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special educational needs

Nov 07
Love0

Making the world more accessible – simple changes that help every child

By Early Years, Indepence, special educational needs, Vision

Every child experiences the world a little differently. Some notice sounds before sights, others need more time to process a busy room and some simply see things in a different way to those around them. While it’s easy to think of accessibility as something that only matters for a small number of families, many of the small changes that help children with sight loss actually make life easier, calmer and more inclusive for every child.

Organisations such as Blatchington Court Trust (BCT), which supports children and young people with sight loss and their families across Sussex, see this in practise every day: the adaptations that help one child thrive, often benefit the whole family or group around them.

Starting at home

Small adjustments around the house can make a big difference to a child’s confidence and independence. Using a dark plate on a light tablecloth, or vice versa, can help a child better distinguish their food, which is useful for children with sight loss but also for toddlers still developing their visual tracking skills.

Clear labelling on drawers, toy boxes and school bags, whether through bold print, symbols or textures, helps children find what they need without asking for help every time. Keeping shelves and walkways free from clutter reduces the risk of trips and bumps, and creates a calmer environment that benefits children with sight loss, autism, ADHD or simply those who are still learning to navigate their space safely. It might also prevent an afternoon in A&E!

Lighting matters too. Good, consistent lighting that avoids glare, harsh shadows or flickering can support a child with a visual impairment, but it also helps children with light sensitivity, migraines or other sensory sensitivities feel more comfortable at home.

Out and about

Narrating the world as you go, describing what you see on a walk, in the supermarket or at the park, helps a child with sight loss build a fuller picture of their surroundings. It’s a simple habit, but one that also supports early language development and vocabulary building in any young child.

When choosing places to visit, it’s worth looking out for venues offering tactile play equipment, quiet sessions or sensory-friendly hours. These features benefit children with sight loss, but are equally valuable for autistic children, anxious children or anyone who finds busy, unfamiliar environments overwhelming.

Giving children a little extra time to process new or unfamiliar environments, rather than rushing them along, is another small change that can ease anxiety for many children, not just those with a visual impairment.

Within the family

Family life often runs on routine, and predictable routines can be especially reassuring for a child with sight loss, helping them feel secure and in control of their day. Keeping mealtimes, bedtimes and daily rituals consistent, and talking through any changes in advance, benefits children with sight loss but also supports autistic children, who often find comfort and reassurance in familiar routines, as well as siblings and younger children who thrive on predictability too.

Involving siblings in small, everyday tasks, like describing a game as it’s being played, or taking turns to help set the table, builds understanding and teamwork naturally, without it feeling like a chore. Many families find that these small habits bring everyone closer together, rather than singling any one child out.

Supporting friendships and understanding

Accessibility isn’t only physical, it’s social too. Helping children understand and talk about differences in a natural, positive way encourages kindness and curiosity rather than awkwardness or exclusion. Giving a child with sight loss simple language to explain their own needs, such as “I see things a bit differently, can you describe that to me?”, builds confidence and helps friendships grow more easily.Encouraging clear verbal cues and turn-taking in group games ensures no child is left guessing what’s happening, making play more inclusive for everyone involved.

A change that benefits everyone

None of these adjustments are complicated or costly, but together they can transform a child’s everyday experience. What’s often overlooked is that changes made with one child in mind tend to ripple outwards, making homes, classrooms and communities more comfortable and inclusive for all children.

Blatchington Court Trust offers support and services – including activities, education advocacy, tech advice, family support, over 18 support and wellbeing support – across Sussex for children and young people aged under 30 with a visual impairment, and their families.

To find out more, visit: www.blatchingtoncourt.org.uk, call 01273 727 222 or find us on Facebook and Instagram.

Nov 01
Love0
Dorset House

Why flexible educational support matters more than ever

By family, Relationships, special educational needs
by Michelle Catterson, Executive Head, Moon Hall Schools Educational Trust

The school run can be deceptive; from the outside it often looks as though every and another day of learning gets underway. Yet behind those gates are thousands of children experiencing education very differently.

Some arrive already exhausted from the effort it took to get there. Some are managing anxiety that others cannot see. Some are bright, capable young people whose needs are simply not being met by a traditional educational model. Others are attending part-time, struggling with attendance, or finding themselves increasingly disconnected from learning despite everyone’s best intentions.

For their parents, the challenge can feel both deeply personal and surprisingly lonely.

At Moon Hall, we speak to families every week who tell us a similar story. Their child is intelligent, capable and wants to succeed. But somewhere between potential and participation, something has become difficult.

The conversation around education often focuses on destinations: exam results, qualifications, university places and career pathways. What receives less attention is the journey itself and the growing number of children who need a different route to reach those destinations. The reality is that educational needs are becoming increasingly diverse.

Schools across Surrey and Sussex are working incredibly hard to support children with a broader range of needs than ever before. At the same time, many families are searching for meaningful support that sits somewhere between doing nothing and making a complete change of school.

Too often, specialist intervention becomes available only when challenges have escalated to a crisis point. Yet many children do not need a new educational placement, and they do not need to leave school entirely. What they need is targeted support, specialist teaching, greater flexibility and the chance to rebuild confidence before difficulties become entrenched.

Sometimes a child needs help navigating emotionally based school avoidance or they need specialist literacy intervention. Sometimes they require exam access arrangements, a quieter environment to learn in, or support to reconnect with education after a difficult period. Most importantly, they need to know that there is another way forward.

That belief sits at the heart of Moon Hall Connect.

