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Preparing for School: Parent transition resources Below are a range of useful resources and links to websites, where you can find information on helping your child to be ready for school.

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Build your child’s confidence so that they start school

confident, curious and ready to learn

Access more great advice, tips and downloadable resources at

pacey.org.uk/

schoolready

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PACEY - Professional Association for Childcare and Early Years

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Starting school is a big transition for both you and your child.  However, for someone

little with no pre-set ideas or knowledge about what ‘school’ is this could also be a

bewildering concept for your child.

You can help your child to be excited, enthusiastic, curious and confident about

starting school by reading books about starting school with them.  Children have lots

of transitions in their lives.  Handling this transition to school sensitively will help

your child to build resilience and to be ready to take on all that school has to offer.

Reading books together about starting school will allow your child the chance to start

to form a picture about what school might be like and to ask you questions.  Building

your child’s confidence and resilience in this way will help them to explore, access the

activities on offer in school and find solutions.  These are all the basic skills needed to

learn.

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As a member of Bedford Borough and Central Bedfordshire Libraries

you can borrow and request any item belonging to Bedford Borough and Central Bedfordshire Libraries which is available for loan

you can request and borrow from any Bedford Borough and Central Bedfordshire Library

Luton Libraries' books

Luton Libraries' books on CD

you can return any item borrowed from a Bedford Borough and Central Bedfordshire library to any Bedford Borough and Central Bedfordshire library

you can borrow and request any item belonging to Bedford Borough and Central Bedfordshire Libraries which is available for loan

you cannot request and borrow from any Bedford Borough and Central Bedfordshire Library

Luton Libraries' digital players, for spoken word and language courses

Luton Libraries' CDs and DVDs

Luton Libraries' play station games

Join Bedford Borough and Central Bedfordshire Libraries now

As a member of Luton Libraries

you can request and borrow from any Luton Library

Bedford Borough and Central Bedfordshire Libraries' books

Bedford Borough and Central Bedfordshire Libraries' books on CD

you can return any item borrowed from a Luton library to any Luton library

you can borrow and request any item belonging to Luton Libraries which is available for loan

you cannot request and borrow from any Luton Library

Bedford Borough and Central Bedfordshire CDs and DVDs

Join Luton Libraries here

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As a member of Bedford Borough and Central Bedfordshire Libraries you can borrow and request any item belonging to Bedford Borough and Central Bedfordshire Libraries which is available for loan you can request and borrow from any Bedford Borough and Central Bedfordshire Library Luton Libraries' books Luton Libraries' books on

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Bowel and bladder issues such as daytime bladder problems, bedwetting, constipation and soiling can have a devastating impact on a child’s learning, development and well-being.

For many sufferers their continence problem will be 'chronic' - meaning it could persist for many years or keep recurring.

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Health risks

Banning toilet breaks during lessons or restricting access to the toilets can aggravate or even create continence problems.

Consequences can include:

Individual Healthcare Plan for pupils with continence conditions

An Individual Healthcare Plan (IHP) is essential to ensure a child's needs are sensitively and effectively met in education settings and that all people responsible for the child understand their needs.

ERIC has produced a template IHP with input from Dr Eve Fleming, a community paediatrician and Brenda Cheer, a Paediatric Continence Specialist Nurse. The plan was reviewed by a school nurse, a paediatrician, and two families of school-age children with continence problems.

Download the template Individual Healthcare Plan.

Toilet access

Some children struggle with a bladder condition which means they need to wee urgently and frequently, others may have a bowel condition such as constipation.

When these children need to wee or poo, they have to go and shouldn't be told to 'hold on'. If they're afraid to ask to go to the toilet or the toilets aren't a pleasant place to be, this can make their continence problem worse and reduce their ability to manage or overcome it.

For small children it may negatively affect their ability to learn to use the loo.

Access to toilets in primary school

Find out what the arrangements are for children to get permission to use toilets during class time.

Children, especially younger ones cannot be relied upon to need the toilet only at set times like playtime and lunchtime and so there needs to be a certain amount of flexibility for them to go outside these set times.

Unfortunately we know some schools may take a fairly inflexible approach to this, and in reception in particular, this isn't appropriate for this age group.

Children will usually need to ask permission to leave the classroom, but can be nervous about asking out loud or worry about interrupting the teacher. If this is the case, speak to the teacher about a more discreet system for your child to alert the class teacher that they are leaving the room such as placing a magnet on the whiteboard or a codeword or hand-signal they can use.

Improving school toilets

The condition of toilets at school can be a key factor in how willing children and teenagers are to use them.

Unfortunately there are very few legal minimum requirements governing children's toilets in schools in the same way that there are for the staff that work in the school.

But it's really important that children should be able to use toilet facilities that are clean and that feel safe to use.

Here are our suggestions for what to look out for:

With the right design, layout and choices of finishes and fixtures, school toilets can be attractive, safe, durable and low maintenance. Open, bright and attractive toilets will encourage pupils to value themselves and their facilities.

The 'Toilets in Schools' guidelines, published by the Department of Education in 2007, show how toilet design can be improved to address a number of common failings in school toilet provision and includes strategies for effective maintenance and operation of toilets.

The legislation that covers school toilets and washing facilities is the Schools Premises and Regulations (SPRs) 2012.

How do you get a toilet pass at school?

Since the passing of the Children and Families Act in 2014, education settings have a statutory duty to support children with health conditions, including bowel and bladder problems.

If a pupil has an identified continence issue that the school is aware of, they should be given a 'toilet card' or similar that allows them to go to the toilet when they need to.

The school may ask for a signed letter from a health professional requesting that a child has a condition which means they need a 'toilet pass'.
Download our sample toilet pass (PDF)
Can schools lock toilets?

Many schools around the UK have a policy of locking school toilets during lesson times, with some even keeping them shut during breaks between classes. In schools where the toilets are locked, pupils sometimes have to request a key before they can use them.

Unfortunately, there's no law stopping schools from locking toilets during lessons, but that doesn't mean they should do it! Banning toilet breaks shows a lack of understanding of pupils' health needs and a lack of respect for children.

For a child with urgency problems, this is not a feasible solution.

This policy also singles out pupils with bowel and bladder conditions - when they may want to keep their condition private - as they are the only pupils allowed to use the toilet during lessons.

What can your child do if their school locks the toilets?

Sample school toilet policy

A written school toilet policy:

indicates to pupils and parents/carers that the school values and respects the welfare of its students by fulfilling their right to go when they need to,

shows that all school staff follow the same approach to school toilets and their access,

means pupils know when they can use the toilet and aren't left worrying whether they'll be told off if they ask to go during a lesson,

encourages schools to audit the toilets properly so they don't deteriorate over time; and

ensures pupils' needs are fully taken into account.

Pupils should be actively involved in creating and implementing the policy. It should be approved by pupils and governors, communicated to the whole school and reviewed each year.

Not sure how to start writing a policy? We've done the hard work and produced a template school toilet policy for you.

Download the template school toilet policy.

School toilet charter

Download our School toilet charter

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School toilet policy: rules and regulations - ERIC

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Banning toilet breaks during lessons or restricting access to the toilets can aggravate or even create continence problems. Consequences can include: An Individual Healthcare Plan (IHP) is essential to ensure a child's needs are sensitively and effectively met in education settings and that all people responsible for the child understand their needs.

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Starting school is an exciting time for

young children and their parents. It can

be a daunting time, too. But with a little

preparation and encouragement, most children

will settle in easily at school.

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Many people, of all ages, find toilets unpleasant and sometimes worrying. It is particularly common in children and can impact on their bowel and bladder control and function.

It is important to recognise toilet anxiety or toilet phobia in children and the effect it can have on them, so that they can be supported to overcome their fear. This can avoid further problems developing and focuses on the underlying cause

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Many people, of all ages, find toilets unpleasant and sometimes worrying. It is particularly common in children and can impact on their bowel and bladder control and function.

It is important to recognise toilet anxiety or toilet phobia in children and the effect it can have on them, so that they can be supported to overcome their fear. This can avoid further problems developing and focuses on the underlying cause.

What is anxiety?

Anxiety is the emotional response to an unfamiliar or alarming situation, and is linked with physical changes in the body. It is a normal response which can help us learn and adapt - you may have heard it described as 'flight or fight'.

It can sometimes be fun and exciting, such as in stories like 'Going on a Bear Hunt' or whilst watching films, like Star Wars. New situations can often make children anxious, but this feeling usually reduces quickly and they start to feel better.

What is toilet anxiety?

Toilet anxiety, toilet phobia or paruresis may be triggered by an unpleasant experience, such as a noisy or smelly toilet. Children might remember this each time they go - leading to an association of anxiety with going to the toilet. They may also start to hold in wee or poo to avoid using the toilet.

This can lead to constipation as the poo is not let go and this can result in a large uncomfortable poo, causing even more increased anxiety. Memories of an unpleasant or painful poo, following constipation can last for a long time, even if the poo has returned to normal so the anxiety may continue.

Anxiety following an unpleasant experience can be hard to forget and overcome. It can also continue to affect children's confidence and behaviour.

Fear of toilets is often about the unknown, and may be linked to imagined monsters and scary things, snakes in the toilet, and dangerous germs (Toilet cleaners 'kill all known germs' after all!).

Physical effects of anxiety

These may include:

Nausea and stomach ache

Rapid shallow pulse

Rapid shallow breathing (even triggering an asthma attack if children have this).

Headaches

Wee and poo accidents

Faints

Emotional effects of anxiety

These might include:

Panic attacks

Tantrums and meltdowns

Withdrawal

Freezing

Sleep problems and nightmares

Irritability

Clinging

Distress and exhaustion

Denial and resistance to engage with the problem

Possible causes of toilet anxiety

New, unfamiliar toilets

Constipation and/or a painful poo

Soreness and skin inflammation round the anus or round the urine outlet

Different clothes e.g. pants which may be different and feel strange

The sensation of wee and poo coming out and losing part of yourself

Splash back from the toilet

Will it stop?

