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A child or young person has a Special Educational Need if they have significantly greater difficulty in learning than the majority of others of the same age, or
has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age.

There are 4 broad areas of need:

Communication & Interaction (CI)- Autistic Spectrum Disorder (ASD), Speech Language and Communication Needs (SLCN)

Cognition & Learning (COG/L)- Moderate Learning Difficulties (MLD), Specific Learning Difficulty (SpLD) such as: Dyslexic, Dyspraxic or Dyscalculic.

Social, Emotional and Mental Health (SMEH) – Attention Deficit Disorder (ADD), Attention Deficit Hyperactivity Disorder (ADHD)

Sensory &/or Physical Needs – Hearing Impaired (HI), Visually Impaired VI, Physical Disability (PD)

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Aspects of Learning (Cognition and Learning) 

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Aspects of Learning (Cognition and Learning) 

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At Croxteth, we have a Mental Health Team who meet each half term to review and develop the support in place. The Mental Health Team have developed a whole school mental health approach to ensure ALL children receive the correct support. The team includes:
Miss Harriman
Miss Cassim
Miss Newton
Miss Cleaver

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Each classroom has a Calm Corner and Sensory snacks to give all children time to regulate their emotions

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As a school, we have adapted the Liverpool Windscreen document to create a Levels of Need document outlining the appropriate support.

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We have developed a Rainbow Roar Scale which children use throughout the day to discuss their feelings.

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Each Wednesday, all classes take part in a Wellbeing Wednesday activity. These activities have been planned to focus on a range of areas including resilience, thoughts and feelings and a range of other topics.

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Further information can be found on the Wellbeing Page

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This week is Mental Health Awareness Week and the theme is kindness. Kindness is proven to improve our mental health, as when we are kind to others and to ourselves it makes us feel good.

This week we would like you to show kindness in as many ways as possible and the list below will help you to do so. Take pictures showing how you are spreading kindness and tag us on Twitter or upload them to Seesaw so we can see all of your good deeds.

(Click the arrow at the bottom of the PDF to download the sheet if needed.)
t-lf-2548974-daily-kind-act-ideas_ver_4

18th-24th May is Mental Health Awareness Week. We talk about mental health a lot in school, so I'm sure you all know exactly how important it is to care for your mental health, especially in the current pandemic.

This years theme is kindness. Kindness strengthens relationships, develops community and deepens solidarity. It is a cornerstone of our individual and collective mental health. Wisdom from every culture across history recognises that kindness is something that all human beings need to experience and practise to be fully alive.

Take a look at The Mental Health Foundation Website to see what you can do to get involved and mark this important week:
_Wellbeing Challenge May 2020 (1)

Tools and Strategies:

If you are experiencing any negative emotions, remember that it is ok to feel like this and that it won't last forever. There are lots of strategies we have learned in our Wellbeing lessons that can help to manage this why not try one of these by clicking the pictures below to view the link:

At Croxteth Primary School, we believe that the mental health and wellbeing of our pupils is paramount. Each and every child is taught the skills they need to be emotionally literate, self aware and mentally well. We do this through a multi-layered, whole school approach to support, based on an understanding that mental health is all-pervasive, at all times, in all areas.

If you need any further support or advice during this time, please access this link: https://www.liverpoolcamhs.com/emergency-advice/

Our dedicated mental health team meet regularly to assess the provision in place and ensure that our school has a warm culture, where mental health can be talked about openly and all children can receive the level of support needed to achieve their full potential. You can see our wave 1 approaches which all children have access to here:
Wave 1

As part of our multi-layered graduated approach, all children benefit from weekly whole class teaching in our Wellbeing Wednesday sessions. We use a range of approaches, which are based on a strong evidential foundation, and explicitly teach strategies for maintaining good mental health and wellbeing.

The principal approach in advancing the emotional literacy of our children, is in empowering them with emotional vocabulary, for which we use the Rainbow Emotional Vocabulary Scale below:

During this unprecedented time, Croxteth Primary School will be continuing to support and develop the emotional literacy, mental wellness and self awareness of all of our pupils, as it is now more important than ever. One of the ways we will do this is by posting our weekly Wellbeing Wednesday lesson on our school Twitter account for you to follow at home. Click the picture below to see our Twitter page and follow us.

