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Dyslexia and co-occurring visual difficulties including visual stress June 2023

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Find them here: https://www.dudley.gov.uk/dudleysendiass
They provide a range of information, legally based advice and support to help parents/carers, children and young people on all matters relating to Special Educational Needs and Disabilities (SEND). They are there to help parents/carers make informed choices and to enable them to play an active role in their child's education.

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IASS video for Children and Young People - what they are/how they can help?

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Specific Learning Difficulties (SpLD) is an umbrella term. Pupils with SpLD may have a particular difficulty in learning to read, write, spell or using numbers. Pupils may also have difficulties with short term memory, organisational skills, visual processing and coordination. Pupils with SpLD cover the whole ability range and the severity of their impairment varies widely. Examples of specific learning difficulties are:
* Dyslexia
* Dyspraxia/DCD
* Dyscalculia

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Infographic Video - Specific Learning Disabilities (SLD)

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School based anxiety can lead to school refusal and mental health difficulties. We recognise the difficulty that some children have geting into school- particularly after lockdown- and so if your child is experiencing difficulties getting to school in the mornings there are things you can do to support them:
* Listen to them
Listen to your child and their worries. Reassure them. Is there something specific about the start to the school day that is making them anxious?
* Routines
Have a clear routine to the start of the day and stick to it. Make sure bags are packed and uniform is ready the night before, so that you can avoid the last minute school dash
* Rely on friends
Encourage your child's friends to walk to school with them. It fosters independence and avoids the school gate clinging!
* Sensory support
Think about putting some perfume on a tissue, wrists and temples. Can they carry a picture of you or the family with them? Could they bring a small comforter into school to keep in their bag?
* Talk to us!!
Have you talked to us at school? Think about getting in touch with their class teacher or Mrs Robbins if there are difficulties so we can try to make the start of their day easier.

Take a look at the Young Minds website for some ideas:

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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.

About the term 'school refusal'

When anxiety builds up to the point that a young person cannot go to school, this is often called 'school refusal' - and you might hear the school or other professionals using this term. However, many young people and parents do not like this term because it implies that 'refusing' school is a choice, and you may prefer to use terms such as emotionally-based school avoidance (ESBA) or anxiety-related absence.

What makes young people feel anxious about 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

Finding out what's going on for your child

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.

Making changes at school

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.

Strategies you can try at home

For more information and advice on managing anxiety, have a look at our guide for parents.

If your child isn't able to go to school at the moment

If your child isn't going to school at the moment, this can be incredibly stressful and exhausting for you - and really tough for your child. You might be worried about whether 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.

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 - see our advice on this below.

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.

What will happen if my child doesn't go to school?

Parents often tell us they are worried about fines and prosecution, but schools generally consider this only if they feel there is no valid reason for the absence, or that parents aren't engaging with the problem.

If the absence is prolonged, the case may be referred to a local council Education Welfare Officer (EWO). They will arrange a home visit to find out more and discuss strategies. The school may also refer to other support, including from CAMHS.

Helping your child return to school after an absence

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.

Getting mental health and SEN support

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 help for your child.

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.

If you need more information and advice about getting the right education for your child when they have been diagnosed with a Special Educational Need (SEN), IPSEA can help.

If you need to talk through a problem, their Advice Line can provide support with any educational issue resulting from your child's SEN. You can also find lots of information, including information on assessments and diagnosis, as well as getting support from the school and local authority, on their website.

Finding more information and advice

Useful helplines and websites

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.

You might also find this helpful

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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5 Mindfulness Exercises for Kids 🌟😊 | Cosmic Kids

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5 Effective Tips to Improve your Child's Sleep

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Getting stuck on a word. How you can help.

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Getting stuck on a word. How you can help.

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It takes approximately three years from when a child starts to learn to read to becoming a competent and fluent reader.

When children are learning to read, they need to learn to:

1. Look at, and be able to use, the letters and sounds in words, bigger chunks or parts of words, and whole words (often called sight words).

2. Use meaning (the pictures in the book, their experiences, and their knowledge of the world) to help them understand the books they are reading.

3. Use their knowledge about language that they have learned from talking and hearing you talk (vocabulary, what comes next in an English sentence etc.)

