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If your child is struggling with their feelings, behaviours or emotions, this page may be helpful for advice on how to help.

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I’m a parent/carer - Kirklees Keep in Mind

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Parenting can be really rewarding, but it can also be tough at times. We may notice changes in our children’s mood and behaviours. Some of these are normal and are part of growing up, however it can be difficult to know who to contact or how to help if we feel our children need some […]

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Advice about sleep from the Occupational Therapy Service (Locala)

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UPDATE FROM KIRKLEES  - SEND The Big Plan - What we are doing next - 2025

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UPDATE FROM KIRKLEES  - SEND The Big Plan - What we are doing next - 2025

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Sometimes children need a different place to learn instead of, or as well as, a regular school. We call these 'alternative provisions'.

Alternative provisions are really important for ensuring that all children receive suitable education, regardless of their circumstances. This might be because they're too sick to go to school for a while, or they need extra help and support with a different education offer based on their needs.
What difference will the work make?
It gives young people a chance to keep learning, even if they can't go to a regular school.

This is about giving children and young people a good experience where they feel part of the group, cared for, understood, and supported. The aim is to help them improve and return to a regular school wherever possible with a strong and good quality learning program.

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SEND The Big Plan - What we are doing next - 2025

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SEND The Big Plan - What we are doing next - 2025

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Speech, Language and Communication - Locala

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Speech, Language and Communication - Locala

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Learning to talk is one of the hardest things to do. Some children find it difficult to develop speech & language which can lead to them not making the progress we expect. They may find it hard to:

Speak clearly

Use words & sentences

Understand conversation

Communicate with others

Some children also find it difficult to develop their eating and drinking skills such as:

Weaning

Getting used to different textures and tastes

Difficulty with sucking, biting and chewing

Difficulty with swallowing

Please use the buttons on the page to access advice and information.

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Learning to talk is one of the hardest things to do. Some children find it difficult to develop speech & language which can lead to them not making the progress we expect.

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Support Group For Pupils at Northorpe Hall 

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Support Group For Pupils at Northorpe Hall 

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Information about how young people can contact us and also other organisations operating in Kirklees.

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Journey Together Building Foundations in SEND Parenting Poster

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We value your feedback. If you have used any of these videos please could you complete the short survey here to let us know what you think and help us improve.

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Autism and ADHD - Information about how assessments for these conditions are made

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Autism and ADHD - Information about how assessments for these conditions are made

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0-18 Autism, ADHD and ADD support and assessment | Autism, ADHD & LD health services for all | Kirklees SEND Local Offer

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0-18 Autism, ADHD and ADD support and assessment

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KAL Flexi Cards - Flexi Card holders will benefit from a wide range of discounts and exclusive offers across Kirklees.

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Local Support Group for Parents of Children with Additional Needs

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Local Support Group for Parents of Children with Additional Needs

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Join Us

from your sofa for this year's Big Meet Up and PCAN AGM

taking place on Monday 16th November at 9.30 am via Zoom

What's on

Introduction by Mel Meggs, Director of Children's Services in Kirklees
PCAN AGM Business and roundup of activities
Behaviour project update
Early Support/Help for Families Update
New Local Offer Demonstration (your input needed)
CAMHS update
Group Discussion

(We will have speakers from Children's Social Care, Commissioners for Children's Services and CAMHS and the new Local Offer Team)

How to Join

Due to continuing Covid restrictions, this meeting will be held via Zoom which you can access from your phone, tablet, PC or laptop.

Please register for the meeting. Once you have done that, you will receive an email which will contains the link you need to click to enter the meeting on the day. If you have any questions you would like to pose before the meeting on any of the topics above, please email us at info@pcankirklees.org We will look at these questions before the meeting and advise the speakers to see if they can cover your topic in their presentation. If not, they will answer the questions on the day if time, or follow up with you afterwards.

If you are new to Zoom, not confident with IT stuff or unsure of how Zoom works, take a look at the YouTube video below - it's a bit long but the very friendly guy on the video will tell you how to download the app, join a meeting etc . Alternatively please give us a call on 07754102336 and we can help.
How to use Zoom video Become a PCAN Trustee or volunteer
We are always looking for people to help our with the work that PCAN does. That could be supporting us with social media, helping to create newsletters and other promotional information, doing some admin, delivering training to Kirklees professionals, helping with the website or getting involved in the running of the Group. If you would like to get involved, we would love to hear from you so please contact us on 07754102336, or email us at info@pcankirklees.org.

Kirklees Council would like to know more about your experience of support within the SEND system and to work together to identify ideas and opportunities for the future.

