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The Beehive is a specialist resourced provision, which supports children with a diagnosis of Autism Spectrum Condition (ASC) or Speech, Language and Communication Needs (SLCN) within our school. Children who have a place in the Beehive must have an Education, Health and Care Plan (EHCP).

Due to the range of children’s needs, the Beehive is staffed by a teacher and teaching assistants who all have all completed additional training to help understand the children's learning, social and speech and language needs. Children may also be supported by a Speech and Language Therapist or Occupational Therapist. These external agencies may support the children if outlined in a child’s Education, Health and Care Plan (EHCP).

We believe that all children deserve an education which includes the 6 principles of nurture and that helps them to develop and reach their goals. Our vision is to ensure the best possible outcomes for our children across education and health and social care based on their individual needs. The children follow a play-based, broad curriculum that includes the strands of the Early Years Framework/National Curriculum.

We work in partnership with parents/ carers and keep them informed of their child’s progress.

Our aims are that all our children:

•progress in a happy, supportive and stimulating environment where they thrive academically and socially to the best of their individual ability

•will receive the education and support required to meet the outcomes of their EHCP and to develop social, communication and independence skills

•are included with their mainstream peers as often as appropriate to engage in the mainstream curriculum at an

•age-appropriate level

have the opportunity for small group or individual support and intervention where required

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Meet Sal from Round the twist offering drama therapy, Forest school and class based interventions

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Meet Sal from Round the twist offering drama therapy, Forest school and class based interventions

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Meet Mrs Berry our resource provision Teacher

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Meet Mrs Berry our resource provision Teacher

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Meet Miss Wiggins our adult mental health champion

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Meet Miss Wiggins our adult mental health champion

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Meet Miss Cobb our pupil mental health champion

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Meet Miss Cobb our pupil mental health champion

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Meet Miss Elliott our pupil mental health champion

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Meet Miss Elliott our pupil mental health champion

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Miss Davis is our Beehive RP Teaching assistant.

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Miss Davis is our Beehive RP Teaching assistant.

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Miss Clarke is our Higher Level Teaching Assistant in our Beehive RP. 

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Miss Clarke is our Higher Level Teaching Assistant in our Beehive RP. 

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Meet Miss Burns our Pupil mental health champion. 

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Meet Miss Burns our Pupil mental health champion. 

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Therapeutic Play is a method of therapy for children who are experiencing mild to moderate social, emotional or behavioural difficulties. This therapeutic process allows children to help themselves overcome difficulties as they play out their feelings and struggles in a safe, confidential and non-judgemental space.

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Therapeutic Play is a method of therapy for children who are experiencing mild to moderate social, emotional or behavioural difficulties. This therapeutic process allows children to help themselves overcome difficulties as they play out their feelings and struggles in a safe, confidential and non-judgemental space.

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Our Staff trained in this are Mrs Hockenhull and Miss Wiggins

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ADVICE, Referrals and Advocacy

African Voice in Moston Offers Supports of all sorts through Advice, signposting, referrals and advocacy making sure information are delivered through the relevant channel as deem fit to empower individuals and families within their community.

The "Collect & Go" is a Harpurhey food Bank project is set out to help struggling families and individuals in need. we are based at 54 Kilnside Drive, M9 5QP, every Thursday from 1pm to 3 pm. Referrals are welcome from all agencies dealing with families/individuals in crises and food emergencies. Ring 07440775115.

Outreach and Counselling

Working in partnership with various charities, local authorities and like-minded community groups through networking to enable cohesion, cultural understanding and quality support to families and individuals to avoid isolation but promote volunteering and training.

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ADVICE, Referrals and Advocacy African Voice in Moston Offers Supports of all sorts through Advice, signposting, referrals and advocacy making sure information are delivered through the relevant channel as deem fit to empower individuals and families within their community. The "Collect & Go" is a Harpurhey food Bank project is set out to help struggling families and individuals in need.

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The new AFRUCA Psychotherapy service provides online, short-term, one to one, confidential and culturally appropriate therapy service for children (10-18 years) who have been involved in the local authority child protection system because of child/domestic abuse and who are being reunified with their birth parents after a period in foster care. The aim is to support children to help them readjust following time away in foster care, build emotional well-being, rebuild trust, emotional bond and attachment with their birth parents. The aim is to strengthen the process of reunification with less likelihood of child protection issues recurring and less likelihood of children returning into care.

We are holding a launch event on 26 October 2023 to promote our new service and its outcomes and share further information, including our clinical approaches and referral pathways

This is an online event. Please click below to register to attend

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The new AFRUCA Psychotherapy service provides online, short-term, one to one, confidential and culturally appropriate therapy service for children (10-18 years) who have been involved in the local authority child protection system because of child/domestic abuse and who are being reunified with their birth parents after a period in foster care.

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Meet Mrs Dewsbury our school Special Educational Needs Co-ordinator (SENDCO) & EAL lead

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Meet Mrs Dewsbury our school Special Educational Needs Co-ordinator (SENDCO) & EAL lead

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If you wish to discuss any worries you may have regarding your child please contact school directly, or email Mrs Dewsbury who will be happy to support you.
g.dewsbury@higher-openshaw.manchester.sch.uk

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Welcome to Manchester Foundation University Hospital Trusts Specialist Children and Young Person's Mental Health Services, (CAMHS)

CAMHS are specialist NHS mental health services for children and young people. We offer assessment, diagnosis, treatment and support for young people who are experiencing problems with their emotions, behaviour or mental health.

MFT CAMHS are a large CAMHS providing specialist Services across Manchester, Salford and Trafford. We offer a wide range of service and specialisms (see service links)

To ensure a children young people and families are receiving the right care at the right time in the right way, MFT CAMHS are using a framework called I-Thrive.

Manchester University NHS Foundation Trust Aims to treat everyone
EQUALLY By respecting DIVERSITY - ensuring People's abilities, beliefs, cultures, experiences, lifestyles, ideas and views are respected and are allowed to be heard, and insuring by Treating people according to their needs.
INCLUSION -Taking an approach where we consider people, their diversity, their experiences, their preferences and their abilities. It is about healthcare that understands and meets people's diverse needs. And where staff can be themselves and feel that they can contribute their views, which are valued, and are able to perform to their full potential.