Feeling that they could fall into the loo

Background factors

Individual personality

Family changes and stress e.g. new baby, moving house

Potty training (this is the first time a child needs to actually engage with their wee or poo)

Starting school and/or nursery
Being denied access to the toilet at school

Being called names or bullied

Inability to cope with new situations

Trauma

Health issues

Developmental conditions e.g. autism (ASD)

Children with concentration difficulties (ADHD,ADD)

Sensory factors

Many children may be upset by too much sensory stimulation including:

Visual - bright lights, reflections, glare

Hearing - echoes, sounds of toilet filling and/or flushing, hand driers

Touch - the feeling of the toilet seat, toilet paper, clothes being down round the legs

Smell - highly perfumed bathroom products and cleaners, the smell of poo

Balance - feeling of unsteadiness especially on a strange or different toilet

Proprioception - understanding where your body is in space and in relation to the toilet

Interoception - understanding and feeling the sensations from inside the body, including sensations from bowel and bladder activity

Responding to sensory factors

Analyse the toilet environment

Reduce the amount and impact of unpleasant sensations

Make the bathroom familiar and friendly, with games music and pictures

Provide distractions and more stimulation for those who need it

Our sensory factsheet has lot more information on supporting children with sensory needs.

How to stop toilet anxiety in children

Accept and recognise the child's anxiety and analyse the factors contributing to this.

Check bowel and bladder function. Many children are constipated too and that will need treatment before progress can be made. See our advice for children with constipation for more information.

Build confidence with other activities and skills e.g. washing hands, putting on socks, being helpful

Break up the task into small, easy steps that can be gradually built on

Use predictable routines

Distraction

Try to make toileting fun

Talk to the child about anxiety

Some things to try

Music and songs

Videos which explain how toilets work

Tactile activities e.g. fiddle toys, putty, play dough

Joke book - laughter is a great way to relax children

Visuals e.g. kaleidoscopes, spinning danglers

Gentle massage, tummy, feet or hands

Sounds e.g. waves, music, bird song

Slow, deep breathing

Thinking about a favourite place or activity

Using rewards

Reward effort as much as success

Keep rewards small and fun

A lucky dip box

Activities and targets for older children

Peace and quiet may be preferred by some children.

Things to avoid

Giving unrealistic targets

Asking too many questions- use "I wonder what..."?

Getting cross - but you can be cross with the wee and poo coming out in the wrong place! Talk about how annoying it is that the wee/poo is misbehaving again, and how you and the child will have to teach it how to behave.

Other things to consider and try

It's always important to consider and assess anxiety

Try to see the situation from the child's perspective

Toilet anxiety may be linked only to toileting activities

Anxiety improves with experience and familiarity

Parents and carers need support too, it is stressful dealing with an upset child

Consider and discuss school toilets

Make sure children get used to other toilets (these can be scored out of 10).

Remember: Anxiety usually improves with experience, support and growing up.

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Toilet anxiety and toilet phobia in children - ERIC

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Why the bathroom is frightening place for some children and how we can help them overcome their fears.

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Potty training problems - ERIC
Following the steps and tips in our Go Potty™ method should avoid many common potty training problems. However, all children are individuals. Some adapt to learning new skills without any problems, whilst others take longer and have some problems along the way. Don't forget that accidents are an important and normal part of the learning process.

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Following the steps and tips in our Go Potty™ method should avoid many common potty training problems. However, all children are individuals. Some adapt to learning new skills without any problems, whilst others take longer and have some problems along the way. Don't forget that accidents are an important and normal part of the learning process.

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Children's bladder health: bladder problems and incontinence - ERIC
Needing a wee all the time, having to rush to the toilet, damp pants or bedwetting accidents - wee problems are a nuisance, and they're embarrassing. Sorting them out can be as simple as thinking about what your child is drinking.

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The total amount of liquid that a child needs varies depending on their age, size, activity levels and environment. Hot weather, getting lots of exercise and being overweight all mean children need to drink more.

Good drinking habits are important for concentration levels. It also helps to promote good bladder health, helps to prevent urinary tract infections (UTI) and constipation.

If your child doesn't like drinking plain water, then dilute squash or fruit juice is fine.

Feeling thirsty can't be relied on as a sign that children need to drink. This is because their thirst 'cue' may not be well developed. Or, they have reduced awareness of this sensation particularly if they have an additional need. Get more tips on toileting and children's sensory needs.

Baby's bladders

The amount your baby needs to wee can vary. Some babies urinate every one to three hours and others between four to six times a day.

When a baby is poorly with a high temperature for example, or it's hot weather, their usual output of urine may drop by half and still be normal.

The colour of their wee can vary from very clear to dark yellow.

Once you baby is fully weaned (eating solid food) it's important they start to have their drinks in a regular pattern throughout the day. For example, encourage a drink with every meal and also another drink midway between meals.

This regular fluid intake also helps with potty training.

How often should children wee?

School aged children (5 and over) should empty their bladders between 4 and 7 times a day, or every 2/2.5 hours approx.

Younger children need to wee more frequently. Their smaller bladders hold about 120mls of urine at 3 years and this increases in capacity by about 30mls a year. However, their kidneys produce urine at the same rate as older children's kidneys (about 60mls an hour).

It's common for children under 5 to get the message that their bladder needs emptying at a later stage. This means they need to use the toilet more often and at shorter notice.

As children get older, and if their bladder is working well, they become aware of the need to pass urine before the bladder is full, giving them more time use the toilet at convenient intervals; such as at school break time.

Common bladder problems

Wee accidents are very common when children are potty training. However, if leaks are still happening over the age of 5 years, you should book an appointment with a doctor so it can be looked into.

There are different types of urinary incontinence:

Doing lots of small wees (frequency) and/or needing to rush to the toilet (urgency). This is often called 'bladder overactivity'.

Daytime wetting - damp pants or full bladder empty

Finding it hard to relax on the toilet and fully empty their bladder

Structural problems with the bladder usually from birth, such as bladder exstrophy or if the ureters connect to the bladder in the wrong place.

Other conditions such as Spina Bifida which affect a small number of children from birth. This means the messages between the bladder and brain don't work properly so children don't recognise the need to wee. Get more information on complex bladder conditions and how they can be managed.

Night time accidents (bedwetting) are common in children who also have daytime problems. If your child wets the bed and also has accidents in the daytime, this need to be investigated and treated first.

Causes of children's incontinence

Here are some of the different things that can affect the way a child's bladder works:

Most bladder issues in children will be caused by a functional problem. This means everything in your child's bladder is in the right place and should be able to work properly.

Underlying constipation is a common cause of bladder issues and needs to be ruled out. A full bowel can affect the space that the bladder needs to fill and empty properly. Read our factsheet Advice for Children with Constipation for information on how to treat poo problems.

A urinary tract infection (UTI) can make peeing painful and urine smell. UTIs are common in children who have underlying constipation.

Children with additional needs such as autism are more likely to be affected by constipation which can then cause problems with their bladder. They may also find it difficult to recognise thirst due to a sensory processing difference.

Wee accidents are very common when children are potty training and learning how to manage their bladder. They usually clear up once your child goes to school.

If children don't drink enough, their wee can become concentrated. This can irritate their bladder and make it empty when it shouldn't.

Certain drinks can also irritate the bladder such as certain dark-coloured squashes and drinks containing caffeine (cola, energy drinks, hot chocolate etc).

Putting off going to toilet when you need to go ('holding on') makes it more likely an accident will happen.

How to treat incontinence in children

If you think your child has a bladder problem, book an appointment with your GP. They should assess your child and discuss possible treatment.

The doctor should examine your child and ask questions to find out if the bladder problems could be caused by an underlying condition. This is rare, but it is important to check.

Most bladder conditions can be sorted out by following some simple steps which are often described as 'bladder training.'

It is important to remember that children don't have accidents on purpose. They're not caused by laziness or naughtiness.

Try to praise your child for any efforts they make to becoming dry, such as increasing the amount they drink each day.

Take a look at our factsheet Advice for Children with Daytime Bladder Problems for more information on the causes, treatments and bladder training tips.

How to spot an overactive bladder

The bladder is supposed to stay soft and stretchy whilst it's filling and until you get to the toilet. However, some children have an overactive or 'twitchy' bladder.

This means:

A child's bladder signals that it's time to do a wee before the bladder is full. This means the bladder muscles contract before they are ready to empty.

Because of this, you child will go to the toilet more often than other kids their age. They may find it hard to hold on until they get there and even leak urine on the way to the toilet.

Children often do a 'wee dance' or hold themselves as an automatic response to the messages from the bladder, without realising this is what is happening.

What is the main cause of overactive bladder?

Bladder overactivity is one of the most common causes of daytime bladder and wetting problems in children. It can happen for a number of different reasons including:

Being constipated. A full bowel can squash the bladder and make it hard to fill and hold on to wee. Constipation can then cause frequency, urgency and bladder infections.

Not drinking enough. If you are not drinking enough your wee will be dark yellow in colour and very strong. Strong wee can irritate the lining of the bladder and make the twitching worse.

The wrong drinks. Fizzy drinks and drinks with caffeine in them irritate the lining of the bladder. Tea, coffee, cola, hot chocolate and energy drinks all contain caffeine. If the bladder lining is irritated then the bladder twitching will get worse. This means your child will need to go to the toilet more often and have more wetting accidents.

Not getting to the toilet in time. If you 'hold on' for too long, instead of going to the toilet when you feel you need to wee you are more likely to have a wetting accident.

Urinary tract infections (UTI) can make you need to go to the toilet more often than usual and have to get there quickly.

Can an overactive bladder be cured?

Yes, bladder overactivity can be treated successfully and the bladder can start working normally.

