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SEND Code of Practice 6.30/6.31

Support for learning difficulties may be required when children and young people learn at a slower pace than their peers, even with appropriate differentiation. Learning difficulties cover a wide range of needs, including moderate learning difficulties (MLD), severe learning difficulties (SLD).
Specific learning difficulties (SpLD), affect one or more specific aspects of learning. This encompasses a range of conditions such as dyslexia, dyscalculia and dyspraxia

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A great new health website with loads of topics including bereavement, sleep, toileting, bullying, what to do when things change, body image etc. Worth a look!! :-)

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Should you need urgent health advice please contact your GP or call NHS 111. In an emergency please visit A&E or call 999.

Hailey
Comet

"Germs from our sneezes can travel up to 100 miles an hour! Wow that's almost as fast as a rocket!" Blast off to Planet X and learn more about avoiding illness.

Let's Go!

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Please try another.

Hailey
Comet

"Germs from our sneezes can travel up to 100 miles an hour! Wow that's almost as fast as a rocket!" Blast off to Planet X and learn more about avoiding illness.

Let's Go!

The world of health

Take a trip and explore the fascinating world of Health for Kids. Tap a screen and away you go.

Read all about it!

Don't let the weather stop you from exercising!

There are lots of fun things you can do indoors. Why not dance along to our Jungle Boogie zumba session?

Hey! Grown Ups!

Our resource area for parents and carers offers a wealth of information to help you support your children to be healthy and happy as they grow.

Find top tips and advice on all aspects of children's emotional and physical health, from keeping kids active and eating well, to building their confidence and equipping them to cope with specific health issues.

Let's Go!

Cookie consent

We use cookies to improve your experience on our website. To find out more, review our cookie policy.

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Should you need urgent health advice please contact your GP or call NHS 111. In an emergency please visit A&E or call 999. "Germs from our sneezes can travel up to 100 miles an hour! Wow that's almost as fast as a rocket!" Blast off to Planet X and learn more about avoiding illness.

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Ten percent of the population are believed to be dyslexic, but it is still often poorly understood. With the right support, the strengths and talents of dyslexic people can really shine.

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Ten percent of the population are believed to be dyslexic, but it is still often poorly understood.

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Welcome to our posh Padlet page!  We wanted to create a space to sigpost lots of really useful information in one go!  Often we refer to services, a parent gives us a really good website that they have found helpful and now we have a space to SHARE!! Please let us know if there is anything you would like to add or anything you found particularly helpful. Happy scrolling!
Mrs Geddert & Mrs Spacagna

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What should I do if I am worried about my child? 

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What should I do if I am worried about my child? 

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Follow this great infographic!

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The Family Support Service offers support to children, young people and families with children and young people aged 0 to 19 or up to 25 years with a special educational need or disability (SEND)

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Supporting families, children and young people and running family centres in Buckinghamshire

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Your 'shop window' for supporting SEND!

The Local Offer sets out the support available locally for children and young people aged 0 to 25.

You can access this resource even if your child is with or without and EHCP.

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Special educational needs and disabilities (SEND Local Offer)

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Our local offer advice and support for children and young people aged 0 to 25 years

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(IPSEA) Independent Provider of Special Education Advice

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(IPSEA) Independent Provider of Special Education Advice

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

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Hello everyone. My name is Sam Spacagna (right) and I am the KS2 SENDCo at Bearbrook Combined School.
I joined the school as a Newly Qualified Teacher back in 2006. I have taught in Year 1, Year 2, Year 5 and Year 6.
I have two boys, aged 15 years and 11 years. My hobbies include: watching my children play football and going on family bike rides.

Hi everyone. My name is Rosie Geddert (left) and I am the SENDCo for Early Years (Pre School & Reception) and KS1.  Most of my teaching experience has been within this age range; working at the school for 14 years - however this role is relatively new to me! I, like Sam, also have two boys - aged 7 and 3.  I love family holidays abroad, anything Disney related and the occasional scary film! 😱

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Early Years (PreSchool & Reception) and KS1 SEND Enquiries: 

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Early Years (PreSchool & Reception) and KS1 SEND Enquiries: 

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rosie.geddert@bcsglt.co.uk

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sam.spacagna@bcsglt.co.uk

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Every kid needs a champion | Rita Pierson | TED

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The power of everyday heroes | Jaz Ampaw-Farr | TEDxNorwichED

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Fairness is not about everyone getting the same thing. Fairness is about you getting what you need in order to be successful....

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SEND Code of Practice 6.28/6.29

Children and young people with speech, language and communication needs (SLCN) have difficulty in communicating with others.
Children and young people with ASD, including Asperger’s Syndrome and Autism, are likely to have particular difficulties with social interaction.

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Speak to a Speech and Language Therapist! 

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Speak to a Speech and Language Therapist! 

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We offer virtual advice sessions to enable parents, carers and those working in educational settings to receive Speech and Language Therapy advice when it is needed.

Virtual advice sessions can be accessed via Microsoft Teams or by telephone appointment. Please state your preference when booking. Microsoft Teams works best when more than 2 people are attending the advice session.

We will send you a link to join an online virtual advice session meeting via email. No software download is required and you can access the session via a computer or smart phone.

Appointments will last from 30 to 45 minutes.

If it is felt that your child requires access to specialist support from within the service a standard referral form will be requested.

Advice lines can be accessed as frequently as required to support ongoing goal setting and progression of therapy programmes/ support.

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Buckinghamshire Healthcare NHS Trust - CYP Website

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Speech and language therapy virtual advice sessions - Buckinghamshire Healthcare NHS Trust - CYP Website

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We offer virtual advice sessions to enable parents, carers and those working in educational settings to receive Speech and Language Therapy advice when it is needed. Virtual advice sessions can […]

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Tiny Happy People is here to help you develop your child's language skills. Explore our simple activities and play ideas and find out about babies and toddlers' amazing early development.

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Tiny Happy People is here to help you develop your child's language skills. Explore our simple activities and play ideas and find out about babies and toddlers' amazing early development.

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Children’s language development and parenting advice - BBC Tiny Happy People

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A chatty child is a happy child, so Tiny Happy People is here to help you develop your child’s communication skills through simple interaction and play.

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How to use our resources to help the child develop their communication skills:

Our resources link directly to each stage of the communication development pyramid.

Start at the bottom of the pyramid with resources for ‘attention and listening’ and ‘play’ before moving higher up.

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Buckinghamshire Healthcare NHS Trust - CYP Website

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Communication skills are vital for learning, play, friendships, and wellbeing. Children develop at different rates, but there are typical stages of communication development from birth to age 14+.

Communication development pyramid

The pyramid below shows those stages of communication development. The skills at the bottom provide the foundation for the skills at the top of the pyramid. It's important to get the foundation right before moving onto the other skills. Conversation and interaction skills are important at every level.

Children must develop each stage starting at the bottom before they can progress to speech.

How to use our resources to help the child develop their communication skills

Our resources link directly to each stage of the communication development pyramid.

Start at the bottom of the pyramid with resources for 'attention and listening' and 'play' before moving higher up.

Choose the stage of communication below. Each stage includes age milestones, activities and ideas on how to help the child achieve their goals.

Checking the child's progress

Use a progress checker to check the development of the child's skills. You can then revisit our resources and try the suggested activities for each age milestone.

Parents can explore more communication activities from the Hungry Minds campaign and Tiny Happy People.

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Speech and language therapy resources - Buckinghamshire Healthcare NHS Trust - CYP Website

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Communication skills are vital for learning, play, friendships, and wellbeing. Children develop at different rates, but there are typical stages of communication development from birth to age 14+. The pyramid below shows those stages of communication development. The skills at the bottom provide the foundation for the skills at the top of the pyramid.

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Why visuals help children with communication & interaction needs

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Why visuals help children with communication & interaction needs

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Selective Mutism Information & Research Association (SMIRA)

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Selective Mutism (SM) is a communication anxiety disorder. This site contains information on and support for parents, people with SM, and professionals.