Print this page

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Child and Adolescent Mental Health Service (CAMHS) - Royal Manchester Children's Hospital

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A range of targeted child and adolescent mental health services within Manchester and Salford, often provided in partnership with other agencies (16-17 team, Child and Parent Service (CAPS), children with disabilities, emotional health in schools and Looked After Children Team)

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THRIVE Framework for system change (Wolpert et al., 2019) Animation

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The THRIVE Framework for system change (Wolpert et al., 2019) is an integrated, person centred and needs led approach to delivering mental health services for children, young people and their families that was developed by a collaboration of authors from the Tavistock and Portman NHS Foundation Trust and the Anna Freud National Centre for Children and Families.

The THRIVE Framework provides a set of principles for creating coherent and resource-efficient communities of mental health and wellbeing support for children, young people and families. It aims to talk about mental health and mental health wellbeing help and support in a common language that everyone understands. The Framework is needs-led which means that mental health needs are defined by the children, young people and their families, alongside professionals, through shared decision making. Needs are not based on severity, diagnosis or care pathways.

The THRIVE Framework thinks about the mental health and wellbeing needs of children, young people and families through five different needs based groupings: Getting Advice and Signposting, Getting Help, Getting More Help, and Getting Risk Support. Emphasis is placed on the prevention and promotion of mental health and wellbeing across the whole population. Children, young people and their families are empowered through active involvement in decisions about their care, which is fundamental to the approach.

The THRIVE Framework is for:

all children and young people aged 0-25 within a specified locality;

all families and carers of children and young people aged 0-25 within a specified locality, and;

any professionals who seek to promote mental health awareness and help or support children and young people with mental health and wellbeing needs, including those at risk of mental health difficulties (whether staff in educational settings, social care, voluntary or health sectors or others).

The National i-THRIVE Programme

i-THRIVE is the implementation of the THRIVE Framework, translating the principles of the THRIVE Framework into local models of care using an evidence based approach to implementation.

Sites are supported through implementation via the i-THRIVE Toolkit and also through the i-THRIVE Academy, a set of learning and development modules created for cross-sector professionals that support children and young people's mental health. The i-THRIVE Academy modules are also in the process of being translated into five e-Learning modules. If you would like to find out more about the support offered via the i-THRIVE Toolkit and i-THRIVE Academy, please visit our website or contact the team at ithriveinfo@tavi-port.nhs.uk.

National i-THRIVE Community of Practice

A core element of the National i-THRIVE Programme is the National i-THRIVE Community of Practice; a community of organisations and local areas that are using the i-THRIVE Approach to Implementation to implement the key principles of the THRIVE Framework. If you are interested in joining the National i-THRIVE Community of Practice or would like to find out more about the support that you can access through it, please contact the team at ithriveinfo@tavi-port.nhs.uk.
Social Media/Communications
If you would like to find out more about the THRIVE Framework, you can visit the website at implementingthrive.org. You can also find us on:

Twitter: @ithriveinfo
LinkedIn: National i-THRIVE Programme
YouTube: National i-THRIVE Programme
Email: ithriveinfo@tavi-port.nhs.uk

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The THRIVE Framework for system change (Wolpert et al., 2019) is an integrated, person centred and needs led approach to delivering mental health services for children, young people and their families that was developed by a collaboration of authors from the Tavistock and Portman NHS Foundation Trust and the Anna Freud National Centre for Children and Families.

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This years campaign theme is all about "Growing Together".

Growing Together is about growing emotionally and finding ways to help each other grow. Challenges and setbacks can help us to grow and adapt and trying new things can help us to move beyond our comfort zone into a new realm of possibility and potential. However, emotional growth is often a gradual process that happens over time, and sometimes we might feel a bit 'stuck'.

We've pulled together some fantastic resources that are available for you to use in your classrooms as well as creating a few of our own resources!

This resource is only available for Manchester Schools

Watch the 6 minute animation 'We All Have Mental Health' by Anna Freud and present alongside this prepared assembly.

This assembly aims to give young people:

Consistent and accessible language to talk about mental health

A better understanding of mental health self-care

To know who to ask for support when it is needed

Watch the 6 minute animation 'We All Have Mental Health' by Anna Freud and present alongside this prepared lesson.

This lesson aims to give young people:

Consistent and accessible language to talk about mental health

A better understanding of mental health self-care

To know who to ask for support when it is needed

This has been developed with Anna Freud's mental health experts, and aims to offer practical guidance about what school staff and senior leaders can do to support their own and their colleagues' wellbeing. Topics featured include what can impact on or support wellbeing? W hat can supervision look like in schools? and H ow can senior leaders prioritise wellbeing?

It is recommended that all education settings have a Bereavement Policy that will enable appropriate and effective responses to be made in the event of a death within the school community. The purpose of this example policy is to support settings to develop their own policy that will support children, families and staff in school when a death in the school community has occurred and in doing so to be aware of, and sensitive to, individual, family, cultural and religious factors that influence people's responses to both death and suicide. In addition to this policy there are also a range of resources and templates available on the Winston's Wish website: https://www.winstonswish.org/supporting-you/support-for-schools/

Use this lesson plan, PowerPoint and accompanying videos to help students explore what body image is and how social media can influence it, and identify ways to reduce stress or anxiety caused by online pressure. Downloads include:

Body image lesson plan PDF

PowerPoint for use in class

This resource is only available for Manchester Schools

Children's Mental Health Week begins on the 1st of February and we're encouraging all schools to join in. The theme this year is "Express Yourself."

You'll find resources in the folder for both Primary and Secondary schools. We hope you find these useful to engage with your classes either in person or virtually

This resource is only available for Manchester Schools

This Children's Mental Health Week, we're taking steps to be healthy inside and out! Place2Be is encouraging children, young people and adults to look after their bodies and their minds - and you can join in! It doesn't have to be difficult. Our bodies and minds are connected, so simple things that we do to improve our physical wellbeing can help our mental wellbeing too.
Interested in getting involved? Take a look at our free resources!
This resource is only available for Manchester Schools

This guide was developed from talking to parents and carers of young people and is aimed at helping parent, carers and other family members and friends cope when a young person is self-harming.

It includes information on the nature and causes of self harm, how to support a young person when facing this problem and what help is available.

Use this lesson plan, PowerPoint and accompanying videos to teach students to identify the signs and symptoms of exam stress and recognise that it can affect young people, before, during and after an exam. Using the concept of designing an 'exam buddy' app to help them, students develop helpful strategies for managing their own exam stress and supporting friends who may also be experiencing stress. Downloads include:

Exam stress lesson plan PDF

Managing exam stress: tips and advice PDF

PowerPoint for use in class

This resource is only available for Manchester Schools

Greater Manchester Suicide Prevention Information Service
Our team can help you to:

* Identify resources and support in your local area

* Clarify the things you may need to do and who to contact

* Access ongoing support services and groups

* Find out about resources available nationally

This campaign is a global celebration to mark the United Nations International Day of Happiness. It is coordinated by Action for Happiness, a non-profit movement of people from 160 countries, supported by a partnership of like-minded organisations.