There are several treatment options depending on the cause of the overactivity. Some of these may be used in combination.

Children's UTI symptoms

Urinary tract infections can also cause bladder frequency and urgency. This means your child is more likely to need the toilet in a rush and not always get there on time.

The signs your child could have an infection in their bladder include:

Doing lots of small wees more often than usual

Needing to rush to the toilet urgently

Daytime accidents and bedwetting

Their wee might be smelly and/or cloudy

Your child may complain of tummy ache or stingy wee. They may also have a high temperature.

They may not seem ill however, so you wouldn't guess your child had a UTI.

How to treat children's UTI

If you think your child has a UTI, book an appointment with your doctor or nurse. There is a simple urine test that can be done to confirm an infection.

If an infection is found, they may need to take antibiotics to clear it up.

Some children need to stay on antibiotics until well after the UTI is better to help stop the infection coming back. A healthcare professional can explain more about this and do further tests if they think it's necessary.

It's really important to make sure your child changes their pants if they're wet. Sore, damp skin can make UTIs more likely.

FAQs

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Children's bladder health: bladder problems and incontinence - ERIC

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Needing a wee all the time, having to rush to the toilet, damp pants or bedwetting accidents - wee problems are a nuisance, and they're embarrassing. Sorting them out can be as simple as thinking about what your child is drinking.

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Children's bowels - ERIC
A healthy bowel is a one that is regular. It is important to know what poo should look like and what a normal bowel pattern is, so that you can spot if your child has a problem such as constipation.

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What is normal bowel function?

Normal bowel function is:

When you first feel the urge to poo you can hold on long enough to get to a toilet without accident.

Doing a poo within a minute of sitting on the toilet, it doesn't hurt, and you don't have to strain

You completely empty your bowel, you don't have to go back again, or have a feeling of some "left".

It is normal for you to feel an urge to poo within about half an hour of eating. This is known as the 'gastrocolic reflex' or peristalsis and is what prompts people to want to go to the toilet in the morning.

A normal bowel pattern can range from several times a day to several times a week. It's a good idea to pay attention to what your bowel habit is.

How often should children poo?

When the bowel is working normally, children should produce a soft, easy to pass poo at least 4 times a week. Ideally, children should pass some soft poo every day.

The time it takes our digestive system to turn food into poo is called our bowel transit time. The average time a child's body takes to make poo is between 24 and 36 hours (which is a bit faster than an adult).

Why not try our sweetcorn test to see what your transit time is!

Baby's bowels

Babies' bowel movements change as they go from new-born to the weaning stage (eating solid food) and beyond. The type and amount of poo they pass can also be affected by the sort of milk they are given (breast or formula).
Read more about bowel movements in children aged 0-5 years.
Tips for healthy bowels

Drink plenty (at least 6-8 drinks a day) to keep poo soft.

Eat lots of different foods including fruit and vegetables to help keep poo soft.

Keep active. Running around and playing games helps to keep poo moving through your child's body.

Have a regular routine of sitting on the toilet every day, especially after eating.

Make sure your child sits with their feet flat on the floor and their knees raised above their hips, using a step if necessary

Common bowel problems in children

Constipation affects 1 in 3 children. It is particularly common in children under 5 years old. The majority of these children have what is known as 'functional constipation'. This means there is no underlying physical cause or other medical condition.

Chronic constipation (faecal impaction)

Soiling (encopresis)

Withholding poo

Children with additional needs such as autism are more likely to be affected by tummy problems and constipation.

Toddler diarrhoea (Not to be confused with overflow soiling caused by constipation).

There are also conditions such as Hirschsprung's disease and Spina Bifida which affect a small number of children from birth. Our Guide for Children with Complex Bladder and Bowel Problems is something you can read with your child.

Causes of bowel problems

Passing a painful poo.

Illnesses such as a stomach bug or fever which causes runny poo (diarrhoea).

Some medications, such as painkillers can cause poo problems.

Coeliac disease or a food intolerance

A change in routine such as potty training, starting school and feeling anxious about doing a poo away from home can make it hard to relax and do a poo.

A neurogenic bowel is caused by a nerve problem and causes a loss in bowel function/incontinence.

NHS England video about keeping bowels healthy

A short video recorded by ERIC nurse, Brenda Cheer with tips on keeping your child's bowel working properly and getting poo in the loo.

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Find out what a healthy bowel and normal poo look like. We guide you through common children's bowel problems such as constipation and soiling, and how to identify and treat them.

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Potty training children with additional needs - ERIC
Almost all children can learn to be clean and dry. Children with special needs including delayed development and physical disabilities may take a little longer and need more support. However, the process you need to follow is the same. This can feel like a big challenge, but it's important not to put off potty training for too long

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Almost all children can learn to be clean and dry. Children with special needs including delayed development and physical disabilities may take a little longer and need more support. However, the process you need to follow is the same.

This can feel like a big challenge, but it's important not to put off potty training for too long. The longer your child wears a nappy, the harder it may be to introduce a new place for them to wee and poo.

There's information and tips on this page to support children with additional needs and sensory issues.

How to potty train your child with additional needs?

We recommend breaking potty training into stages and tailor your approach on their abilities.

Our 3 step Let's Go Potty approach has been developed to suit all children and abilities. This includes children with autism, ADHD, developmental delay, cerebral palsy and Down Syndrome.

Potty training with autism

There is no evidence that suggests autism causes delayed potty training. However, autistic children may be more likely to struggle to learn potty training skills due to sensory problems or learning disabilities.

They may also be more likely to suffer from constipation. If your child is autistic, research suggests that starting learning in infancy and avoiding constipation is the best way to avoid problems in the future. Get more information about supporting autistic children who have constipation.

One of the hardest things for many autistic children to cope with is a sudden change in routine or habit. This is why the more you can do before you stop using nappies the better, to help make this transition as gentle as possible for them.

Our Let's Go Potty approach has been designed to help your child make this transition whatever their needs are.

Potty training and delayed speech

Non-verbal and neurodivergent children can't always communicate their thoughts and feelings. This means you can't rely on their signals to tell you when they're ready to potty train.

You may need to take more responsibility for knowing how often your child goes for a wee or poo and using this to help direct them.

Here's what we recommend doing to help your child learn this skill:

Complete a bladder/bowel assessment chart so you can see how often they are doing a wee or poo. (Make sure any underlying constipation is treated.)

Base your potty or toilet routine based on this information. Take them at set times according to what the chart tells you.

If they wet themselves at another time, take them to the toilet as quickly as possible and try to get them there so some of the wee goes into the toilet. Ignore the wetting and positively reinforce that the wee has gone into the toilet and continue the rest of the toileting routine.

Use verbal and visual clues. Introduce simple books on the subject consistently using the signs, sounds or words that your child can use. Reinforce verbal clues with a visual clue - use photos, drawings, pictures, images and social stories when preparing them to use the potty. Using these images to create visual schedules will make it easy for your child to follow the new routine and make it more predictable.

Using sign language for common toileting words and phrases can also reinforce learning.

Potty training children with Down syndrome

We are delighted to be partnering with Down Syndrome UK and Positive about Down syndrome to share their fantastic #Pants4school Step by Step Programme. Enabling children with Down Syndrome to be toilet ready for school and reach their full potential.

Download the programme today! (opens in new browser).

Tips for children with additional needs

Your child may take longer to learn each stage, so consider your expectations and don't rush the learning.

Focus on one stage at a time. For example, teach them that poo goes down the toilet by flushing it away together.

Be as consistent as possible. The more consistent you are, the easier it will be for your child to learn.

It's important that your child feels relaxed, comfortable and secure about using the toilet or potty. Make sure the space is accessible to your child. An Occupational Therapist (OT) can help with practical adaptations.

Think about your child's sensory needs and how these relate to using the bathroom. Adjusting the sensory input can make a difference for many children to help them to learn toileting skills.

If you start with the toilet you should use a footstool to help your child feel confident and safe. This will also help your child get into the best position for doing wees and poos, with their feet supported and knees above hips.

Help your child learn the physical skills needed by breaking them down into smaller steps and allowing your child to do the last step independently. For example, help them push their trousers down most of the way, then have them push the last bit down themselves. Same when pulling them up again.

Encourage independence as soon as you see it developing, phasing out support once your child shows competence.

Use stories, visual charts, props and games to teach your child what to do and how to do it. Make your own learning aid by taking photos of your bathroom, drawing pictures of the steps, or by searching on the Internet for visual routines. A standard routine could be: 1.Undress 2. Underwear down 3. Sit 4. Do wee/poo, 5. Wipe, 6. Pull up underwear, 7. Pull up trousers/dress, 8. Flush toilet, 9. Wash hands.

Give your child positive encouragement and praise for the efforts they are making, not just the result. This can help to keep them motivated and willing to move to the next step.

FAQs

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Potty training children with additional needs - ERIC

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Information on potty training for children with additional needs and sensory issues including delayed development, ASD and physical disabilities who may take a little longer to become toilet trained.

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Child flu vaccine
Find out about the nasal spray flu vaccine for children, which children can have the nasal spray, safety and side effects.

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The children's nasal spray flu vaccine is safe and effective. It's offered every year to children to help protect them against flu.

This page is about flu vaccination for children. Find out about flu vaccination for adults.

Flu is caused by the influenza virus. It can be a very unpleasant illness for children. It can also lead to serious problems, such as bronchitis and pneumonia.

Children can catch and spread flu easily. Vaccinating them also protects others who are vulnerable to flu, such as babies and older people.

If you have any questions about vaccinations, you can:

Who should have the nasal spray flu vaccine

The nasal spray flu vaccine is free on the NHS for:

children aged 2 or 3 years on 31 August 2023 (born between 1 September 2019 and 31 August 2021)

all primary school children (Reception to Year 6)

some secondary school aged children (Year 7 to Year 11)

children aged 2 to 17 years with certain long-term health conditions

If your child is aged between 6 months and 2 years and has a long-term health condition that makes them at higher risk from flu, they'll be offered a flu vaccine injection instead of the nasal spray.