It can be difficult with any of these 3 things that make them stop.

A: If they stop, they know that they don't know how to read the word, but they don't know what to do or how to work it out

You can PRAISE them by saying:

Have you found a hard bit? Well done'.

You can ENCOURAGE them by saying:

'Good readers know when they don’t know'

You can make it easier for them by using supportive language:

'Let's think of some things we can do'.

'Do we know a word that works like that?' (e.g. they know look which could help to work out cook)  or

'What do we know what might help?' or

'What would make sense?' or

'What would fit?'

'What can we do when we get stuck? We go back to the beginning of the sentence. We read it again. We get our mouths ready for the first sounds and think about the story?'

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Q: Why do we need to hear our children read out loud?
A: We hear children read out loud because we need to know how they are ‘tackling’ books
Q: Why might children not like reading out loud?
A: Children may not like to read out loud if they have not had a good experience with reading
A: Children may not like to read out loud if they find it hard to read
A: Children may not like to read out loud if they feel their attempts are not valued
Q: How can I help?
A: Make it easier for them by using supportive language:
1. Use the word ‘we’
2. Make the language we use supportive...

‘shall we look at the picture’,

‘let’s think about what just happened on this page’,

‘do you remember what we do when we get stuck?’ - ’ we go back to the beginning of the sentence, read it again,

get our mouths ready for the first part and think what would fit the story’

3.Tell them the word if it is too hard and the flow of the story is being interrupted

A: Make it easier for them by giving high levels of praise:

1.Praise their attempts at working out words they don’t know

2.Praise their attempts at fixing up mistakes

3.Praise their attempts at making their reading sound good

4.Praise their use of pictures and illustrations to help them with meaning and understanding

A: Make it easier for them by giving them lots of encouragement:

1. Encourage them to look at the picture to get help

2. Encourage them to think about the story and what has happened so far

3. Encourage them to think about what would come next in an English sentence

A: Help them understand what the story is going to be about:

Take a look through the book yourself, before you ask your child to start reading

Tell them the title (titles are very hard for children to read) and who it is by

Give them the big ideas in the book (e.g. this is a book about a little girl called Goldilocks who goes into someone else's house when they are not there and tries out their things).

If your child struggles a lot, read the book to them first, before you expect them to read it. Children can find it helpful to hear the language structures in the book, know the content of the book and if you point whilst you are reading, it can sometimes help them recognise some sight words.

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Supporting Fine Motor Skills for writing 

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Supporting Fine Motor Skills for writing 

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We follow a programme called Get Moving.

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Sometimes children loose sight of just how good they are at things and can become run down by the negatives. This activity from MIND encourages children to think about the positives in themselves.

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Emotional regulation can be defined as the ability to separate your emotional responses to a problem from the thinking you must perform to resolve the problem. The 5-point scale is a visual system that can help to organise a person’s thinking when working through difficult moments, particularly those that require social understanding. Creating a visual system for working through challenging situations can be considered most effective as it allows learning through concrete, predictable systems. The first step in using the scale to support emotional regulation is to identify areas of challenge. For example, difficulties involving changes in routine, playing with peers, or following rules in school.

The next step is to break the problem area into 5 parts clearly illustrating the degrees of the situation and putting this information onto a visual scale. A common issue when discussing emotional regulation is that of stress and anxiety. This is a good place to start, creating a scale that breaks down stress into the following 5 parts:

5 = This could make me lose control.

4 = This can really upset me.

3 = This can make me nervous.

2 = This sometimes bothers me.

1 = This never bothers me. *

These require a lot of adult input to draw out the child's thoughts / ideas, however as time goes on children develop confidence in how to regulate their emotions.

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Five point scale with ok and not ok behaviours_

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Some children really struggle to make sense of their feelings. They can find it really useful to track their feelings and emotions throughout the day. This can then be used as a talking point to think about reasons behind certain feelings and then possibly strategies that might help.

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Dyslexia is a neurological difference and can have a significant impact during education, in the workplace and in everyday life. As each person is unique, so is everyone's experience of dyslexia. It can range from mild to severe, and it can co-occur with other learning differences. It usually runs in families and is a life-long condition.

