# data[].attributes.body
Indications may be:
*delayed language development
*memory difficulties limited concentration
*difficulties with independent learning *difficulties with reading, writing and spelling
*difficulties with comprehension
*processing difficulties such as sequencing, inference, coherence and elaboration
*poor working memory
* poor short term verbal memory
*other types of executive function difficulties

# data[].attributes.body
Always talk to the class teacher first and let them know your concerns.
Make an appointment to see the teacher at a convenient time - feel free to bring a list of questions and concerns so that you don't forget anything.
Concerns may be to do with academic progress, social interactions, communication, behaviours (at home or at school).

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A government guide to support parents of pupils with SEND

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A guide on the support system for children and young people with special educational needs and disability (SEND).

Applies to England

Documents

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A guide on the support system for children and young people with special educational needs and disability (SEND).

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We are a single form entry mainstream primary school catering for pupils from the age of 5 to 11. The ethos and values of our school are central to the learning and well being of our community. We have a commitment to inclusive education and strive to maintain high quality teaching and learning in our excellent school environment.

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Nottshelpyourself | Tollerton Primary School

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We are a single form entry mainstream primary school catering for pupils from the age of 5 to 11. The ethos and values of our school are central to the learning and well being of our community. We have a commitment to inclusive education and strive to maintain high quality teaching and learning in our excellent school environment.

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They offer a confidential and free helpline service for families for emotional supp information, advice and guidance on any aspect of parenting and family life.

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Parentline family support and bullying helpline | Family Lives

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Free and confidential family support and bullying helpline from Family Lives (formerly Parentline Plus). Free and confidential from landlines and most mobiles 0808 800 2222. Alternatively, you can email us at askus@familylives.org.uk for advice and support.

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Support for parents

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Child and Adolescent Mental Health Services

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Nottinghamshire Healthcare NHS Foundation Trust

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Child and Adolescent Mental Health Services

Nottinghamshire Child and Adolescent Mental Health Services are for people up to 18 years old in Nottinghamshire. They are sometimes called CAMHS. Click on one of the blocks below to read more about what we do.

Feedback on our services

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Child and Adolescent Mental Health Services (CAMHS)

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Child and Adolescent Mental Health Services Nottinghamshire Child and Adolescent Mental Health Services are for people up to 18 years old in Nottinghamshire. They are sometimes called CAMHS. Click on one of the blocks below to read more about what we do. Feedback on our services

# data[].attributes.body
ink to a leaflet about the Children’s Development Centre at City Hospital. The CDC is a treatment centre which provide specialist professional support for many areas of need including: short breaks, day care, drop in sessions for ASD and Down Syndrome, access to physiotherapists, occupational therapists, community nurses, paediatricians, speech and language therapists, CAMHS, dieticians, post adoption team etc.

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Official Supernanny Parenting Advice | Reward Charts | Childcare

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Parenting advice and help on common childcare issues from Potty Training to Toddler Tantrums from the Offical Supernanny

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National Deaf Children's Society | Supporting deaf children

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We are the National Deaf Children's Society, the leading charity for deaf children and young people. We're here to support every deaf child who needs us.

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

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

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Welcome to ADDISS, The National Train your child to do what you want them to do. Easy to follow steps for disciplining without yelling, arguing or smacking. proven successful programme. Attention Deficit Disorder Information and Support Service.
We provide people-friendly information and resources about Attention Deficit Hyperactivity Disorder to anyone who needs assistance - parents, sufferers, teachers or health professionals. Whatever you're looking for in ADHD, we'll do our best to help.

This website contains just a fraction of the information that we have on ADHD. If you would like to know more, visit our Bookstore. It has a wide range of resources about all aspects of ADHD and associated conditions, with special sections for parents, children, teenagers and professionals.

If you would like to talk to someone about ADHD, telephone us on 020 8952 2800, or you can send us an e-mail if you have any questions or need more information about anything you see on this site.