Newly opened in Sussex (close to the Surrey and Sussex border), Moon Hall Connect has been created to provide flexible, specialist educational support for children and young people from primary age through to post-16.

Importantly, it is not a school – it has been designed to work alongside existing school placements and educational pathways, complementing the support already available rather than replacing it. Its purpose is not to take children away from education. Its purpose is to help them connect back into it.

Parents frequently tell us they spend countless hours researching options, advocating for support and trying to find services that truly understand their child. It can feel overwhelming, particularly when there is no obvious route to the help they need. Moon Hall Connect has been developed to help bridge that gap.

Through personalised programmes of support, children and young people will be able to access specialist provision for up to 18 hours per week, tailored around their individual needs and circumstances. For a primary-aged child, that might mean strengthening core literacy skills and developing confidence in learning. For a secondary-aged student, it may involve specialist intervention that enables them to remain engaged in education during a particularly challenging period. For post-16 learners, it could mean building the skills, qualifications and confidence needed to progress into further education, training or employment.

The common thread is that support is built around the individual rather than expecting the individual to fit a one-size-fits-all model.

Every child brings their own strengths, aspirations and challenges. When those differences are recognised and understood, remarkable things can happen; their confidence returns, attendance improves and anxiety reduces. Learning begins to feel achievable again.

Parents often tell us that the most powerful changes are not reflected in a report or assessment score. They are the moments when a child begins talking positively about school again or when they volunteer an answer in class or when they sit an exam believing they can succeed. When they start to see themselves not through the lens of difficulty, but through the lens of possibility.Those moments matter because education is about far more than academic outcomes alone – it really is about belonging and connection. All while ensuring that temporary challenges do not become permanent barriers.

Moon Hall Connect has been created in response to a clear and growing need across Surrey and Sussex. Families, schools and local authorities are all searching for solutions that are flexible, responsive and genuinely centred around young people.

The vision for Moon Hall Connect extends beyond individual pupils. Alongside specialist and flexible provision, the initiative will provide examination services and access arrangements, with future phases introducing therapeutic support, specialist assessments and a wider outreach programme for schools and communities.

The aim is simple: to create a network of support around children and young people, bringing together families, schools, specialists and local authorities to improve outcomes and expand opportunities. The name ‘Connect’ was chosen deliberately, as it reflects our belief that children thrive when they feel connected to learning, connected to their strengths and connected to the people who can help them succeed. It speaks to the partnerships that sit behind effective educational support and the importance of ensuring no family feels they are navigating challenges alone.

For every parent who has wondered whether there is another option, another layer of support or another route forward for their child, there should be. Education has never been about ensuring every child follows the same journey. It has always been about helping every child find their own.

And sometimes, the most important thing we can offer is a bridge between where a young person is today and where they are capable of being tomorrow.

To discover how Moon Hall Connect can support children and young people, and to explore the funding options available through schools, local authorities or private funding, please email connect@moonhall.co.uk

Nov 01
Love0
small Dorset House

Top tips for school open days

By Early Years, Education, girls school, special educational needs
by Kat Field, Marketing Campaign Manager, Lancing College

Choosing the right school for your child is a big decision, and attending an open event is one of the best ways to get a real feel for a school beyond its website or prospectus.

Whether you’re visiting a primary, prep or secondary/senior school, an open day gives you the opportunity to look around, meet staff and pupils, ask questions and, perhaps most importantly, get a sense of whether the school feels the right fit for your child.

It’s easy to be impressed by beautiful buildings, fabulous facilities or a long list of achievements, but the most important question is really simple – can you see your child being happy, confident and successful there?

Here are Lancing College’s 10 top tips for making the most of a school open event.

1. Start with your child, not the school

Before looking at results or reputations, think about where your child is most likely to thrive – academically, socially and emotionally.

Every child is different. Think about their personality, interests, strengths and areas where they may need support. The right school is not necessarily the one that looks best on paper – it is the one where your child can grow and flourish.

2. Take your child with you!

Your child’s reaction to a school can tell you a great deal. Do they seem curious, comfortable or excited? How do they interact with staff and pupils? Do they start asking questions of their own?

Give them the chance to get involved, whether that’s trying an activity, exploring the facilities or sampling the school food.

3. Pay attention to how the school makes you feel

The admissions process itself can tell you something about a school. Are staff welcoming? Do they listen? Are their answers thoughtful and candid? Do they seem genuinely interested in getting to know your child?

Trust your gut. Your overall impression is worth paying attention to.

4. Talk to the pupils

Current pupils can offer insights you simply won’t find in a prospectus.

Natural, honest answers can tell you a lot. Notice how pupils interact with each other and with teachers. This can reveal a great deal about a school’s culture.

5. Visit on a normal school day too

Open events are useful, but many schools offer individual tours or visits outside their main open events too.

Watch how pupils interact when nobody is putting on a show. An ordinary day can give you a valuable glimpse of what school life is really like.

6. Ask the questions that matter to you

Don’t be afraid to ask the difficult or practical questions. Depending on your child’s age, these might include reading and phonics, how children are supported, settling in and transitions, behaviour, pastoral care, homework, screen time, friendships or additional needs.

Think about your child and what matters most to your family.

7. Don’t choose purely on academic results

Academic results matter, but they are only part of the picture.

How does it stretch those who are very able? Support those who are struggling? Develop confidence and independence? Encourage pupils to think for themselves and discover what they are good at?For younger children, ask how the school builds strong foundations while nurturing curiosity and a love of learning. For older pupils, consider how it prepares them for life beyond the classroom.