This year's theme is Happier Together, focusing on what we have in common, rather than what divides us.

Everyone wants to be happy - and life is happier when we're together. So let's celebrate our common humanity. Join the community and be part of this special day.

Please click here for some fantastic free resources to support the International Day of Happiness. These are great to use with children of all ages - but we know that lots of adults will enjoy them too!

Action for Happiness also provides resources including posters, guides, and apps.

Please share what you're doing to help create a happier world. Inspire others and spread the word using the hashtag #InternationalDayOfHappiness and @mcrhealthysch

We will look forward to hearing all about your celebrations.

Enjoy

Who are KOOTH? What do they offer?

Kooth, from XenZone, is an online counselling and emotional well-being service for children and young people, available free at the point of access. This poster can be printed and displayed were necessary in order to inform young people of the free support that they can acess for their emotional and mental health needs. Kooth integrates with face-to-face local services to ensure a seamless transition for young people. XenZone's team of accredited counsellors, therapistsand support workers provide guided, outcome-focused help for each individual.

This information poster can be given to staff/ students to inform them of the services that KOOTH provide and how these services can be accessed.

This resource is only available for Manchester Schools

Mental Health Awareness week is the 13th - 19th May. The focus for this Mental Health Awareness week is:
Primary - Dealing with feelings Secondary - Self-care and seeking support
We have provided both assembly and workshop materials to help raise awareness of Mental Health and seeking support! If you require any further support please contact: Emma.Pilling@mft.nhs.uk

This resource is only available for Manchester Schools

Use this lesson plan, PowerPoint and accompanying videos to help students explore how stress may be experienced as a consequence of using social media and how this can affect their daily lives. Using peer-to-peer activities based on Rise Above films, students will discuss how they might manage any online stress and understand the importance of asking for help when they need it. Downloads include:

Online stress and FOMO lesson plan PDF

PowerPoint for use in class

This resource is only available for Manchester Schools

Research-School after suicide: child and young person's experience in education after losing a parent to suicide
This research aims to highlight child and young people's experience in education following the suicide of a parent. Research suggests that children and young survivors of suicide continue to be profoundly affected long after the suicide itself. They are more at risk from the effects of complicated grief such as, but not limited to, poor academic performance, depression, self-harm and indeed suicide. Children and young people who have experienced suicide are part of a vulnerable group who can feel marginalized. Nevertheless, research surrounding their experience is minimal. The research hopes to raise awareness and shape how education professionals support and respond to children and young people after being bereaved from suicide. Click here to read the research in full.

This resource is only available for Manchester Schools

This presentation will support students transitioning back into school. It helps to address any changes that your school has implemented in relation to government guidelines and also how pupils can access mental health and wellbeing support.

This resource is only available for Manchester Schools

This Self-care Guide provides mental health and wellbeing support for secondary school pupils. The self-care guide includes the following:

Self-care strategies

Importance of diet on mood

How to seek support

Who can help?

This resource is only available for Manchester Schools

This documentprovides a range of signposting information to curriculum and intervention support resources, policies, guidance and specialist support services. The document aims to support the transition back to school and the recovery period to follow

This resource is only available for Manchester Schools

Produced by Young Minds, this resource pack for teachers and pastoral staff contains a range of activities based on the Resilience Framework developed by Professor Angie Hart. Designed to promote and encourage resilience amongst students, these activities can be used in isolation or incorporated into a wider scheme.

We understand the immense pressures that staff and parents are under in ensuring that the mental health and well-being of pupils is protected. To help support staff and parents, we've created these three resources that provide children and young people with a weekly wellbeing challenge or activity. The challenges and activities are easy to access, with additional resources all hyperlinked and ready to download. All it requires is for you to click the link below to access the challenges for the correct key stage. We will aim to provide a new challenge/activity per week so do make sure that you regularly check the document.

Please ignore the download link and click the hyperlinks below instead.

This resource is only available for Manchester Schools

The theme for this year's World Mental Health Day on 10th October is 'Mental Health in an Unequal World, asking us to think about the issues that cause mental health inequality both locally and globally.

Stigma and discrimination towards those with mental health issues is one key reason for these inequalities. Almost 9 out of 10 people with mental health problems say that the stigma surrounding mental health has a negative impact on their education, work and personal lives. The stigma around mental health can make it more difficult for those having difficulties to seek help. This World Mental Health Day, in our schools and communities, we can work towards ending the stigma around mental health, opening up conversations and normalizing the discussion of mental health and wellbeing in our classrooms.

We have collated the best resources available in an easy to navigate document. Click below to download.

This resource is only available for Manchester Schools

This resource has been developed by researchers and clinicians at the University of Oxford for school staff who

may come into contact with students who have self-harmed or are at risk of self-harm. Here you will find information about self-harm and its impact, and some practical ways to help you support young people.

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This years campaign theme is all about "Growing Together". Growing Together is about growing emotionally and finding ways to help each other grow. Challenges and setbacks can help us to grow and adapt and trying new things can help us to move beyond our comfort zone into a new realm of possibility and potential.

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Manchester City Council School Admissions 

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Manchester City Council School Admissions 

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Fields marked * cannot be left blank

Yes

No

How can we make this page better? *

Feedback submitted to us on this form is monitored but you won’t receive a reply. In an emergency, visit our emergency contact details page. Please don't include any personal or financial information, for example your National Insurance or credit card numbers.

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School admissions | Manchester City Council

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Start here to find a school, apply for a primary or secondary school place, or appeal a school place decision.

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The Zones of Regulation for Children - Activity to do at home or in classroom

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It is really important for our pupils to understand how they are feeling and identify that emotion. We support our pupils to make sense of this by using the zones of regulation. Pupils will identify 4 distinct areas and develop an understanding of emotional language and develop key strategies in managing those emotions.

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Meet Mrs Hockenhull who is our lead inclusion practitioner & Learning Support Mentor 

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Meet Mrs Hockenhull who is our lead inclusion practitioner & Learning Support Mentor 

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Mrs Hockenhull delivers a wide range of mental health and Inclusion schemes ensuring all pupils have a voice and included in all aspects of school life.

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What is the nurture award and what does this mean for our pupils?

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What is the nurture award and what does this mean for our pupils?

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To nurture means to care for and protect something or someone while it is growing.

We can all do this. Parents, carers, and other family members nurture children. Teachers and other school staff nurture their pupils. Maybe you nurture a younger sibling or a pet?