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Autistic people may act in a different way to other people

Autistic people may:

find it hard to communicate and interact with other people

find it hard to understand how other people think or feel

find things like bright lights or loud noises overwhelming, stressful or uncomfortable

get anxious or upset about unfamiliar situations and social events

take longer to understand information

do or think the same things over and over

If you think you or your child may be autistic, get advice about the signs of autism.

Autism is not an illness

Being autistic does not mean you have an illness or disease. It means your brain works in a different way from other people.

It's something you're born with. Signs of autism might be noticed when you're very young, or not until you're older.

If you're autistic, you're autistic your whole life.

Autism is not a medical condition with treatments or a "cure". But some people need support to help them with certain things.

Autistic people can live a full life

Being autistic does not have to stop you having a good life.

Like everyone, autistic people have things they're good at as well as things they struggle with.

Being autistic does not mean you can never make friends, have relationships or get a job. But you might need extra help with these things.

Autism is different for everyone

Autism is a spectrum. This means everybody with autism is different.

Some autistic people need little or no support. Others may need help from a parent or carer every day.

Some people use other names for autism

There are other names for autism used by some people, such as:

autism spectrum disorder (ASD) is the medical name for autism

Asperger's (or Asperger syndrome) is used by some people to describe autistic people with average or above average intelligence

More about Asperger's

People with Asperger's do not have the same learning disabilities that many people with autism have, but they might have a specific learning difficulty.

Some people call this "high-functioning" autism.

Doctors do not diagnose people with Asperger's anymore because it's now thought of as part of autism spectrum disorder. But if you were diagnosed with it before, this will stay as your diagnosis.

It's not clear what causes autism

Nobody knows what causes autism, or if it has a cause.

It can affect people in the same family. So it may sometimes be passed on to a child by their parents.

Autism is:

not caused by bad parenting

not caused by vaccines, such as the MMR vaccine

not linked to diet

not an infection you can spread to other people

Autistic people can have any level of intelligence

Some autistic people have average or above average intelligence.

Some autistic people have a learning disability. This means they may find it hard to look after themselves and need help with daily life.

Autistic people may have other conditions

Autistic people often have other conditions, such as:

attention deficit hyperactivity disorder (ADHD)

dyslexia

anxiety

depression

epilepsy

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Find out what autism is and how it affects people.

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Jodie Smitten is an Autistic Specialist who has written many blogs, provided insightful training for parents, families and schools. Check out her website for more details.

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I am independent specialist working with autistic children, their families and their schools.

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Kieran Rose's website also provides a resource for Autistic people, Parents and Professionals to help understand various concepts around Autism, get practical advice.

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Kieran's courses and training are designed with Autistic insight, years of knowledge and reflect the latest of positive and useful Autism research. With a range of ebooks, short trainings and his flagship programme and membership, The Inside of Autism, there is something for everyone.

These courses are aimed at Autistic People, their families and professionals and are designed to be validating, challenging and to open doors to new understanding.

You'll find training on a range of subjects not available elsewhere including Autistic Masking, Monotropism and more.

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Kieran Rose, The Autistic Advocate, aims to make life better for Autistic people, through his autism blog, consultancy and autism training.

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We are the UKs leading charity for autistic people and their families. Since 1962, we have been providing support, guidance and advice, as well as campaigning for improved rights, services and opportunities to help create a society that works for autistic people.

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An inspiring and affectionate look at Attention Deficit Hyperactivity Disorder (ADHD)

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We use cookies and similar tools that are necessary to enable you to make purchases, to enhance your shopping experiences and to provide our services, as detailed in our Cookie Notice. We also use these cookies to understand how customers use our services (for example, by measuring site visits) so we can make improvements.

If you agree, we'll also use cookies to complement your shopping experience across the Amazon stores as described in our Cookie Notice. This includes using first- and third-party cookies, which store or access standard device information such as a unique identifier. Third parties use cookies for their purposes of displaying and measuring personalised ads, generating audience insights, and developing and improving products. Click 'Customise Cookies' to decline these cookies, make more detailed choices, or learn more. You can change your choices at any time by visiting Cookie Preferences, as described in the Cookie Notice. To learn more about how and for what purposes Amazon uses personal information (such as Amazon Store order history), please visit our Privacy Notice.

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Buy All Dogs Have ADHD by Kathy Hoopmann (ISBN: 8601200728194) from Amazon's Book Store. Everyday low prices and free delivery on eligible orders.

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We provide core mental health services in the community to adults of working age (between 18 - 65 years) with mental health problems. These problems can range from schizophrenia, bipolar disorder, postnatal depression and other depressive disorders, to enduring anxiety ... Read More

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We provide core mental health services in the community to adults of working age (between 18 - 65 years) with mental health problems. These problems can range from schizophrenia, bipolar disorder, postnatal depression and other depressive disorders, to enduring anxiety ... Read More

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Support Groups

National Support Groups

Living with ADHD

This website has been developed to support those who come into contact with Attention Deficit Hyperactivity Disorder (ADHD) - parents/carers and teachers - and also provides resources for children and teenagers themselves, to help them understand and manage the condition.
www.livingwithadhd.co.uk
addup was set up to bring families together, to guide parents in the right direction to find the practical help they need for their children and to promote both public and professional awareness of ADHD.
http://www.addup.co.uk
ADD / ADHD Online Information
www.adders.org
ADDISS, The National Attention Deficit Disorder Information and Support Service
www.addiss.co.uk
ADHD VOICES

ADHD Voices brings the perspectives and experiences of children into international debates around rising child psychiatric diagnoses and the increasing use of drugs in child psychiatry. These voices contribute to an empirical evidence base that helps to inform ethical debate, clinical judgment, and national policy. VOICES is a Wellcome Trust funded research project based at the London School of Economics and Political Science.
www.adhdvoices.com
ADHD Foundation
www.adhdfoundation.org.uk
ADDNI Children's Charity - Belfast
www.addni.net Mindroom is a special needs charity for children and adults affected by learning difficulties and learning disabilities www.mindroom.org
PATOSS - The professional association of teachers of students with specific learning difficulties
www.patoss-dyslexia.org The Royal College of Psychiatrists
The Royal College of Psychiatrists has a Policy Unit which deals with issues affecting National Mental Health policy and psychiatric practice. Details can be found on the website www.rcpsych.ac.uk/policy (under Policy and Parliamentary).

The Children and Young People's Mental Health Coalition

The Children and Young People's Mental Health Coalition brings together leading charities to campaign jointly on the mental health and wellbeing of children and young people. http://www.cypmhc.org.uk/

Baldock / Hitchin / Letchworth / Royston / Stevenage

Angels Support Group - http://www.angelssupportgroup.org.uk/index.htm

Brighton

ADHD Brighton Support Group - http://adhdbrighton.org.uk/

Bristol

Adult ADHD Support Group - http://aadduk.org/help-support/support-groups/bristol-adult-adhd-support-group/

Cambridgeshire

C ambridgeshire Adult ADHD Support Group - http://addventure-within.co.uk/support/

Chichester

The Hyperactive Children's Support Group - http://www.hacsg.org.uk/page6.html

Coleraine

Phoenix ADHD Project - http://www.phoenixadhdproject.org/contact/

Essex

Chelmsford ADHD Support Group - http://www.adhd-support.org.uk/index.html

Gateshead

Gateshead ADHD Support - http://www.gatesheadadhdsupport.co.uk/whatis.html

Support group for parents of children with ADHD/ADD and Autism in Farnborough Hampshire. We run every month (1st Tuesday of every month) at the Ship Inn Pub in Farnborough. - Contact Nikki Roberts - adhdtimeout@outlook.com

Facebook - https://www.facebook.com/groups/adhdandASDtmeout/
Harrow
Centre for ADHD and Autism Support Harrow - http://adhdandautism.org/