Kirklees Council and PCAN have previously worked with a number of parents, carers and families who have children and young people with additional needs to understand their experiences of the SEND system and local services. Previous work has included the high needs review, what early help looks like in Kirklees and the current behaviour survey.

Kirklees Council is working on improvements to the local system, but recognise that there are still gaps in our knowledge. The Covid-19 pandemic has placed additional challenges on children, young people and their families, the learning from this experience can inform improvements to the SEND system and local services in Kirklees.

As ever, your views and experiences are instrumental in helping us shape the future support for children, young people and their families across Kirklees. To support this work, we would be grateful if you could take the time to complete this survey which shouldn't take any longer than 15 minutes.

You can access the survey link here.

The survey will be open until the 13 th July 2020. An external partner IMPOWER will be supporting us to analyse the results of the survey.

The survey covers:

Experiences of the SEND system during the Covid-19 pandemic;

Experiences of support before the pandemic;

Experiences of transition points across the education journey;

Experiences of Exclusions;

Ideas and opportunities for improving the system.

All responses to the survey are anonymous. Please be as open and honest as possible in answering these questions.

We would like to thank you in advance for taking the time to complete this survey, your input is valued and will inform our new approach in Kirklees.

Here is some information from the Department for Education about schools - who can still attend, which schools will be open, what happens if you are a key worker, transport etc,
https://www.gov.uk/government/publications/closure-of-educational-settings-information-for-parents-and-carers/closure-of-educational-settings-information-for-parents-and-carers
To be clear on what the Department of Education means by "vulnerable children", please follow this link:
https://www.gov.uk/government/publications/coronavirus-covid-19-guidance-on-vulnerable-children-and-young-people/coronavirus-covid-19-guidance-on-vulnerable-children-and-young-people
It basically includes those children who have a social worker and children and young people up to the age of 25 with EHC Plans.

List in full
Health and social care
This includes but is not limited to doctors, nurses, midwives, paramedics, social workers, care workers, and other frontline health and social care staff including volunteers; the support and specialist staff required to maintain the UK's health and social care sector; those working as part of the health and social care supply chain, including producers and distributers of medicines and medical and personal protective equipment.
Education and childcare
This includes nursery and teaching staff, social workers and those specialist education professionals who must remain active during the COVID-19 response to deliver this approach. Key public services
This includes those essential to the running of the justice system, religious staff, charities and workers delivering key frontline services, those responsible for the management of the deceased, and journalists and broadcasters who are providing public service broadcasting.
Local and national government
This only includes those administrative occupations essential to the effective delivery of the COVID-19 response or delivering essential public services such as the payment of benefits, including in government agencies and arms length bodies. Food and other necessary goods
This includes those involved in food production, processing, distribution, sale and delivery as well as those essential to the provision of other key goods (for example hygienic and veterinary medicines). Public safety and national security
This includes police and support staff, Ministry of Defence civilians, contractor and armed forces personnel (those critical to the delivery of key defence and national security outputs and essential to the response to the COVID-19 pandemic), fire and rescue service employees (including support staff), National Crime Agency staff, those maintaining border security, prison and probation staff and other national security roles, including those overseas.
Transport
This includes those who will keep the air, water, road and rail passenger and freight transport modes operating during the COVID-19 response, including those working on transport systems through which supply chains pass. Utilities, communication and financial services
This includes staff needed for essential financial services provision (including but not limited to workers in banks, building societies and financial market infrastructure), the oil, gas, electricity and water sectors (including sewerage), information technology and data infrastructure sector and primary industry supplies to continue during the COVID-19 response, as well as key staff working in the civil nuclear, chemicals, telecommunications (including but not limited to network operations, field engineering, call centre staff, IT and data infrastructure, 999 and 111 critical services), postal services and delivery, payments providers and waste disposal sectors.

Please visit the Kirklees Council website for information on local restrictions. There is an orange banner across the top. Click on that and it will take to the various parts of the information and support.

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Join Us from your sofa for this year's Big Meet Up and PCAN AGM taking place on Monday 16th November at 9.30 am via Zoom Introduction by Mel Meggs, Director of Children's Services in KirkleesPCAN AGM Business and roundup of activitiesBehaviour project updateEarly Support/Help for Families UpdateNew Local Offer Demonstration (your input needed)CAMHS updateGroup Discussion (We will have speakers from Children's Social Care, Commissioners for Children's Services and CAMHS and the new Local Offer Team) Due to continuing Covid restrictions, this meeting will be held via Zoom which you can access from your phone, tablet, PC or laptop.

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Communication and Reciprocal Social Interaction (Social Affect)

Difficulties recognising that they are part of a class, group or wider social situation.

Social situations present challenges resulting in emotional outbursts, withdrawal, social
vulnerability and/or isolation.