What does nurture do?

Helps us to develop our social and emotional skills

Supports us as we grow

Builds our resilience and makes us feel better about ourselves.

There are six principles that explain how nurture can help our pupils and others.

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Our Nurture Award is completed in Partnership with Bridgelea. See the enclosed information on what this means for our pupils.

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Our Nurture Award is completed in Partnership with Bridgelea. See the enclosed information on what this means for our pupils.

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We meet with children to support and challenge unhelpful and negative beliefs about themselves and build resilience.

The development of social and emotional skills is at the heart of our curriculum.

We use positive reinforcement and nurturing opportunities to recognize and manage their emotions.

We act on the pupil's voice through questionnaires, class assemblies, circle time, and school council meetings.

Transitions are carefully planned and supported.

Children feel safe at Bridgelea and are supported to develop their emotional literacy

We understand the children learn and develop at different ages and stages and this is reflected in our curriculum and approaches.

Some of the things happening at Bridgelea:

Gold Rights Respecting School; we empower children to know and realise their rights and the rights of others

Using Emotion Coaching to help children make sense of their big emotions

Reinforcement of all positive behaviours

SRE curriculum that focuses on qualities that underpin emotional wellbeing

Use of the Emotional Scale to support children to understand emotional vocabulary

Use of Elklan strategies to ensure we are continually communication friendly for all our children and families

Ways you can work with us to support your child:

Attend your child's review and share your ideas

Ensure that we have up-to-date contact information so we can communicate with you about your child. Join Class Dojo and School Spider.

Join us for school events such as the talent show and assemblies as our children tell us that they feel proud and happy when their parents are in school.

Encourage your child to tell you about their learning and what they enjoy at school

Talk with your child about their feelings

We Nurture Parents:

We make visitors feel safe in our school.

We work with parents/ carers and other agencies to support the family around the child.

We will keep you updated regularly about your child's progress and development in school.

We Nurture Staff:

We have a developing wellbeing offer including a wellbeing team, a supervision offer, and access to the school's advisory service.

Staff are able to access relevant and current training and professional development linked to nurture.

Staff feel respected, valued, and supported.

We

We Nurture Other Manchester Schools:
Files to Download

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We meet with children to support and challenge unhelpful and negative beliefs about themselves and build resilience. The development of social and emotional skills is at the heart of our curriculum. We use positive reinforcement and nurturing opportunities to recognize and manage their emotions.

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What is Lego therapy and how can it help?

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What is Lego therapy and how can it help?

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Lego therapy supports social communication skills and Language. It also supports relationship building.

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Calm, spirituality and resting our minds !

Yoga Improves Concentration

It empties the mind for the children. This gives them renewed focus, attention and enthusiasm for learning new things later in the day. Children practise yoga not only gain an improved level of concentration and calmness but they also increase their attention span too

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What are the benefits of school gardening for students and children?

The importance of gardening cannot be understated as it contributes to the conservation of insects and biodiversity. In addition to environmental benefits, gardening has a big effect on children and early years pupils as they go through physical, emotional and social development.

Below are just some of the ways in which gardening benefits school children, from new skills to improved academic performance:

Physical activity.

Responsibility and independence.

Self-confidence.

Teamwork and communication.

Literacy, numeracy and biology.

Healthy lifestyles.

Environmental awareness.

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Emotion regulation is important because our emotions are closely connected to how we think and feel. Our thoughts and feelings help us to decide how to respond to a situation and what actions to take. In other words, our thoughts and feelings influence our behaviour.

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CAMHS  Emotional Regulation Parent Information

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CAMHS  Emotional Regulation Parent Information

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Our pupils practicing the art of Yoga.

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These sessions support our pupils to develop strategies to emotionally regulated, developing strong relationships and emotional vocabulary.

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Quiet breakfast enables our pupils time to become classroom ready providing a calm start to a busy day. Our pupils enjoy socialising and setting their learning goals for the day !

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We encourage postive self esteem by enabling our pupils to recognise what makes them special amd unique and adding this to our positivity tree.

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Nurture Principle 1. Our learning is understood developmentally. We are all individuals. 

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Nurture Principle 1. Our learning is understood developmentally. We are all individuals. 

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That means not everyone learns at the same rate or time.It's important not to get too worried or frustrated if you get stuck at something. Try not to compare yourself to others. It’s better to be patient and kind to ourselves. Try your best and be proud of what you can do.

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Nurture Principle 2. The classroom offers a safe base. School should be a calm, safe environment for everyone. 

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Nurture Principle 2. The classroom offers a safe base. School should be a calm, safe environment for everyone. 

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Things are designed to keep everyone healthy and safe and to reassure you while you’re at school.

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Nurture Principle 3. The importance of nurture for the development of wellbeing. Looking after ourselves and other people makes us feel good in mind and body.

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Nurture Principle 3. The importance of nurture for the development of wellbeing. Looking after ourselves and other people makes us feel good in mind and body.

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One way of doing this is showing kindness. When we are kind to other people, it makes them feel happy. It is good for your health too. Another example of nurture making us feel good is celebrating our achievements, no matter how small they might seem. When someone tells us we've done a good job, that makes us feel positive about ourselves. That's what nurture is all about.

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Nurture Principle 4. Language is a vital means of communication

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Nurture Principle 4. Language is a vital means of communication

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What we say to people tells them a lot about us and how we're feeling. Talking to someone you trust, like a teacher or classroom assistant, about how you feel can help them understand you and make you feel better too.

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Nurture principle 5. All behaviour is communication.It's not always easy to express how we feel in words. 

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Nurture principle 5. All behaviour is communication.It's not always easy to express how we feel in words. 

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The way we behave towards other people says a lot about how we're feeling.If someone in your class is misbehaving or not listening to the teacher's instructions, it's helpful to ask yourself:
How might they be feeling?
Why might they be behaving that way?
Are they feeling angry or frustrated? Or upset?
When we try to put ourselves in other people's shoes and imagine how they are feeling, this is called empathy

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Nurture Principle 6. The importance of transition in our lives any changes.

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Nurture Principle 6. The importance of transition in our lives any changes.

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Change happens all the time. It can be exciting but it can also be scary. Remember, it's good to talk to people you trust about how you're feeling about any changes.

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Please meet Mrs Mellor our Assistant Headteacher, Early Years and Keystage 1 Lead

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Please meet Mrs Mellor our Assistant Headteacher, Early Years and Keystage 1 Lead

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How must information, advice and support services be run to meet the minimum standards?