8. Look beyond your child’s existing “thing”

Sport, music, drama and other interests matter, but don’t just ask what the school can offer your child now. Ask what opportunities there are to discover something completely new. The right school should broaden a child’s horizons, not just develop the talents they already have.

9. Consider the journey, not just the entry point

Think beyond the first year or two. How does the school support children as they grow in confidence and independence? How are pupils prepared for their next steps?

For younger children, this might include preparing for senior school. You are choosing a school not just for the child standing in front of you today, but for the child they will become.

10. Visit more than one school

Even if you have your heart set on a particular school, try to visit more than one. Seeing different schools gives you something to compare.

For state schools, catchment areas and competition for places mean your first choice is not always guaranteed.

For independent schools, selection works both ways: the school is assessing whether your child is also right for them.

And finally…

Your research shouldn’t stop when you leave the school gates. Read inspection reports and reviews, listen to other parents’ experiences (with an open mind) and, where appropriate, talk to your child’s current nursery or school. Look beyond the official information to get a fuller picture.

Most importantly, talk to your child. What did they like? What didn’t they like? What are they still talking about afterwards?

Choosing a school is a big decision, but it doesn’t have to be overwhelming. Take your time and focus on the environment where your child is most likely to feel happy, supported and inspired to learn.

To find out more about Lancing College Family of Schools please visit www.lancingcollege.co.uk

Mar 16
Love0

Supporting your child’s mental health

By ADHD and neurodiversity, Education, Mental health, Relationships, special educational needs, Wellbeing
by Emily Snape
author and mother

Supporting a child’s mental health rarely looks the way we expect it to. There isn’t a clear plan and progress is rarely straightforward. What works at one stage can stop working at another and what helps one child may not help the next. Over time, I’ve learned that supporting mental health is less about having the right answers and more about paying attention, staying connected and learning what your own child needs.

My middle son has ADHD, and our experience has included meltdowns, anxiety, school avoidance, high-energy moods and behaviours that can be difficult to manage. There have been moments when I’ve worried about what these struggles might mean long-term, and times when I’ve felt like I’m getting so much wrong.

One thing that has become very clear is that the relationship between me and my child must come first. Before consequences, before explanations, before trying to move things along. When a child is overwhelmed, what can help most is knowing that the adult in front of them is steady and on their side. That doesn’t mean removing boundaries or avoiding difficult conversations – it means prioritising connection, particularly when things are not going well.

Learning to notice the detail
With time, I’ve become better at noticing the detail behind behaviour. What looks like defiance or refusal is often anxiety, exhaustion or something that has built up quietly. Asking myself what might be driving a reaction, rather than focusing on stopping it, has helped me respond more calmly.

I’ve also learned that timing matters. My children rarely talk when emotions are running high. Some of the most useful conversations have happened in the car, or at bedtime, when the day has slowed down. Those moments can’t be forced, but they can be made possible.

Connection before direction
When emotions are high, instructions tend to land badly. I’ve learned that it usually works better to slow things down first, to sit nearby, acknowledge how difficult something feels, and wait. Once a child feels understood, they are far more able to reflect and take things on board.

Revisiting situations afterwards has also been important. I don’t always respond as well as I’d like in the moment. Going back to talk things through, and apologising, when necessary, has helped maintain trust and repair the relationship.

Remembering that feelings change
One thing I remind myself of regularly is that feelings are temporary. This has helped me keep perspective when my child is distressed, even if I’m feeling anxious myself.

When my eldest son, who is 16 and in the middle of his GCSEs, came back from the hairdresser last week, he was completely distraught. He announced he wouldn’t be leaving the house until it had all grown back. At the time, it genuinely felt like a crisis. I went straight into problem-solving mode, trying to reason with him that it was ‘just hair’, while panicking about school, exams and what Monday morning was going to look like. It took a few careful steps to get him back into school, but once he realised it wasn’t the catastrophe he’d imagined, he was able to move on. A week later, and he’s totally moved on – though at the time, it felt anything but small.

Of course, that isn’t always the case. Anxiety can be persistent, and school avoidance has been an ongoing challenge for us. It’s draining, and there are no quick solutions. But even here, I’ve learned that progress is rarely linear, and that patience and understanding tend to achieve more than pressure.

Opening conversations about ADHD
I wrote my books, My Amazing ADHD Brain and My Amazing Autistic Brain to help open conversations, both for children and for the adults around them. They are intended as a way for children to understand how their brains work, and to see themselves in a balanced and positive light. For many families, books can offer a starting point for conversations.

I’m still learning, and there are still difficult days. But I know now that supporting a child’s mental health isn’t about fixing everything or getting it right all the time. It’s about being consistent, paying attention and always staying by their side.

Emily Snape is a children’s author and illustrator living in London. Her work has appeared online, on television, in shops and even on buses! She has three cheeky children, Leo, Fin and Flo who keep her on her toes. www.emilysnape.co.uk Emily’s newest book ‘My Amazing Autistic Brain’ is published by Summersdale, £6.99

Mar 10
Love0
SEN and ECHP

Securing an EHCP for your child

By special educational needs
by Sotiria Vlahodimou
(BSc, MSc, PG Dip, PGCE, QTS, Level 5 SpLD, NASENCo, NPQH)
Headteacher at Slindon College

For many families, supporting a child with special educational needs is a journey filled with hope, persistence and plenty of paperwork. One of the most powerful tools available in England is the Education, Health and Care Plan (EHCP). This legally binding document sets out your child’s needs and the specific provision required to meet them across education, health and social care. Below is a concise, step‑by‑step roadmap to the process, what to expect at each stage, and how your child’s current school can actively support you.