This is because the nasal spray is not licensed for children under 2 years old.

The nasal spray vaccine offers the best protection for children aged 2 to 17 years. They'll be offered a flu vaccine injection if the nasal spray vaccine is not suitable for them. Injected flu vaccines are also safe and effective.

Children who should have the flu vaccine injection

Some children will be offered the injected flu vaccine if they have:

a severely weakened immune system

asthma that's being treated with long-term steroid tablets or has needed intensive care in hospital (unless the nasal spray is recommended by their asthma specialist)

a flare-up of asthma symptoms (such as they've been wheezy in the past 72 hours or are currently wheezy) and need to use a reliever inhaler more than usual

had an allergic reaction to a nasal spray flu vaccine in the past

a condition that needs salicylate therapy

Children will also be offered the injected flu vaccine if they live with somebody with a severely weakened immune system who requires isolation (for example, someone who has had a bone marrow transplant).

If you're not sure, check with the school aged immunisation service team, the nurse or GP at your surgery, or the specialist if your child has hospital care.

The nasal spray vaccine contains small traces of gelatine derived from pigs (porcine gelatine). If you do not accept the use of porcine gelatine in medical products, the injected vaccine is available as an alternative.

Injected flu vaccines are given into the muscle of the upper arm or the thigh for children under 1 year.

Children with long-term health conditions

Children with certain long-term health conditions, such as diabetes or heart problems, are at higher risk from flu.

It's important they're vaccinated.

Examples of long-term health conditions

Long-term health conditions that qualify for the NHS flu vaccine include:

serious breathing problems, such as having asthma that needs steroid inhaler or tablets, or having had a lung or airways infection in the past that needed hospital treatment

serious heart conditions

kidney or liver disease

weakened immune system as a result of a condition or treatment with medicines such as steroid tablets or chemotherapy

problems with the spleen like sickle cell disease, or the spleen has been removed

learning disability

problems with the nervous system, such as cerebral palsy

If it's their first time being vaccinated against flu, children under 9 years old with certain long-term health conditions will usually be offered a 2nd dose of the flu vaccine from 4 weeks after the 1st dose. This helps them develop immunity against flu for that first season.

Where to have the flu vaccine

Child's age

Where to have the flu vaccine

Child's age

All children at primary school (Reception to Year 6)

Where to have the flu vaccine

School

Child's age

Secondary school aged children in eligible groups (Year 7 to Year 11)

Where to have the flu vaccine

School

School aged children who miss the vaccination session at school will have other opportunities to get vaccinated. This will usually be at NHS community clinics.

Home-schooled children and children not in mainstream education should be invited for vaccination by the school aged immunisation service. If you do not hear from them, ask your Local Authority Education Department about arrangements.

School children with certain long-term health conditions

If you have a child with a certain long-term health condition, you can ask the GP surgery to give them the vaccine instead of them having it at school if you prefer.

If your child is not in one of the eligible school aged groups, ask the GP surgery to give the vaccine.

What if my child is unwell on the day?

You may be asked to wait until your child is better before having the nasal spray flu vaccine if they have:

a very blocked or runny nose - these might stop the vaccine getting into their system

a high temperature

Sometimes an injected vaccine may be offered instead.

How the nasal spray flu vaccine is given

The vaccine is given as a spray squirted up each nostril. It's quick and painless.

The vaccine will still work even if your child gets a runny nose, sneezes or blows their nose.

How effective is the nasal spray flu vaccine?

The nasal spray flu vaccine gives children the best protection against flu. The injected flu vaccine is a good alternative if the nasal spray vaccine cannot be used.

It may take around 2 weeks for the flu vaccine to work.

Any child who catches flu after vaccination is less likely to be seriously ill or be admitted to hospital.

Side effects of the children's flu vaccine

Flu vaccines are very safe.

Side effects of the nasal spray flu vaccine are mild and do not last long. They include:

a runny or blocked nose

a headache

tiredness

loss of appetite

For the injected flu vaccine, most side effects are also mild and do not last long. They include:

a sore arm (or thigh) where the injection was given

a slightly raised temperature

aching muscles

These side effects usually last for 1 or 2 days.

Allergic reactions to the flu vaccine

It's rare for anyone to have a serious allergic reaction to the flu vaccine. If they do, it usually happens within minutes.

The person who vaccinates you or your child will be trained to deal with allergic reactions and treat them immediately.

Gelatine, neomycin and gentamicin allergies

Let your doctor or nurse know if your child has had severe allergic reactions to:

gelatine

the antibiotics neomycin and gentamicin

Egg allergies

The nasal spray flu vaccine has a low egg content and is safe to give in school or in a clinic to children who do not have a serious egg allergy.

Children who have previously needed treatment in intensive care for an egg allergy may be offered the nasal spray vaccine in hospital.

If you're not sure, check with the school aged immunisation service, the nurse or GP at your surgery, or a hospital specialist.

For more advice on what to expect after vaccinations and how to treat common side effects, read vaccination tips for parents.

What's in the nasal spray flu vaccine?

The nasal spray flu vaccine contains small amounts of weakened flu viruses. They do not cause flu in children.

As flu viruses change each year, a new nasal spray vaccine has to be given each year.

The brand of nasal spray flu vaccine available in the UK is called Fluenz Tetra.

The nasal spray vaccine contains small traces of gelatine derived from pigs (porcine gelatine). If this is not suitable because you do not accept the use of porcine gelatine in medical products, a flu vaccine injection is available that contains no gelatine.

Your child may be able to have an injected vaccine instead.
See the emc website for a full list of ingredients in the Fluenz Tetra nasal spray patient information leaflet

More information and other formats

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Find out about the nasal spray flu vaccine for children, which children can have the nasal spray, safety and side effects.

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How to contact the Luton School Nursing Team

School nurses can be contacted via the Health HUB on 0300 555 0606 or by email:  ccs.bedsandlutonchildrenshealthhub@nhs.net

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School nurses can be contacted via the Health HUB on 0300 555 0606 or by email: ccs.bedsandlutonchildrenshealthhub@nhs.net

We are still accepting referrals. If you have any issues or concerns relating to the child/young person's health or wellbeing, you can complete the referral form attached (see below) and sent via the 0-19 generic secure email for the attention of the school nursing team: ccs.bedsandlutonchildrenshealthhub@nhs.net

School Nursing Links -Sept 2020 - click for main stream schools list and allocated 5-19 staff.

Special needs schools are support by the Community Nursing team - Monday to Friday, 8am to 6pm. Weekends and bank holidays, 9am to 5pm. Tel: 0333 4050079

Where our service is based
The Poynt, Unit 2, 3 Poynters Rd, Luton LU4 0LA
Click here for Local and National resources

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School nurses can be contacted via the Health HUB on 0300 555 0606 or by email: ccs.bedsandlutonchildrenshealthhub@nhs.net We are still accepting referrals.

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How to contact the Bedfordshire School Nursing Team

School nurses can be contacted via the Health HUB on 0300 555 0606 or by email:  ccs.bedsandlutonchildrenshealthhub@nhs.net

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School nurses are part of Bedfordshire Community Health Services' 0-19 team. Our team is made up of specialist nurses, staff nurses and support health professionals.

When your child comes to school we take over their care from your health visitor. We can support your child with their physical and emotional needs from when they start school until they leave. Our role is to ensure that nothing gets in the way of your child's development, so that they can achieve their full potential through good attendance at school.

Our school nurses are mobile health professionals, based in community settings like health centres who can support children and families at all maintained schools across Bedfordshire, but please note we are not permanently based in schools.
What we do
We support children aged 5-19 with:

A confidential health service.

Support for the physical and emotional health and wellbeing of children, young people and families.

Advice on healthy choices, e.g. healthy eating, dental health, sexual health and substance misuse.

Healthy lifestyle promotion, including advice on diet and exercise.

Health reviews

The childhood immunisation programme, which ensures your child is protected against disease and infection.

Support and information for teenage parents.

Support for families with complex needs such as diabetes and asthma

We work in partnership with outside agencies to promote the rights and educational needs of young carers.

Advice and information on the issues of bed wetting and constipation.

Health checklist before starting school

You can help your child start school in a healthy way, by making sure the following are up to date before they start school:
When to contact us
Please contact us before your child starts school if:

They have an additional medical need that will require emergency medication or a care plan (allergies, epilepsy, for example).

You can contact us at any time after your child starts school if:

Your child has any health issues or needs which require support in school, such as asthma, allergies or epilepsy.

You are concerned about a child's diet and eating habits.

You are concerned about your child's development, interaction with others or behaviour.

Your child is aged 5 or older and wetting or soiling during the day or night, Please also visit www.eric.org.uk for more information in the meantime.

How to contact our service
Please call the Health HUB on 0300 555 0606. Calls will be answered Monday Friday, between 9am and 5pm (excluding Bank Holidays).

The administrator will ask for your child's name, date of birth and the school they attend so they can identify the school nurse team in your area, who will return your call within 2 working days.

We are now offering video appointments to some of our families, as part of our response to COVID-19.The decision to offer this type of appointment will be made by our clinicians and isa service for pre-booked appointments only. Click on the link to access this service and click here to find out more aboutvideo appointments.
Parentline
Parentline is for parents and carers of those aged 0-19 and offers advice and support on a range of issues such as weaning, baby feeding, moving onto solid foods, minor illnesses, sleep and emotional health or to make an appointment with a health visitor.

To access Parentline, simply text 07507 331456.
ChatHealth
ChatHealth is for young people (aged 11-19) to confidentially ask for help about a range of issues, such as emotional wellbeing, diet or physical health, or to make an appointment with a school nurse.

To access ChatHealth, simply text 07507 331450.