Contact : adhd@adhdandautism.org

Hastings

_______________________________________________________________________________________

Hertfordshire

Understanding ASD and ADHD in Hertfordshire - http://www.add-vance.org/

Lambeth ADHD Support Group: - http://turneyschool.co.uk/2018/10/14/lambeth-adhd-support-group-meetings/

Lancashire

ADHD Lancashire Support Group - http://www.adhdlancashire.co.uk/

Lincoln

Lincoln ADHD Support Group - http://lincolnadhd.org/

Liverpool

Liverpool Adult ADHD (Ladders of Life, LOL) - http://www.meetup.com/Liverpool-adult-adhd-ladders-of-life-meetup-com/

London

London adult ADHD support group - https://sites.google.com/site/joyfivolous/home

Manchester

Manchester Region Attention Deficit Disorder Group - http://www.maddchester.com/

Newcastle

KICK ADHD Support Group - http://www.netmums.com/newcastle/local/view/support-groups/special-needs-adhd/kick-adhd-support-group-keep-including-challenging-kids

Norfolk

Oxfordshire

ADHD Oxfordshire - http://www.adhdoxfordshire.co.uk/Support-Group.html

Richmond

Richmond ADHD Support Group - https://www.facebook.com/AdhdRichmond

Stockport

Stroud District Adults with ADHD - Support and Social Group (Facebook link: https://www.facebook.com/groups/2123882871088294) or email stroudadhd@gmail.com for more information.

Central Scotland Adult ADHD Support - https://sites.google.com/site/scottishadhdadultsorg/Home

Dundee and Angus Support Group - www.adhddasupport.org

Glasgow Support Group - www.adhdglasgow.org

West Yorkshire

West Yorkshire ADHD Support Group - https://www.facebook.com/WestYorkshireAdhdSupportGroup

Life Coach Directory

Life Coach Directory was set up to increase the awareness of life coaching and enable visitors to find the most suitable coach. Coaching is the process of guiding a person from where they are, to where they want to be. To ensure a professional website is maintained, only life coaches who have shown proof of qualifications and insurance cover, or proof of membership with a professional body, are listed.

The directory has a page dedicated to ADHD - http://www.lifecoach-directory.org.uk/articles/adhd-coaching.html

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Support Groups | The UK ADHD Partnership

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The UK ADHD Partnership supports clinicians and allied professionals to identify and meet the needs of children and young people affected by this disorder. ADHD is now recognised as a condition that may cross the lifespan and there are multi-modal interventions for ADHD that can be delivered at every age.

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Supporting individuals and families affected by dyspraxia/DCD

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Right click and change the colour and transparency

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

A screen color filter over any application you are using

Helps users with Dyslexia and Scotopic Sensitivity Syndrome

Reduce eye strain along with screen brightness

Easily customize the color and opacity of the filter

Match the prescription from the optometrist

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Download ColorVeil: Screen Filter for Eye Strain & Dyslexia - East-Tec

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Get ColorVeil for your device. Reduce eye strain, help with Dyslexia, and Visual Stress. Customize your screen filter for enhanced viewing comfort.

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SEND Code of Practice 6.33

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

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We have opened virtual advice session to ensure that parents, carers and those working in educational settings receive Occupational Therapy advice when it is needed.

Virtual advice sessions can be accessed via Microsoft Team or by telephone appointment. Please state your preference when booking an appointment.

We will send you a link to join an online virtual advice session meeting via email. No software download is required and you can access the session via a computer or smart phone.

Appointments will last 45 minutes.

If it is felt that your child requires further assessment following an advice line session, they will automatically be put forward for a face to face assessment.

Advice lines can be accessed as frequently as required to support with ongoing goal setting and progression of therapy programmes/support.

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Buckinghamshire Healthcare NHS Trust - CYP Website

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We have opened virtual advice session to ensure that parents, carers and those working in educational settings receive Occupational Therapy advice when it is needed.

Virtual advice sessions can be accessed via Microsoft Team or by telephone appointment. Please state your preference when booking an appointment.

We will send you a link to join an online virtual advice session meeting via email. No software download is required and you can access the session via a computer or smart phone.

Appointments will last 45 minutes.

If it is felt that your child requires further assessment following an advice line session, they will automatically be put forward for a face to face assessment.

Advice lines can be accessed as frequently as required to support with ongoing goal setting and progression of therapy programmes/support.

Our advice sessions

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Occupational Therapy virtual advice sessions - Buckinghamshire Healthcare NHS Trust - CYP Website

# data[].attributes.attachment_link.description
We have opened virtual advice session to ensure that parents, carers and those working in educational settings receive Occupational Therapy advice when it is needed. Virtual advice sessions can be accessed via Microsoft Team or by telephone appointment. Please state your preference when booking an appointment.

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Topics include dressing, tool use (cutlery, scissor and pencil skills), handwriting and sensory processing difficulties.

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Buckinghamshire Healthcare NHS Trust - CYP Website

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As a society, we have made significant progress to understand people's neurodiversity. But neurodiverse children/young people still face significant barriers in education.

There's an expectation that neurodiverse children and young people must learn to fit in socially, academically and in a sensory way.

Because of this, we see large numbers of children/young people who experience trauma/high anxiety. This often results in emotional-based school avoidance.

In reality, children/young people struggle in the school environment due to a breakdown in reciprocal and mutual understanding. It's known as a 'double empathy problem' where people of very differing dispositions do not understand each other.

Children/young people should not change to fit into the school environment. They need mutual understanding. Before a child/young person can learn to understand themselves, adults must understand the barriers the neurodiverse child/young person faces on a day to day basis.

Adults must also understand that we can not always move barriers, but we can put facilitators in place to navigate those barriers.

Once we understand this, double empathy can begin. We can help the child/young person to learn how to navigate the education environment.

This webinar will help you to understand neurodiversity in the classroom and how you can support neurodiverse children and young people.

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Webinars, courses and workshops - Buckinghamshire Healthcare NHS Trust - CYP Website

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As a society, we have made significant progress to understand people's neurodiversity. But neurodiverse children/young people still face significant barriers in education. There's an expectation that neurodiverse children and young people must learn to fit in socially, academically and in a sensory way. Because of this, we see large numbers of children/young people who experience trauma/high anxiety.

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There are some great ideas on things you can do at home to support your child with their focus and attention, their preparation for school, writing and drawing, jumping, hopping and skipping, meals, washing and dressing - please check it out!

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Buckinghamshire Healthcare NHS Trust - CYP Website

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Occupational therapy resources - Buckinghamshire Healthcare NHS Trust - CYP Website

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Choose from the category of resources below to help your child's development in that area.

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SEND Code of Practice 6.32

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

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CAMHS (including self referral for your young person)

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CAMHS (including self referral for your young person)

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CAMHS stands for Child and Adolescent Mental Health Service.

CAMHS help children and young people up to 18 who are finding it hard to cope with everyday life because of difficult feelings, behaviour or relationships.

Most of the time when we are sad, angry, stressed or worried these feelings pass within a few days, but if they go on for a while and stop us enjoying and coping with life, then CAMHS can help.

Just as we go to the doctors when we are physically ill, sometimes we need extra help with our mental health.

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Child and Adolescent Mental Health Service

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Coronavirus (COVID-19): We are not allowing visitors to any of our hospital or inpatient sites in order to protect our patients and staff who care for them from the spread of COVID-19 (coronavirus). This is with effect from Monday 23 March 2020 until further notice.

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Buckinghamshire | Child and Adolescent Mental Health Service

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Coronavirus (COVID-19): We are not allowing visitors to any of our hospital or inpatient sites in order to protect our patients and staff who care for them from the spread of COVID-19 (coronavirus). This is with effect from Monday 23 March 2020 until further notice.

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Fun activity based on the film Inside Out

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A great book to share with children as they are starting to name feelings

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Hello readers!

