This Padlet has been created by Local Support Officers Georgie Watson, Becca Hulbert, & Lauren Ladd, who have been working with participating schools across Cornwall for the last 6 months.

Suggested Snacks & Refreshments:

• Coffee (Caff & De-caf).

• Tea (Caff & De-caf).

• Herbal Tea selection.

• Hot Chocolate

• Dairy Milk

• Milk Alternative (Oat, Almond, Soya, Coconut etc)

• Squash (Orange, Lemon, Blackcurrent etc)

• Tap Water

• Sugar & Sweetener

• Biscuits

• Cake

• Chips & Dips

• Chopped fruit & veg

• Breakfast (e.g. smoothie, porridge, cereal, bacon/sausage/egg Sandwich)

N.B. Do you need closed mugs to prevent spillages/risk of burns in the group setting? Are you a nut-free school? Any allergies or dietary requirements to consider? Is there a shortage of cutlery & crockery?!

In-school venue suggestions:

• School Hall.

• School Library.

• Staff Room (if staff can cope with a temporary lack of access to their facilities).

• Meeting Room.

• Unused Classroom.

• Playground/Field (weather dependent).

• Pastoral Care facilities.

N.B. Remember not to offer a venue where staff/pupil's are likely to pass through, or Parent Carers are at risk of being seen or overheard by staff/pupil's.

Parent Carers of children with SEND want School Staff to be aware that it's more common for them to also have SEND needs of their own. Parent Carers benefit from increased awareness, accommodations & reasonable adjustments too, but they might not always be aware of what they need or what they could ask for. Your School and Group Facilitator need to be confident in having vulnerable conversations with Parent Carers, and flexible in their support of Parent Carers.

In most cases, schools should be able to offer in-house facilities, training, and resources to the group. This can really help to reduce the costs associated with setting up and establishing a Parent Carer Engagement & Participation Group. However, some school's do not have the in-house facilities or resources to share, or the school community may prefer for the group to run externally from school.

Essential Funding Requirements:

• Group facilitator training.

• Group facilitator mileage.

• Refreshments & snack supplies.

• Group resources (additional seating, books, sensory tools, OT equipment, play area or toys for younger attendees, art & wellbeing activities for Parent Carers, office supplies, flyer design and printing costs etc)

• Venue hire & up-keep.

• Utilities costs- if the group is being run in a local community space, the group facilitator may need to be provided with a cash float to recharge the venue's gas/electricity key or coin meter.

N.B. To ensure the long-term facilitation of the group, it would be wise to provide enough funding so any group facilitator can be paid for their time & commitment.

• First Aid (this is essential if the school do not have a trained First Aider readily during the running of the group).

• Epilepsy.

• Self-harm.

• Risk Assessments.

• Trauma-informed.

• Making Every Contact Count.

• Communication Access UK.

• Makaton.

• British Sign Language.

• Peer Support.

• Active Listening.

• Challenging/Sensitive Conversations.

• Equality, Diversity & Inclusion.

• LGBTQI+ Competency.

• Cultural Competency.

• Anti-Racism.

• The Neurodiversity Paradigm.

• Cornwall's Neurodevelopmental Pathway.

• Community Engagement & Facilitation.

• Co-production.

• Grant/Bid Writing.

• Are there stairs, slopes, uneven surfaces, narrow corridors or doorways to navigate in order to access the venue?

• Is there good wheel or pushchair access and space to accommodate them within the venue?

• Is there an accessible toilet and/or changing facilities available?

• Are you able to adjust the lighting or temperature within the venue?

• How busy, noisy, or echo-y is the venue?

• Is a hearing loop available?

• Is there disabled parking at the venue?

  
  

Ongoing Fundraising Ideas:

• Fundraising (e.g. PTFA, special events etc).

• Other local funding opportunities (e.g. Local Authority/Parish Council Community Chest, Parent Carer Forum, supermarket community fund etc).

• Larger grant applications (e.g. focused community project grant funding from larger charitable organisations, such as the Big Lottery Fund).

• Local business sponsorship.

• Group visitor donation.

N.B. To independently access further funding opportunities the group facilitator or school may need to create a community constitution, open a community bank account, and formally register as a CIC or Charitable status.