The kind of things we help with include:

Understanding legal processes, such as Education, Health and Care (EHC) needs assessments and plans; knowing what you need to do and critical timescales.

Practical tasks, such as dealing with paperwork, getting your child or young person referred for extra help (SEN support), asking for and EHC needs assessment, checking a draft EHC plan or contributing to reviews

Developing a good working relationship with staff at nursery, school or college, or with other professionals.

Considering your options, clarifying your priorities and making decisions.

Feeling listened to and prepared for meetings or reviews.

Understanding how to deal with exclusions, disagreements with professionals or how to move forward when things go wrong.

Signposting to additional sources of information, advice or support, groups and services.

We also provide:

Monthly drop-ins in our localities across the city

Free information events and courses which help you to find out more about SEND

Factsheets on various subjects related to SEND

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We offer: information, advice and support to children, young people and parents/carers about special educational needs and disabilities (SEND). This includes health and social care where it is linked to education. We are a free, dedicated, confidential and impartial service based in Manchester. We are a statutory service.

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(IPSEA) Independent Provider of Special Education Advice

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(IPSEA) Independent Provider of Special Education Advice

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

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EHCP team at Manchester City Council deals with requests for statutory assessments received from educational provisions, parents/carers and other outside agencies. It also provides the following services:

manages and co-ordinates the SEN statutory assessment procedures;

produces and maintains EHC plans;

co-ordinates the placement of children with EHC plans;

monitors and supports Annual Review Meetings for children with EHC plans or identified and agreed Special Educational Needs;

provides advice to educational provisions, parents/carers on statutory assessment and EHC procedures;

represents the local authority (LA) at Disagreement Resolution meetings and SEN and Disability Tribunal hearings;

works closely with Children's Services and Health on placements of children in out of city educational provisions; and

chairs and services the SEN Panel, which determines requests for statutory assessment and decides the level of additional funding to be allocated to individual pupils with a new EHC plan who are placed in mainstream educational provisions.

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Special Educational Needs (SEN) EHCP Team | Help & Support Manchester

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EHCP team at Manchester City Council deals with requests for statutory assessments received from educational provisions, parents/carers and other outside agencies. It also provides the following services: manages and co-ordinates the SEN statutory assessment procedures; produces and maintains EHC p…

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What is an Information, Advice and Support (IAS) service?

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Your Internet Explorer 11 browser is not supported by this site. Please upgrade to a recent browser for the best experience.

Autism Service Directory

Manchester City Council

Main information

Type of service: Parent partnerships, Parent partnerships

IAS Manchester is the new name for the Parent Partnership Service. IAS Manchester offers independent information, advice and support to parents and carers to increase their involvement in the education of their children with Special Educational Needs and Disabilities (SEND). The service also ensures that parents, carers and young people have access to information and advice about issues relating to the child or young person's health and social care.

Eligibility

Age: For people of any age

Aimed at: Adolescent , Child , Parent/carer of a child, Parent/carer of a young person, Young person

Registrations & Approaches

Inclusion in the Directory does not imply endorsement of a service by the National Autistic Society. Please read our full disclaimer for details.

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Information, Advice and Support Manchester

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Your Internet Explorer 11 browser is not supported by this site. Please upgrade to a recent browser for the best experience. Autism Service Directory Type of service: Parent partnerships, Parent partnerships IAS Manchester is the new name for the Parent Partnership Service.

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Please meet Mrs Parkinson her role is to support families when they join our school and ensure the right people get the right information about your child.

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Please meet Mrs Parkinson her role is to support families when they join our school and ensure the right people get the right information about your child.

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Do you know about Developmental Language Disorder (DLD)? Eddie & Dyls (9yrs) find out about DLD 1-2-3! Please add your comments and do send us links to your own videos. We will be moderating comments in the interests of the interviewees. To keep informed about new films remember to click SUBSCRIBE - subscribing is free.

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Miss Kelly our Beehive RP Inclusion Teaching Assistant

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Miss Kelly our Beehive RP Inclusion Teaching Assistant

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If you are in crisis right now and want to talk to someone urgently then you could call Samaritans on 116 123 (freephone). Our pages on crisis services have more options.

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Tell us more What do you want to tell us about? Note: Please don't include personal details like your name or email address. If you do, data protection law means we'll have to delete your comments. Unfortunately we can't reply to this. If you want a response from us, see our Contact us page.

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The Local Offer (Disability & Special Educational Needs) | Help & Support Manchester

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Manchester Local Offer helps children, young people and their parents to understand what services and support they can expect from a range of local agencies – including their statutory (by law) entitlements. See Welcome to Manchester Local Offer to find out about it. We’re more…

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Our Speech and Language Teaching assistant trained in DLD- Mrs Wiggins

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Our Speech and Language Teaching assistant trained in DLD- Mrs Wiggins

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M-TManchester Thrive Hub OfferThe strategic vision is to establish a Manchester THRIVE Hub as a point of entry, a front door, to Manchester’s Emotihrive | Home

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Close

Getting advice

This means receiving info and guidance on what activities or services are available in your community - to help you manage your emotional wellbeing. This might be a particular sport that you have an interest in, a hobby or services that can help you with any general emotional issues you may be dealing with. We may also do some 1-1 work with you to show you how you can better manage your emotional health.

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Getting help

This means that you might need to be supported into more targeted interventions to help support any issues that you may be dealing with. These interventions will be short but effective in improving your emotional wellbeing.

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Getting risk support

This means that sometimes we will have to contact crisis services to keep you safe before you can get the right help.

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Getting more help

This means that we need to talk to other more specialised services - we can then discuss with them and yourself which type of help is the best for you, that cannot be given at our hubs.

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Close This means receiving info and guidance on what activities or services are available in your community - to help you manage your emotional wellbeing. This might be a particular sport that you have an interest in, a hobby or services that can help you with any general emotional issues you may be dealing with.

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Our Mental Health Lead & Deputy Headteacher Mr Thackway

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Our Mental Health Lead & Deputy Headteacher Mr Thackway

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

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Develop your typing skills

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Learn how to touch type with the BBC Dance Mat Typing game. It’s a fun introduction to touch typing game for kids and covers levels 1, 2, 3, 4.

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NHS Manchester Paediatric Occupational Therapy services

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NHS Manchester Paediatric Occupational Therapy services

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NHS Manchester Paediatric Physiotherapy services

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NHS Manchester Paediatric Physiotherapy services

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Based in Sale, Manchester Children's Physiotherapy (MCP) routinely covers the wider Manchester and Cheshire areas. MCP is designed to be either a stand-alone service or to enhance your child's NHS physiotherapy.