Poor empathy, imagination and play skills which affects social understanding and impacts on learning in subjects such as English and RE

Unusual eye gaze or eye contact. Facial expressions may be limited or reduced in range.

May not use or understand non-verbal communication.

Difficulties with understanding spoken language or difficulties expressing their own wishes
and feelings (expressive and receptive needs). Speech may be delayed or unusual and may
have an odd intonation pattern with immediate or delayed repetition (echolalia).

Literal interpretations of language and learning with poor understanding of abstract language.

Higher order language skills may be impaired, e.g. understanding and use of metaphor,
inference and emotional language.

Issues with interpreting and understanding whole class instructions and general information.

Difficulties with the concept of time and sequencing of events significantly affect everyday
activities.

Difficulties with personal space. May invade others space or find close group work difficult.
Little awareness of danger in comparison to children of their age. May 'run' or 'climb' with no regard to hazards. May be unaware of hurting others.

May have coping strategies that enable successful social interaction with peers. At times of stress or anxiety, however, responses will be unusual and socially awkward.

Restricted and Repetitive Behaviours

Anxiety to even small unplanned changes in the environment or learning tasks leading to
reactions of outbursts or withdrawal.

Unusual or different behaviours or obsessions with everyday objects, people or toys. This can lead to difficulties with finishing desired activities. May display an intense interest in a topic that is explored with a high level of frequency and/or inappropriateness to context or
audience.

Difficulties managing transition between different environments or tasks. Routine and visual structure supports these issues.

Inability to maintain focus and concentration age appropriately. May be easily distracted or
may not switch attention easily.

Inconsistent patterns of behaviour across a spectrum from challenging or impulsive to
extreme passivity.

Sensory Differences

Unusual over or under responsiveness to sensory stimuli e.g. touch or noise which may affect access to everyday events or activities e.g. dining halls. May show signs of delayed hand/eye co-ordination and/or fine/gross motor skills or display unusual body movements such as
flapping, toe walking, tics or unusual posturing. May eat inedible objects 'pica'.

May display unusual sensory responses to the environment at times of heightened stress.
This may present as anxiety.

Sensory differences can affect physical milestones such as toileting and eating development. These can cause high anxiety in the child/young person and those who care for them.

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Complex communication & interaction difficulties (CCI)

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Complex communication & interaction difficulties (CCI)

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Safe, comfortable play facilities where children of all ages, with or without disabilities can interact with

All our staff are fully checked, first aid trained and disability aware.

Please also ensure you book use of additional facilities e.g. the kitchen, cafe and waterbed in advance according to your needs.

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Sensory World Play Centre & Cafe provide a multi-sensory play experience for children and babies especially those with any level of sensory deprivation.

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Sensory play at the Zone Together We Play flyer INFO Page 1

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Developmental co-ordination disorder (DCD), also known as dyspraxia, is a condition affecting physical co-ordination. It causes a child to perform less well than expected in daily activities for their age, and appear to move clumsily.
DCD is thought to be around 3 or 4 times more common in boys than girls, and the condition sometimes runs in families.

Symptoms of DCD

Early developmental milestones of crawling, walking, self-feeding and dressing may be delayed in young children with DCD. Drawing, writing and performance in sports are also usually behind what is expected for their age.

Although signs of the condition are present from an early age, children vary widely in their rate of development. This means a definite diagnosis of DCD does not usually happen until a child with the condition is 5 years old or more.

When to seek medical advice

If you're concerned about your child's health or development, talk to a GP or health visitor, or speak to a nurse, doctor or special educational needs co-ordinator (SENCO) at your child's school.

If necessary, they can refer your child to a community paediatrician, who will assess them and try to identify any developmental problems.

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Sensory play at the Zone Together We Play flyer

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Dyslexia | A-Z of specific conditions | Kirklees SEND Local Offer

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Young Minds Mental Health Charity for Children and Young People

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Young Minds Mental Health Charity for Children and Young People

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YoungMinds | Mental Health Charity For Children And Young People

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

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Hearing Impairment (Deafness) | A-Z of specific conditions | Kirklees SEND Local Offer

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Search results | Kirklees SEND Local Offer

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For concerns around your child's Speech and Language, please speak to your child's class teacher. There are drop in sessions where you can discuss your concerns with the Locala Speech and Language Therapy service.

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Our Speech and Language Therapists work with children aged 0-18 years who have communication and/or eating and drinking difficulties.

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Summer Huddersfield Town Foundation Inclsuive Camp (3)

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Huddersfield Giants Community Trust SEND Summer Activity2

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Huddersfield Giants Community Trust SEND Summer Activity