ADDISS is a proud member of ADHD Europe, an organisation founded to advance the rights of, and advocate on every level throughout Europe for people affected by AD/HD and co-morbid conditions in order to help them reach their full potential.
______________________________________________________________________________________________________

1 2 3 Magic Practitioner training courses for 2023

__________________________________________________________________________________

ADHD Awareness Month 2020 - Common Questions, Reliable Answers

Working in partnership with organisations around the globe, we've reached out to people with ADHD and their families across the globe to find the most commonly asked questions. We've taken these questions to world-leading ADHD experts, who have given us answers you can rely on! Check out these answers at adhdawarenessmonth.org. For more information, visit our 2019 project website on myths and facts at adhdisreal.org.

COVID-19 and ADHD

ADDISS is determined to continue supporting people with ADHD during these difficult times, and we appreciate the support of each and every one of our members and the ADHD community. For more information on how to access support during this crisis, pleasesee our Facebook page, where you can get in touch if you need us.

We know that this pandemic is creating new challenges for people with ADHD, so we'd like to share this guidance from the European ADHD Guidelines Group - click here to view a PDF article.

_____________________________________________________________________________________

We now have a dedicated page listing several ways you can help support us in our work. Please follow HOW TO SUPPORT US
THIS LINK for more information.

We are pleased to announce a new and exciting way to support ADDISS that won't cost you a penny. In fact, it could even save you money on your online shopping! A NEW WAY TO SUPPORT ADDISS... THAT COULD EVEN SAVE YOU MONEY!

We have partnered with Savoo who will donate to ADDISS every time you search online via their website. In fact, you can make it even easier by making "https://www.savoo.co.uk/#addiss" your default search engine! It's totally free, and would help us a great deal.

All you have to do is follow this link, click "Support this cause", set up a free account, and start searching!

Savoo is also a great way to save money. If you visit Savoo, click "Support this cause", and set up an account you can find voucher codes for hundreds of your favourite shops including Boots, John Lewis, Amazon, and many many more. Every time you use one of those voucher codes Savoo will donate to ADDISS, and you will save money on your shopping!

And, if you're shopping with Amazon, use Amazon Smile instead of the normal amazon.co.uk - If you make ADDISS your chosen charity, Amazon will donate a small percentage of their profit from your purchase to ADDISS at NO COST to you!

For more information on this and other ways to support ADDISS, click here

WHO'S IN CHARGE AT YOUR HOUSE?
Put Yourself back in control.

The 1 2 3 Magic programme is highly recommended by ADDISS as behavioural intervention for children with ADHD and other challenging behaviours. We have now trained over 200 practitioners to deliver this programme to parents in the UK. Please contact us to find if there is a group running near you.

Buy the 1-2-3 Magic Book on-line now for £13.50 including Postage and packing.
Just click here.

NOW AVAILABLE
The Tipping Points
By Phil Anderton PhD
What professionals should recognise as the social impact of ADHD.
Retired police officer Phil Anderton brings us a unique book looking at how young people with poorly managed ADHD are at risk of following a path into crime, substance misuse, anti-social behaviour and personal danger, and outlines ways to reduce those risks with easy to follow and pragmatic text and checklists. The book, the first of its kind also has advice for magistrates and the police when coming into contact with these young people.
Order your copy now for
£9.99 plus £1.50 postage
You can buy it online now. Just click here

"As an adult who has ADHD, from childhood, and I have had my fair share of issues with the police and courts as a consequence, I really appreciate the interest in this subject being taken by Phil Anderton. This book should be read by anyone and everyone who deals with youngsters who have the disorder, if the people who looked after me had recognised my Tipping Points and done right by me, I might not have the criminal record that I have."
Gary Sendall, Founder WADDSUPP, adult ADHD support group in the Wirrall

"Many books seek to promote awareness of ADHD among the public but very few do so with as splendid a combination of science and compassion as does Mr. Anderton in this up-to-the-minute summation of what parents and others should know about ADHD and its management."
Professor Russell Barkley, SUNY Upstate Medical School