MCP seeks to make accessing physiotherapy easier by offering appointments to suit you. Come and see us in our clinic room at Sale Leisure Centre just a mile from the M60 motorway, or if you prefer we can see your child at home, nursery or school.

Our aim is to offer every family a specialised, evidence based service which is tailored to your needs as a parent. Without the time constraints of the NHS we have the luxury of spending as long with your child as we need in order to get the most out of them.

In short, the focus of MCP is quality.

If you have any questions, or are unsure whether Physiotherapy is appropriate for your child then please do not hesitate to contact us here. Or for advice and reassurance call Sophie on: 07887 777 894 or Jenny on: 07866 617 403

Amazing support from all involved with my son at MCP.

Aadeel's Dad

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Fun, interactive physiotherapy for babies and children under 16

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Based in Sale, Manchester Children's Physiotherapy (MCP) routinely covers the wider Manchester and Cheshire areas. MCP is designed to be either a stand-alone service or to enhance your child's NHS physiotherapy. MCP seeks to make accessing physiotherapy easier by offering appointments to suit you.

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Motor Skills videos and information about sensory processing disorder

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"sensory processing disorder" children "special education" "occupational therapy" "sensory integration" "fine motor activities" "gross motor activities" dysp...

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GriffinOT helps children children to achieve their full potential by providing supports their parents and educators. Our expert advice and online training is specifically designed for educators and parents who want to know how they can help their children succeed.

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Some of the biggest names in movies, music, and sports are people who struggled in school with ADHD, dyslexia, and dyscalculia. A number of celebrities found their passions and strengths because of their learning and thinking differences.

Octavia Spencer (dyslexia)

Steven Spielberg (dyslexia)

Legendary film director Steven Spielberg wasn't diagnosed with dyslexia until he was in his 60s. School administrators thought he was lazy. He was bullied by classmates, and his troubles in school played a part in his career. Not only did making movies give him a place to channel his energies, but feeling like an outsider helped him co-write The Goonies, a hit movie about a quirky group of friends who didn't quite fit in at school. He said finding out as an adult that he has dyslexia was like "the last puzzle piece to a great mystery that I've kept to myself."

Singer Solange Knowles didn't believe that ADHD was real. So, after getting diagnosed with ADHD, she went to another doctor for a second opinion. "I didn't believe the first doctor who told me and I had a whole theory that ADHD was just something they invented to make you pay for medicine, but then the second doctor told me I had it." She recognizes that a lot of people in the music industry tend to have symptoms of ADHD that she experiences, too - like starting a project and not finishing it.

Justin Timberlake is many things. He's a singer-songwriter, actor, and entrepreneur. He's also one of the many adults - and musicians - in the United States who have ADHD. Early in his career, Timberlake co-starred on Disney's All New Mickey Mouse Club with Ryan Gosling, who as a child was diagnosed with ADHD and was bullied before he became a Mouseketeer and movie star.

Actor Ryan Gosling has ADHD and trouble reading. Growing up, he struggled and was bullied because of his challenges. His mom eventually decided to homeschool him and encouraged him to explore his passions - performing and acting. He's now a celebrated actor who's starred in movies like The Notebook and La La Land.

Cher (dyslexia and dyscalculia)

Academy Award‒winning actress and Grammy-winning singer Cher struggled in school with undiagnosed learning differences. "I couldn't read quickly enough to get all my homework done and for me, math was like trying to understand Sanskrit," she wrote in her autobiography The First Time. "The only way I learned was by listening to the teachers in my classroom." She didn't find out about her dyslexia until years later when her child got evaluated.

The Daily Show host Trevor Noah opened up in a 60 Minutes interview about how ADHD has affected his life. "I think over the years, what I've come to learn, thanks to some great therapists, is my depression is created by a severe level of ADHD," he said. Noah's ADHD made it hard for him to manage daily routines, and it made him feel like he wasn't cut out for the world. With added skills and understanding, he was able to thrive alongside these challenges.

Whoopi Goldberg (dyslexia)

Long ago, before Whoopi Goldberg was diagnosed with dyslexia and before she knew how common this learning difference is, kids in school called her "dumb." But her mother told her not to listen to them. Her mom told her she could be anything she wanted to be. Goldberg believed her and grew up to become a comedian and talk-show host - and one of only about a dozen people to have won a Grammy, an Academy Award, an Emmy, and a Tony Award. She says that thinking differently has been a factor in helping her succeed.

Swimmer Michael Phelps holds the record for winning the most Olympic medals. He has ADHD and was hyperactive as a child. "I was always the kid who was running around," he said. "I literally couldn't sit still." His mother used his love of swimming to help him focus.

Henry Winkler is an actor, director, and author who has dyslexia and difficulty with math. On Happy Days, he played "The Fonz," a role so iconic that his character's jacket now hangs in the Smithsonian. But a new generation of fans may know him better for his roles in Arrested Development and Barry, and for co-authoring the best-selling Hank Zipzer children's series. Like Winkler, Hank struggles with learning differences but doesn't let them get in the way of his dreams. Winkler also visits schools to talk about learning differences. To honor his educational work, the Queen of England made him an Honorary Officer of the Most Excellent Order of the British Empire in 2011.

Anderson Cooper (dyslexia)

CNN news anchor Anderson Cooper has dyslexia. He's also an author with a deep love for books and literature. His own book, Dispatches From the Edge: A Memoir of War, Disasters, and Survival, was on the New York Times best-seller list.

Award-winning TV journalist Lisa Ling struggled in school from the time she was a child all the way through college. She eventually dropped out of college, went on to become a producer, special correspondent and, eventually, an investigative journalist with her own show. While reporting on ADHD, she discovered that her own struggles are because she, too, has ADHD. It was a relief and allowed her to look at herself in a new way. "In a strange way I do feel like it has helped me. I can hyperfocus on things that I am excited and passionate about," she has said.

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Celebrities With Dyslexia, ADHD, and Dyscalculia

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From Justin Timberlake to Whoopi Goldberg, many celebrities learn and think differently. Read about famous people with dyslexia, ADHD, and other challenges.

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Did you know these 9 famous people are dyslexic?

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Dyslexia is a learning difference which primarily affects reading and writing skills.

However it does not only affect these skills. Dyslexia is all about how you process information.

Dyslexic people may have difficulty processing and remembering information they see and hear, which can affect learning.

And when we're almost all stuck at home studying, that can cause huge challenges if not managed in the right way.

"It must be quite overwhelming"

Mollie King is an ambassador for the British Dyslexia Association. She was diagnosed with dyslexia when she was in primary school.