For more information on the legal requirements to set up a community group, please visit the Resource Centre's webpage.

• Is there a bus stop, train station, or taxi rank near by?

• What is the walking distance from the nearest bus stop or train station to the venue?

• Is there a regular timetable?

• Is there enough mobile reception at the venue, access to a landline or a phone box, to search for availability or make a booking?

• Does the venue have access to parking?

• If its a carpark, does it have capacity for your visitors?

• If it's on-road parking only, how easy is it to find a space, how busy is the road, and are there pedestrian crossings nearby?

• How far is the parking to/from the venue?

• Is there an additional cost for the parking?

• Are there any special instructions to follow in order to access the parking (e.g. barrier code, registration plate log etc)

Out of school venue suggestions:

• Community Hall

• Local Church

• Local Supermarket

• Local Restaurant, Pub & Cafe

• Local Play Park/Field (weather dependent)

N.B. Safety is important for group facilitators, so they shouldn't arrange to meet at someone's home. All out of school venues will need researching to ensure easy Parent Carer access to the proposed venue.

Sigposting suggestions:

• Local Offer

• Parent Carer Forum

• Parent Carers Cornwall

• SENDIASS

• Local CIC/Charities

• National CIC/Charities

  
  

Parent Carer's Essential Needs:

• A kitchen, or Tea & Coffee-making facilities.

• Tables & Chairs and/or a comfy seating area.

• Access to toilet facilities.

• Location of venue to school.

Activity Suggestions:

• A basic craft activity (e.g. mindful colouring, drawing, painting, cutting, bead threading, mandala making, dream catcher, baking etc).

• A basic movement activity (e.g. stretching, yoga etc).

• A basic mindfulness activity (e.g. breathwork, journaling etc).

Before assigning a member of staff to be the group facilitator, you need to consider how well they communicate with Parent Carers, the level of trust they have within the school community, and their level of SEND knowledge & skills. They may require additional training before they take on this role.

The main disadvantage to using school staff to facilitate the group, is their lack of independence from the school. Some Parent Carers may be put off attending an Engagement & Participation Group led by an employee of the school, especially if the member of staff does not have a good existing relationship with Parent Carers.

Before assigning a Parent Carer to be the group facilitator, you need to consider how well they communicate with other Parent Carers, the level of trust they have within the school community, and their level of SEND knowledge & skills. They may require additional training before they take on this role.

The main disadvantage to using Parent Carers to facilitate the group, is the potential for conflicts of interest. Some Parent Carers may be put off attending an Engagement & Participation Group led by another Parent Carer at the school, especially if the Parent Carer does not have a good relationship with the school community.

Before contracting an independent facilitator to be the group facilitator, you need to consider how well they can communicate with Parent Carers, the level of trust they have within the school community, and their level of SEND knowledge & skills. They may require additional training before they take on this role.

The main disadvantage to using an independent group facilitator to run the group, is their lack pre-existing relationship with the school community. Some Parent Carers may be put off attending an Engagement & Participation Group led by an external unknown person contracted by the school.

Equipment Suggestions:

• Early years toys

• Play Equipment (e.g. crash mat, sensory basket etc)

• Supervised/unsupervised activity offer (e.g. colouring books & crayons, painting or crafting area etc)

• Playpen/Travel Cot?

• Space for Pushchairs

• Changing mat (or space for one)

• Nappy bin (or ask attendees to take home with them)

• Breastfeeding friendly area

• Bottle preparation facilities

• High chair

N.B. look out for wires, sharp corners, heavy doors, door hinges & handles, hot surfaces around your chosen venue and include in risk assessment.

Advertising checklist:

• Inclusive Photo/Imagery.

• "For all Parent Carers".

• Named point of Contact.

• RSVP info.

• Food & Drink on offer.

• Toilet availability.

• +1 support welcomed.

• Info on volunteers & staff present.

• Info on guest speakers/visitors attending.

• Info on offered activities/resources.

• Time, date & duration (+ breaks).

• How to access the meeting/event space.

• Public transport/Parking access.

• Maps/Directions to venue.

• QR Code to further info/easy booking.

N.B. Think about what might put someone off attending your Parent Engagement & Participation Event- do they need more information? Is your advert inclusive of everyone in your school community?