"This book is very welcome – it takes the lessons from the scientific study of ADHD and applies them to a social and justice perspective. It deserves to be read widely, especially by those who doubt whether the individual's vulnerability of ADHD is relevant to how society should react."
Professor Eric Taylor, King's College London, Institute of Psychiatry, London

"Phil Anderton, an experienced police officer, has seen that many who get in trouble with the law have ADHD. In this book he clearly describes what ADHD is and makes very practical suggestions for how those with ADHD can be powerfully helped by appropriate treatment. His approach is sensible, compassionate, and desperately needed."
Professor Thomas E. Brown, Ph.D. Dept of Psychiatry, Yale University School of Medicine

S

RAISING FUNDS FOR ADDISS AND RAISING AWARENESS. ADHD is REAL

You can help raise funds for the national ADHD Charity ADDISS. At the same time you will be helping to raise awareness about ADHD by purchasing our Shopping Trolley Token Keyrings and/or the National ADHD Charity Wristband. Maybe you'd even like your own personal ADDISS Stress Brain! Click the picture for larger images and order details.

Phone: 020 8952 2800

Press enquiries
020 8952 1515

e-mail: info@addiss.co.uk

ADDISS
P O Box 340
Edgware
Middlesex
HA8 9HL

Registered Charity 1070827

Please give your support and help to raise much needed funds by making a donation to ADDISS.

We have now teamed up with Just Giving.com to create a secure method for making donations to ADDISS or for raising funds through various events.

To receive email updates of news and events please add your email address

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Welcome to ADDISS, The National Train your child to do what you want them to do. Easy to follow steps for disciplining without yelling, arguing or smacking. proven successful programme. Attention Deficit Disorder Information and Support Service. We provide people-friendly information and resources about Attention Deficit Hyperactivity Disorder to anyone who needs assistance - parents, sufferers, teachers or health professionals.

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Autism East Midlands provide help and support to families and individuals affected by autism from across Nottinghamshire. They can support with training for parents, assessment of a child’s needs, specialist provision etc.

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Autism Training for Practitioners (incorporating the Dignity Challenge) (Ref ATP) Who for: Anyone who has an intensive contact with a person with autism or high impact on their personal outcome....

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There are several ways in which children with special needs are supported. The majority of children’s needs will be met in the normal classroom setting without the need for additional funding.

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ASN funding (additional school need) Some children will need additional support other than that normally provided by the classroom teacher. This funding comes directly into the schools budget.

AFN funding (additional family need)
A few children may continue to give concern or may have a specific diagnosis that requires additional help. This funding goes to the family of schools and the SENCO has to put in a bid to the family to access this funding. The bids are moderated and if granted the funding is expected to be supported by ASN money.

HLN funding (higher level need) Occasionally a child may have complex or more severe needs which require more consistent adult support to access the curriculum. This funding has to be applied for through the Local Authority. The bids are moderated and if granted the funding is expected to be supported by ASN and AFN money.

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Indications may be:
* difficulties with producing or responding to expressive or receptive language
*difficulties uttering speech sounds
*difficulties understanding spoken and other communications from others
*difficulties with understanding age-related social conventions of interaction, such as turn-taking during conversations or appropriate level of physical contact during play

*difficulties in following instructions, routines and maintaining attention to task
*uneven progress between subject areas due to problems with particular aspects of learning

# data[].attributes.body
Indications may be:
*does not make expected progress with support of additional equipment and appropriate curricular approaches
*experiences difficulties undertaking some tasks/working at the same pace as peers
*exhibits signs of increasing fatigue towards end of day/session
*may show signs of frustration in classroom/setting
*a specific disability e.g. hearing or sight loss

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Indications may be:
*incidents of disruption/ disaffection
*difficulty remaining on task results in frequent disruption
*progress below expectations in many areas – often associated with frustration and disaffection
*difficulties sustaining appropriate peer relationships
*fluctuations to mood and unpredictable attitudes to learning tasks
*periods of uncooperative behaviour and withdrawal
*low mood, which affects self-esteem and limits ability to engage
*anxiety limits school attendance and impacts progress in learning
*difficulty maintaining friendships
*finding change in routines hard to cope with
*sensory overload
*response to trauma or attachment difficulties
*frustration due to speech and communication difficulties
*response to the wrong level of challenge in lessons
*feeling overwhelmed
*physical pain or discomfort, such as hunger
*underlying mental health problems

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You may be a parent who is noticing behaviours in your child that has made you question if there is something else going on. Don't panic! And remember, that you are not alone and there are options and processes to support you.