We would also like to provide some useful resources to ensure that our schools culture of openly discussing mental health and actively practicing strategies for good wellbeing are continued outside of the classroom. These will be posted at the bottom of this post and on our Twitter page, which we will regularly update during the closure period.

We understand that this is an unsettling time for everybody, adults and children alike. More so than usual, it is crucially important that we all take the time to create routines and practises which will protect our mental health and wellbeing, so that we are our best possible selves when normality resumes. Please help us to promote this by sharing ideas, strategies and pictures on our Twitter.
Youth Connect
Take care of yourselves and your loved ones during this time and we look forward to seeing you all when school reopens.
Mental Health and Wellbeing Resources:
We were hoping to run a Youth Connect 5 course for parents and carers in the Summer Term. The course runs over 5 sessions, and it is designed to help parents/carers support their children's mental health.Due to the current circumstances, we obviously we can't do this. However, there is a FREE online course for parents and carers. The course will run as a series of 5 webinars. For more information and to sign up for free, Click here to access.

Click the picture below to learn the 5 ways to wellbeing:

Young Minds website has lots of information for helping parents and carers learn more about children's mental health. Click the Picture below to visit their site:

Here is some advice from Liverpool's Children and Adolescent Mental Health Service (CAMHS)
Primary Schools' Wellbeing Booklet 2

The Liverpool Learning Partnership have created a range of downloadable resources for supporting mental health in school closures. Click the picture below to view them:

NHS website Every Mind Matters has some great ideas for how to look after your mental wellbeing whilst staying home. Click the image below to view their page:

Here is a story to share with KS1 children about the Coronavirus
The Stinky Sticky Virus (English)
CAMHS Partnership COVID-19 comms

https://www.lullabytrust.org.uk/safer-sleep-advice/baby-check-app/

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This week is Mental Health Awareness Week and the theme is kindness. Kindness is proven to improve our mental health, as when we are kind to others and to ourselves it makes us feel good. This week we would like you to show kindness in as many ways as possible and the list below will help you to do so.

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At Croxteth, we provide a range of Wave 1,2 and 3 interventions to support individual or groups of children. Interventions are adapted to meet the needs of all children. All interventions are tracked using an entry and exit assessment.

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We have a range of highly skilled professionals working at Croxteth to support children and staff ensuring we are meeting the needs of all children. These include:
School Counsellor
Play Therapist
EFT Therapist
Behaviour Support
Seedlings
Family Engagement Officer

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Three years after the pandemic was declared, COVID-19 continues to affect millions around the world, and, at the same time, society is attempting to adapt to a new normal. At this critical juncture, sleeping well is an important priority and can offer meaningful health benefits.

Sleep is critical to physical health and the effective functioning of the immune system. It's also a key promoter of emotional wellness and mental health, helping to beat back stress, depression, and anxiety.

Whether you've had sleeping problems for years or if they've only started during the pandemic, there are concrete steps that you can take to improve your sleep and support your overall health.

What Are the Challenges to Sleep During a Pandemic?

Millions of people suffered from insomnia before COVID-19, and unfortunately, the pandemic has created a host of new challenges for them and for people who previously had no difficulty sleeping.

"Coronasomnia" is a new term coined to refer to sleep challenges related to the pandemic. Over the past two years, doctors and sleep scientists have documented a wide range of ways that COVID-19 has . Around 40% of people have experienced sleeping problems, and studies have detected notable increases in insomnia symptoms and .

Some people report getting more total sleep during the pandemic, but sleep quality has typically suffered. A growing number of people describe struggling to initially fall asleep, being bothered by sleep disruptions, having disturbing dreams, and feeling sleepy during the day.

Although for certain people the end of lockdowns enabled improved sleep, many others have had ongoing sleep problems as multiple waves of COVID-19 have contributed to long-term stress and pandemic fatigue. Short-term sleep disturbances can become chronic, creating risks for lasting sleep difficulties for millions of people.

Of course, the COVID-19 pandemic doesn't affect everyone in the same way. Patients with the virus and front-line medical workers face the brunt of the direct impacts of the disease. But the consequences have spread far and wide, posing diverse and significant barriers to sleep.

Infection and COVID-19

Disruption of Daily Life

Social distancing, school closures, quarantines, and working-from-home all bring profound changes to normal routines for people of all ages and walks of life. Not surprisingly, these changes can contribute to sleeping problems for various reasons:

It can be difficult to adjust to a new daily schedule or the lack of a schedule.