It is important to remember that there are positives to thinking differently. Many dyslexic people show strengths in areas such as reasoning and in visual and creative fields.

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Phonological skills: oral segmentation and blending

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Phonological skills: oral segmentation and blending

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Child not writing from margin? Try these resources. 1..

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Child not writing from margin? Try these resources. 1..

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Learning Breaks to reduce stress and anxiety

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Learning Breaks to reduce stress and anxiety

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Learning Breaks for children are when children are given a short mental break from the focused task taken at regular intervals. Most learning breaks range from around 5 to 20 minutes as a general rule, although most people prefer to keep them short. For maximum success, it’s usually best to include a physical activity.

The benefits of using learning breaks include helping children to:

be calmer

remain focused

less prone to daydreaming

in a better mental place to face the next challenge

As we all know, children have lots of expendable energy and it can often present itself at inopportune times.

Learning breaks have also shown to significantly reduce stress and anxiety levels too, providing organic improvements to learning and higher engagement levels.
Click below for ideas for brain breaks.

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When children are faced with a piece of work, sometimes it can feel like they have a mountain to climb. Breaking it down into much smaller sections can really help children focus on one task at a time, without feeling overwhelmed. Equally, using a 'Now and Next' model can also help to hold children's attention and keep them interested.

When using a now and next board, the now tends to be a learning / demanding activity and the next is usually a reward/motivator. For example, if your child was working in year 2 and they were writing a letter  it might look a little like this:

Now: Write the introduction of the letter

Next: 5 mins lego building

Now: Write the middle of the letter

Next: 5 mins lego building... and so on.

The key to success with these boards is to ensure that children have a clear understanding of the time. Use of sand timers or even Alexa (if you have one) can be very useful.
Click below for a printable superhero now and next board.

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Some children really struggle with anxiety about what the day may have in store for them.
Having a clear timetable for the day really helps children to know what is expected of them and also to prepare themselves for what is coming next.

Visual timetables really help and many children find it really useful to remove the picture once that session is completed. This allows them to see the day in sections and therefore make it much more manageable. Click below for a printable one you can use at home.

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Top Tips to Support a Struggling mathematician

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Top Tips to Support a Struggling mathematician

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Start with what your child knows to build up confidence

- Have a daily, repetitive focus e.g. 5 minutes on adding one more each day/ 3 times table

- Break maths learning down into small, manageable chunks

- Create a maths routine: I show you one, we do one together, you do one (I, We, You)

- Praise effort as well as correct answers

- Don't labour over a question for long- if it is too difficult leave it for another time or simplify it

- Encourage children to make/ draw the question
-Speak to your child's teacher as to how you can help more at home.

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How to help a struggling reader | Oxford Owl

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Supporting your child's move from Year 6 to Year 7

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Supporting your child's move from Year 6 to Year 7

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Children can become very anxious about the move from their primary school to High School. Look below at the tips to support their mental wellbeing during this time.

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We have a wonderful library, which provides a peaceful and calm place for children to relax and unwind when they do not want the hustle and bustle of the whole school around them.  Mrs Robbins positions herself in the library in case children need her. Throughout school we use books to support children in their understanding of feelings and emotions. The National Literacy Trust tells us that "Books can empower children to understand and manage complex emotions. Through a story, they can learn how to recognise what is happening inside them as they empathise with a character going through a similar situation. They feel more confident about themselves as they discover that they’re not the only ones going through a difficult experience. With the right support available, books can play a therapeutic role by creating a safe space for children who have experienced trauma, life challenges and relationship difficulties. Through a book, they can explore their emotions and vulnerability by observing a familiar feeling or situation from a distance.

However, through reading about different lives and characters, children also learn to connect and better understand the people around them. They become more aware of the richness and vastness of the world which opens their eyes to other cultures, backgrounds and life experiences. As a result, they will be more likely to reach out of their comfort zone and expand their horizons as they slowly progress into adulthood." Speak to your child's class teacher for recommendations of books to share at home.