I enjoy writing and illustrating books for child and adults, full of colorful collage images. Have you read The Colour Monster? This was my first title, a book that explains the different emotions you can feel: Happiness, Sadness, Fear, Anger, Love, Calm... Which feeling do you feel when you read? How do you feel today?

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Buy The Colour Monster Pop-Up 1 by Anna Llenas (ISBN: 9781783703562) from Amazon's Book Store. Everyday low prices and free delivery on eligible orders.

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We use cookies and similar tools that are necessary to enable you to make purchases, to enhance your shopping experiences and to provide our services, as detailed in our Cookie Notice. We also use these cookies to understand how customers use our services (for example, by measuring site visits) so we can make improvements.

If you agree, we'll also use cookies to complement your shopping experience across the Amazon stores as described in our Cookie Notice. This includes using first- and third-party cookies, which store or access standard device information such as a unique identifier. Third parties use cookies for their purposes of displaying and measuring personalised ads, generating audience insights, and developing and improving products. Click 'Customise Cookies' to decline these cookies, make more detailed choices, or learn more. You can change your choices at any time by visiting Cookie Preferences, as described in the Cookie Notice. To learn more about how and for what purposes Amazon uses personal information (such as Amazon Store order history), please visit our Privacy Notice.

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Feelings Book for Children - 21 Different Emotions, Toddler Flipbook for Learning Moods - Help Kids Understand Emotions - For Autism, ADHD, Anger Management, Special Needs - By Parents and Therapists

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Free delivery and returns on eligible orders. Buy Feelings Book for Children - 21 Different Emotions, Toddler Flipbook for Learning Moods - Help Kids Understand Emotions - For Autism, ADHD, Anger Management, Special Needs - By Parents and Therapists at Amazon UK.

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Supporting A Child With Anxiety | Tips & Advice

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If your child or teenager is struggling with anxiety, read our tips, advice and resources for ways you can support them and places you can get help.

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Love the strategies on this image - Things to do when it all gets a bit much...

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One in four children in the UK are not getting enough sleep, this has an impact on their behaviour and ability to learn, as well as their physical health.

Our free helpline is run by trained sleep advisors who can talk to young people directly, or their parents. We wondered if the attached posters could be emailed to parents and/or displayed around the school?

The helpline is open 5 nights a week, Sunday to Thursday, 7-9pm and the number is 03303 530 541.

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Huge thanks to our corporate partner, Furniture Village, who has helped us to launch a brand new National Sleep Helpline to ensure that everyone has access to high quality, evidence-based advice regardless of age, ethnicity, background or income.
"We've always believed that sleep is equally as important as diet and exercise yet we know the UK is really struggling to sleep, particularly with the ongoing effects of the pandemic" says Charlie Harrison, Furniture Village Commercial Director. "From my work as a doctor, I know how great the need for a National Sleep Helpline is. It will make a huge difference to so many people." Dr Ranj, Furniture Village Sleep and Wellness Advisor
Working together to improve the nation's sleep.

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National Sleep Helpline - The Sleep Charity

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Who do I talk to if I can't sleep? The National Sleep Helpline can help with your sleep problems, 7pm-9pm, Sunday to Thursday, 03303 530 541.

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Sleep hygiene is about ensuring that both the environment and our habits are best placed to promote a good sleep. Difficulty getting to sleep, poor sleep quality and daytime tiredness are all indicators that sleep hygiene could benefit from a tweak or two.

Easy ways to improve sleep hygiene include ensuring that your child's bedroom is a quiet, calm and darkened place to rest. Too much mess can make their minds too busy at bedtime, so clear away the clutter and try to put any exciting activities, like that computer game with the next level beckoning, out of sight. Make sure the temperature is comfortable and ensure that the rest of the house is peaceful too - so they don't want to avoid sleep out of fear of missing out on the fun downstairs.

Devices should be switched off an hour before bedtime to avoid both too much stimulation and too much blue light which can interfere with the production of sleep-inducing chemicals in our brains. Similarly, for younger kids, don't make that bedtime story too exciting with voices and actions!

Caffeine should be avoided from early afternoon or even earlier depending on bedtime - this includes colas, energy drinks and chocolate. Another surprising thing to avoid just before bedtime is exercise; whilst plenty of daytime activity, especially outdoors, is great for children, if it's too close to bedtime that can be too stimulating. Outdoor exercise also allows children to be exposed to daylight, something that may be in short supply as the nights draw in, but which is great for adjusting our sleep-wake cycle to day or night mode.

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Can't sleep, won't sleep? Five ways to get your child's sleep back on track

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Sleep hygiene is about ensuring that both the environment and our habits are best placed to promote a good sleep. Difficulty getting to sleep, poor sleep quality and daytime tiredness are all indicators that sleep hygiene could benefit from a tweak or two.

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How to get your child's bedtime routine right

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Sleep consultant Mandy Gurney gives advice on how to get your child's bedtime routine right before primary school.

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https://www.bbc.co.uk/cbeebies/radio/calming-sounds

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Are you finding it difficult to get your little one to settle down?
Calming Sounds on CBeebies Radio is here to help.

Each of the sounds will play continuously for eight hours to avoid your little one being disturbed.

What is Calming Sounds?

Calming sounds is a brand new collection of audio on CBeebies Radio designed to help your little one relax.

There are eight sounds to choose from which allows you to experiment and find which one works best:

Waves, birdsong, rain, car journey, spaceship, white noise, pink noise and brown noise.

How can I find the calming sounds?

The collection of sounds is available on the CBeebies Radio website, or you can save this page to your home screen to use whenever you like.

You can even download the sounds for free using the BBC Sounds app, which means you can use them at any time - even if you don't have an internet connection.

You can also listen to calming sounds through your smart speaker by asking for them directly. Just say, "Open CBeebies and play the calming sounds of... waves / birdsong / rain / car journey / spaceship / white noise / pink noise / brown noise."

Benefits of Calming Sounds

Claire Benton, Head of Audiology, Nottingham:

"Many children find these sounds relaxing and listening to them can help a child feel calm enough to fall asleep.

"We naturally cycle through light and deeper sleep and have moments close to waking during the night.

Usually we don't notice these and fall back to sleep - but if the environment has changed between falling asleep and these lighter sleep phases this can then trigger a wakeful response which can be problematic.

Playing calming sounds could get round this issue if a child tends to fall asleep listening to audio."
Having relaxing sounds on in the background can also hugely help those children with tinnitus or sensitivity to sounds.

The quiet around bedtime can make it difficult to manage your tinnitus, feeling anxious or stressed about not sleeping can make it worse - so listening to quiet, relaxing sounds can be a big help.

For children who are sensitive to sounds, having relaxing sounds on can ease anxiety and there is emerging evidence that having them on all night can help 're-set' the auditory system over time.

Having these sounds available so easily is a fabulous resource for families."

Dr Anna Weighall, cognitive developmental psychologist:

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CBeebies Radio - Calming Sounds from CBeebies Radio

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Are you finding it difficult to get your little one to settle down? Calming Sounds on CBeebies Radio is here to help. Each of the sounds will play continuously for eight hours to avoid your little one being disturbed. What is Calming Sounds?

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With your help, we can keep offering free support to those who need us.

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Find out what you can do about bedwetting, what could be causing it and when to get medical help.

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

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BBC Bitesize

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Starting primary school - BBC Parents' Toolkit - BBC Bitesize

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

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Starting secondary school with Special Educational Needs (SEN)

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Starting secondary school with Special Educational Needs (SEN)

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Starting secondary school with Special Educational Needs (SEN)

This film was recorded before the Covid-19 pandemic.

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

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

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

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

Sample questions to ask:

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

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

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

How will support in assessments work?

Will my child get a Teaching assistant?

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

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

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

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

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

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Starting secondary school with Special Educational Needs (SEN)

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

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Starting secondary school - BBC Parents' Toolkit - BBC Bitesize

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

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

Tips:

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

Don't let your worries become their worries

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

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

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

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

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Tips that can help you and your child prepare emotionally.