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Health checklist before starting school You can help your child start school in a healthy way, by making sure the following are up to date before they start school: When to contact us Please contact us before your child starts school if: They have an additional medical need that will require emergency medication or a care plan (allergies, epilepsy, for example).

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Children's mental health - Every Mind Matters
Some children and young people have enjoyed being off school, while others will have really struggled - with the coronavirus outbreak keeping them at home and away from friends. Others may be coming to terms with family problems, loss or changes to their living situation.

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Children’s mental health - Every Mind Matters

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See tips and advice for parents and carers on how to support children and young people’s mental wellbeing, and give them the best chance to stay healthy.

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ACHIEVING A HEALTH WEIGHT - FAMILIES & CHILDREN

We can help you and your child as a family to become more active, eat more healthily and improve your general health and wellbeing.

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We’re very excited to announce we’re launching our BRAND NEW healthy lifestyle programme for families. It is now available across Milton Keynes, Bedford Borough and Central Bedfordshire.

Your child can join our fun clubs every week for as long as they want. This course also gives you a chance to get involved. You can help your child learn more about healthy lifestyles and self-care by guiding through our MoreLife family packs. These activities can be done in the home and help your whole family build a healthy relationship with food and learn the importance of looking after our minds and our bodies.

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We're very excited to announce we're launching our BRAND NEW healthy lifestyle programme for families. It is now available across Milton Keynes, Bedford Borough and Central Bedfordshire.

Your child can join our fun clubs every week for as long as they want. This course also gives you a chance to get involved. You can help your child learn more about healthy lifestyles and self-care by guiding through our MoreLife family packs. These activities can be done in the home and help your whole family build a healthy relationship with food and learn the importance of looking after our minds and our bodies.

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Children, Teen & Family Weight Management | Our Services | MoreLife UK

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We're very excited to announce we're launching our BRAND NEW healthy lifestyle programme for families. It is now available across Milton Keynes, Bedford Borough and Central Bedfordshire. Your child can join our fun clubs every week for as long as they want. This course also gives you a chance to get involved.

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How to TIE YOUR SHOELACES 👟 | Hack 2 | Step by Step Guide for Kids

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CBeebies Songs | Something Special | Mr Tumble's Song Time Tie Your Shoelaces

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Sheffield Children's NHS Foundation Trust

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Back to school: Strategies for coping with feelings
Discuss the suggestions with your child and the ones that they like. It is best to practise these techniques when your child is calm and practise them regularly. If the techniques have been regularly practised, then your child is more likely to remember them and use them when they feel intense emotions.

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Grounding techniques

Discuss the suggestions with your child and the ones that they like. It is best to practise these techniques when your child is calm and practise them regularly. If the techniques have been regularly practised, then your child is more likely to remember them and use them when they feel intense emotions.

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Back to school: Strategies for coping with feelings

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Discuss the suggestions with your child and the ones that they like. It is best to practise these techniques when your child is calm and practise them regularly. If the techniques have been regularly practised, then your child is more likely to remember them and use them when they feel intense emotions.

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School Anxiety and Refusal | Parents' Guide to Support
What is school anxiety or refusal? School can be a source of support and community as well as learning. It can provide responsibilities that boost self-esteem, exposure to different opinions, new experiences, a sense of achievement, friendships and relationships with trusted adults. It is however completely normal for children to feel worried about aspects of school life occasionally.

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It's normal for children and young people to feel worried about something that's happening at school - for example, when starting a new school or during exams. Sometimes, however, school can become challenging, stressful or distressing over a much longer period of time.

If your child is feeling anxious about school, or not able to go, it can be exhausting for both of you. Mornings in particular can become really stressful for the whole family, as you try to juggle your child's feelings alongside the need to get them to school and get on with your other responsibilities such as work. Even if you manage to get your child to the school gate, you might know how difficult they're going to find the day - or know that you'll be facing the same problem tomorrow morning.

If you're in this situation, we've got advice to help you explore what's going on with your child, make changes at school that can help, and find the support you need if your child can't go to school.

Young people can feel anxious about school for lots of different reasons. They might be worried about making friends or fitting in, find schoolwork or lessons confusing, feel pressured to learn in a certain way or find their relationships with teachers difficult.

Sometimes, going through difficult experiences outside of school - such as bereavement, an illness in the family or being a young carer - can also make it harder for a child to feel settled at school.

For some young people, the school environment isn't right for them, and trying to fit into it can create a huge amount of stress. This might be the case if they are struggling with their mental health, or have a neurodiverse condition or Special Educational Need (SEN) such as autism, ADHD, dyslexia or dyspraxia. This can make the school environment anxiety-provoking and exhausting, especially if their condition or need is undiagnosed or not being well supported.

Young people might show they're feeling anxious about school by:

not wanting to get up and get ready

saying they can't go

worrying a lot about small issues, such as having the right equipment for a lesson

feeling sick, or having stomach aches or headaches

not sleeping well

not doing schoolwork, or their grades dropping

being angry or upset, or acting out - at school or at home

withdrawing - seeming low, quiet or depressed

It's often difficult for your child to articulate the problem. They may be in a heightened state of stress and not know why or feel able to explain. Your child probably wants to feel able to be in school, just as much as you want them to be there. In many cases it just doesn't feel possible.

Sometimes it can be difficult to work out what's making your child feel anxious, and the first step is often helping them to identify exactly what's worrying them. Once you understand the problem, you'll be in a much better position to make changes that can help.

Young people can find it hard to explain what's causing their feelings, and might not be able to answer direct questions like 'what's going on?' Using an anxiety iceberg can help to open up the conversation - giving you a more relaxed way of exploring together what's causing their anxiety.

Watch our video to find out how to make an anxiety iceberg with your child.

If you're making an anxiety iceberg with younger children, you might want to draw images on the iceberg, or encourage them to write simple words. With older children and teenagers, you can ask them to write key words and phrases on the iceberg, or do this as a mind map, with 'school' in the middle and all the things they're finding difficult around the outside.

Through this exercise, you might identify worries such as arriving at school, finding the environment noisy or overwhelming, finding lessons confusing, feeling lonely through the day, or feeling uncomfortable during specific subjects.

Once you understand what's going on for your child, you can use their anxiety iceberg or mind map to communicate with the school and ask for specific changes.

Follow these steps to start a conversation with the school:

Here are some examples of things you can ask the school for:

Remember that even though this situation can be really tough for you and your child, it's a good idea to maintain a positive relationship with the school. Recognise the support they're offering and any changes they're making. This will help you work together to make things better for your child.

Building a relationship with the attendance team at my son's school was hugely helpful, we were talking with them each day.

If your child isn't going to school at the moment, it might feel incredibly stressful and tiring. You might be worried about when they will be able to get back to school or the impact on their education. Or you might feel overwhelmed because you're juggling this alongside work and other family commitments. Things are probably feeling tough for your child too.

During this time, it's important to keep working with teachers and other staff to try strategies that can help your child get back to school. Keep encouraging them to take achievable steps towards attending too. When the right support is in place, it's often easier for a young person to get back into their usual routine if they can return to school as quickly as possible.

If your child's anxiety about school has built up to the point where they can't go, it's a good idea to get them some professional mental health or SEN support. Find out how to do this further down the page.

Alongside requesting professional help, try to:

The school's SEN and attendance policies should be on their website. Knowing what these are can support you during meetings with the school.

This can help if your child is unable to go to school for a longer period of time and you need to ask for more support, including provision of alternative full-time education.

Encourage your child to get up, do some studying and stop for lunch at the same times they would if they were in school. This will make adapting back to school easier. Explain to your child that if they cannot go to school, they will need to study at home - at least until alternative arrangements are put in place. Ask the school to help you facilitate tasks and activities your child can do and use online resources such as BBC Bitesize.

Not going to school could leave your child feeling really isolated. Make sure they stay connected to the outside world by seeing friends and family, doing activities they enjoy and getting outside for walks and exercise.

Speaking to friends online can be really important if your child is feeling isolated at home. Sometimes, however, you might notice that your child is spending lots of time gaming or on their phone, and that this is getting in the way of important daily activities like spending quality time with family, learning, or sleeping and eating well. If this is becoming a problem, have a look at our guide to gaming or guide to social media for more information and advice.

Local authorities must provide alternative education if a child of compulsory school age is unable to attend school over a longer period of time. If your child cannot attend school because of a mental or physical health issue, the local authority should provide an alternative as soon as it is clear that they will be away from school for more than 15 days (either consecutively or over time). Find out how to request alternative education.

Getting back to school after weeks or months may feel extremely difficult for your child, but you and the school can help make it more manageable. Here are some things you can do to help:

Set small, achievable targets, such as visiting the building outside school hours or attending one lesson.

Request a home visit from a school staff member so your child can check in while feeling safe, see that the school cares and discuss any strategies that might help them.

Ask for a reduced timetable, with regular reviews to discuss building back up at a manageable rate.

Discuss changing classes or sets if your child thinks this would help.

Focus on qualifications needed for what your child wants to do next, perhaps dropping a less relevant GCSE to reduce stress.

My son wasn't questioned about his absence when he did feel able to pop in for favourite lessons, helping to ease him back into full days of education.

If your child is struggling with anxiety and it's affecting their day-to-day life, learning or relationships, it's a good idea to find some professional support. Speaking to the GP and finding them a counsellor or therapist are two good places to start. You can find more information about GPs, counsellors and other mental health services in our guide to getting support from mental health services.

If there is no other obvious reason for your child's inability to attend school, they may have an undiagnosed Special Educational Need (SEN) such as dyslexia, autism or ADHD.

If you think this is the case:

Speak to the school's SENCO or your GP to ask for a referral for an assessment.

While you are waiting for an assessment, you can also ask the SENCO to refer your child for support from other professionals, such as an Educational Psychologist or Speech and Language Therapist. These professionals can identify specific needs and make recommendations for additional support the school can put in place - even if your child hasn't had a formal diagnosis yet.