Keeping track of the time, and even the day, can be hard without typical time "anchors" like dropping kids at school, arriving at the office, attending recurring social events, or going to the gym.

Changing schedules may lead to fluctuating bedtimes and wake times, which may either reduce time to sleep or trigger oversleeping, both of which can lead you to feel groggy, irritable, or unfocused during the day.

Being stuck at home, especially if there are low levels of natural light inside, may reduce light-based cues for wakefulness and sleep, known as zeitgebers, which are crucial to our circadian rhythm.

Caregiving

You may be thrust into a caregiver role if a family member or friend gets COVID-19 or has to isolate or quarantine. Caregivers during the pandemic have struggled with impaired sleep that may result from stress and worry. Performing caregiving tasks can also decrease time available for uninterrupted sleep.

Even without a sick loved one, sleep can be affected by increased family responsibilities that occur because of school closures and an increase in time spent at home.

Excess Screen Time

Whether it's checking the news on your phone, joining a Zoom with family, binge-watching Netflix, or putting in extra hours staring at a computer while working-from-home, the pandemic can provoke a huge increase in screen time.

Excess screen time, especially later in the evening, can have a detrimental impact on sleep. Screen time can stimulate the brain in ways that make it hard to wind down, and the blue light from screens can suppress the natural production of melatonin, a hormone that the body makes to promote healthy sleep.

Anxiety and Worry

Worries abound in the COVID-19 pandemic. Naturally, many people fear becoming infected with SARS-CoV-2 because they don't want to get sick or spread the virus to other people. Most people have close friends or family who are older or in high-risk groups because of preexisting conditions, spurring worries about their health and safety.

Economic concerns are affecting nearly everyone as well. Lockdowns initially stalled economic activity and caused sweeping job losses. Now, as economic activity rebounds, concerns about supply chains and inflation have many individuals and families worrying about their income, savings, and making ends meet.

Not surprisingly, then, the pandemic has been found to . Long before the pandemic, it was well-established that anxiety can disrupt sleep as a racing mind keeps the body tossing and turning.

Even after three years, there's still so much unknown about this pandemic - whether new virus strains will emerge, how long vaccines offer protection, when life will return to normal - that it is likely that worries and anxieties will continue to affect people worldwide.

Depression and Isolation

A sense of crisis can trigger feelings of depression that may be even worse for people who have a loved one who is sick or has passed away from COVID-19. Trauma, grief, and depression can be exacerbated by isolation from others and are known to have the potential to cause significant sleeping problems.

Depression can be more than just feelings of sadness. Other symptoms may include a loss of interest or pleasure in activities, feelings of hopelessness or worthlessness, and a low appetite or overeating. Researchers reported that the during the pandemic, while a decrease in sleep and an increase in alcohol and tobacco consumption were associated with of depression.

Depression and sleeping problems frequently occur together and may exacerbate one another. Depression can also occur along with anxiety and other mental health problems that combine to disrupt sleep.

Stress and Stress-Related Fatigue

Many people are under intense stress as a result of the pandemic, which frequently creates or worsens sleeping problems. Canceled vacations, reduced face time with family and friends, and an abundance of time spent at home can place a strain on anyone. Keeping up with work-from-home obligations, managing a house full of children who are accustomed to being at school, or trying to stay current on pandemic news and restrictions can all generate stress and discord.

Chronic stress can lead to a host of mental and physical symptoms, including impaired sleep, headaches, memory lapses, and digestive problems. Stress can also trigger fatigue that leaves you unmotivated and short of energy even if you are getting an adequate amount of sleep at night.

Altered Dreams

Multiple research studies have determined that dream activity has changed during the pandemic. The in people who have had COVID-19, and in general, people are , which often involve negative or bothersome imagery. Disrupted sleep may increase the likelihood of concerning dreams, which themselves may cause stress and anxiety that detract from quality sleep.

Why Is Sleep Important During a Pandemic?

Sleep is a critical biological process, and as we juggle the mental, physical, and emotional demands of the pandemic, it's arguably more important than ever. For instance:

Sleep empowers an effective immune system. Solid nightly rest lack of sleep can make some vaccines less effective National Library of Medicine, Biotech Information The National Center for Biotechnology Information advances science and health by providing access to biomedical and genomic information. strengthens our body's defenses, which can help protect against infections. Studies have also found that View Source .