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Moving Up! Transition to Secondary School 

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Moving Up! Transition to Secondary School 

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Anna Freud

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Moving Up! The transition to secondary school (SUBTITLED)

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Child Bereavement UK helps families to rebuild their lives when a child grieves or when a child dies. We support children and young people (up to the age of 25) when someone important to them has died or is not expected to live, and parents and the wider family when a baby or child of any age dies or is dying. We offer free, confidential bereavement support by telephone, video or instant messenger, wherever you live in the UK.

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We help children, young people, parents, and families to rebuild their lives when a child grieves or when a child dies.

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https://www.simonsays.org.uk/support-line/

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Support Line | Child Bereavement Support | Hampshire

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The Simon Says telephone support Line 023 8064 7550 offers information and guidance to all those caring for a child or young person, who has lost someone.

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This book is gorgeous.... Suitable for 2-6yrs old, it starts to attribute completely understandable feelings to loss.

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We use cookies and similar tools that are necessary to enable you to make purchases, to enhance your shopping experiences and to provide our services, as detailed in our Cookie Notice. We also use these cookies to understand how customers use our services (for example, by measuring site visits) so we can make improvements.

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Buy The Rabbit Listened by Doerrfeld, Cori, Doerrfeld, Cori, Doerrfeld, Cori (ISBN: 9781912650149) from Amazon's Book Store. Everyday low prices and free delivery on eligible orders.

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Select Your Cookie Preferences

We use cookies and similar tools that are necessary to enable you to make purchases, to enhance your shopping experiences and to provide our services, as detailed in our Cookie Notice. We also use these cookies to understand how customers use our services (for example, by measuring site visits) so we can make improvements.

If you agree, we'll also use cookies to complement your shopping experience across the Amazon stores as described in our Cookie Notice. This includes using first- and third-party cookies, which store or access standard device information such as a unique identifier. Third parties use cookies for their purposes of displaying and measuring personalised ads, generating audience insights, and developing and improving products. Click 'Customise Cookies' to decline these cookies, make more detailed choices, or learn more. You can change your choices at any time by visiting Cookie Preferences, as described in the Cookie Notice. To learn more about how and for what purposes Amazon uses personal information (such as Amazon Store order history), please visit our Privacy Notice.

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Michael Rosen's Sad Book : Rosen, Michael, Blake, Quentin: Amazon.co.uk: Books

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Mental Health Parent Leaflet (Anna Freud) 

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Mental Health Parent Leaflet (Anna Freud) 

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Life can be tough for children with modern day pressures. It can result in anger, worry, anxiety and emotional overwhelm. If your child is experiencing stress at school or home, such as friendship issues, exams or sibling rivalry Chatterminds can help.

Chatterminds helps to...

Equip children and adults with the skills and benefits of mindfulness

Enable young people to name and recognise different emotions and how they feel in the body

Empower young people to regulate their emotions and foster an ethos of kindness and gratitude

Support young people with their friendships, giving them the confidence to stand up for themselves whilst still being kind

Build resilience and self-esteem

Equip young people with skills to nurture their mental health, with an emphasis on positive self-care

Why not join the Chatterminds Facebook group?

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Life can be tough for children with modern day pressures. It can result in anger, worry, anxiety and emotional overwhelm. If your child is experiencing stress at school or home, such as friendship issues, exams or sibling rivalry Chatterminds can help.

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HappyMaps - Find the best support, advice and information on young people's mental health, all in one place. For Parents, Professionals and Young People.

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Read reviews

"I think this is a fabulous resource-very clearly laid out with the full range of supports available, from parenting tips through to professional help" (Parent)

"This is great to recommend to parents when they are worried about their children. It's the best website for mental health issues that I've found" (Teacher)

"Excellent. I work for CAMHS Bristol and regularly recommend this website" (Child and Adolescent Mental Health Services)

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Home - HappyMaps: Help and Resources for Children's Mental Health

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An award-winning website on children's mental health collating sensible and professional advice on common problems. With new self-help pages for young people.

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YoungMinds | Mental Health Charity For Children And Young People

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YoungMinds are a mental health charity for children, young people and their parents, making sure all young people can get the mental health support they need.

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We work with professionals to improve the mental health and wellbeing of children and young people. Learn about our training, services, research and more.

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Booker Park is a large primary special school of 226 pupils for children with a broad diversity of complex needs including Profound and Multiple, Severe and Moderate Learning Difficulties. Almost half of the pupils have an additional diagnosis of an autistic spectrum condition.
We are fortunate to have wonderful facilities, including two large halls, a computer room, a hydrotherapy pool, a soft play centre, a library, an observational mirror room, dark room and sensory theatre.
We strongly believe in the benefits of multi-professional working, and have on site speech and language therapists, occupational therapists, and physiotherapists, and a school nurse.

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We look for all our young people to be successful learners enabling them to achieve in a caring and supportive environment. Working together is at the heart of The Vale Federation and our relationship with parents, carers and all the many professionals is central to helping our young people succeed. Everyone works to make this happen from ensuring the facilities are clean to raising funds for new resources, from supporting personal care to teaching a young person to communicate, from ensuring they get to school to sharing their day on their return - we all have a part to play. Together we work to provide the best that we possibly can to support all their unique learning needs.

We are very proud of Booker Park, and you are very welcome to come and visit to see us in action.

Chris Stephenson Bradley Taylor
Co-Principal Co-Principal

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Booker Park School - Part of The Vale Federation

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We look for all our young people to be successful learners enabling them to achieve in a caring and supportive environment. Working together is at the heart of The Vale Federation and our relationship with parents, carers and all the many professionals is central to helping our young people succeed.

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Princes Risborough Primary School has a 12 place ARP for pupils with Autistic Spectrum Condition with social and communication needs. Pupils with Education, Health and Care Plan (EHCP) indicating ASC as their primary need are placed within this specialist provision by the LA

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Princes Risborough Primary School has a 12 place ARP for pupils with Autistic Spectrum Condition with social and communication needs. Pupils with Education, Health and Care Plan (EHCP) indicating ASC as their primary need are placed within this specialist provision by the LA who have determined, in conjunction with parents and proffesionals that an ARP environment best meets the specific needs of the children.

Specialist support within the ARP is aimed at developing social skills in smaller teaching groups where inclusion is not always appropriate. Lessons are taught both within the ARP setting and in the mainstream classes when appropriate. When children from the ARP integrate into mainstream they are supported by a member of staff from the ARP, this support is not 1:1.

The ARP has its own teaching rooms, with 2 qualified teachers to support children who are unable to access mainstream classes. (ARP 1 and ARP 2 classes in addition to the chill out room) ARP pupils are able access to SaLT (although we are currently trying to recruit one) , Occupational Therapy if named on their EHCP and given a smaller class environment with resources specifically to support their individual needs.

The ARP pupils have full and equal access to all extra-curricular activities, such as Breakfast and After School Clubs, school trips and school residentials (where and when appropriate) . In addition, the ARP pupils are given the opportunity to attend the local swimming pool once a week as part of their occupational therapy, and life skills approach to learning.

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Princes Risborough Primary School has a 12 place ARP for pupils with Autistic Spectrum Condition with social and communication needs. Pupils with Education, Health and Care Plan (EHCP) indicating ASC as their primary need are placed within this specialist provision by the LA who have determined, in conjunction with parents and proffesionals that an ARP environment best meets the specific needs of the children.

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Ten place, Additionally Resourced Provision (ARP) for Hearing Impairment.

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Welcome to Stoke Mandeville Combined School

Hearing Support Additionally Resourced Provision (HS-ARP)

We provide inclusive education for up to ten deaf pupils within the HS-ARP from Reception age to Year 6. These pupils may also have a range of communication and additional needs. We have a 'Total Communication Approach' which means we use and teach British Sign Language (BSL), Signed Supported English (SSE) and English, dependent on the needs of each individual pupil. We also use a range of gestures and visual resources to aid communication.