SEN support at school
If your child is diagnosed with SEN, extra support and adjustments should be put in place at school to help them attend and learn. This is called SEN support, and should be available within the school's existing resources. Speak to the school's SENCO in the first instance about how the school will support your child.
Education, Health and Care (EHC) plans
If you do not think your child's needs can be met by the school's existing resources, you can ask the local authority to carry out an Education, Health and Care needs assessment (EHC needs assessment). If the local authority decides your child needs additional support, they will then make an Education, Health and Care plan (EHC plan). This outlines how the extra support they need will be provided. Find out more about EHC plans.
Your Local Offer
Your Local Offer is the information, support and services available for young people with SEN, and for their parents and families. You can find out what support is available in your area by going to your local authority's website and searching for their Local Offer.

While we take care to ensure that the organisations we signpost to provide high quality information and advice, we cannot take responsibility for any specific pieces of advice they may offer. We encourage parents and carers to always explore the website of a linked service or organisation to understand who they are and what support they offer before engaging with them.

We have more tips and advice on supporting your child with school, and information about how you can get in touch with our Parents Helpline.
This page was reviewed in December 2022. It was created with parents and carers with lived experience of supporting their child or young person with school anxiety. We will next review the page in 2025. YoungMinds is a proud member of PIF TICK - the UK's quality mark for trusted health information.
Whether you love the page or think something is missing, we appreciate your feedback. It all helps us to support more young people with their mental health.

Please be aware that this form isn't a mental health support service. If your child is in crisis right now and you want to talk to someone urgently, find out who to contact on our urgent help page.

At YoungMinds we take your privacy seriously. If you'd like to read more about how we keep the information we collect safe, take a look at our privacy policy.

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School Anxiety and Refusal | Parent Guide to Support

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If your child is anxious about school, or refusing to go to school at all, read our tips and advice on how you can support their mental health.

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How to Put on My Jacket READY FOR SCHOOL

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Teaching your child to put their coat on "through the rabbit holes"

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Anxiety disorders in children
It's normal for children to feel worried or anxious from time to time - such as when they're starting school or nursery, or moving to a new area. But for some children, anxiety affects their behaviour and thoughts every day, interfering with their school, home and social life.

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Read about anxiety disorders in children and teenagers, with links to other useful resources.

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Activities for Adults, Children & Young People in Luton.

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We run Luton’s leading leisure centres with fully equipped gyms, swimming pools and a wide range of fitness classes. These are Inspire: Luton Sports Village, Lewsey Sports Park and Swimming Pool, Lea Manor Recreation Centre, Hightown Community Sports and Arts Centre, Stockwood Park Athletics Centre…

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We have six leisure centres in Central Bedfordshire. Each leisure centre will update their own website in the event of bad weather:

Dunstable Leisure Centre

Flitwick Leisure Centre

Houghton Regis Leisure Centre

Sandy Sports Centre

Saxon Leisure Centre in Biggleswade

Tiddenfoot Leisure Centre in Leighton Buzzard

Find out about our leisure centres

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We have six leisure centres in Central Bedfordshire.

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We have a range of leisure centres and sports complexes in Bedford Borough which are managed for us by Fusion Lifestyle, an experienced leisure charity.

Regardless of age or ability, you can take part in a wide variety of sports and fitness activities on offer including:

Find out more about opening times, timetables, memberships and more using the links above.

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We have a range of leisure centres and sports complexes in Bedford Borough which are managed for us by Fusion Lifestyle, an experienced leisure charity. Regardless of age or ability, you can take part in a wide variety of sports and fitness activities on offer including: Find out more about opening times, timetables, memberships and more using the links above.

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Luton Borough Council School admissions

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Everything you need to know about applying for a school place in Luton.

School admissions general enquiries

If you have not been able to find an answer to your question please click the link below to ask us. We aim to respond within 2 working days.

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Everything you need to know about applying for a school place in Luton. If you have not been able to find an answer to your question please click the link below to ask us. We aim to respond within 2 working days.

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Central Bedfordshire School Admissions

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School admissions | Central Bedfordshire Council

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School admissions information for Central Bedfordshire. Apply for a school place, find out about school catchment areas and check admission arrangements

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Bedford Borough School Admissions

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If your child is in Year 6 in a primary school, or Year 8 in a middle school, you will must apply for their secondary/upper school place by 31 October 2022. Please apply online at www.bedford.gov.uk/onlineadmissions .

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Elective Home Schooling Central Bedfordshire

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Children of compulsory school age must receive an education that is efficient, full-time and suitable to the child's age, ability and aptitude, and to any special educational needs which he / she may have.

Most parents choose to send their children to school, but you can teach your child at home. This is called home schooling or elective home education.

If you decide to home educate, you take on all the financial responsibility, including the costs of any exams you enter your child for.

If you decide to take your child out of school, write to the head teacher and notify them of this.
View or download Elective Home Education Policy (PDF)
If your child has special educational needs

If a special school is named on your child's education, health and care plan (EHCP), you must get our agreement before your child's name is removed from the school roll.

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Children of compulsory school age must receive a education that is efficient, full-time and suitable to the child's age, ability and aptitude and to any special educational needs which he / she may have

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Elective Home Schooling Luton Borough Council

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Welcome to the elective home education service. This page provides information for parent's who are considering educating their child at home, as well as on-going guidance for existing home educators. Colleagues in the service respect parents rights to elect to educate their child at home and aim to support them in making an informed decision.

Some parents take a carefully considered decision to home educate their child before they reach school age. Others may decide on this approach, after careful consideration, later on in the child's school career. The reasons for deciding on this approach are many, as are the different styles of the education provided by parents.

Educating a child at home is a great responsibility and involves considerable commitment of time, energy and finance. It is not something that should be taken on lightly but we recognise that when parents do this well children can thrive, be successful in their learning, go on to further and higher education and to have fulfilling careers.

"Parents have a right to educate their children at home, and the government wants the many parents who do it well to be supported. They devote time, financial resources and dedication to the education of their children. Most parents who take up the weighty responsibility of home education do a great job, and many children benefit from being educated at home. Educating children at home works well when it is a positive, informed and dedicated choice." DfE elective home education - departmental guidance for local authorities, April 2019.

We aim to support parents in their choice. We would encourage parents who are considering elective home education as an option for their child to make themselves familiar with the information and guidance provided on this page before finalising any decision.

Parents are advised to read the local authority policy on elective home education Luton Council Elective Home Education (EHE) Policy and to familiarise themselves with the Department for Education (DfE) guidance: Elective home education: Departmental guidance for parents, DfE April 2019. If the child currently attends school we would encourage parents to discuss consideration of this option with the school and to contact our service for an informal discussion.

By law parents and carers must make sure that their children receive a suitable education. By law, the local authority is responsible for ensuring education provided at home is suitable.
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Visit The Education Hub
Parents are responsible for ensuring their child is properly educated. While many parents fulfil this responsibility by ensuring their child attends a school parents may elect to educate their children at home. The Education Act (1996) states that:

The parent of every child of compulsory school age shall cause them to receive efficient full time education suitable to their age, ability and aptitude and to any special needs they may have, either by regular attendance at school or otherwise.

A parent electing (choosing) to educate their child at home is responsible for all aspects of the child's learning (even if this is a temporary measure, such as while awaiting a school place). This includes:

Ensuring that the education provided is suitable: there should be a minimum standard even if choosing not to follow the National Curriculum which enables the child, when they become an adult, to function as an independent UK citizen, and beyond the community in which they are brought up if the child chooses to.

Ensuring that the education is efficient: so if it is aiming to enable the child to make good progress across a number of subjects, it is the responsibility of the parent to ensure that the education they provides enables this to happen. The parent should be able to demonstrate that the child is making progress in their learning.

Ensuring that the education is full time: the parent should be able to quantify and demonstrate the amount of time for which their child is being educated and this should occupy a significant proportion of the child's life.

Planning a suitable package of education: the parent should be able to demonstrate that the programme of work they have put in place is appropriate to the child's age, level of ability and any special needs they may have.

Providing tuition: this may be the parent teaching the child or providing other forms of tuition such as online schooling, private tutoring or attendance at tuition centres or group activities.

Providing appropriate learning resources: such as laptop, tablet or computer, Internet access, study books and work books, art materials, PE equipment etc. Parents should be aware that resources are not provided by the Local Authority and parents are responsible for funding these themselves.

Is home education right for your child's learning?

Mainstream education and home education both have benefits for the child, which will suit your child and your circumstances best?

Will learning away from their peers be right for the child? Will they respond well to the education that you will be putting in place for them?

How will you provide for social and emotional aspects of your child's development? How will you engage them in social learning and contact with other children? Will you be able to plan a suitable package of education?

Planning for education is the parent's responsibility and ideally needs to start before your child starts being educated at home. On-going planning will be needed to ensure that your child is receiving a suitable education. This can require a significant time commitment from the parent.

How will you provide for your child's physical development?

Will you have sufficient funds to pay for resources, books, subscriptions, stationary, tuition, educational visits, exam fees etc?

When electing to home educate parents take on full financial responsibility for every aspect of the child's education. There are no grants or funding from the local authority of the Department for Education (DfE).

Are you able to make a significant time commitment?

It is important for a parent to be aware of the time involved in planning, identifying resources, teaching and/or supervising the child's learning. Unless subscribing to an online school, tuition centre or private tuition, it will be a long-term commitment whilst your child is being home educated.

Be aware that awaiting a school place may be for an extended period of time. Some parents assume they will get a place within the next term, whereas many awaiting places in oversubscribed schools may end up home educating indefinitely.

Have you read the Department for Education guidance and Local Authority Policy?

A parent needs to be clear about the expectations on them before deciding to choose to home educate. These documents clearly set out the expectations for the parents and the Local Authority's role in monitoring the education being provided.