Your child may have difficulty concentrating, have a need to constantly fidget, avoid eye contact or display hypersensitivity to certain sounds or smells... Any of this sound familiar? It may be that your child has a Special Educational Need or Disability (commonly known as SEND in England). The terminology in Wales is slightly different - Additional Learning Needs (ALN). It can be difficult to recognise SEND in many children as there are rarely any physical symptoms and SEND will present differently in each child. SEND also presents on a spectrum, meaning some children will be affected more than others.

A child is thought to have SEND if he or she:

Some examples of SEND include Social, Emotional and Mental Health (SEMH) / behavioural challenges, Autism Spectrum Disorder (ASD) and Attention Deficit Hyperactivity Disorder (ADHD). These are only a few examples and there are many more types of SEND. ASD and ADHD, however, dominate the SEND space and the majority of children awaiting assessment, so we will focus on these in this article to provide practical tips and signposting.

If you want more information on ADHD, check out my recent blog post: ADHD or a mental health disorder... What's the deal? (learningwithoutlimits.co.uk)

Want to know the difference between ADHD and Autism and how to recognise signs? Check out this video! https://youtu.be/xQc5Feyl2GE

It is important to remember, even if you think your child has additional needs, a formal diagnosis from a trained professional is necessary. No one knows your child better than you do, but don't make the mistake of diagnosing yourself as there may be other barriers you are unaware of. Hopefully this blog can shed some light about what you can do if you find yourself in this situation.

This infographic is a sort of road map I have sketched out to illustrate through your journey to get support for your child. We will delve into each stage further, as the article progresses.

Before you dive into the prospect of a learning difficulty, it is important to rule out that a physical disability is not the cause - it is key to explore many avenues. A common symptom for Autism, for instance, is not responding to their name being called and avoiding eye contact. Before going down the route for a referral, it would be a good idea to test your child's eyesight and hearing. If all is well in this area, you can at least know you have crossed off this option. This will benefit you later in the line if you go to your GP.

If you have concerns, a good place to start is by talking to your child's teacher or another adult who your child is frequently under supervision from. Ask them if they have noticed anything about your child's learning behaviour, or how they interact with their classmates. Perhaps ask if they can keep a logbook for you to collect each day at home time, to communicate to you how your child has interacted with others each day.

If your school has a Special Educational Needs Co-Ordinator (SENCO), you could also ask for an appointment. They may be able to offer an opinion about your child and give suggestions for support while you take your search further. Some SENCOs will also be able to put your child forward for an assessment, following observations and information gathering from other adults around your child.

After speaking with your school, the next step is to get an appointment with your local GP. Your GP will not be able to give a formal diagnosis, but you can unload your concerns and your GP will be able to refer you to a specialist for an assessment if necessary.

It may be worthwhile making some notes of your concerns before going to the GP so you can give all the information required for a referral. Make sure to also take any information from your teachers, even if it is just a written-up version of your conversation with them.

About your child's symptoms and when they started

In what context the symptoms occur (in public, at home, school, a certain time of day)

If/ how the symptoms affect your child's day-to-day life

Whether there have been any significant changes in your child's life (loss of a family member, divorce)

About any other existing medical conditions

About any family history of learning difficulties (some forms of SEND run in families)

Unfortunately, it is not guaranteed you will be referred for assessment. Your health professional may believe there are other underlying causes and decide not to refer you. This can be upsetting and frustrating, particularly if you feel confident SEND is the cause.

In this instance, you may be expected to do some 'watchful waiting' to see if the symptoms improve or not. It could be worth creating a behaviour log to see when the behaviours occur and in what form and severity, you may notice a pattern. This will be beneficial not only for a referral but also your own use as you can implement support techniques around these times to help manage the situation. Once you have this, speak to someone else, such as another GP - this is called getting a 'second opinion'. You may find they see something the first professional did not.