Our aim is that all deaf pupils are fully included in both the academic and social life of the school. The pupils have equal access to a broad curriculum and learn alongside their peers with in-class support or small/individual group sessions, depending upon their individual needs. This specialised support, which is specified in each pupil's Education Health Care Plan (EHCP) is agreed and planned as a result of close working relationships with class teachers and the Teacher of the Deaf and can be delivered in-class or in a small group setting within the HS-ARP. Support and advice are given to the families of the pupils and to the mainstream staff who teach them.

Soundfield Systems - 'Banana' device

In order to achieve the optimum listening environment, all of our classrooms are acoustically treated to minimise reverberation and resonance (including carpets and blinds) and are fitted with digital Soundfield Systems (surround sound amplification). This helps all the pupils in school hear the teacher and one another more clearly. A radio aid system is used in the hall for PE, assemblies and large-scale events providing equal listening access for our HS-ARP pupils.

We fully support pupils with a wide range of audiological equipment and work closely with the local audiology departments and Cochlear Implant centres. The pupils are provided with a radio aid system which provides direct input from their teacher by cutting down on background noise. The pupils are encouraged to develop independence in taking care of their listening equipment. If there are any concerns regarding pupil's equipment, staff will inform parents and contact the relevant hospital if appropriate.

Audiology - Cochlear Implant and Hearing Aid

The majority of deaf pupils hear well with their hearing aids and cochlear implant processors, but need to learn to listen. Correct use and maintenance of all hearing equipment is central to our practice, as is the use of techniques to support pupils in developing good spoken language skills.

Each pupil has a daily morning check to test their equipment is working. Other checks are made throughout the day as needed. Their aids and processors are then connected to the radio aid system and further checks are made to see the listening environment is optimum for their learning. Pupils are encouraged to be independent with their equipment. They are taught how to tell an adult if there is a problem, such as a flat battery or faulty wire. As they progress through the school, they are encouraged to become more independent and supported to carry out basic troubleshooting themselves. They are encouraged to look after their aids and devices both at school and at home.

British Sign Language

Most pupils benefit from the use of sign support or sign language. Specialised staff in our HS-ARP have relevant qualifications and experience in signing. We encourage all deaf pupils to learn BSL and have weekly one to one BSL lessons with a Deaf tutor. If appropriate, pupils can work towards gaining a sign language qualification such as BSL Level 1.

Signing Choir

A popular lunchtime signing choir club is offered to every child in school from Year 1 upwards to enjoy singing and signing together. The choir performs at events such as Christingle, school fayres and outside school events during the year. Assemblies, concerts, performances and other whole school events are signed for equal access for all. A signed song is learnt by the whole school each half-term. We have links with BSL tutors to enable families to learn sign language together at home and connections with Young Deaf Activities (YDA), a charity which supports families with deaf children.

Visual Phonics

Visual Phonics is used as a visual aid to spoken English to enable deaf pupils to understand and identify all of the speech sounds. It also clarifies how and where speech sounds are produced. Visual Phonics is a tool to support pupil's learning of phonics. It is used as a pathway for pupils to become skilled readers and writers, using segmenting and blending sounds together to make words. All pupils in the school are taught Visual Phonics from Reception to complement their daily phonics learning. The deaf pupils often carry on using this aid as they progress up the school.

Our deaf pupils are fully included into school life. They are supported in class by an experienced team of specialist teaching assistants in order to facilitate access to the curriculum. A Qualified Teacher of the Deaf also support the pupils, either in class or delivering 1:1 and small group teaching within the HS-ARP. The Teacher of the Deaf also teaches reverse integration groups of hearing and deaf pupils together who have similar needs. We work closely with a specialist (Deafness) Speech & Language Therapist who provides speech and language therapy twice a week.

The Teacher of the Deaf ensures that all staff at Stoke Mandeville Combined School are trained in deaf friendly teaching strategies and the use of equipment that improves the listening environment for deaf pupils. They also ensure that all members of the school community have up to date Deaf Awareness training so deaf pupils are fully included in all aspects of school life. An annual Deaf Awareness Day is held in school to promote communication and inclusion which is greatly enjoyed by all.

The Teacher of the Deaf will carry out assessments with pupils to ensure that the specific needs of each pupil are identified and that the provision is appropriate. Provision of the pupils is monitored regularly to ensure that it is impactful. The Teacher of the Deaf and Specialist Teaching Assistants carry out pre-and post-teaching of subject content or new vocabulary, and deliver specific interventions according to the needs of the pupil. All sessions are either on a one to one basis or in small groups. Specialist Teaching Assistants support deaf children in the classroom in all language-based subjects, such as English, Maths, Science and Topic.

Meet the team:
Transition
A dedicated Speech and Language Therapist with a specialism in deafness visits the HS-ARP weekly. Currently, all the deaf children are seen twice a week for short individual or paired sessions to work on the development of language skills and specific aspects of speech as outlined in their EHCP. The Teacher of the Deaf and the Speech Therapist work closely together to plan and review targets and the programmes of work.

We invest time in ensuring smooth transitions for our deaf pupils. From first starting at school with us, to transferring onto their next school, and even as the pupils move classes each year.
Monitoring Progress
A programme of visits together with liaison between staff, ensures a smooth transfer and the opportunity to allay fears and worries that pupils and families may have. Close liaison and collaboration with schools enables our pupils to follow the pathway with smooth transitions between phases.

Once a term a Multi-Agency Provision Plan (MAPP) is drawn up with individual targets decided on by all professionals working with the pupil. These are short term targets based on the pupil's EHCP. Parents are encouraged to meet with HS-ARP staff to discuss these targets. Targets are reviewed half termly or termly, as appropriate. HS-ARP pupils have an Annual Review each year with all professionals concerned with the education and care for the pupil to review progress and monitor the outcomes of the EHCP. Communication between parents and the Teacher of the Deaf is highly valued to ensure pupils are making continual progress.

Parents attend school parent consultation meetings held twice a year and also receive a yearly school report showing their child's progress and development. The HS-ARP uses a Home School Communication book as a link between home and school for day to day informal messages. Parents can also contact the school at any point if they wish to speak to the Teacher of the Deaf about their child or have any worries or concerns.

ARP Bowling Trip - January 2023

We believe that trips and extra-curricular activities are extremely important in developing the pupils' social, emotional well-being and awareness of the environment. Deaf pupils join their classmates on class trips and visits and we also have HS-ARP trips such as museum visits or walks in the local area. We take part in SEN and Deaf sporting events such as The SEN Games, Boccia, curling and bowling. We have won medals and trophies at the Panathlon Sporting Events against other local schools. At Christmas we attend Gulliver's Land Theme Park as part of a Variety Club Trip. We have had the NDCS Listening Bus and other deaf visitors such as musicians and sports people visit our school who provide good Deaf role models. We encourage families to be part of the Young Deaf Activities (YDA) which organises events for families in the local area.

If you would like more information about the HS-ARP at SMCS, please do not hesitate to get in touch with us:

Email: office@stokemandeville.bucks.sch.uk

Telephone: 01296 612371

FAO Mrs Emma Tattersall (Teacher of the Deaf in charge of HS-ARP)

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Welcome to Stoke Mandeville Combined School Hearing Support Additionally Resourced Provision (HS-ARP) We provide inclusive education for up to ten deaf pupils within the HS-ARP from Reception age to Year 6. These pupils may also have a range of communication and additional needs.

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Our school has a 10 place Additionally Resourced Provision (ARP) for children with severe speech, communication and language needs (SCLN).

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We have two Additional Resourced Provisions (ARP) for Speech and Language and Physical Needs for children in Reception up until Year 6. At William Harding School, we strive to support all children in their learning in order to enable them to achieve their full potential.