How will you ensure your child is making progress?

We understand that a parent wants the best for their child, so you will want to consider how you will ensure that they are making good progress across the curriculum. You will need to think about how you'll assess their progress so that you know how well they are learning and what areas they need extra practice or teaching in.

How will the education package you provide impact on your child's choices later in life?

Will they be able to follow GCSE syllabuses? Will you be able to organise and pay for them to be entered for exams as a private candidate?

Can you allocate a satisfactory study area?

Your child will need a space that enables them to be educated efficiently - this may be a dedicated study are that is away from distractions and lots of noise so that they can focus on their learning.

There are many reasons parents consider educating their children at home, such as:

a philosophical view point about education

being unhappy with the school system

a short term plan because a child is unable to go to school, or while awaiting a place in a preferred school

to develop the parent/child relationship

to meet a child's complex or special needs

religious considerations.

Whatever the reasons, if you are considering withdrawing your child from school, contacting the school at an early stage is advisable. You should discuss any concerns you may have about your child's education and your consideration of the option to elect to home educate with the head teacher or senior staff member.

They will be able to talk with you about:

your child's experience in school

the curriculum offered by the school

any concerns you may have about your child's education.

If you are still considering withdrawal you may wish to contact the elective home education service for an informal conversation with a member of the team. They will be able to discuss the responsibilities and expectations for home educating parents.

You may also wish to contact the Education Welfare Officer for the school who will:

talk with you and the school to see if any concerns can be resolved

further explain the process of withdrawing the child from the school roll

offer advice on the expectations for providing education at home.

If you decide that home education would best suit the needs of your child you must inform the school in writing so that they can remove your child from the school roll. While they remain on the school roll, failure to send them to school can result in prosecution for non-attendance. Parents need to be aware that there is no guarantee that the child's school place will still be available if they later decide to return to school.

Informing the school in writing is a simple process and we would ask you to use the withdrawal from school notice, complete it electronically and email it to the school. (Alternatively you can print it out and fill it in by hand before posting or delivering it to the school).

Children with an Education and Health Care Plan (EHCP)

Where a child has an EHCP we ask that parents contact their allocated officer in the Special Education Needs Assessment Team (SENAT) before they are taken off the school roll. SENAT and EHE officers will meet with the parent to discuss the parent's plans for home education and to ensure that the child's education needs and objectives outlined in the EHCP will be met. The request will then be considered by the SEND Provision Panel before the child is removed from the school roll.

Children who have not yet started school

If your child is not currently attending school, the DfE strongly recommend that you notify the local authority of your intention to home educate when your child becomes of statutory school age, in order to provide you with relevant advice and support.

Under Section 436A"local authorities must make arrangements to find out so far as possible whether home educated children are receiving suitable full time education" elective home education departmental guidance for local authorities, DfE April 2019

The local authority aims to establish positive and supportive relationships with home educating families, recognising the rich and diverse range of approaches, philosophies and methods.

The elective home education service keeps a register of all children whose parents have chosen to home educate them. On receiving notice that a parent has elected to home educate their child, the child will be placed on the register and allocated to an elective home education officer.

The officer will make contact with the family to arrange an initial appointment where parents can discuss the plans they have in place for the child's education. The officer will not give directions on the methods of teaching or resources to be used, but will give support and guidance.

The discussion may include:

parents plans to ensure the child is offered a broad and balanced curriculum

short and long term plans

how the work will be organised

planning for a mixture of work including written tasks and practical activities

provision for physical development

opportunities for mixing with other children of a similar age for education and/or social interaction

possible involvement of a tutor, tuition centre and/or online schooling

how the parent will record and demonstrate progress and how the child will be helped to overcome difficulties in their learning

how the education package will enable the child to access further education, higher education or career opportunities

plans for the child to take exams and how this will be facilitated - including the need to identify a suitable exam centre, and exam fees which can be expensive

This meeting may take place in the family home although meetings can be arranged at alternative venues if parents prefer (or using video calls such as Zoom).

In some cases parents may wish to provide the EHE officer with a written report of the package of education and the child's progress. This report needs to demonstrate that suitable education is being provided.

If the EHE officer is not satisfied that suitable education is being provided, they'll share their concerns and parents will be given a reasonable time to rectify the situation. If the local authority is still not satisfied, parents will be required to register their child at a school.

If your child does not attend school and the standard of EHE provided is not deemed to be suitable, the local authority would be legally obliged to proceed with a School Attendance Order.

This would only happen if the EHE officer was convinced that the parent was not educating the child according to their age, ability and aptitude and if, following a detailed discussion of the issues, the situation was not shown to have improved.

The EHE officer will usually visit families at least every 12 months, although visits will be more frequent if there are concerns. If your child had a statement of special educational needs (SEN) or an education, health and care (EHC) plan while at school then the local authority retains the duty to review the statement/plan and your child's progress on an annual basis.

Parents are not legally obliged to share information with the local authority regarding arrangements for EHE, however if the local authority feels it has insufficient information about the education being provided and it appears that the child is not receiving a suitable education at home it may be necessary to refer the child to the children missing education team who may serve a school attendance order.

The local authority also has a safeguarding responsibility for all home educated children. Should any member of the elective home education service have any concerns regarding a child's safeguarding they are obliged to share these concerns with relevant agencies within the local authority.

Useful links

"Families should be aiming to offer satisfactory home education from the outset, and to have preparations with that aim in view .... there should be no significant period in which a child is not receiving suitable education." Elective home education: Departmental guidance for local authorities, DfE April 2019

Parents aren't required to have a detailed plan covering several years but they should be able to demonstrate that they are committed to their child's education and are systematic in planning an efficient, fulltime and suitable education.

It is advisable that some planning is done in advance of the child being taken off a school roll so that the child can start a suitable home education from the outset. Just as in schools teachers plan in advance so that children can begin their learning from the start of the September term.

Parents will identify a broad range of subjects their child will be taught, and this will include, for the majority of children, English, Maths and Science and opportunities for Physical Development and Social and Emotional Development. Other subjects and learning opportunities may also be included.

They may wish to draw up a timetable so that both parent and child know what subjects to expect each day. This may be flexible and incorporate other learning opportunities and activities.

Planning will need to take into account the age, ability and aptitude of the child and enable the child to be taught efficiently so that they make progress.

Parents may make use of a number of approaches and resources when planning for their child's home education such as:

online schooling

text books, study books and work books

online planning resources

other online resources and educational websites to supplement the learning

networks of other home educating parents for group activities and social and emotional development opportunities

sports and activity centres, classes and groups

private tutors and tuition centres - it is important that parents are aware of the need to select tutors, tuition centres or study centres with care.

Parents may also want to consider how the child's learning will be recorded and organised such as using exercise books, notebooks, files and folders, as well as photographs and digital records of the child's learning. They will also need to consider how their planning will enable the child to make progress throughout the year and how this will be demonstrated.

While parents are not obliged to follow the National Curriculum it may be helpful to refer to this to ensure that the education is suitable to the child's age and ability.

A curriculum is the content of learning that a child is taught. A good curriculum is one which consists of a broad and balanced range of learning opportunities and/or subjects which ensure intellectual, social, emotional, spiritual and physical development.

In maintained, community and foundation schools children aged 5 to 14 are taught National Curriculum subjects of:

Teaching of a foreign language is expected from the age of 7 (Year 3) and Citizenship from the age of 11 (Year 7).

From the age of 14 schools are expected to teach:

English

Maths

Science

Computing

Physical Education (PE)

Several other subjects are included but these are based on the child's options.

In Reception year (after the child's 5th birthday until they transfer into Year 1) schools organise the curriculum around areas of learning, with a balance of teacher led activities, pupil led activities and opportunities to learn through play.

Communication and Language (eg spoken language, being read to, stories, rhymes, role play, vocabulary and language structures)

Physical Development (eg gross motor skills: strength, co-ordination, indoor and outdoor play, stability, balance; fine motor skills: e.g. small world, puzzles, arts and crafts, small tools etc.)

Personal, social and emotional development (eg understand feelings of self and others, interactions with other children, friendship, cooperation resolving conflicts, persistence, patience, looking after body, healthy eating)

Literacy (eg language comprehension - book activities, rhymes, poems and songs, word reading - letter names and sounds, phonics, sight, writing - letter formation, representing words with letters, simple phrases)

Mathematics (eg understanding number, counting, patterns, spatial, shape, space and measures)

Understanding the world (eg past and present, people, culture and communities, the natural world)

Expressive Arts and Design (eg creating with a variety of materials (colour, texture, design), being imaginative (including role play) and expressive including music and movement)

Schools are also expected to teach Religious Education (RE), Personal Social and Health Education (PSHE) including Relationships Sex and Health Education (RSHE) and Citizenship.

Parents are not obliged to follow the National Curriculum however the Department for Education states:

"2.10 a. Even if there is no specific link with the National Curriculum or other external curricula, there should be an appropriate minimum standard which is aimed at, and the education should aim at enabling the child, when grown-up, to function as an independent citizen in the UK - and furthermore, beyond the community in which he or she was brought up, if that is the choice made in later life by the child;" Elective home education: departmental guidance for parents DfE April 2019

Many parents use the National Curriculum as a guide to what could be taught, and to ensure their child is not at a disadvantage if they later return to school, enter further education and/or higher education. Parents should consider how to ensure:

development of competence in English and Mathematics

understanding of concepts of Computer Science; use of information technology to solve problems, and that their child is a responsible, competent, confident user of information and communication technology

development of understanding and skills across a range of subjects or areas of learning

personal and social development

physical development

understanding of the world of work.

Parents should also consider how they will provide opportunities for their child to engage socially with other children from their age groups and adults beyond the family unit.

It is the parent's responsibility to decide what to teach and how it will be taught, but it is essential that the parent can demonstrate that the planned education package is appropriate to the child's age, ability and aptitude and any special needs they may have. Children learn in different ways and at different paces, and parents will need to be aware of the progress the child is making in order to motivate and challenge them to achieve.