Sleep heightens our brain functions, and our mind works better when we get good sleep. A solid night's rest contributes to complex thinking, learning, memory, and decision-making. For adults and children adapting to different work and school environments, good sleep can help them stay sharp.

Sleep enhances mood. Lack of sleep can make a person irritable, drag down their energy level, and cause or worsen feelings of anxiety and depression.

Sleep improves mental health. Besides anxiety and depression, studies have found that a lack of sleep is linked with mental health conditions like bipolar disorder and post-traumatic stress disorder (PTSD).

Experts agree that consistently getting the right amount of high-quality sleep improves virtually all aspects of health, which is why it is worthy of our attention during the COVID-19 pandemic.

Our Guidelines To Sleeping Well During the COVID-19 Pandemic

In spite of the daunting challenges, there are a handful of steps that can promote better sleep during the pandemic.

If these efforts don't pay off immediately, don't give up. It can take time to stabilize your sleep, and you may find that you need to adapt these suggestions to best fit your specific situation.

Set Your Schedule and Routine

Establishing a routine can facilitate a sense of normalcy even in abnormal times. It's easier for your mind and body to acclimate to a steady sleep schedule, which is why health experts have long recommended avoiding major variation in your daily sleep times.

Sleep-specific aspects of your daily schedule should include:

Wake-Up Time: Set your alarm (if you need one), bypass the snooze button, and have a fixed time to get every day started.

Wind-Down Time: This is an important opportunity to relax and get ready for bed. It can involve things like light reading, stretching, and meditating along with preparations for bed like putting on pajamas and brushing your teeth. Given the stress of the pandemic, it's wise to give yourself extra wind-down time each night.

Bedtime: Pick a consistent time to actually turn out the lights and try to fall asleep.

In addition to time spent sleeping and getting ready for bed, it can be helpful to follow other routines to provide time cues throughout the day, including:

Showering and getting dressed even if you aren't leaving the house.

Eating meals at the same time each day.

Blocking off specific time periods for work, exercise, and/or other daily tasks or chores.

Reserve Your Bed for Sleep

Sleep experts emphasize the importance of creating an association in your mind between your bed and sleep. For this reason, they often recommend that sleep and sex be the only activities that take place in your bed.

This means that working-from-home shouldn't be working-from-bed. It also means avoiding bringing a laptop into bed to watch a movie or series.

On any given night, if you find that you're having a hard time sleeping, don't spend more than 20 minutes tossing and turning. Instead, get out of bed and do something relaxing in very low light, and then head back to bed to try to fall asleep.

Frequently changing your sheets, fluffing your pillows, and making your bed can keep your bed feeling fresh, creating a comfortable and inviting setting to doze off. If you've been thinking of refreshing your bedroom setup with a new bed, make sure to choose the best mattress for your body type and preferences and consider looking for any other sleep accessories that need an upgrade.

Optimize Your Light Exposure

Exposure to light plays a crucial role in helping our bodies establish a stable sleep pattern, and it also promotes multiple other aspects of health. However, the timing and type of light exposure is important.

If you can, spend some time outside in natural light. Even if the sun isn't shining brightly, natural light still has positive effects on circadian rhythm. Many people find outdoor time is most beneficial in the morning, and as an added bonus, it's an opportunity to get fresh air.

As much as possible, open windows and blinds to let light into your home during the day.

Be mindful of screen time. The blue light produced by electronic devices, such as mobile phones, tablets, and computers, has been found to interfere with the body's natural sleep-promoting processes. Try to avoid using these devices for an hour before bed. You can also use device settings or special apps that reduce or filter blue light.

Be Careful With Naps

If you're home all day, you may be tempted to take more naps. Rather than approaching naps haphazardly, consider a more intentional and consistent napping schedule.

In addition to reducing sleepiness, strategic napping can improve learning, help with memory formation, and assist with emotional regulation. But it's important to note that naps should be limited to just 10-20 minutes since longer naps can leave you feeling groggy and may interfere with your ability to fall asleep at night.

Stay Active

It's easy to overlook exercise with everything happening in the world, but regular daily activity has numerous important benefits, including for sleep.

Going for a walk or doing another type of outdoor activity is a great option. Depending on your situation, you may feel comfortable returning to the gym to work out. There are also a wealth of resources online for all types and levels of exercise that can be done at home.