"I was about 9 years old when I got the diagnosis," she says. "Suddenly everything made sense... I now understood why I found my reading so hard compared to my classmates.

"I found homework so hard because I learned through having a conversation and having a teacher talk to me about something."

When you're working at home on your own and not having conversations with friends and teachers that can make learning really tough. And if you have dyslexia, with virtual deadlines, it can be even tougher.

"It must be so overwhelming at points... If someone said to me you've got to read this quicker now all that's going to do is make me read more words in the wrong order... I'm best when I'm most relaxed and have time to process things."

And that's the key to getting a grasp of your dyslexia. Time to process.

Top tips for managing your dyslexia:

Setting the scene - make sure you're in a quiet place and minimise your distractions.

Take a brain break - take time out to help process information into bite size chunks... BUT don't watch TV!

Keep a learning journal - like a scrapbook it will help you keep track of what you've learnt.

Mollie and Donna from the British Dyslexia Association have shared their insights into how best you can handle your dyslexia in lockdown and help you form strategies that will have a positive effect on your learning, whether you are remote-learning or in the classroom.

Dyslexia can be your superpower

Mollie, who's a member of the girl group 'The Saturdays', and now a Radio 1 presenter, says her dyslexia has never held her back - and she's not met anyone who's dyslexic that hasn't had the "fire in their belly" to work hard.

Dyslexia is definitely not something to hold you back, and in some ways can actually be a superpower

She says being dyslexic has only meant she, like many others, have just had to work that bit harder.

Whilst recognising that learning in lockdown must be incredibly challenging if you have a learning difference like dyslexia, identifying and understanding how to manage it can actually make you better equipped to deal with difficult circumstances, like home learning.

And with that determination to succeed it can be your superpower.
How have you been handling your dyslexia in lockdown? Do you have any tips for what's worked for you? Let us know.

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Mollie King on dyslexia: In some ways it's your superpower - CBBC Newsround

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Dyslexia is a learning difference which primarily affects reading and writing skills. However it does not only affect these skills. Dyslexia is all about how you process information. Dyslexic people may have difficulty processing and remembering information they see and hear, which can affect learning.

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ADHD and What I Would Tell #MyYoungerSelf | Michael Phelps

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Climate activist Greta Thunberg on why being on the spectrum is her “superpower”

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Disability in Sport ft. Ade Adepitan | Voice Box | Childline

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Children with speech, language and communication needs (SLCN) have difficulty in communicating with others. This can include saying what they want to, understanding what is being said to them or they do not understand or use social rules of communication.

This area also includes children and young people with ASD, including Asperger’s Syndrome and Autism.

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A children’s communication charity

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Moving up! The transition to Secondary School

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Moving up! The transition to Secondary School

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Anna Freud Centre

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Moving Up! The transition to secondary school (SUBTITLED)

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Preparing your child emotionally for Secondary School

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Preparing your child emotionally for Secondary School

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This film was recorded before the Covid-19 pandemic.
Parents share their concerns before their child starts secondary school, including forming new friendships, new routines, and being overprotective. The film offers tips that can help you and your child prepare emotionally for these changes.

Tips:

Get your child to make a list of things they like about themselves, making sure they identify the attributes behind those qualities

Don't let your worries become their worries

Don't let them feel unsafe because you are constantly talking about safety

Prepare them for all of the new and fun opportunities that they'll have by talking to them about clubs and activities and encourage them to explore what's available

Increase the independence that you give them over the summer holidays or even their last months at primary school so that the jump to secondary feels natural

Let them know that should they need you, you are there for them and will help them no matter what

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Tips that can help you and your child prepare emotionally.

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BBC Bitesize

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Starting secondary school - BBC Parents' Toolkit - BBC Bitesize

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Advice for parents who have a child starting secondary school this year, with tips on the emotional and practical sides of the transition.

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BBC Bitesize

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Starting secondary school with Special Educational Needs (SEN)

This film was recorded before the Covid-19 pandemic.

As a parent or carer of a child with special educational needs, or a child with an educational health & care plan the very idea of moving from primary to secondary school can feel daunting. Here are 5 top tips from an experienced inner city secondary school special educational needs co-ordinator, SENDCo, to help.

1. Create a one page profile about your child noting the difficulties and barriers they face at their primary school, and the strategies that work and that don’t work. This will help the school understand the world of your child quickly, from the people who understand them best, you. Things to consider when pulling it together; what’s currently working well at primary school? Can these strategies be replicated at the secondary school? Situations for your child to avoid, and main concerns about secondary school?

2. Visit the school on a regular school day with, and without, your child. When there, ask as many questions as you like; the school is new to you so don’t feel anything is silly to ask. What do you see are the barriers when you walk around; take notes if you need to.

3. Request a multi-agency meeting that will bring all key adults and agencies connected to the support and care of your child together in one meeting. Any key adult involved with the child would attend this meeting; class teacher, TA, parents, educational psychologist, communication interaction team, speech & language therapist etc. Your current primary SENDCo will be able to co-ordinate this with their secondary school equivalent. Bring along the one page profile, multiple copies if possible, so that it can be shared with everyone, and questions following your visit to the school.

Sample questions to ask:

Where can my child go if they are struggling/anxious/having a meltdown?

What happens at break and lunch time when it is unstructured time?

How can my child get help with reading/spelling/maths/homework?

How will support in assessments work?

Will my child get a Teaching assistant?

4. Ensure you have a named contact at the secondary school and their contact details. This can be the form tutor, SENDCo or head of year. Ask the school which is the best way of contacting them.

5. Consider what needs to be shared with your child:

Transition plan - between the professionals. Lists of multiple individuals and agencies could be overwhelming for the child.

Transition booklet – a go-to guide for the child with named staff and photos of key adults and rooms that they can keep in their bag or locker.

Avoid making your child anxious by saying things like "I don't know how it works, I don't know who to ask". Hopefully with a named contact this shouldn't happen.

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Starting secondary school with Special Educational Needs (SEN)

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SENDCo Trudi Skinner gives advice for parents of SEN children about to start secondary school.

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Some children with dyslexic difficulties or visual difficulties may find the glare of a screen too bright, or may find text easier to read with a coloured tint. ColorVeil adds a customizable colour filter over your Desktop, Internet browser, etc. – it changes the colour of the whole screen.