What is an EHCP – and who is it for?
An EHCP is intended for children and young people aged 0-25 whose needs cannot be met through the usual support offered at SEN Support level. If your child is not making expected progress despite targeted interventions, differentiated teaching and reasonable adjustments, an EHCP may be the right next step.

Step 1: Recognise the need
Trust your instincts. If something isn’t quite working – perhaps your child is struggling with literacy or numeracy, masking anxiety, finding transitions difficult or falling behind in communication or social interaction – raise this promptly with the class teacher and the school’s Special Educational Needs Coordinator (SENCO). Ask what has already been tried and agree how progress will be tracked.

Step 2: Work through SEN support available
Before requesting an EHCP, schools should adopt a graduated approach:
• Assess: identify needs and – if appropriate and available – draw on specialists such as an educational psychologist or speech and language therapist.
• Plan: set targets and agree strategies and adjustments.
• Do: put those strategies into practice in class and through interventions.
• Review: meet at least termly with you to evaluate progress and adapt the plan.

If, after sustained support and review cycles, your child’s progress is still limited, it’s reasonable to consider an EHC needs assessment.

Step 3: Request a needs assessment
You, or the school, can apply directly to your local authority (LA). You don’t need the school’s permission. Your request should include a summary of needs and clear evidence from the Assess – Plan – Do – Review cycle – think individual support plans, progress data, professional reports and examples of strategies trialled.

If a parental request is submitted, your child’s school will then be asked to complete an EHCNA where they will be asked for a supporting statement, relevant records, assessment data, behaviour logs, attendance patterns and work samples. They have 15 days to complete this paperwork. If the EHCNA is a school submission then they will provide this information to the Local Authority after a discussion with you.

Step 4: The LA’s decision
Within six weeks, the LA decides whether to assess. They’ll ask the school for information, so keep communication open. If refused, you’ll receive reasons and information about mediation and appeal routes. If agreed, you move into a multi‑agency assessment phase.

Step 5: The multi‑agency assessment
The LA seeks advice from relevant professionals – typically an educational psychologist, health professionals, school staff and, crucially, you and your child. Share what works at home and what doesn’t; include your child’s aspirations and worries. Keep notes of deadlines and who has responded; chase gently but firmly if advice is delayed.

Step 6: Drafting the plan
If the LA decides an EHCP is needed, a draft plan should be issued (within 16 weeks of your initial request). Read it carefully. Sections B (needs) and F (provision) must be specific and quantified. You have 15 days to comment and submit your parental preference. Your LA will consult with several different schools at this time. Ask the SENCO to sense‑check the wording of the draft EHCP against the evidence: does the provision align with the assessment advice?

How your child’s current school can help
• Evidence and paperwork: The SENCO can collate assessment data, intervention logs, Individual Education Plans and external reports.
• Classroom adjustments and tracking: Teachers trial strategies (for example, chunked instructions, scaffolding, multisensory techniques, visual schedules) and record impact, demonstrating what support is – and isn’t – working.
• Professional liaison: Schools help coordinate referrals, host assessments, and provide practical insight to the LA and professionals.
• Advocacy and review: The SENCO can review the draft EHCP with you, ensure Section F is precise and enforceable, and prepare for the annual review once the plan is in place.

Step 7: Finalising the EHCP
The LA should issue the final EHCP within 20 weeks of your original request. Once named, the school must deliver the provision in Section F. Expect an annual review at least once every 12 months (sooner if needed). Bring updated evidence, ask for measurable outcomes and request amendments if needs have changed. If provision isn’t being delivered, raise it with the SENCO and Headteacher in writing; escalate to the LA if required.

What happens if your request is refused
Don’t lose heart. You have rights of appeal and access to independent advice. Many families succeed at mediation or tribunal when they can show that, despite SEN Support, progress remains limited and that quantified provision is necessary. Keep your documentation thorough, dates clear and communication courteous but assertive.

Final thought
Applying for an EHCP can feel daunting, but you are not alone. Your child’s school – through the SENCO and teaching team – can be a powerful ally in gathering evidence, coordinating assessments and checking the wording of the plan. Specialist environments show what robust, well‑coordinated support can achieve when small classes, targeted therapies and skilled teachers work in harmony. With persistence, clear documentation and collaborative relationships, you can secure an EHCP that truly meets your child’s needs and supports a happier, more successful school experience.

Slindon College is an independent day and boarding school for boys aged 8-18, providing transformative education for those who thrive in a specialist learning environment.
www.slindoncollege.co.uk

Nov 18
Love0
toilet training

Why toilet training a year earlier is an urgent issue

By baby health, Childcare and Nannying, children's health, Health, special educational needs, Wellbeing

Toilet training children a year earlier could solve a host of issues in the education and health service and improve children’s overall health and wellbeing – so why aren’t policymakers pushing forward measures to support families doing it sooner?

ERIC, The Children’s Bowel & Bladder Charity, with support from Kindred Squared and Jodie Gosling MP, recently hosted a Parliamentary roundtable discussion bringing together key stakeholders in early years, education and children’s health and social care, to discuss the huge impact delayed toilet training is having on children’s lives. The discussion centered around the significant opportunities that exist to improve children’s health, social care, education and wellbeing by toilet training earlier.

The charity is pushing for clear guidance around toilet training, greater benchmarking of children’s progress, and standardised training for professionals supporting families in early years (including health visitors and early years practitioners).

