In Kent, the Local Offer is called the ‘SEND Information Hub’ and is on this website.

The SEND Information Hub includes sections on different age groups (under 5, school age, 16-25), health and wellbeing, types of special educational need as well as support for parents with SEND children.  

You can also complete a current survey offering your opinions and suggestions on improving the Local Offer, should you wish to do so.  

The SEND Code of Practice states: 

A child of compulsory school age or a young person has a learning difficulty or disability if he or she: 

• has a significantly greater difficulty in learning than the majority of others of the same age, or, 

• has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions 

A child does not need a diagnosis to have SEND. SEND is needs-led, not diagnosis-led. There are four main types of need, as defined by the Code of Practice:  

• Cognition and Learning 

• Communication and Interaction 

• Social, Emotional and Mental Health 

• Physical and Sensory 

At Highsted, we have pupils with needs within all four categories. If you feel your child may have SEND then do drop the SEND department an email at SEND@highsted.kent.sch.uk 

Many people who are autistic feel then need to stim more often and this can help them to adapt and regulate themselves in their environments. Stimming could involve using tool like a fidget toy, a Rubix cube, a bracelet, or it can be more physical, like humming, hand waving, rocking or foot tapping. These movements might be repeated over and over again and are part of that person’s way of soothing themselves. This is ok! 

Sometimes, if someone is stimming a lot, it might mean they are feeling overwhelmed. If your friend or someone in your class is stimming, and you think this might be because they are feeling overwhelmed, then you could gently distract them by talking to them about something you know they like. Or, you could quietly let a teacher know that they might need a check in.  

It can be helpful to practice different ways to stim, as well as using breathing exercises alongside stimming. If you’d like any help or advice in managing stims, or practicing different techniques, then pop by and visit us in the SEND suite.  

• Regular, daily exercise releases dopamine into the brain which is a chemical messenger linked to increasing motivation, improved mood and better concentration.  

• Use tools to help you stay organised, like making lists or using an app to set reminders for yourself to get things done. 

• Turn off your phone (or at least the notifications) while you are getting homework done. This will help you improve your ability to focus on your homework, as phones are a very easy way to get quickly distracted! 

• Be proactive! Talk to your teachers and see if they have any tips for you – they know you best in school and might have some ideas to help you.  

If you find it difficult to concentrate then it can take time and practice to improve, but you absolutely can improve this. We always have good ideas to help with focus and attention in SEND, if you are struggling then you can pop by and ask for some more top tips for you to practice

Keeping-it-all-inside.pdf (autisticgirlsnetwork.org)

The British Dyslexia Association says that 10% of the population is influenced by dyslexia, therefore it is important for all of us to understand what it means to be dyslexic.  

Dyslexia diagnoses are only available privately, however, a pupil does not need a dyslexia diagnosis in order to get support at school. There are inspirational stories of famous people who have dyslexia, for instance, Richard Branson calls dyslexia his ‘superpower’ and actively seeks out dyslexic people for his workforce.

We can empower pupils to learn strategies that can support them as they move on from education and into the workplace. One way, for instance, to still enjoy stories if reading is tricky is to listen to audiobooks. These are available through paid for services like Audible or Bookbeat, through Kent Libraries, or through the Listening Books charity if you are dyslexic.  

Did you know that by practising breathing exercises you can reduce feelings of anxiety and stress? The vagus nerve is one of the body’s cranial nerves and is based in the neck. It is responsible for various organ functions including digestion, heart rate and breathing, and is part of the process of calming your body when experiencing stress.  

When we experience stress or anxiety, our breathing tends to become more shallow and rapid. Taking deep, belly breaths signals to our body that it is safe to unwind and relax. You can try different breathing exercises when you are calm to help keep your body relaxed. You can then use these techniques when you are stressed to help you calm.

Pop one on while you are doing the ironing, in the car, or while you take a walk! Here’s a summary of our favourites: 

Pooky Knightsmith: Pooky Ponders... podcast is just brilliant and covers all kinds of topics including neurodiversity, parenting, anxiety, eating disorders and sensory needs. Pooky is an adult with autism, and she has two autistic children who she now home educates. Her podcasts are warm, thought-provoking and always full of practical tips. 

The SENDCast has over 160 episodes packed with topical information about SEND, the latest is called ‘the National SEND picture’ for anyone interested in roaming further afield than Kent! 

Dr Kathy Weston’s ‘Get a Grip’ Parenting Podcast which covers a broad range of topics, not all of which are SEND related but the ones we have listened too have all been interesting and informative.

Mrs Gambell’s Neurodiversity Group have a keen interest in Autism and wrote this newsletter article for the school Newsletter:

Autism is a spectrum, not all autistic people behave the same. Autism shouldn’t be something that should be ‘serenaded’ or perceived as a ‘club’. We have found that 1 in 7 people in the UK are neurodiverse, so it also isn’t something that should be thought of as ‘different’ or ‘other’, but part of ‘us’.  

Recently, there has been a trend of people saying “you’re autistic” or “you’re acoustic” as an insult. It can feel awful if you are autistic to hear people say these things. If someone is behaving a bit ‘silly’ then there is also a trend where people might say things such as, “sorry they’re being a bit autistic” or “sorry I'm being autistic right now.” This is not acceptable and needs to be challenged as it continues a stereotype of autistic people behaving in a certain, negative way.  

Autism is a neurotype which affects the way that people think and act. For example, people with Autism or ADHD might have social difficulties or sensory issues, which may, at times, cause them to demonstrate unexpected behaviours. However, having Autism can also mean that someone is extra creative, able to pay more attention to detail and be an innovative thinker. Greta Thunberg calls Autism her ‘superpower’! This Autism Awareness Day, take the time to wear something blue and find out a little bit more about Autism.   

From the Neurodiversity Group 

MIDAS are the outreach service based at Meadowfield School and run excellent workshops for families on a range of topics, usually for around £5pp. The staff are knowledgeable and are always willing to answer questions and offer support. Their brochure is here Parent-Carer-Brochure-2023-2024.pdf (meadowfield.kent.sch.uk) 

Parents can book places by completing the booking form on our website - https://www.meadowfield.kent.sch.uk/midas-and-stls/parent-courses-and-bookings-2/ and sending it to midas@meadowfield.kent.sch.uk or by calling 01795 477788 (option 6).

I have been sent this Sway from KCC which outlines some good advice and guidance for anyone experiencing exam anxiety, you or your child may find it helpful to look through.

https://sway.cloud.microsoft/infOFFru929ZtLDr?ref=email   

They offer reasonably priced parenting sessions on topics over the coming weeks including ‘Understanding the Teenage Brain’ (20^th May), ‘Raising Self-Esteem' (21^st May), ‘Supporting a Child with ADHD’ (23^rd May), ‘Introduction to OCD’ (11^th June),  and also a free workshop entitled ‘Decreasing Depression’ at 6.30pm this Wednesday, 10^th May.