To help Parent Carers feel comfortable to talk and share their experiences, it is important to ensure that...

• The meeting space isn't part of a thoroughfare for staff, pupils, or the general public.

• The meeting space isn't at risk of being double-booked, people are aware of when a meeting space is in use, and there is clear signage on display to prevent people from accidentally walking in.

• The venue has a quiet area or there is access to another room to have a private conversation in.

• Parent Carers cannot be easily overheard from outside the meeting space.

Parent Carers told us that having Special Guests and Professional Speakers at every session can be overwhelming and reduced their opportunity to access peer support. Group Facilitators therefore be mindful about this when planning individual group sessions and make sure that any visitors to the group don't dominate the session agenda (e.g. Inviting a group visitor or speaker to join the group for part of the group session only, or alternating between exclusive peer support and informational sessions).

Suggested Resources:

• SEND/Neurodivergent parenting books.

• Podcast/online workshop list.

• Current booklets/leaflets from local services.

• Sensory Tools (e.g. fidget tools etc).

• OT Equipment (e.g. weighted blanket, spinning chair, thera-bands, visual timer, body sock, hammock, visual timetable, bubble lamp etc).

Supervision allows group facilitators to “check in” to:

• Maintain Ethical Boundaries: Supervision ensures that group facilitators stay within role and ethical limits, which helps to protect both service users and the group facilitators.

• Gain Knowledge and Skills: Through regular supervision, group facilitators can deepen their theoretical understanding and improve their practical skills. Supervisors offer valuable insights from their own experiences.

• Receive Emotional Support: Supporting Parent Carers of children with SEND can be emotionally demanding, and supervision provides a space where group facilitators can talk through their own feelings and experiences, preventing burnout and promoting self-care.

For more information on the purpose and benefits of supervision, please visit the Skills for Care webpage.

• Safeguarding

• Mental Health First Aid

School's can support their Parent Carer Engagement & Participation Group by:

• Communicating directly with the whole school community on the group's behalf (e.g. email, letter, phone call, newsletter, parent communication app).

• Admin, office supplies, printing & photocopying.

• Helping to creating & put up flyers to advertise the group.

• Collecting & disposing of rubbish and recycling from the group.

• Being responsible for the collection, processing & storage of personal information related to Parent Carers who visit the group.

N.B. Group facilitator's still need to be aware of GDPR- GDPR, or the General Data Protection Regulation, is a European Union law that sets guidelines on how organisations handle personal data. It aims to give people more control over their personal information and ensure it's handled securely and fairly.

For further information on GDPR, please visit the Government's GDPR webpage and the ICO's webpage.

There are lots of types of roles that need a DBS check. If your job involves regular work with children or vulnerable adults, you will need to have a standard or enhanced DBS check. This might need to include a children's and adults' barred list check.

School staff need to be mindful of their chosen group facilitator's access level within the school setting, in terms of their ability to independently access kitchen and toilet facilities. If they are expected supervise visiting Parent Carers at all times, they are likely to need support from a member of staff to accompany school visitors in certain areas of the school and assist them with the smooth running of the group.

For further information on DBS checks, please visit the Government's DBS Webpage and Cornwall Council's DBS Webpage.

We support young people’s personal growth by fostering a positive & authentic identity through neuro-affirming mentoring, social & interest-based groups & ‘Autistic Identity’ programmes.

I'm a hybrid keynote speaker, Conference presenter, I also offer training and consultancy to corporate organisations, educational settings, workplaces, care providers and social organisations. ​As well as offering consultancy and support to individuals who are Neurodivergent (Autistic/PDA/ADHD), and their families. ​I'm also a Regional Makaton Tutor with over thirty-three years experience

The work that The Sensory Projects does is founded on insight gained from research, practice and people.

Connect with Founder Jo Grace on Facebook, Bluesky, X, Instagram and LinkedIn to learn more, or visit the Sensory Projects on YouTube for a range of free content.

We run a free helpline and offer a Listening Ear support service. We produce a range of email newsletters and parent guides available to download or order. 