Over the last two generations, the average age that children are being toilet trained in the UK has risen from 12-18 months, to an average of around three or even four years today. Later toilet training increases the risk of developing wetting and soiling issues later and also prevents the early identification of bladder and bowel problems.

The impact is profound across education, health and social care:
• A staggering 1 in 4 children start school still not toilet trained.
• 90% of teachers have at least one child in their class who is not fully toilet trained.
• On average 2.4 hours of teacher time is lost every day supporting children who are not school ready to catch up – directly affecting educational outcomes for all children in the class and hampering the Government’s mission to ensure children start school ready to learn.
• Hospital admissions for childhood constipation (which can be exacerbated by delayed toilet training) have increased by 60% over the past decade (over 44,000 children last year).

The charity argues that if children were toilet trained a year earlier, it would improve outcomes for children, save children’s health and education services time and money, and reduce the environmental impact of nappies going to landfill. The potential positive impacts are significant:
• Reduce the social and emotional impact of delayed toilet training on the child: Two thirds of teachers (65%) and 58% of parents agree that not being ready for school when starting Reception could have long term impacts on a child’s success in later life. Ensuring they are toilet trained well in advance of starting school means they’re less likely to feel embarrassed or be ostracized from their peers, which can have a profound effect on their early days in school.
• Better education: If they didn’t have to deal with children who weren’t toilet trained, teachers could save up to 456 hours – that’s around 10 days of extra teaching time they could spend focusing on improving children’s education over the academic year.
• Better health: There is a link between delayed toilet training and childhood constipation. Currently 1 in 3 children suffer from constipation. In a single year, the NHS spent £168 million treating constipation.
By preventing a number of children from suffering from this, it could also save the NHS a significant amount. The cost of treating constipation is equivalent to funding 7304 newly qualified nurses for a year.
• Better for the environment: It’s estimated that the average child uses between 4,000 and 6,000 disposable nappies before they are toilet trained, and the UK disposes of around 3bn disposable nappies annually. If every child was toilet trained one year earlier, we could save between 5.3bn – 7.1bn nappies from going to landfill.
• Cost savings for parents: Parents in the UK can expect to spend approximately £1,000 on disposable nappies per child from birth to toilet training. This translates to about £400 per year for disposable nappies. So by toilet training earlier, they could save themselves up to £400 – that’s equivalent to about two weeks of nursery fees in some parts of the country, or perhaps a UK family holiday.

Siân Wicks, CEO of ERIC, The Children’s Bowel & Bladder Charity said: “ERIC calls for children to be toilet trained a year earlier. We have reviewed the evidence base, examined the impact on the child and family that delayed toilet training has. It is time to reduce the stigma. It is essential that we raise the profile of this debate. We are calling for clear national guidance, both for families and professionals, particularly for those who support children in early years.There has been clear guidance on issues like breastfeeding and sleep, but not on toilet training; yet, as we’ve seen, this is causing a host of issues that are costing families, society and the government dearly. There needs to be a greater sense of collective responsibility for children’s bowel and bladder health, and all stakeholders across government, children’s health, education and social care need to work together to support families to reach this milestone sooner.”

Felicity Gillespie, Director of Kindred Squared said: “Our research shows that parents are keen for clear, simple and evidence-backed advice. That’s why we’ve worked with the early years sector to produce startingreception.co.uk. The medical evidence is clear; unless there is a diagnosed medical need, children are best served by being out of nappies between 18 and 30 months. We welcome Eric’s efforts to spread this information as widely as possible!”

Jodie Gosling, MP, said: “Too many children are starting school feeling anxious, isolated, or even ashamed – simply because they haven’t been supported to reach a basic developmental milestone: being toilet trained. The removal of Sure Start provision has left families without the necessary infrastructure to learn and thrive. This isn’t just about nappies. It’s about dignity. It’s about confidence. And it’s about giving every child the best possible start in life. We’ve heard today how delayed toilet training is affecting not just individual children, but their families, entire classrooms, our NHS, and our environment. The evidence is clear – and the cost of inaction is too high. This is an issue that requires urgent, coordinated action. We need clear national guidance, better training for early years professionals, and a shared commitment across government to support families in reaching this milestone sooner. Because when we help children thrive from the very beginning, we all benefit.”

Alison Morton, CEO of Institute of Health Visiting, said: “Gaining mastery of your own bladder and bowel function is an important milestone in a child’s development. However, toileting practices and advice have changed over the years, and are heavily impacted by marketing tactics to delay toileting and prolong the use of nappies under the guise of ‘waiting until children are ready’. This has a human, financial and environmental cost. I encourage all professionals to maintain high expectations for the ability of all children, including those with disabilities, to achieve the skills for toileting. Unnecessary delays and low expectations are limiting children’s life chances and can have lifelong consequences. Getting this right is not really a choice, it is fundamental for children’s dignity, safety and quality of life”.

For further information please visit www.eric.org.uk

Jul 01
Love0
skateboard lesson

They’re not broken – it’s their superpower potential

By ADHD and neurodiversity, Education, fun for children, Mental health, special educational needs
by Jack Francis
The Skate Club

How passion helps neurodiverse children discover their ‘superpowers’

A few months ago, I stood in front of 200 primary school children, sharing stories from my life – skateboarding down hills with Christmas trees strapped to my board, struggling to keep up at university and writing a book I never thought I’d be able to write. As I spoke, a boy turned to his mate and whispered, “I’ve got ADHD and dyslexia – like him.” That moment stuck with me. That small moment of recognition, pride even, is why I’ve been doing these assemblies.