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SEN team
Ms Chowdhri - SENDCo

Mrs Craft - SEND Teaching Assistant

Mrs White - SEND Teaching Assistant

Miss Dawe - SEN Admin /SEND Teaching Assistant

Mrs Rycroft - Specialist Teacher -Dyslexia
SEN at WH
William Harding School is a large school serving the needs of children in the surrounding area; we are an Inclusive school offering a broad and balanced education. We have two Additional Resourced Provisions (ARP) for Speech and Language and Physical Needs for children in Reception up until Year 6. At William Harding School, we strive to support all children in their learning in order to enable them to achieve their full potential. Quality first teaching is essential in ensuring all children progress, however some children will require additional support to achieve this.

At William Harding School, we are committed to providing appropriate and high-quality education for pupils so that all can achieve their potential. By providing the support, encouragement and challenge needed, we create a happy, caring and inclusive environment that promotes learning for all.

Equal importance is placed on academic achievement, through a stimulating, broad and balanced curriculum, and enrichment and personal development curriculum. We respect the unique contribution every individual can make to our school community with every teacher being a teacher for every pupil. Caring for the well-being of all pupils, including those with Special Educational Needs and Learning Difficulties and Disabilities, is fundamental to the school's ethos.

For more information on our contribution to the Local Offer click here.

For more information on the Buckinghamshire Council Local Offer click here.
SEN Annual Report (Information Report)
All mainstream schools and nursery schools are required by law to produce a Special Educational Needs Report on an annual basis, Special Educational Needs (Information) Regulations Clause 65 and to make their Special Educational Needs Report available on their website.

Our Annual Report is part of our SEN Policy. Please click here to view it.
Admissions Information
The admission arrangements for children with SEND follow the Buckinghamshire Council admission arrangements, as we are a school maintained by the local authority. Careful identification is made at the admission stage of any individual needs, ensuring continuity of support and a graduated approach.

For children accessing the ARP, this will need to be stated in their EHCP. For any child with an EHCP that we feel would benefit from the ARP, this can be addressed at the Annual Review.

More information can be seen in our SEN Policy andAccessibility Policy.

Click here to be linked to our general admissions page.
Accessibility Information and Equality Information
Our school aims to treat all its pupils fairly and with respect and take steps to prevent disabled pupils from being treated less favourably than other pupils. This involves providing access and equal opportunities for all pupils without discrimination of any kind.

We aim to:

· Increase the extent to which disabled pupils can participate in the curriculum

· Improve the physical environment of the school to enable disabled pupils to take better advantage of education, benefits, facilities and services provided

· Improve the availability of accessible information to disabled pupils.

At William Harding, we ensure all staff have a consistent approach to offering high quality provision for all pupils supported by an ongoing CPD programme. This ensures all disabled pupils can participate in the curriculum as all staff are able to differentiate to need and understand each pupil as an individual.

This high quality provision includes quality first teaching, but also bespoke interventions focused on pupils need, using external agencies and professionals where needed.

Our school values are Inclusion, Respect, Responsibility, Perseverance, Honesty and Collaboration and our school motto is 'Aim high, Work hard and Be kind'. All pupils and staff are taught these and embody them throughout school life which promotes a high level of equal opportunity for all.

The physical environment of the school and our facilities support disabled pupils in many ways such as a single-story layout and accessible toilets to name a few. Our pupils with SEND needs will have relevant arrangements put in place to meet their unique needs. We regularly audit the physical environment to identify any improvements that need to be made as we strive for the highest standard.

Depending upon the specific need, alternative forms of information will be provided for pupils as appropriate; this is supported by access arrangements.

For more information please see our Equalities page andAccessibility Policy.

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Special Educational Needs - William Harding School

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SEN team Ms Chowdhri - SENDCo Mrs Craft - SEND Teaching Assistant Mrs White - SEND Teaching Assistant Miss Dawe - SEN Admin /SEND Teaching Assistant Mrs Rycroft - Specialist Teacher -Dyslexia SEN at WH William Harding School is a large school serving the needs of children in the surrounding area; we are an Inclusive school offering a broad and balanced education.

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Additionally Resources Provisions (ARP) for Autistic Spectrum Conditions (ASC)

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A Specialist School for Communication and Interaction

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A Specialist School for Communication and Interaction

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Pebble Brook School is a Local Authority maintained SEND School for pupils with specific learning difficulties aged 11-19 years. All pupils have an Education, Health & Care Plan (EHCP) that detail the targets we are working towards throughout all key stages.

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Our aim is to serve our community and give our pupils vital learning experiences in employability. It's an amazing resource and we are very grateful to Fairhive Homes Ltd for supporting us. We are open from 9am to 3pm for hot and cold drinks, snacks, hot food and beautiful cakes. We hope to see you soon at Walton Court Centre, Hannon Road, Aylesbury, HP218TJ.

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Pebble Brook School | Bringing out the best in everybody

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Our aim is to serve our community and give our pupils vital learning experiences in employability. It's an amazing resource and we are very grateful to Fairhive Homes Ltd for supporting us. We are open from 9am to 3pm for hot and cold drinks, snacks, hot food and beautiful cakes.

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We offer educational provision for students with complex learning difficulties, from 11 to 19 years of age. Our Harding House site is a Resource and Learning Centre for all Stocklake Park School students.  The curriculum for our post 16 students is designed specifically to develop the skills students need in order to prepare for life after school, whilst also delivering for those with a higher therapeutic need.

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Stocklake Park School is a secondary special school and together with its Resource and Learning site, Harding House and the primary special school, Booker Park are The Vale Federation of Special schools.

We look for all our young people to be successful learners enabling them to achieve in a caring and supportive environment. Working together is at the heart of The Vale Federation and our relationship with parents, carers and all the many professionals is central to helping our young people succeed. Everyone works to make this happen from ensuring the facilities are clean to raising funds for new resources, from supporting personal care to teaching a young person to communicate, from ensuring they get to school to sharing their day on their return - we all have a part to play. Together we work to provide the best that we possibly can to support all their unique learning needs.

We are very proud of Stocklake Park, and you are very welcome to come and visit to see us in action.

Chris Stephenson Bradley Taylor
Co-Principal Co-Principal

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Stocklake Park School - Incorporating Harding House - Part of The Vale Federation

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Stocklake Park School is a secondary special school and together with its Resource and Learning site, Harding House and the primary special school, Booker Park are The Vale Federation of Special schools. We look for all our young people to be successful learners enabling them to achieve in a caring and supportive environment.

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Check out the page to see the milstones, read the advice and support your little one!

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Chat, play, read!

Here are some tips and activities to help your child develop their speech skills:

use things your child is interested in for play, follow their lead and make sure you're physically at their level while playing

if you notice your child looking or pointing at something, talk to them about it before they lose interest in it

picture books introduce your child to new things they haven't seen yet in real life - ask them to tell you the story, or talk about what the characters might be thinking and feeling

make reading, singing and playing even more fun by using lots of actions and different voices

take turns to make noises or speak - your child will be able to hold longer conversations, so slow down your speech, give them plenty of time to respond and listen carefully to what they have to say

talk to your child in short, simple sentences, as it's easier for them to understand you and have a go at copying when they are ready

try to use the same book or sing the same song, as young children learn a lot from repetition

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Find out how you can help your child with their speech & language development. If you have any concerns, talk to your doctor or health visitor.

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The Kingsbrook School will have a very special area within it – The ARC. This will be a “school within a school” where some students who need a bit of extra support and a quieter environment can be based. The ARC will be somewhere anyone who needs support or help with their work, or how they are feeling, can go. We are the first school in Buckinghamshire with this kind of facility and so we should all be very proud of this inclusive space for our community. The ARC is based on the ground floor of the Oakfield area.

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The Kingsbrook School is a school of character. Our vision statement is to be a school where everyone achieves and flourishes guided and motivated by our character. We believe that equipping you with the qualities (virtues) that will help you respond well to the challenges we meet in life, is our most important job. You will have weekly character lessons as well as many opportunities to develop your character in other lessons and in co-curricular activities. We will develop a wide range of character virtues via 'The Kingsbrook Way', but with a particular focus on our core virtues, which we have chosen together:

Ambition - having a strong desire to want to achieve something or reach a certain goal.