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ColorVeil: Reduce eye strain, help with Dyslexia and Visual Stress

A screen color filter over any application you are using

Helps users with Dyslexia and Scotopic Sensitivity Syndrome

Reduce eye strain along with screen brightness

Easily customize the color and opacity of the filter

Match the prescription from the optometrist

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Dim screen brightness, reduce eye strain, and save energy. It helps with eye strain, Dyslexia, Scotopic Sensitivity Syndrome, or Visual Stress.

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A number of games to help strengthen your memory in different ways

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PLAY NOW

Why MentalUP Memory Games?

MentalUP used trustfully by schools and thousands of families, helps memory matching improvement and learning ability of children and contributes to their success at school.

There are over 150+ online exercises for free! Let's test, train and improve your mind:

MentalUP is a participant of the University College London Institute of Education EDUCATE Program.

Trusted by World Leading Communities

We recommend the MentalUP which is developed by academicians and pedagogues and is filled with educational brain teasers.

MentalUP Educational Games will enable your child to use technology in a beneficial way.

MentalUP is an online innovative games resources for teachers and parents.

MentalUP does brain training well. Its games are easy to understand while challenging the skills which they are designed to stretch.

MentalUP is a UK-based award-winning scientific-educational application containing cognitive learning games for K-8 learners.

MentalUP developed by game designers and academics incorporating innovative teaching methods to offer dozens of mind games.

CONTENTS OF THE MEMORY IMPROVEMENT GAMES

ONLINE VISUAL MEMORY AND AUDITORY MEMORY GAMES.

FREE & FUN EXERCISES IMPROVING SHORT-TERM AND LONG TERM MEMORY.

EFFICIENT MEMORY IMPROVING TECHNIQUES.

BENEFITS OF MENTALUP

ONLINE 20-MINUTES DAILY MEMORY EXERCISES

HELP TO REMEMBER MORE

IMPROVE CONCENTRATION AND SUSTAINED MEMORY

SUCCESS AT SCHOOL AND DURING EXAMS

Try MentalUP Memory Training Games and Improve Your Skills!

PLAY FOR FREE

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Memory Games for Kids Online & Free | MentalUP

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You can boost your skills with MentalUP's memory games for kids online, memory card games, memory match games, memory board games, working memory games.

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Support for learning difficulties may be required for children who learn at a slower pace than their peers, even with appropriate differentiation. Learning difficulties cover a wide range of needs, including moderate learning difficulties (MLD), severe learning difficulties (SLD) and profound multiple learning difficulties (PMLD).

Specific learning difficulties (SpLD), affect one or more specific aspects of learning. This encompasses a range of conditions such as dyslexia and dyscalculia.
This also includes dyspraxia (see physical and sensory section)

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The Dyslexia Association provides advice and assistance to families to raise awareness of the condition within the wider community.

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What is Dyslexia? - The Dyslexia Association

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Dyslexia is a learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling. Characteristic features of dyslexia are difficulties in phonological awareness, verbal memory and verbal processing speed. Dyslexia occurs across the range of intellectual abilities. It is best thought of as a continuum, not a distinct category, and there are no clear cut-off points. Co-occurring difficulties may be seen in aspects of language, motor coordination, mental calculation, concentration and personal organisation, but these are not, by themselves, markers of dyslexia. A good indication of the severity and persistence of dyslexic difficulties can be gained by examining how the individual responds or has responded to well-founded intervention.

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Advice and support

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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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Specific Learning Difficulties including dyslexia, spelling and memory

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Video outlining key features and strategies

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Dyslexia Awareness Part 1: Module 1 - About Dyslexia

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Support and advice

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

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

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BBC Bitesize

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Starting primary school - BBC Parents' Toolkit - BBC Bitesize

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Advice and games to help you and your child prepare for primary school, then thrive during their first year.

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Starting primary school - parent stories

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Starting primary school - parent stories

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CBeebies

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Starting school: parents' stories

All Time for School
Time for School - Starting school: parents' stories

Real-life experiences, memories and advice from teachers, parents and CBeebies presenters about starting school.

Your child's first day at school can be really nerve-wracking for both you and your little one. Here at CBeebies Grown-ups we've collected some of our favourite articles about starting school. We asked some parents to share their own personal experiences with us and some of the CBeebies presenters joined in on the action too!

The teacher's story: starting school

Mum and early years teacher Susan tells CBeebies Grown-ups what it's like when you're a teacher and your own child is starting school...
Can you remember how you were feeling on the first day – what happened?
That’s the trickiest part of balancing being a teacher and being a mum – I wasn’t able to take time off work to be there... READ MORE

Parent's experience: starting nursery

Mum Emma talks to CBeebies Grown-ups about her experience of her daughter Fianna (aged two) starting at nursery…

Why did you choose the nursery that you did for your little girl?

My daughter Fianna originally went to a child minder from the age of twelve months, but just after her 2nd birthday my husband and I... READ MORE

Parent's experience: starting school

Mum Beate talks to CBeebies Grown-ups about her experience of her son Lucas starting Reception.

Can you tell us a little bit about you and your child?

Lucas is now six years old and about to start year 2. He has loved going to school, most of the time... READ MORE

Parent's experience: starting home education

Mum Alice talks to CBeebies Grown-ups about her experience of starting home education with her son...

Why did you choose to home educate?

After my son arrived our bond seemed so strong that I couldn’t think of sending him into day care, be that a nursery or a child minder... READ MORE

Parent's experience: starting school with special needs

Dad Chris talks to CBeebies Grown-ups about his experience of his daughter Harriet starting school…

Can you tell us a little bit about you and your children

Harriet is a twin who is diagnosed with Prader-Willi Syndrome (PWS) and was born premature at 28 weeks... READ MORE

Starting school: Cerrie's memories

CBeebies presenter Cerrie shares her own memories of school and her experiences as a mum...

What do you remember about starting school?

I couldn't read until I was eight (when my dyslexia was finally diagnosed) so my I spent my first four years of primary school in a lovely imaginative daydream... READ MORE

Starting school: Cat, Andy and Katy's memories

We caught up with some of the CBeebies presenters to see what they remember about their first days at school… READ MORE

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Time for School - Starting school: parents’ stories

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Real-life experiences, memories and advice from teachers, parents and CBeebies presenters about starting school.

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How to prepare your child for starting school

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How to prepare your child for starting school

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CBeebies for grown ups

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CBeebies Grown-ups: Time For School: Tips for preparing your child for Reception

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Madeline explains what happened when her daughter Eleanor, who has Down’s Syndrome, started primary school.

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

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Supporting Social and Emotional Learning

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Resources for Emotional Literacy Support Assistants - ELSA Support

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Emotional literacy support assistants - or ELSAs - are teaching assistants trained to provide emotional and social skills support to children.