I was diagnosed with dyslexia at university, and ADHD much more recently, as an adult running a skate school. Growing up, these weren’t framed as ‘superpowers’. At best, they were obstacles. At worst, signs of somehow falling short. I’d often been called bright, but that made it harder – like I had all the pieces, just not the ability to put them together.

It’s only in recent years that I’ve come to see how much of what I’m good at – from teaching, to coaching, to running a business – is tied to the way my brain works. My hyperfocus, creativity, energy and problem-solving skills aren’t things I’ve achieved despite my neurodiversity. They are my neurodiversity. And I’m not alone.

The power of passion
In every school I visit, there are children sitting quietly with heads full of big ideas, or legs bouncing under the table. Some have diagnoses, many don’t. They might struggle with reading, listening, or managing frustration – but the potential in those children is massive. What they need isn’t ‘fixing’. What they need is space to explore something they care about, something that lets them feel good at being themselves. For me, that thing was skateboarding.

Skateboarding gave me freedom. It wasn’t about winning or being picked for a team. It was about solving tiny physical puzzles – how to move, how to balance and how to land a trick. It was social but low-pressure. I could focus completely on what I was doing, fail over and over again and still feel proud of the progress. Looking back, skateboarding was the first place I truly felt capable.

Today, as a skate coach, I see the same thing in other children – especially those who are neurodiverse. Children who are anxious or fidgety, or who’ve been told they “Just need to focus,” often find a rhythm through skating. I’ve watched children go from nervously standing on a board to rolling down ramps on their own, grinning from ear to ear. Some of them go home and do their reading for the first time in weeks. It’s not about the trick – it’s about the shift in how they see themselves.

Reframing ‘difficulty’
One of the challenges for neurodiverse children today is that their journey often begins with being told what they can’t do. A diagnosis, helpful as it is, can also carry an unspoken message: you’re going to struggle. And yes, there may be challenges. But there are also advantages – and children deserve to hear that side too.

Dyslexic thinkers often have strong visual and spatial awareness, creative imagination and big-picture thinking. Those with ADHD may have intense focus (on the right task), incredible energy and rapid-fire ideas. Autistic children often bring attention to detail, emotional honesty and deep interests. But these traits only shine when we let children follow what they love.

That’s the heart of it: when a child finds their passion – whether it’s skateboarding, coding, storytelling or animals – it becomes a doorway into confidence. Passion gives purpose to their focus, structure to their energy and joy to their learning. And when a child starts seeing themselves as someone who can, not just someone who struggles, everything changes.

The adult’s role
As parents, educators, and carers, our role isn’t to tell children who they are – it’s to notice when they light up, and to help them follow that thread. Sometimes that means letting them try unusual things. Sometimes it means not pushing them to do what everyone else is doing. And sometimes it just means listening when they talk about something they care about.

Skateboarding might not be your child’s thing – and that’s fine. But something is. There’s something out there that lets them feel free, focused and fully themselves. Our job is to help them find it. Not to demand they perform, but to offer them the kind of support that says, “You’re not broken – you’re just different and that’s a strength.”

I still get overwhelmed. I still struggle with admin. I still forget things. But I’ve also built a skate school, written a book and coached hundreds of young people. And I’ve done that not in spite of my neurodiversity, but because of it.

So when your child gets obsessed with something, try not to brush off. Watch closely. That might just be the spark that helps them discover their superpower.

Jack Francis is the founder of The Skate Club and author of “How to Train Your Skateboard”, a beginner’s guide to skateboarding.
www.theskateclub.com

Mar 21
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Five survival tips for an ADHD parent

By Mental health, Relationships, special educational needs
by Alex Partridge author and host of the ADHD Chatter podcast

As someone with ADHD, I know it enables me to do amazing things, but I also know it also holds me back in some areas. If you’re a neurodiverse parent, parenting forces you into those areas where ADHDers often struggle, such as organisation, planning and consistency.

With this in mind, here are five tips that I’ve put together with help from other ADHD mums and dads to help you survive the amazing, wonderful, challenging roller-coaster that is parenting.

1. Make sure your ADHD is well-managed
Having a baby to care for means the scaffolding we ADHDers put around us to keep stable can be in danger of becoming wobbly. You may need to add reinforcements, such as hiring a cleaner so you don’t have to think about housework as well as a baby.

You may also need to make adjustments to your daily routine so you can remain by your baby’s side. Instead of jogging outside, for example, you could exercise inside with the help of a YouTube video. If meditation is something you use to keep yourself stable, you may need to do it during the unpredictable moments of silence throughout the day, rather than your usual set time.

2. Protect your slots
Parenting author Kirsti Hadley shared a brilliant analogy with me, where you imagine that all humans have a cognitive load consisting of five slots. When we encounter something that puts a demand on us, one of the slots gets filled.

A neurotypical parent’s slots will fill up with demands such as: I need to change my baby’s nappy, I need to prepare my baby’s food, I need to give my baby some medication, I need to buy my baby new shoes or let’s plan a nice weekend trip away with my baby.

However, a neurodivergent parent’s slots will fill up with demands or questions such as: My baby’s screams are over-stimulating me, I need to remember the travel directions to the nursery, where did I put my car keys?, what will the other parents think of me? or I haven’t drunk any water today. Our slots get filled up much quicker because a lot of the demands that come with parenting are high ‘executive function’ demands.

The early stages of parenting put a lot of extra demand on our brains so it’s vital we protect our slots, especially in the early days. To do this, I’d advise asking for help – this automatically doubles your available slots! I’d also suggest prioritising social encounters that matter to you and declining ones that don’t.