Unfortunately, assessment referrals do not happen overnight and waiting periods are to be expected. The most recent publication from the NHS states at least a 13 week wait for an ASD referral. The reality for many is

a wait lasting many months, however, their figures are slowly improving. According to ADHD UK, the wait time for an ADHD diagnosis is roughly 6-18 months.

While a diagnosis can open doors for support in school and other areas, it is not a magic wand in itself. Even while you await a potential assessment, there are some great support networks you can tap into. These are likely to be filled with endless tips and tricks of how to support your child and are a truly invaluable resource for parents. But, like we said earlier, no one knows your child better than you, so do what you believe is right for your child and what works for your family. Just because something works for one child does not mean it works for every child.

They may also suggest joining a parent education programme. Try not to take this as an insult or a suggestion you are a bad parent. Its aim is to teach you methods you can use to support your child and give you more understanding of their needs. This will all be very new to you and so it may be beneficial to attend a class so you can better understand your child. This can also be a great way to meet other parents in the same boat who you can share your struggles with. It can be relieving knowing other people are going through the same thing.

Assessments will differ depending on the suspected learning difficulty, so let's take a look at an assessment for Autism and ADHD.

- The assessment will consist of an interview with you as the parent/ carer.

- A language examination to determine communication level.

- A behavioural observation which will either be play based (young children) or conversation based (older children).

Private psychiatrists may carry out different assessments, but most will follow a format similar to the one above.

There is no hard and fast way to diagnose ADHD, but specialists can make an accurate diagnosis based on findings from an assessment. The assessment for ADHD includes: a physical examination, interviews with the child, and reports from significant adults in the child's life (this is where teacher reports or a communication log will be handy).

For a child to be diagnosed with ADHD, they must meet strict criteria of 6 or more symptoms of inattentiveness, or alternatively, 6 or more symptoms of hyperactivity. They also must:

- Have been displaying symptoms for a continuous 6-month period.

- Display symptoms before 12 years old.

- Display symptoms in at least 2 separate contexts (school and home). This is to rule out if the behaviour is caused by something in one of these settings.

- Be affected in their day-to-day life by these behaviours, which makes social and educational activities difficult.

A detailed report will be given detailing the results found from the assessment and if an educational need is present, how this presents in your child. It will also include recommendations for management and support, or any further assessment if required.

We are incredibly fortunate in the UK to have our NHS. If you can wait, absolutely try going through the NHS for your assessment to save some money. However, if you decide you do not want to go through the NHS, there are many private practices that can conduct an assessment for you.

It is likely you won't have much of a wait, if at all, to get an assessment. However, you will have to pay for this privilege. Depending on where you are in the UK, an ASD or ADHD assessment can range anywhere between £350 to £1500+ so there is a wide spectrum. The report you receive may go into more depth, but this will depend on the company conducting the assessment.

If you decide private is the way forward for you, check out some links to private assessment clinics at the bottom of this blog.

Receiving a diagnosis of SEN in your child may take some time to digest. You may experience relief, finally knowing for certain what was causing your child's behaviours. Or you may experience shock and struggle, wondering where to go next.

It is important to remember that help is available to those who want it. A quick google around your local area will tell you if there are any support groups available. If not, the internet and social media is full of wonderful communities of parents in the same situation, all supporting one another.

Things may be hard soon after a diagnosis. Remember that things will improve and having a diagnosis can open many doors for support academically and occupationally when your child gets to that age. They are still the same child, just now they have a superpower! Their superpower is they see the world differently to everyone else; this does not make it wrong, only unique.

You can also gain support from national charities, for instance the National Autistic Society or The ADHD Foundation. These charities provide ongoing support and services for people and families with SEND. Remember, you can still access all these support groups before you even have a diagnosis, or if you go through assessment and come out without one. Support services are available to anyone that needs them.