Practice Kindness and Foster Connection

It might not seem critical to your sleep, but kindness and connection can reduce stress and its harmful effects on mood and sleep.

While bad news can feel at once overwhelming and all-consuming, try to find some positive stories, such as how people are supporting one another through the pandemic. Even if you are practicing social distancing, you can use technology to stay in touch with friends and family and maintain social connections.

Utilize Relaxation Techniques

Finding ways to relax can be a potent tool to improve your sleep. Deep breathing, stretching, yoga, mindfulness meditation, calming music, and quiet reading are just a few examples of relaxation techniques that you can build into your routines. If you're not sure where to get started, explore smartphone apps like Headspace and Calm that have programs designed for people new to meditation.

Another relaxation strategy during the pandemic is to avoid becoming overwhelmed by coronavirus-related news. For example, you can try techniques including:

Bookmarking one or two trusted news sites and visiting them only during a limited, pre-set amount of time each day.

Cutting down the total time that you spend scrolling on social media. If you want a hand in this effort, a number of apps can monitor and even block your time on social media sites or apps each day.

Scheduling phone or video calls with friends and family and agreeing in advance to focus on topics other than the coronavirus.

Watch What You Eat and Drink

Keeping a healthy diet can promote good sleep. During times of heightened stress and uncertainty, it can be easy to reach for fatty or sugary foods or for happy hour to start bleeding into earlier parts of the day.

As a result, take as much care as you can to select nourishing foods and drinks. While the optimal diet can vary by person, you should generally aim for a diet rich in vegetables and fruits with some lean meats. Be cautious with the intake of alcohol and caffeine as both can disrupt the quantity and quality of your sleep.

Contact Your Doctor if Necessary

If you have sleep problems that are ongoing, worsening, or affecting you during waking hours, it is advisable to be in touch with your doctor. You should also talk with your doctor if you've noticed other physical or mental health issues, including severe or lasting mood changes, during the pandemic.

Your doctor may be able to propose specific treatments that can improve your sleep and help address other medical issues. Although the pandemic has at times made it harder to access care, many doctor's offices and clinics have been able to move toward more normal scheduling.

Furthermore, health care providers have increased their availability via telemedicine to allow patients to discuss concerns without having to physically visit their office. In some cases, it may be possible for sleep-focused treatments, such as mindfulness-based therapies or cognitive behavioral therapy for insomnia (CBT-I) to be provided online.

Learn more about our Editorial Team

References

1. World Health Organization. (2022, February 28). WHO coronavirus (COVID-19) dashboard., Retrieved March 1, 2022
https://covid19.who.int/

2. Morin, C. M., & Carrier, J. (2021). The acute effects of the COVID-19 pandemic on insomnia and psychological symptoms. Sleep medicine, 77, 346-347.
https://pubmed.ncbi.nlm.nih.gov/32595107/

3. Jahrami, H. A., Alhaj, O. A., Humood, A. M., Alenezi, A. F., Fekih-Romdhane, F., AlRasheed, M. M., Saif, Z. Q., Bragazzi, N. L., Pandi-Perumal, S. R., BaHammam, A. S., & Vitiello, M. V. (2022). Sleep disturbances during the COVID-19 pandemic: A systematic review, meta-analysis, and meta-regression. Sleep medicine reviews, 62, 101591. Advance online publication.
https://pubmed.ncbi.nlm.nih.gov/35131664/

4. Morin, C. M., Bjorvatn, B., Chung, F., Holzinger, B., Partinen, M., Penzel, T., Ivers, H., Wing, Y. K., Chan, N. Y., Merikanto, I., Mota-Rolim, S., Macêdo, T., De Gennaro, L., Léger, D., Dauvilliers, Y., Plazzi, G., Nadorff, M. R., Bolstad, C. J., Sieminski, M., Benedict, C., ... Espie, C. A. (2021). Insomnia, anxiety, and depression during the COVID-19 pandemic: an international collaborative study. Sleep medicine, 87, 38-45.
https://pubmed.ncbi.nlm.nih.gov/34508986/

5. Sharma, M., Aggarwal, S., Madaan, P., Saini, L., & Bhutani, M. (2021). Impact of COVID-19 pandemic on sleep in children and adolescents: a systematic review and meta-analysis. Sleep medicine, 84, 259-267.
https://pubmed.ncbi.nlm.nih.gov/34182354/