3. Establish a structure
The word ‘routine’ sends a shiver down my spine, but it’s important to try to establish a structure that works for you. Use any quiet time in the evenings to plan the next day. What will your child be wearing? Where will they need to go?

An ADHD brain comes alive as the day progresses. Take advantage of your ‘evening’ brain by using it to plan the morning activities. There will also be fewer demands on you in the evening as the world is winding down, so there’s less chance of you being interrupted.

4. Don’t feel ashamed of screens
There’s a lot of shame surrounding children’s use of screens for entertainment, especially on social media, but it’s especially important for neurodivergent parents to ignore this narrative.

Back when we lived in tribes in small villages, parents had help looking after their children. These days, a lot of parents are left alone to do the job, so we should never feel guilty about using modern technology to help us create our own village. Having a moment to recharge your cognitive batteries will be beneficial to you, your mental health and your child.

5. Find time for you
This is important for every parent, but especially for neurodiverse ones. To help do this, use the anagram WEBS: W: Walk (go for a walk). E: Early morning routine (create a morning routine that includes solitude). B: Baths (have a hot bath in the evening). S: Stretch (incorporate stretching in your day when possible).

Every part of WEBS can be as big or as little as your time allows. A walk could be as simply as pacing the length of your kitchen a couple of times. A stretch could simply involve making the movement of picking something up from the floor more intentional.

It’s the intention that really matters, and that is to create a moment, no matter how small, where you can focus on nothing but the moment and relax. These little moments are really important because they provide a pause between the demands of parenthood and therefore help to minimise any overwhelming feelings.

What all these tips have in common is creating a parenting structure that works for you and your child, which doesn’t have to be one that follows conventional norms. When we stop thinking the ‘traditional’ way is the right way, we can begin to make simple accommodations within our neurodiverse households that will make for a happier environment – and much happier parents and children.

Alex Partridge is the founder of LADBible and UNILAD and the host of the ADHD Chatter podcast. His book Now It All Makes Sense: How An ADHD Diagnosis Brought Clarity To My Life is out now, published by Sheldon Press, priced £16.99.now it all amkes sense

 

Mar 12
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Dyslexia’s surprising advantages

By Education, reading, special educational needs
by Drs. Brock and Fernette Eide
authors of The Dyslexic Advantage

What does it mean to have ‘a dyslexic kind of mind’ – that is, a mind that works well for many kinds of tasks, but struggles to learn to read and spell? How should we understand an individual like Dame Sally Davies, who as a young dyslexic student failed her eleven-plus exam, then went on to become Chief Medical Officer of the United Kingdom and now Master of Trinity College, Cambridge? Or how can we explain the paradoxical mix of strengths and challenges that allowed Sir Richard Branson to earn several billion pounds after dropping out of school at the age of 16?

How do we account for the fact that dyslexic people, despite their well-known challenges, appear to be over-represented in various highly competitive professions? Consider, for example, the studies of students at the Royal College of Art and the Central St. Martins College of Arts and Design, which found that students in these schools were over two-and-a-half times more likely to be dyslexic than the general UK population. Or the study from Harper Adams University that found a similar prevalence of dyslexia among students entering their engineering program. Or the study from the Bayes Business School which showed that successful UK entrepreneurs were four times more likely to be dyslexic than the general population. Or the BBC survey of over 70,000 self-made UK millionaires that found 40% showed signs of dyslexia. How, in short, should we understand the apparently paradoxical finding that people who share a particular set of learning challenges also appear to share various kinds of learning and reasoning strengths?

When the first papers on dyslexia began to appear in the medical literature in the late 1800s, they described a group of otherwise intelligent people who showed surprising difficulty learning to read. In the decades that followed, additional research showed that these difficulties were caused by a set of differences in the ways that the brains of individuals with dyslexia performed certain kinds of tasks: processing the sounds and visual structures of spoken and written words; learning to master and make automatic the various basic skills needed to read; retrieving information from memory stores; or sharing information between various parts of the brain.

Since those first reports were written, dyslexia has been viewed almost entirely as a learning disorder, and scientists and educators have focused their attention on the challenges dyslexic people share with reading, spelling, rote memory, writing, and other basic academic skills. Yet as we’ve learned more about the lives and experiences of people with dyslexia, it has become increasingly hard to maintain the view that dyslexic minds share only challenges in common, or even that these challenges are the dyslexic mind’s most important and interesting features.

Instead, a new view of dyslexia is emerging. In this view, dyslexic challenges are seen as resulting from a set of brain features whose main purpose is to equip the brain with certain mental strengths. These strengths include: three-dimensional spatial reasoning; the ability to detect connections and relationships and to comprehend systems, including human interactions and group dynamics; empathy; divergent thinking and creativity; the ability to learn from and remember personal experiences; and the ability to forecast events or make predictions. Many of these dyslexia-associated strengths appear to arise from the special ability dyslexic individuals show for performing many of their reasoning functions in a particular way: Instead of using more efficient and automatic processes that employ abstractions, generalisations, or formulas to reason in a largely logical, rule-based, step-by-step manner, dyslexic minds use mental simulations or models of objects and ideas, in which they reason using past experiences, cases, or examples to essentially ‘see’ or ‘play out’ the answers in their minds. Importantly, it appears that dyslexic minds may be predisposed to special strengths in this type of mental simulation by the very same differences in brain development and organisation that lead to challenges mastering fine-detail reading and spelling skills.

