth Form Centre website

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Aspire together, Achieve together. Wyedean is an academic, innovative and nurturing outward-facing global school. We are committed to an excellent quality of education, ¿ ½exceptional behaviour for learning ¿ ½and a desire to create confident global citizens . We believe in a sustainable future as a local school in a global community.

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Wales Council for Deaf People - Supporting People with Hearing Loss

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National voluntary organisation supporting people with hearing loss, who are Deaf, deafened, hard of hearing and Deafblind in Wales

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Additional Learning Needs - Monmouthshire

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Ten percent of the population are believed to be dyslexic, but it is still often poorly understood. With the right support, the strengths and talents of dyslexic people can really shine.

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Ten percent of the population are believed to be dyslexic, but it is still often poorly understood.

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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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Guidance to support children and young people experiencing barriers attending school - Gloucestershire County Council

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Guidance to support children and young people experiencing barriers attending school

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Team for Children with Cognition and Learning / Social, Emotional and Mental Health Difficulties - Schoolsnet

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Team for Children with Cognition and Learning / Social, Emotional and Mental Health Difficulties

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GDA is a charity providing vital practical and emotional support to children, young people and adults living in Gloucestershire, Wiltshire and Swindon and South Gloucestershire who are deaf, hard of hearing or deafened. All the services GDA offers, aim to enable a person to live confidently with their deafness.

No-one deserves to live in a world of isolation and loneliness but with your help, together we can ensure no person living with deafness in our community does.

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GDA is a charity providing vital practical and emotional support to children, young people and adults living in Gloucestershire, Wiltshire and Swindon and South Gloucestershire who are deaf, hard of hearing or deafened. All the services GDA offers, aim to enable a person to live confidently with their deafness.

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Educational Psychology Service (EPS) - Gloucestershire County Council

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Early Help - Advice, Guidance and Support

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Early Help - Advice, Guidance and Support

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School nurses play a vital role in child development, carrying out immunisation and screening programmes and act as a point of contact for managing medical conditions such as allergies and anaphylaxis, asthma and epilepsy in schools.

We provide support and advice on a range of health issues such as emotional health, obesity, sexual health, smoking and substance misuse. We work with schools and other organisations to reduce health inequality and ensure that every child and young person has the best start in life.

We work closely with social care providers to help keep children and young people safe from harm. Where harm is already known about or suspected, the school nurse teams work with a range of other professionals to support the child and family to make changes to their lifestyle or care of the child through formal plans of care.

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School Nursing > Glos Health & Care NHS Foundation Trust

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School nurses play a vital role in child development, carrying out immunisation and screening programmes and act as a point of contact for managing medical conditions such as allergies and anaphylaxis, asthma and epilepsy in schools. We provide support and advice on a range of health issues such as emotional health, obesity, sexual health, smoking and substance misuse.

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Family Information Service - Monmouthshire

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Monmouthshire Family Information Service (FIS), a part of Monmouthshire County Council, is a free, impartial service available to parents, carers, families and professionals throughout Monmouthshire. The Welsh Government requires…

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Change is a normal part of life and can provide opportunities for children and young people to develop their resilience.

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Our expert advice will help you prepare together and manage the transition from primary to secondary school.

What's different about secondary and high school?

Children have to:

Travel by themselves, wear uniforms and get used to an unfamiliar building

Meet lots of different people, make new friends and find where they 'fit in'

Be independent and responsible for their learning, including giving in homework on time

Go through some big changes in their brains and bodies as they become teenagers, which can make this even more tricky.

The pressure to 'keep up' academically and socially can feel overwhelming - but there are simple ways you can get ready together and develop skills for coping on an ongoing basis.

Preparing my child

Check in with them regularly and remind them that:

It's normal to feel both excited and scared - nerves actually help us prepare for challenges

It may take time for them to feel settled, and that's OK

They might get things wrong as they get used to a new situation

They've coped with big changes in the past and can do it again

Not everything is going to change - some routines will stay the same

They can talk to you or someone at school if they're worried.

Are you worried about them? Find out how you can support your child

Preparing myself

The first years of secondary or high school can be difficult for families.

Young people may explore their identity by trying new things, taking risks, breaking rules and putting their friends first.

Keep talking - young people like to hear that you are interested in their world and if you know what's going on in their lives, you might worry less

Check in while you're doing everyday things, like cooking or driving somewhere, so that they don't feel pressured

Remember that your child still relies on you and (any) boundaries are needed to keep them safe

Look after yourself. Self-care can be as simple as having a cup of tea, going for a walk or getting enough sleep. All of this helps you to be there for them.

Are you struggling? Find out where you can get help

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Transition to secondary school - Place2Be

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Our expert advice will help you prepare together and manage the transition from primary to secondary school. Children have to: Travel by themselves, wear uniforms and get used to an unfamiliar building Meet lots of different people, make new friends and find where they 'fit in' Be independent and responsible for their learning, including giving in homework on time Go through some big changes in their brains and bodies as they become teenagers, which can make this even more tricky.

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Moving from primary school to secondary school is an exciting time of life, but for many children it can also be a daunting prospect.
A new, much bigger school can offer greater independence, such as the first smart phone, and a world of opportunity.

However it also means new teachers, new subjects and potentially a whole new set of friends.

Starting Secondary School , a campaign from BBC Bitesize aimed at 10-12 year olds, their teachers and parents, shines a light on the great potential of starting afresh in secondary school and also offers practical advice and emotional support to help take the stress out of taking the next big step.

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A new campaign aimed at 11 and 12 year olds, their teachers and parents, that will shine a light on the great potential of starting fresh in secondary school.

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Secondary Homework Help | Online subjects - BBC Bitesize

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Learn with Bitesize's Secondary School homework help. Sign in to save your favourite subjects, topics and revision guides.

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Gloucestershire's Office of the Police and Crime Commissioner

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Organisation: Teens in Crisis (TIC+)

Project name: Anger management and violence reduction through counselling

Priority Type: Supporting Victims and Reducing Reoffending

Total Investment: 9940.65

Awarded: 2018/2019, 2019/2020, 2020/2021, 2022/2023, 2023/2024

Location: Countywide
About the project:
The aim of the project is to support young people presenting with anger issues that could leading to anti-social behaviour, crime and potential violence towards others. When a young person either self-refers, or is referred by someone to seek support, our referral team undertakes a comprehensive process to assess their immediate risk and identify the issues they are facing. his project would use funding towards providing counselling support to referrals from this demographic who are at a higher risk of causing crime through anger related anti-social or violent behaviour. Counsellors would work with these young people delivering solution focused sessions to address a young persons anger issues.

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Teens in Crisis (TIC+) - Gloucestershire's Office of the Police and Crime Commissioner

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Organisation: Teens in Crisis (TIC+) Project name: Anger management and violence reduction through counselling Priority Type: Supporting Victims and Reducing Reoffending Total Investment: 9940.65 Awarded: 2018/2019, 2019/2020, 2020/2021, 2022/2023, 2023/2024 Location: Countywide About the project: The aim of the project is to support young people presenting with anger issues that could leading to anti-social behaviour, crime and potential violence towards others.

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Education and learning - Gloucestershire County Council

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Autism is a lifelong developmental disability which affects how people communicate and interact with the world. There are approximately 700,000 autistic adults and children in the UK.