6. Donzella, S. M., Kohler, L. N., Crane, T. E., Jacobs, E. T., Ernst, K. C., Bell, M. L., Catalfamo, C. J., Begay, R., Pogreba-Brown, K., & Farland, L. V. (2022). COVID-19 infection, the COVID-19 pandemic, and changes in sleep. Frontiers in public health, 9, 795320.
https://pubmed.ncbi.nlm.nih.gov/35174134/

7. Huang, C., Huang, L., Wang, Y., Li, X., Ren, L., Gu, X., Kang, L., Guo, L., Liu, M., Zhou, X., Luo, J., Huang, Z., Tu, S., Zhao, Y., Chen, L., Xu, D., Li, Y., Li, C., Peng, L., Li, Y., ... Cao, B. (2021). 6-month consequences of COVID-19 in patients discharged from hospital: a cohort study. Lancet (London, England), 397(10270), 220-232.
https://pubmed.ncbi.nlm.nih.gov/33428867/

8. Koban, K., Neureiter, A., Stevic, A., & Matthes, J. (2022). The COVID-19 infodemic at your fingertips. Reciprocal relationships between COVID-19 information FOMO, bedtime smartphone news engagement, and daytime tiredness over time. Computers in human behavior, 130, 107175.
https://pubmed.ncbi.nlm.nih.gov/35035063/

9. COVID-19 Mental Disorders Collaborators (2021). Global prevalence and burden of depressive and anxiety disorders in 204 countries and territories in 2020 due to the COVID-19 pandemic. Lancet (London, England), 398(10312), 1700-1712.
https://pubmed.ncbi.nlm.nih.gov/34634250/

10. Ettman, C. K., Abdalla, S. M., Cohen, G. H., Sampson, L., Vivier, P. M., & Galea, S. (2020). Prevalence of depression symptoms in US adults before and during the COVID-19 pandemic. JAMA network open, 3(9), e2019686.
https://pubmed.ncbi.nlm.nih.gov/32876685/

11. Stanton, R., To, Q. G., Khalesi, S., Williams, S. L., Alley, S. J., Thwaite, T. L., Fenning, A. S., & Vandelanotte, C. (2020). Depression, anxiety and stress during COVID-19: associations with changes in physical activity, sleep, tobacco and alcohol use in australian adults. International journal of environmental research and public health, 17(11), 4065.
https://pubmed.ncbi.nlm.nih.gov/32517294/

12. Scarpelli, S., Nadorff, M. R., Bjorvatn, B., Chung, F., Dauvilliers, Y., Espie, C. A., Inoue, Y., Matsui, K., Merikanto, I., Morin, C. M., Penzel, T., Sieminski, M., Fang, H., Macêdo, T., Mota-Rolim, S. A., Leger, D., Plazzi, G., Chan, N. Y., Partinen, M., Bolstad, C. J., ... De Gennaro, L. (2022). Nightmares in People with COVID-19: Did Coronavirus Infect Our Dreams?. Nature and science of sleep, 14, 93-108.
https://pubmed.ncbi.nlm.nih.gov/35115852/

13. Scarpelli, S., Alfonsi, V., Mangiaruga, A., Musetti, A., Quattropani, M. C., Lenzo, V., Freda, M. F., Lemmo, D., Vegni, E., Borghi, L., Saita, E., Cattivelli, R., Castelnuovo, G., Plazzi, G., De Gennaro, L., & Franceschini, C. (2021). Pandemic nightmares: Effects on dream activity of the COVID-19 lockdown in Italy. Journal of sleep research, 30(5), e13300.
https://pubmed.ncbi.nlm.nih.gov/33547703/

14. Akerstedt, T., & Nilsson, P. M. (2003). Sleep as restitution: an introduction. Journal of internal medicine, 254(1), 6-12.
http://doi.wiley.com/10.1046/j.1365-2796.2003.01195.x

15. Chang, A. M., Santhi, N., St Hilaire, M., Gronfier, C., Bradstreet, D. S., Duffy, J. F., Lockley, S. W., Kronauer, R. E., & Czeisler, C. A. (2012). Human responses to bright light of different durations. The Journal of physiology, 590(13), 3103-3112.
https://pubmed.ncbi.nlm.nih.gov/22526883/

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Sleep Guidelines and Help During the COVID-19 Pandemic | Sleep Foundation

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Three years into the COVID-19 pandemic, society is adapting to a new normal. Sleeping well is an important priority and can offer meaningful health benefits.