Resilience - being able to recover quickly from struggles and setbacks.

Confidence - being certain in your own abilities or that a certain course of action is best.

Compassion - showing care and concern for others.

The ARC
The Kingsbrook School will have a very special area within it - The ARC. This will be a "school within a school" where some students who need a bit of extra support and a quieter environment can be based. The ARC will be somewhere anyone who needs support or help with their work, or how they are feeling, can go. We are the first school in Buckinghamshire with this kind of facility and so we should all be very proud of this inclusive space for our community. The ARC is based on the ground floor of the Oakfield area.

An example of the school day in The ARC

The school day:

Your day will start at 9am with breakfast and games in The ARC.

The ARC KS3 & 4 Qualification Pathways

ASDAN Short Courses

Core Subject:

Work-related

Personal and social development

Sport and activities

Informal

The ARC: Reward procedures
Points Sheet Guide
Each day, students can earn up to 46 points (Merits). These are for:

Work (three each session)

Behaviour (three each session including Break and Lunch)

Targets: (two points (Merits) for sticking to the targets which have been set by staff weekly)

Homework - submitting weekly homework (6 points - Merits)

At the end of the week, if the student has managed to earn 230 points throughout the week then they will be invited to attend a rewards trip on a Friday afternoon (where students achieve a minimum of 85% = 195 points ((Merits)) they can attend the rewards trip). If 230 or more points are earned 3 weeks in a row then the student can choose someone from their class to join them, a different student each week if possible as this could help with friendships and social skills.

Students who do not achieve the required amount of points stay at school and complete lessons for one hour (30 minutes English and 30-minutes Maths) then have an extended golden time.

The points (Merits) system is a good way of keeping a record of behaviours, finding patterns in behaviour and a good motivator for the student to earn points (Merits) towards their reward.

The ARC: Behaviour management procedures
Procedures for further escalation in the ARC
If a student continues to display persistent low level unacceptable conduct, staff will apply the following sanctions:

Step 1: Warn - an explicit and clear warning is given to the student quietly and face-to-face

Step 2: Warn- an explicit and clear warning is given to the student quietly and face-to-face, with a reminder that they can 'fix it and bounce back'.

Step 3: Warn- an explicit and clear warning is given to the student quietly and face-to-face, with a reminder that they will have to be removed to work in the quiet room.

Step 4: Work in the Quiet Room- the class teacher will ask the AT to remove the child from the classroom to work for the rest of that session in the Quiet Room.

Lost Points (Merits) - (Lesson catch up)

If a student's work is incomplete, or insufficient work has been completed for that session, the student will be deducted his/her Work points, they will then owe minutes during break / lunch or golden time. Students will pay back lost time during Break / Lunch or Golden Time. The student will have to complete incomplete work, prior to attending break/lunch or golden time.

If a student's behaviour falls below The Kingsbrook standard, students' Behaviour points (Merits) will be deducted and they will then owe minutes during break / lunch or Golden Time. Students will pay back lost time during Break / Lunch or Golden Time. During lost time students will have to read through a social story based on the behaviour they have displayed.
Internal Exclusions - these are used as a consequence for inappropriate / dangerous behaviour Incidents requiring Internal Exclusion:

Always consider the supervision of a student who is behaving inappropriately or is unsafe.

Internal Exclusion will occur in sessions, students will be internally excluded for the morning session until Break, if behaviour is calm and reflective, they will be allowed to re-enter, if they are not calm, safe or ready to return the student will remain in the quiet room for break time, and re-try after break.

Second session Internal Exclusions, students will be internally excluded until lunch time, as above if not safe or ready, they will remain for the duration of lunch time.

Third session Internal Exclusion, students will be internally excluded until tutorial, and, if not safe nor ready they will remain until the end of the day. If unsafe to go home via taxi, then parents are required to be informed and will have to collect. Students being collected by parents, parents informed and a debrief offered.

1. Persistent spitting

2. Physical violence towards peers or staff

3. Serious damage to school property

4. Persistent verbal abuse towards both staff and peers

5. Persistent disruption of lesson

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welcome to the website of kingsbrook secondary

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Kingsbrook Secondary School, Aylesbury website

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The Kingsbrook School is a school of character. Our vision statement is to be a school where everyone achieves and flourishes guided and motivated by our character. We believe that equipping you with the qualities (virtues) that will help you respond well to the challenges we meet in life, is our most important job.

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Outstanding Specialist school. Stony Dean is a specialist communication and interaction college for children aged 11 - 18 with a wide range of special needs.

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Thank you for taking the time to look at the Stony Dean School Website. We hope you will find the information and opportunities within the site both useful and exciting. It has been designed to give all stakeholders access to the information they may require. Its primary function is to give parents all the information they need about the school, values, organisations and policies that underpin a successful education.

The school's curriculum has been designed to comply with national expectations and best practice from across the country. With these considerations, the school has three main priorities that underpin the drive and values of the school:

Achieving effective communication and interaction

Achieving independence

Achieving employability

The students who attend Stony Dean come from across the south of Buckinghamshire and occasionally from neighbouring authorities. The large majority of students live in the geographical area of Buckinghamshire, but applications from other authorities are made. All applications made to the school need to go via Buckinghamshire Council SEN team. All Students at Stony Dean School have an Educational Health and Care plan.
Neil Strain

Head Teacher

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Stony Dean School Amersham, Buckinghamshire - SEN

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Thank you for taking the time to look at the Stony Dean School Website. We hope you will find the information and opportunities within the site both useful and exciting. It has been designed to give all stakeholders access to the information they may require.

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New website launched to support teens - opportunity to 'Text a School Nurse' for advice and support.

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Should you need urgent health advice please contact your GP or call NHS 111. In an emergency please visit A&E or call 999

Select your location for up-to-date news and information in your local area My Area

Get me out of here

Starting secondary school

Love your body, love yourself, #lovehealth

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Health For Teens | Everything you wanted to know about health

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Health for Teens offers a great choice of content and quizzes across all areas of your health, from sexual health to your feelings, growing up, lifestyle and much more.

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New website launched to support teens - opportunity to 'Text a School Nurse' for advice and support.

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Should you need urgent health advice please contact your GP or call NHS 111. In an emergency please visit A&E or call 999

Select your location for up-to-date news and information in your local area My Area

Get me out of here

Starting secondary school

Love your body, love yourself, #lovehealth

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We use cookies to improve your experience on our website. To find out more, review our cookie policy.

Find help in your local area

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Health For Teens | Everything you wanted to know about health

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Health for Teens offers a great choice of content and quizzes across all areas of your health, from sexual health to your feelings, growing up, lifestyle and much more.

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If your child is starting secondary school in 2024 and you would like information or advice about the application process, please go along to the free workshop. To book your place, email: earlyhelp@buckinghamshire.gov.uk The deadline for secondary school applications is 31 October 2023.

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As the children return for a new year, we thought that you might find these guides from Dr Lucy Russell useful:

1. For those suffering with general "back to school anxiety" please feel free to share this new guide: https://www.theyarethefuture.co.uk/help-beat-back-to-school-anxiety-with-this-strategy/

2. For those where the main issue is separation anxiety these are a good resource to share:

5-12 year olds: https://www.theyarethefuture.co.uk/separation-anxiety-school-drop-off/

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THE GROUP IS SPECIFICALLY DESIGNED FOR MALE CARERS PROVIDING A SAFE NON-JUDGEMENTAL SPACE TO ACCESS ADVICE AND SUPPORT.

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The line has been developed to make it easier for parents and carers of any child or young person with a SEND need to make contact. Your call will be answered by a Specialist Teacher, an EHC Co-ordinator (EHCCo) or an Educational Psychologist.