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Wellbeing Supported through the Outdoors

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Wellbeing Supported through the Outdoors

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We are very lucky to have our own Forest School area, which children are able to access on a regular basis. Trained forest school leaders support children and staff to take risks in a managed and controlled manner promoting mental health and an ability to self-manage. Learning how to regulate emotions, reactions and responses in this non-threatening environment enables children to show resilience and determination to succeed, even when things become tough.​
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By developing a platform where children can observe nature, using appropriate equipment, we can improve mental and physical well-being for all, and safeguard the environment for the future. Daily contact with nature is linked to better health, reduced levels of stress and anxiety, reductions in obesity and improved concentration, which in turn will have a positive impact on the life chances of all our children.​

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Mrs Adams Nurturing Practitioner and ELSA 

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At Pedmore CE Primary School, we value and promote the well-being of our pupils, alongside their achievements in academic learning. ​

We also promote the wellbeing of the adults around them: staff, parents and carers. ​

We follow the Five to Thrive approach where five areas are identified that help to ‘reboot’ your brain and reset perspective. These are Connect, Take Notice, Get Active, Be Curious, Give​

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Through whole class lessons or small group sessions, we provide opportunities for children to learn about emotions and how to respond to feelings they may have. Further to this, we have assemblies which focus on how we can keep our minds healthy, as well as keeping our bodies healthy. ​

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Wellbeing Supported by Adults​

Adults are always available to talk to if children have any concerns, and we have a trained Nurturing ​

Practitioner who is there to  provide support for social, emotional and mental health needs of​

individuals and groups of children. ​

Our Nurture groups run twice weekly. ​

Wellbeing Supported by Peers
We have a trained team of Wellbeing Ambassadors who are there to help when needed. By developing communication and relationship skills, children and young people provide support that builds connection and belonging essential for peer wellbeing.

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What are interventions?​
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Interventions are targeted programmes of support that provide a solution-focused approach to meeting needs at the earliest opportunity. The process involves the child, parents/carers, school staff and, at some levels, other professionals, working in partnership to get it right for every child. Intervention is designed to be flexible and allows for movement between stages depending on progress. They are grouped into the different areas of need, such as reading or maths. Some interventions are only offered in certain year groups, other interventions run across a wide range of ages.​
Teachers and SENDCo discuss which interventions would suit a particular child's needs and help them to make better progress.​
If we have not made it clear why your child is receiving an intervention, or what is happening, please contact your child’s class teacher or the SENDco.​

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At Pedmore CE Primary,  we want to make sure that every child gets the best support we can offer in order to help them to enjoy their learning. We also want them to  feel confident and happy amongst their friends and make the best possible progress. ​

Every child has individual needs that will affect their learning. Support for all children begins in the classroom with High Quality First Teaching. The Class Teacher is responsible for planning differentiated activities to ensure all children can access learning and make the next steps to enable progress to be made.   ​

Sometimes children need extra support to give them a boost, or to help them catch up with other children of the same age. They may need this support for a short time or a longer period, but during this time they will be part of our Additional Needs Register and we will keep a close eye on their progress, look carefully at what special support they need and keep in touch with their parents. We have adopted a Graduated Approach in which we assess, plan, do and review on a regular basis to ensure that the right level of support is provided. ​Many children find themselves needing additional support from time to time.

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We support children through one to one, small group work and interventions led by teachers and learning assistants. We work collaboratively with external professionals, such as Speech and Language Therapists, the Learning Support Team and Educational Psychologists, to ensure that children all make good progress.  All our children are carefully tracked and monitored through their everyday learning and their progress is reviewed every term by class teachers and the Senior Leadership Team. ​

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Mrs S Robbins SENDco, Designated Teacher CLA,  Senior Mental Health Lead, Youth and Work Place Mental Health First Aid Champion,  Deputy Safeguarding Lead

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We understand that learning can be challenging for many children, particularly those with additional needs.  ​
We want to assure you that we will be here for you every step of the way, throughout your child’s time at our school. We all work hard to ensure that our teaching and activities, support the needs of your child and their individual next steps in learning.  ​
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To further support you and your child, we have put together some information and resources that we think might help you in your understanding of your child’s additional needs, and how children can be supported at home and at school.​
Please remember, we are here to help! If you cannot find what you are looking for, please do not hesitate to contact Mrs Robbins, who will be happy to help.  ​

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Mrs S Robbins SENDco Designated Teacher CLA Mental Health Lead Deputy Safeguarding Lead