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Community Network

ADDvanced Solutions Community Network encourages, equips and empowers children, young people and their families living with neurodevelopmental conditions, learning difficulties and associated mental health needs. Our engaging, community-based, learning, coaching and mentoring programmes will help you and your family to better recognise, understand and meet your individual needs, enabling you to manage the day to day challenges.
Visit site

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ADDvanced Solutions Community Network encourages, equips and empowers children, young people and their families living with neurodevelopmental conditions, learning difficulties and associated mental health needs. Our engaging, community-based, learning, coaching and mentoring programmes will help you and your family to better recognise, understand and meet your individual needs, enabling you to manage the day to day challenges.

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Liverpool Parent and Carers Forum (LivPaC) is a group of parents and carers of children and young people with special additional needs and/or disabilities (SEND) who work with education, health and care services to ensure the services they plan and deliver are fit for purpose and meet the needs of children, young people and their families across Liverpool. We have a Steering Group of parent and carer volunteers who lead this work and who actively seek out the experiences and views of parents and carers across Liverpool to make sure we know what is important to them. We aim to give parents and carers a collective voice and use our experience, knowledge and feedback from families to help commissioners and providers plan and develop the quality, range and accessibility of services families use.
What we do: -
Through our participation and co-production, we are working to create a culture across all services which places the needs of families at the centre of the decision making.

We Aim to:

empower parents/carers to have a voice

give information

be a collective voice for as many families as possible across Liverpool by providing a forum for views to help develop services

work in partnership with service providers

be supportive and accessible to all families across Liverpool

provides examples of good practice

provide informal support

encourage and promote inclusive attitudes and practice

TO VIEW UPCOMING SESSIONS PLEASE SEE BE LOW

Sunday 3rd May 10am - 12pm SENDIASS and Purple Circle

Tuesday 5th May 10am - 12pm Local Authority ASD Team, Sensory Service (HI and VI) and Addvanced Solutions

Thursday 7th May 6pm - 8pm Local Authority, Education, Health and Social Care

Sunday 10th May 10am - 12pm Local Authority ASD Team and SENISS

Tuesday 12th May 10am - 12pm Local Authority, Education, Health and Social Care

Thursday 14th May 6pm - 8pm SENDIASS, ADHD Foundation, Ed Psychologists

Sunday 17th May 10am - 12pm Alder Hey Lisa Cooper

Tuesday 19th May 10am -12pm

Thursday 21st May 6pm - 8pm Local Authority Ed Psychologists and SENISS, Lisa Cooper from Alder Hey

Sunday 24th May 10am - 12pm Local Authority Education Psychologists and NSPCC

Tuesday 26th May 10am - 12pm Purple Circle and Lisa Cooper from Alder Hey

Thursday 28th May 6pm - 8pm Local Authority, Education, Health and Social Care

Sunday 31st May 10am - 12pm Local Authority ASD Team

Our Virtual Coffee Sessions our jointly held with our friends from The Isabella Trust

If families would like to book a place then they will need to email us at livpac@hotmail.co.uk
Please note that any that have a * next to them, you will need to book on, email livpac@hotmail.co.uk
DCLP Dingle Community Learning Programme (South Liverpool)

LivPaC

c/o DCLP, 5 Shelmore Drive,

Dingle, Liverpool

L8 4YL
*** Please note that the training that we have on offer is all free, but you need to book a place UNLESS its through a different provider - Training needs to be booked through Eventbrite either on Facebook page or via our website www.livpac.co.uk

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we are parents/carers and grandparents of children with disabilities/special educational needs.  we have many skills and qualities. livpac liv pac we are caring and good listeners

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Who we are: - Liverpool Parent and Carers Forum (LivPaC) is a group of parents and carers of children and young people with special additional needs and/or disabilities (SEND) who work with education, health and care services to ensure the services they plan and deliver are fit for purpose and meet the needs of children, young people and their families across Liverpool.

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CAMHS stands for Child and Adolescent Mental Health Services.

CAMHS is the name for the NHS services that assess and treat young people with emotional, behavioural or mental health difficulties.

CAMHS support covers depression, problems with food and eating, self-harm, abuse, violence or anger, bipolar disorder, schizophrenia and anxiety, among other difficulties.