Welcome to our Neurodiversity Hub which we hope you will find helpful. The Hub aligns to Cornwall & the Isles of Scilly Neurodevelopmental Profiling Tool, but it can be used by everyone. It forms a part of our early help offer of support for children, young people, and their families.  The contributors to the content of the profiling sections are varied and include those with lived experience and professionals working with neurodivergent children and young people.

We want Cornwall to be a brilliant place to be a child and grow up in. However, some children and young people need a little extra help or support to do this. Our SEND Local Offer is the place to find this support. You will find information, advice and guidance on a range of services.

It aims to promote good working relationships between children, young people, parents, education settings and the LA, whilst seeking to empower them to play an active and informed role in their child’s education.

We can support parents, carers, children and young people in a number of ways. We provide a range of flexible services which include training, referral to other statutory and voluntary agencies, access to local and national support groups, telephone support and face to face meetings depending on need.

Essential Expenses that should be provided:

• Mileage.

• Resources.

• Training & Supervision.

Additional Expenses to consider:

• Time & Commitment.

• Physical & Emotional Labour.

N.B. Proper remuneration of group facilitator(s) supports the continuity and sustainability of the group long-term.

Event timing suggestions:

• Drop off?

• Lunch?

• Pick-up?

• Out of school hours

• A mix of the above (to maximise accessibility throughout the academic year)

N.B. if out of school hours, you will need to consider how Parent Carers can fully participate in your Parent Engagement & Participation Group whilst occupying/supervising their children. Ideally school staff need to support Parent Carers to attend, by providing additional supervision of an activity for their children. Could you offer an after school club that could run at the same time close by?

For further information on Risk Assessments, please visit the Government's Health & Safety webpage and the Health & Safety Executive's webpage.

Cornwall Parent Carer Forum is here to listen to, and strengthen the voices of families like yours, and we need you to help us reach more parents and carers across Cornwall!

Parent Carers told us that having a member of school staff present throughout group sessions could make it difficult for them to be open & honest about their feelings, especially if discussing arising issues which were causing them upset or frustration. School staff need to mindful for this and work with their Group Facilitator to ensure that Parent Carers have protected time without the presence of school staff to fully participate in group discussions.

​

We are the originators of the Low Arousal Approach, a non-aversive approach to managing distress, which encourages stress reduction and de-escalation, with a focus on the behaviour of supporters. Whilst we specialise in supporting professionals and families to best support individuals with autism, intellectual disabilities and a range of other conditions, we also provide training and coaching in a number of areas including for teachers in educational environments and for residential and foster carers, as well as clinical services such as diagnostic assessments and one-to-one therapy for individuals.

These barriers often relate to unmet Special Educational Needs & Disabilities (diagnosed or suspected), physical or mental illness, bullying & assault, trauma, excessive academic pressure, overly strict behaviour policies, a missing sense of belonging, and an irrelevant curriculum.

School attendance barriers are poorly understood, incorrectly managed, & are compounded by current challenges within education, health & local government systems. This problematic response often has severe consequences for both child and family.

At the heart of Not Fine in School there is a Facebook support group with a membership of 72,000+ parents, carers & other family members. This offers a space for shared lived experience and peer empowerment.

Attendance Advice and Guidance
We provide advice and guidance on issues that may present barriers to a child accessing or sustaining an acceptable level of attendance in education. This may include welfare issues, behaviour and special educational needs.

Monitoring School Attendance
We monitor School Attendance against Government targets and help schools develop strategic policies and procedures to improve performance and reduce persistent absence in Cornwall. We work with pupils and their families, schools and other support agencies to address barriers leading to individual poor attendance. By using a solution focused approach we can successfully work towards better outcomes for children in Cornwall both educationally and socially.

The Statutory Special Educational Needs and Disabilities (SEND) Team is responsible for: 

• Education, Health and Care (EHC) Needs Assessment Processes

• maintenance and review of EHC Plans

• management and administration of statutory processes associated with EHC plans

  • For example: Change of school placement

The team work with: 

• children and young people with SEND

• education settings

• families

• a range of services and other local authorities

We make statutory arrangements for children and young people with the most complex SEND.

We also deal with school admissions for children with an Education, Health and Care (EHC) Plan.

Early Support is a service which helps disabled children and young people. It is part of the Disabled Children and Therapy Service.