Parents are not obliged to follow a set timetable in the same way that schools do, however it is important to know what is going to be taught, how and when so that it is possible to monitor the child's learning and their progress.

"A child becomes of compulsory school age from the first of the following dates (31 August, 31 December or 31 March) which occurs after she or he becomes five years old (or if the fifth birthday falls on one of those dates, on that day). The child remains so until the last Friday of June in the academic year in which she or he becomes sixteen. Children may also be educated at home in order to participate in education and training until the age of 18" - DfE Elective home education: Departmental guidance for parents, April 2019.

At 16 she or he must then do one of the following until the age of 18:

stay in full-time education, for example at a college

start an apprenticeship or traineeship

spend 20 hours or more a week working or volunteering, while in part-time education or training

The elective home education service works closely with the Youth Advice Service. All Elective Home Educated pupils in year 11 are eligible for advice and support from the Youth Advice Service with exploring their options, and are referred to the service during the final half of the Autumn Term unless parents opt out of the offer of support. Find out more about Youth Service

Parents may decide to use private tutors for one or two subjects or to cover a broader range of the curriculum, but there is no requirement to do so. It is important that parents are aware of the need to select tutors, tuition centres or study centres with care; there is currently no requirement for private tutors to undergo Disclosure and Barring Service (DBS) checks.

Tuition centres and other settings may not be regulated in any way so there may be no assurance that they comply with basic standards, such as proper vetting of staff and safeguarding children. You may wish to check references and ask to see a recent DBS disclosure certificate.

Please use our tutor and tuition checklist used to ensure you ask the right questions in order to safeguard your child

Under Section 175 of the Education Act 2002, the local authority has a general duty to safeguard and promote the welfare of children. The local authority has powers to insist on seeing children to enquire about their welfare where there are grounds for concern.

Such powers, however, do not give the local authority the ability to see and question children who are being home educated in order to establish whether they are receiving a suitable education.

The local authority will, nevertheless, aim to discharge its safeguarding functions in relation to home educated children by attempting to engage proactively with all home educating parents and will always seek to see, speak with and ascertain the views of children who are home educated.

Whilst the local authority recognises that children who are home educated are no more likely to be the subject of abuse or neglect than are children who attend school, the local authority nevertheless notes the particular circumstances of home educated children.

Should any safeguarding concerns emerge in the course of engagement with home educating families, or in consequence of a lack of engagement, these concerns will be consulted on with the safeguarding in education officer and, if deemed to have met the threshold of need and intervention, will then be promptly referred to children's social care.

Whilst a failure to respond to the informal enquiries of the local authority will not in itself be seen as evidence of safeguarding concerns, a repeated and persistent failure to respond, together with other contextual information, may in certain circumstances cause the local authority to consider the need for further action.

If the parents of a child who is subject to a Child Protection Plan (CPP) declares an intention to home educate, the local authority will usually oppose this, unless it can be demonstrated that home education will be in the child's best interests and will not prejudice the effective implementation of the child's CPP.

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Elective Homing Schooling Bedford Borough

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Parents may choose to educate their children at home rather than at school.

Home education is an option that any family may consider for their children. The reasons for deciding on this approach are many, as are the styles of education undertaken. Whatever the circumstances, we aim to support parents in their choice.

By law, parents and carers must make sure their children receive an education. By law, we are responsible for ensuring education given to children at home is suitable.

The first step to home education

To begin to home school your child you must deregister them first. Send a letter/email to your child's school requesting them to take your child off roll, from a specific date, stating that you intend to home educate them from now on.

Send a copy of the deregistration letter/email is sent to the Elective Home Education Officer at Borough Hall.

The Elective Home Education Officer will make contact with you, when you first deregister your child.

The Elective Home Education Officer is David Roberts. To contact him call 01234 276809 or email ehe@bedford.gov.uk.

National curriculum

The education you provide has to be full time, efficient and suitable.

You do not have to follow the National Curriculum, but you may find it helpful to use it as a framework, both for subjects to include and to get an idea of levels of achievement. The National Curriculum website includes guidance and tools for both Primary and Secondary.

You might follow a timetable that you have devised; most home educators have a "flexible" timetable. You may choose to follow a form of 'discovery' education, in which the interests of your child are the focus. Or you might use mixture of these methods. It's entirely up to you.

If you intend to send your child to school in the future, then it would be wise to be aware of what is taught in school so they are not disadvantaged. There are many textbooks and workbooks based on the National Curriculum and these may be useful.

Exams

It is up to you the parent to investigate and pay for your child's exams. There are some schools in the Bedford local area that will agree for home educated children to sit exams at their school. The schools which offer this are subject to change as it depends on how many of their own students are sitting exams as to whether they can accommodate any more.

Contact the Elective Home Education Officer or other professionals to find out if they are aware of any currently taking students, or please let us know if you have found a school that will.

Sending my child back into school

If you decide to send your child back into school please contact the Bedford Borough Admissions Team by completing an online form. However, there is no guarantee that a place will still be available at their previous school. Please let the Elective Home Education Officer know as well.

Support for parents or carers

Here are some of the ways the Elective Home Education Officer can support parents or carers if they are considering home education as an option:

how to deregister your child from school

advice on different approaches and ensuring that your child receives an education suitable for their age, aptitude and ability

particular advice on contacts around issues of special educational needs. For example, SEND Advice contacts, information on requesting an assessment of needs, careers and counselling contacts

reports may be provided to support parental appeals, for example, admissions or college entry

personal or telephone contact to discuss issues at any time

general advice about the different ways families home educate in Bedford Borough

PLACE Programme

PLACE (Parent-led and community based education) is support for home based learners from early years up to GCSE.

PLACE is a Bedford Local Authority support service for home educating families managed by Biddenham International School and Sports College. To be eligible for the scheme, children should be on the elective home education register of the local authority in which they live.

The PLACE Programme provides significant support for PLACE-registered GCSE students, including part-time specialist support for a number of GCSE subjects and entrance for public examinations.

PLACE also runs a busy enrichment programme for enrolled youngsters from approximately ages four to sixteen and, in addition, provides measures of help and expertise with special needs issues through its partner school.

For further information please contact info@place-programme.org.

Home education resources

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Parents may choose to educate their children at home rather than at school. Home education is an option that any family may consider for their children. The reasons for deciding on this approach are many, as are the styles of education undertaken. Whatever the circumstances, we aim to support parents in their choice.

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Solihull offer online courses and resources for parents of children living in the Luton area , understand your child's development , behaviour and more

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FREE online learning for ALL parents, carers and grandparents living in Luton who care for children and teenagers. Designed to help you recognise emotions in yourself and your child that bring changes in behaviour, the learning is split into five sections:

Log on via: www.inourplace.co.uk

Sign up and when prompted apply the access code: HATTERS

See our animation below for full details.

The programme is being introduced in the borough by Luton Council's Flying Start and Luton 0-19 Children's Community Health Services with a particular emphasis on fathers, and is available in English and Polish with audio options also available in English and Urdu.

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FREE online learning for ALL parents, carers and grandparents living in Luton who care for children and teenagers. Designed to help you recognise emotions in yourself and your child that bring changes in behaviour, the learning is split into five sections: Log on via: www.inourplace.co.uk Sign up and when prompted apply the access code: HATTERS See our animation below for full details.

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Solihull offer online courses and resources for parents of children living in the Luton area , understand your child's development , behaviour and more

# data[].attributes.attachment_link.readable_text
FREE online learning for ALL parents, carers and grandparents living in Luton who care for children and teenagers. Designed to help you recognise emotions in yourself and your child that bring changes in behaviour, the learning is split into five sections:

Log on via: www.inourplace.co.uk

Sign up and when prompted apply the access code: HATTERS

See our animation below for full details.

The programme is being introduced in the borough by Luton Council's Flying Start and Luton 0-19 Children's Community Health Services with a particular emphasis on fathers, and is available in English and Polish with audio options also available in English and Urdu.

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FREE online learning for ALL parents, carers and grandparents living in Luton who care for children and teenagers. Designed to help you recognise emotions in yourself and your child that bring changes in behaviour, the learning is split into five sections: Log on via: www.inourplace.co.uk Sign up and when prompted apply the access code: HATTERS See our animation below for full details.

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Fire safety, falls, burns, button batteries and more safety advice for parents and carers

http://bit.ly/StaySafeOnTheRoad
Child Accident Prevention Trust: www.capt.org.uk

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Talking Takes Off: Support for Parents/Carers Our aim is to make sure that the importance of communication is a conversation everyone is having.Your child is amazing. Babies are learning from the moment they are born.

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Vital information for all parents to know .

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You, your child or someone you look after:

feels very unwell or like there's something seriously wrong

has not had a pee all day (for adults and older children) or in the last 12 hours (for babies and young children)

keeps vomiting and cannot keep any food or milk down (for babies and young children)

has swelling or pain around a cut or wound

has a very high or low temperature, feels hot or cold to the touch, or is shivering

Do not worry if you're not sure if it's sepsis - it's still best to call 111.

They can tell you what to do, arrange a phone call from a nurse or doctor, or call you an ambulance.

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You, your child or someone you look after: feels very unwell or like there's something seriously wrong has not had a pee all day (for adults and older children) or in the last 12 hours (for babies and young children) keeps vomiting and cannot keep any food or milk down (for babies and young children) has swelling or pain around a cut or wound has a very high or low temperature, feels hot or cold to the touch, or is shivering Do not worry if you're not sure if it's sepsis - it's still best to call 111.

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She had potty trained

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She’s ok

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The School Nurse service will take over the care of your child from the Health Visiting Service when they are 5 years old.

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This is "Primary School Nursing" by CCS NHS Trust on Vimeo, the home for high quality videos and the people who love them.