There are local NHS CAMHS services around the UK, with teams made up of nurses, therapists, psychologists, child and adolescent psychiatrists (medical doctors specialising in mental health), support workers and social workers, as well as other professionals.

The first step to getting help from CAMHS is usually that you will be referred for a CAMHS assessment. This referral can come from your parents/carers, a teacher, GP, or yourself if you are old enough (depending on where you live).

If you're being supported by social care, a youth offending team, or a service at your school, they might also be able to refer you.

It's important to tell the person referring you as much as you can so you can get the help you need.

Most local CAMHS teams have a website where you can look up how to get access to their service.

After you have been referred, you will be put on a waiting list for an initial appointment (often known as an 'assessment'). This may sound scary, but it's normally just a chat so the CAMHS team can get to know you a bit and see how they can help.

At this appointment, you will normally meet one or two members of the CAMHS team. If you're under 16 years old, your parent(s) or carer(s) will usually be invited to join for part of this meeting.

This appointment will generally take place at a CAMHS clinic. But, in some circumstances, they may meet with you at your school or home. They will discuss with you the best place to meet before your appointment.

When you meet, the team will ask you questions to understand what you are struggling with and to get a better idea of what support you need.

Here are some common questions the CAMHS team may ask in an assessment:

What has brought you to CAMHS?

How long have you experienced the problem that has brought you to CAMHS?

What would you like to change in your life?

What might help tackle the problems you are experiencing?

How have you been feeling recently?

Try to be as open and honest as possible at your first appointment. These people are not mind readers and if you lie, you will not receive the best treatment plan for you to get better.

Hannah

At the end of the session, the team will talk to you about what happens next and what support they think you might need. You can also ask any questions you may have.

They may talk about your 'treatment' - this just means what you'll do together to help you get better.

If you would feel more comfortable having a parent or carer in the room with you during your assessment, that's fine. You can also see the team by yourself if you would prefer, though staff may expect a parent to be present for part of the meeting.

Also, if you or your parent/carer is not confident speaking English, CAMHS can provide an interpreter to help. Just let them know if this is the case.

It's important at your CAMHS assessment to try and be as honest as possible, as this will help the team assessing you understand how to support you.

Here are some things that are helpful for you to tell them:

when your problems started

what you'd like to change

if there's a pattern in the problems (keeping a diary or log book before your assessment can be really helpful to show this)

any difficulties in school or with friends

any general health problems, either now or in the past

any big family events or issues like divorce or bereavement

any recent or past trauma, e.g. emotional, sexual or physical abuse

other services you've had help from, like social care, hospital or private treatments

Going to CAMHS is a massive step and you should be so proud of yourself in acknowledging you need support.

Have a look at our medication pages for more information.

I was convinced that moving to adult services was the end of the world. BUT here I am, two years down the line, and I can tell you that I survived and that it was okay.

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CAMHS stands for Child and Adolescent Mental Health Services. CAMHS is the name for the NHS services that assess and treat young people with emotional, behavioural or mental health difficulties. CAMHS support covers depression, problems with food and eating, self-harm, abuse, violence or anger, bipolar disorder, schizophrenia and anxiety, among other difficulties.

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Welcome to The Isabella Trust

The Isabella Trust is a registered charity which aims to provide information, support, training, courses and workshops to parents and carers of autistic children and children who experience sensory processing difficulties.

Download Leaflet

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The Isabella Trust | The Isabella Trust aims to improve the quality of life of children with Autistic Spectrum Disorder and Sensory Processing Difficulties by supporting their Families and Carers

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The Isabella Trust is a registered charity which aims to provide information, support, training, courses and workshops to parents and carers of autistic children and children who experience sensory processing difficulties. Download Leaflet

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Mrs Palmer-Wood is the SENDCo at Croxteth Primary. You can contact her via e-mail and the school office. (s.palmer.croxtethprimary.co.uk 0151 546-3140)

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Croxteth Primary School is a mainstream school but we are able to accommodate children with a range of additional needs. We aim to ensure ALL children are included and able to access the same curriculum and enjoy the same learning opportunities. Croxteth believes that the key to supporting  pupils with special educational needs is through high-quality teaching with additional interventions, modification or amendments used where appropriate to remove barriers to learning, to ensure that good progress is made.