Going through a diagnosis can be a daunting, uncertain process. You may wonder how this will affect your child's life and their friendships. While your child may need extra support in some areas of their life, don't forget all the positive things that also come with SEND:

Creativity: As we said earlier, children with SEND see the world differently to others. This can also mean they see things others don't see. They may be a fantastic problem solver, or a creative artist.

Attention to detail: Particularly in children with ASD, they have a rare skill of thoroughness and accuracy which non-Autistic people do not possess. This can be of great benefit to them in their job search as it is a great quality for employers.

Curiosity and expertise: They may develop a deep interest in a topic, with their curiosity going so deep they become an expert in the field. There's no way of knowing for sure, but many believe Albert Einstein would qualify as having ASD today due to his intense knowledge and interest in maths and science. Who knows, your child's expertise in a certain topic may well shape their entire career and future! More so, they will love what they do!

As always, if you would like any support or have any suggestions for future articles that you may be interested in, please do drop me a message and feel free to subscribe to be the first to read our posts.

Thanks for reading and supporting :)

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I think my child has Special Educational Needs... What do I do?

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You may be a parent who is noticing behaviours in your child that has made you question if there is something else going on. Don't panic! And remember, that you are not alone and there are options and processes to support you.

# data[].attributes.body
Keeping a diary of what your child is like at home can be very helpful. If you are able to, make notes on the following if they are concerning to you:

Behaviour
- time and date
- what happened including
- what the child did
- what the child said (and tone of voice)
- anyone else involved (e.g. siblings, pets)
- what had happened before (e.g. requests to do something, sibling taking a toy, not getting their own way)
- what you did in response
- how long behaviours lasted
- how it was resolved

Sleep
- what your child was doing before bed
- bedtime routine and how closely it was adhered to e.g. did they have a bath, did they miss their story?
- time they went to bed
- time they fell asleep
- what they did in between these 2 times
- did they sleep through the night?
- how did you get them to settle again e.g. drink, toilet, letting them sleep in your bed

Eating
- what was offered
- when it was offered
- how much was eaten
- is other food being eaten
- where is it being taken from?
- how do you know? e.g. packets under the bed
- who else was there when the food was eaten
- whether different foods can touch
- any specific foods that can't be tolerated
- colour
- texture

Toileting
- how often your child goes to the toilet
- when accidents happen
- time
- what the child had been doing
- if they are wet when they get home from school
- the number of accidents - including wee/ poo
- whether they tell you about the accident

Please let us know - we can always arrange for
- additional, timed toilet visits
- access to a different toilet
- somewhere they can get changed discretely
- a named adult to support them
- extra time in the toilet when they won't be busy

# data[].attributes.body
Speech and Language therapists can come to school to assess children. Speech and language referrals can be made for a variety of reasons:
- expressive language difficulties
- pronunciation
- stuttering/ stammering
- severe lisp
- receptive language difficulties
- not following instructions in an age-appropriate manner
- slow processing speed
- memory problems
- social communication

# data[].attributes.headline
Children and Adolescent Mental Health Service (CAMHS)

# data[].attributes.subject
Children and Adolescent Mental Health Service (CAMHS)

# data[].attributes.body
CAMHS can help diagnose/support with a wide variety of mental health disorders in children and adolescents. These include
- anxiety
- depression
- self harming
- eating disorders
- auditory/ visual hallucinations
- attachment disorders
- trauma related disorders
- suicidal ideation

# data[].attributes.headline
Social, Emotional Mental Health Team (SEMH)

# data[].attributes.subject
Social, Emotional Mental Health Team (SEMH)

# data[].attributes.body
The SEMH team comprises of specialist teachers and teaching assistants who provide advice and support to parents and schools. The service aims to reduce fixed term suspensions, permanent exclusions and secure and strengthen the school places of the primary aged children aged three to eleven years with the most severe and complex social, emotional and mental health needs.

# data[].attributes.body
The team provides specialist assessment for disabled children and young people, who have a permanent and substantial disability which has an adverse effect on their ability to carry out normal day to day activities.