We work with children and young people aged 0 to 18 years who have an additional need or disability.

A Team Around the Child (TAC) meeting brings together professionals and families.

• At the meeting a lead professional will write an Early Support Plan.

• The plan will look at the priorities of the child and their parents or carers.

• The TAC meeting is chaired by a Lead Professional who is chosen by the child and their family.

• The Lead Professional acts as a ‘Key Worker’ for the family.

  
  

Supporting Change In Partnership (SCIP) is a sixteen week intervention.

• It is for families who need practical support with their disabled child.

• SCIP aims to prevent the need for a Social Work Assessment.

• SCIP works on the things that families say are difficult for them.

• SCIP aims to respond quickly to children, young people and their family’s needs.

• SCIP workers and trained Parent Volunteers deliver the service.

Not every school has the facilities to host Parent Carer Engagement & Participation Groups on-site. Some Parent Carers also prefer an off-site venue, to protect their privacy and reduce the risk of their child seeing them in school during school hours. It is therefore important to find out what your school community needs are before selecting the right space or venue.

Your group facilitator needs appropriate training and supervision to feel confident and well supported in their role. Parent Carers of children with SEND are more likely to experience trauma; and the current SEND System is tricky to navigate, so supervision plays a critical role in ensuring that group facilitators deliver safe, ethical, and accurate support to Parent Carers.

Our discussion document is available here: PARENT CARER TRAUMA Discussion Paper 

Your Parent Carer Engagement & Participation Group needs to be led by someone trusted, but they don't necessarily need to be from your own school community. However, it is essential for your group facilitator to have lived experience of Neurodivergence and/or supporting children with SEND.

Picking the right person for the role will depend on the needs of your school community, and the ongoing funding available for the group.

Your Parent Carer Engagement & Participation Group will need funding to be set up and run successfully. Groups that rely solely on unpaid volunteers and service user donations are unlikely to be sustainable in the long-term. This is also adds additional unnecessary pressure on your group's facilitator.

The costs associated with running an established group are not significant, but a well resourced group will help to attract regular attendee's and evidence the school's commitment to support it's Parent Carer community.

A well advertised group makes it as easy as possible for Parent Carers to be able to attend, and keep attending. A good advert will inform Parent Carers of what the group is about, what support & activities are on offer, where & when it is, and what facilities are available at or near the venue. Visual aids, such as a map of the venue, can also be useful for new or anxious Parent Carers.

A well resourced group will be more attractive and beneficial to potential group attendees. Parent Carers often lead busy lives, so the group should offer resources that supports their health & wellbeing as well as that of their children.

Parent Carers told us that what matters most is your ability listen, validate their experiences, and help them to navigate the SEND System. Being a Parent Carer can feel very isolating and sometimes all they need is to be with other Parent Carers who 'get it'. Inviting special guests to visit your group can be a great way to connect Parent Carers with services, but also sometimes feel intrusive or overwhelming. You should ask your school community what their needs are before planning what to offer.

• Kind.

• Authentic.

• Fair & Impartial.

• Lived experience of Neurodivergence and/or supporting children with SEND needs.

• A good listener.

• A good communicator.

• A good host.

• Resourceful.

• Reliable.

• Organised.

N.B. It may also be useful for your group facilitator to have basic IT skills, be social media savvy, and have creative skills.

Our Group Facilitators researched and used these resources when facilitating group sessions, and Parent Carers told us that they have found these signposting resources to be helpful to them.

Things to be mindful of:

• Families come in all different shapes and sizes, so Group Facilitators need to be able to adjust their language so that Parent Carers feel seen and understood (e.g. LGBTQI+, Foster & Adoptive Parents etc).

• Parent Carers of children with SEND often pick up the language to communicate their child's differences from professionals involved in their care. The medical model of identifying SEND needs is 'deficit based' (i.e. focused on things the child lacks). School staff and Group Facilitators are well placed to model the use of more positive language to communicate a child's SEND needs, and help Parent Carers learn how to use more affirming language with and about their child.

• The demographic of Cornwall is broadening all the time, so School Staff and Group Facilitators need to have increased awareness of cultural and religious differences within your school community and how best to support them.