Understanding dyslexia-associated strengths is crucial both for understanding the seeming paradoxes mentioned above, and for helping dyslexic students and adults to reach their full potentials. Scientists at the University of Cambridge have recently proposed that the ‘big picture’ strengths associated with dyslexic thinking are ideally suited for exploring the world and for discovering new opportunities and resources. In contrast, minds that excel in fine-detail tasks like decoding and spelling are better suited to exploiting existing knowledge and efficiently using known resources. Neither talent is superior, but each complements the other, and together, as the researchers point out, they make our societies and organisations more adaptable to change. So not only are dyslexic minds not simply broken, but they are an essential element in human flourishing – perhaps even in survival.

It is long past time to stop thinking of dyslexic minds as merely problems to be solved, and to start recognising that they are an amazing source of creativity and talent. Every effort that we make to understand, nurture, and appreciate the advantages that are essential parts of dyslexic minds, will only increase the enormously positive contribution that people with dyslexia already make to our world.

Drs. Brock and Fernette Eide are experts on dyslexia and other learning differences, and authors of The Dyslexic Advantage (revised and updated, 2023). Find out more at: www.dyslexicadvantage.org/book

Jan 30
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Five ways to support your dyslexic child

By Education, numeracy skills, reading, special educational needs
by Kate Griggs
founder and CEO of Made By Dyslexia

One in five people are dyslexic. It’s the most common neurodiversity and learning difference, and can be identified as early as preschool, though research suggests that as many as 80% leave school without knowing they’re dyslexic.

Dyslexic brains literally think differently to others, and that’s a good thing! After all, some of the world’s greatest changemakers have been Dyslexic Thinkers, from Thomas Edison inventing the light bulb to Steve Jobs creating the iPhone. Seeing things differently has helped dyslexics to invent things we can’t live without, imagine what others couldn’t see and solve problems that others weren’t able to crack.

Dyslexic Thinkers have incredible strengths in creativity, problem-solving and communication skills. Sadly, traditional benchmarking in schools means exams can’t always measure the valuable Dyslexic Thinking skills that dyslexic children have.

When I was nine years old, my life was transformed when a teacher saw past my test scores and recognised my Dyslexic Thinking skills. These skills are the very things that help me succeed in my role today, and I use them every day to do something that I absolutely love.

I have seen the same ‘success formula’ in thousands of dyslexic people, young and old.

It’s the formula I encouraged with my own children, which has led them into fulfilling careers too.

Here are five things every parent can do to support your child with dyslexia:
1. Spot their strengths
If you’re a parent of a dyslexic child, the most transformative thing you can do is to help them spot their dyslexic strengths, instead of being defined by their challenges. Focusing on things they are naturally good at, instead of what they find tricky, leads Dyslexic Thinkers into jobs they love and lives that are fulfilling.

Dyslexics excel in the subjects they love because they tap into their Dyslexic Thinking skills, such as creativity, exploring and questioning (often performing much better than their peers), but they may struggle to grasp other skills their peers find easy (organisation, spelling, punctuation and grammar).

Often in dyslexic children there is a mismatch in what they seem capable of and the written work they produce. On paper they might have a hard time articulating and organising their ideas but when you ask them to verbalise what they’re thinking they blow you away by the richness of their vocabulary and the complexity of their ideas.

2. Build their self-esteem
Spotting Dyslexic Thinking and focusing on someone’s strengths is key to building self-esteem. Because otherwise, they lose confidence in themselves and their ability to learn. There is a real danger that when children find things challenging that their friends find easy, they lose heart and mistakenly believe they are less able or less intelligent than their peers (when neither is the case). Dyslexic Thinking is a valuable sought after skill, so every dyslexic should be encouraged to be proud of how they think.

3. Support them with positive praise
Research suggests that we are most motivated to improve when we hear negative and positive comments in a ratio of 1:5. That’s five pieces of praise for every one negative comment. It’s true in teaching and it’s true in relationships and workplaces. Positive praise is vital for dyslexic children. And even if certain things are challenging, each small win should be celebrated. It’s vital to acknowledge and highlight Dyslexic Thinking skills in every dyslexic child, so these children can experience the success they deserve.

4. Empower them
Not only is focusing on Dyslexic Thinking skills crucial to building positive self-esteem but it will help us find the careers that we’ll be successful at and feel fulfilled in. For instance, young vegan chef, CBBC presenter and YouTube star Omari McQueen found that school and his extraordinary dyslexic mind didn’t quite fit. But then he discovered his passion for cooking. Now, he runs his own vegan dip company, presents a CBBC TV cookery show, hosts his own YouTube channel and has written a cookbook. Proving, of course, that when dyslexic children are empowered to find and focus on their Dyslexic Thinking skills, they are truly unstoppable.

5. Trust your gut
You know your child better than anyone, so trust your gut when asking for help. Most teachers aren’t trained, and many schools don’t like to label. Be persistent. Identification of dyslexia, even if it’s via a screener, not a formal assessment, is life changing for dyslexic children as it gives a reason for their struggles and strengths. The label is a good thing. Dyslexia is a superpower! The most important thing is to help them find what they’re good at – and do lots of it. By focusing on their dyslexic strengths, they can and will go far.

Kate Griggs is a Dyslexic Thinking expert, founder and CEO of the global charity Made By Dyslexia, host of the Lessons in Dyslexic Thinking podcast and the author of Xtraordinary People (a book for young xtraordinary people made by dyslexiathis is dyslexiaDyslexic Thinkers) and This is Dyslexia (a book for adult Dyslexic Thinkers) – a new and revised edition was published in October 2024.

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