Occupational Therapy aims to provide support and intervention to help children and young people with disabilities develop to their full potential, considering the stage of development the child/young person has reached. It can assist with overcoming practical problems and maximising a child/young person's independence.

# data[].attributes.headline
Physical Disability Specialist Services (PDSS)

# data[].attributes.subject
Physical Disability Specialist Services (PDSS)

# data[].attributes.body
PDSS is responsible for providing specialist advisory support and guidance to schools to support the inclusion of pupils with significant physical disabilities and complex medical/health needs to access their educational setting.

# data[].attributes.body
The paediatrician can make diagnoses of conditions including ASD and ADHD. They may also be involved if your child has a medical condition.
Some referrals to the paediatric department at the hospital may be made by your GP e.g. for diabetes, severe asthma, epilepsy, congenital disorders but others are made by school.

# data[].attributes.body
Educational Psychologists (EP) can help offer strategies to help with learning and behaviours to access learning in school.
An EP has to be involved if your child needs an Education Health Care Plan (EHCP).

# data[].attributes.body
If your child has a diagnosed hearing or sight loss then the hearing and vision services come and see children in school. They make regular assessments, provide equipment and provide any necessary training for staff.

# data[].attributes.body
ADD - Attention deficit disorder

ADHD - Attention deficit hyperactivity disorder

ASC/ ASD - Autism spectrum condition/ disorder

# data[].attributes.body
BMP - Behaviour management plan
BSP - Behaviour support plan

# data[].attributes.body
CAMHS - Child and Adolescent Mental Health Services
C&I - Communication and interaction
C&L - Cognition and learning
CLN - Complex learning needs

# data[].attributes.body
EHCP - Education health care plan

ELSA - Emotional Literacy support assistant

EP - Educational psychologist
EWO - Education welfare officer

# data[].attributes.body
GDD - Global development delay

# data[].attributes.body
HI - Hearing impairment
HLTA - Higher level teaching assistant
HLNF - High level needs funding

# data[].attributes.body
IEP - Individual education plan

# data[].attributes.body
LA - Local authority
LAC - Looked after child (in care, fostered, adopted)
LSA - Learning support assistant

# data[].attributes.body
MASH - Multi-agency safeguarding hub (police, education, health, social care, probation)
MLD - Mild learning difficulties
MSI - Multi-sensory impairment

# data[].attributes.body
ODD - Oppositional defiant disorder

OT - Occupational therapist

# data[].attributes.body
PD - Physical Disability
PDA - Pathological demand avoidance

PECS - Picture exchange communication system
PMLD - Profound and multiple learning difficulties
PP - Pupil profile

# data[].attributes.body
RA - Risk assessment

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SALT - Speech and language therapy

SEMH - Social, emotional mental health
SEN - Special educational needs
SENCO - Special educational needs co-ordinator

SEND - Special educational needs and disabilities
SLCN - Speech, language and communication needs
SLD - Severe learning difficulties
SLT - Senior leadership team
SpLD - Specific learning difficulties

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TA - Teaching assistant

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VI - Visual impairment

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SENCO (Special Educational Needs Co-ordinator)

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SENCO (Special Educational Needs Co-ordinator)

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Mrs Kimbley is the SENCO.
After discussing things with your child's class teacher, you may feel there needs to be some further discussion or investigation. Please call or email the school office to arrange an appointment with Mrs Kimbley.

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Annette Beaumont is the SEN governor at Tollerton School. If you need to contact her, please email using the following address:

annette.beaumont@governor-equalstrust.org

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The school nurse can offer support with
- toileting issues including bed wetting and soiling
- sleep issues including bed time routines
- hearing checks
- nutrition/ eating problems/ concerns about weight

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If your child is, or may be, dyslexic then we have information, resources and training available to help you to ensure that your child is able to reach their full potential.

You can also find information in our Supporting a Child or Young Person: A Guide for Parents booklet on how to support your child at home, working with your school to secure a diagnosis and support, and what support the law entitles a young person with dyslexia to and how to access it.

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Information, resources and training to help parents ensure their child can reach full potential.