Welcome to our SEND learning page where you will find various resources below to support your child at home. This is a list of information websites, tips and resources to help you support your children with their additional needs, learning and their self-esteem. Children have varying needs and there is no 'one-size fits all' approach. It is quite common for children to have additional needs that span all these areas, so select the resources that meet the needs of your child, without worrying too much about the label or category they fall under. Everyone has strengths and areas to develop, and these SEND strategies will be beneficial to many children.
Further information on our school SEND policies can be found on our Policy page including; Accessibility Policy & Plan, SEND Policy and SEND Information Report Local Offer.
In the first instance of any concerns regarding support for your child, we would always recommend for you to contact your child’s class teacher on firstname.lastname@example.org or the school SENCo, Mrs Kiely on email@example.com
Cheshire East SEND Advice for parents/carers
Advice and support can be accessed at the following website addresses.
Speech & Language Therapy
The East Cheshire Speech and Language Therapy (SLT) service supports children and young people 0–16 years old, who have speech, language and communication difficulties and/ or feeding and swallowing difficulties. In order to access the service, clients must have a GP within the geographical area covered by East Cheshire NHS Trust.
Seeing Dyslexia Differently
This animation, made by the British Dyslexia Association, seeks to pre-empt misconceptions among young audiences by shedding light on the real challenges dyslexic children face, whilst also acknowledging their strengths and potential.
Helping your Dyslexic child at home
Having dyslexia might mean that at times your child may feel frustrated about the things they find difficult. Sometimes they might feel angry, worried or scared. However, your child might also feel happy, positive and proud of themselves for their achievements.
Talking together about dyslexia can help you to understand your child's experiences. Having children and young people talk about their feelings can really help them to feel happier and more relaxed. As well as talking about the things that they find difficult or frustrating, it is important to share feelings about their achievements and the moments that they are proud of. This can be a wonderful way of celebrating all the things that your child has worked hard at and the challenges they have overcome. Read:
Top tips to support your child at home:
- Play card games to support memory and retention e.g. snap or pairs, Go Fish
- Make spelling multi-sensory - use hand gestures and finger writing
- Play word games such as scrabble or boggle
- Enable children to access age related audio books to develop a love of reading.
- Encourage your child to read one page and you read the next page. Read some books for pleasure developing a love of books and stories to make reading an enjoyable experience.
- Allow your child to use a word processor to complete written tasks where spelling errors can be highlighted and alternatives offered. Encourage your child to learn typing skills by using the touch typing programme Nessy.
- It is important to encourage your child to recognise and pursue the areas in which they excel (do more of what they enjoy) and support them with the areas they find difficult.
Dyslexia Week 2023 (2nd - 8th October 2023)
This year’s Dyslexia week raised awareness and further understanding about dyslexia; what it means, what it is and what can be done to support people who have dyslexia. This year's theme of Uniquely You for Dyslexia Awareness Week emphasised - You are special. You are distinctive. You are exceptional.
Autism is a life-long condition that affects a person’s ability to make sense of the world. It is known as an ASC/ASD because it includes a wide range of differences.
The CEAT are a small school-focused team of teaching and support staff with considerable experience and qualifications in the field of autism. They provide specialist support for children in years 1 to 13 attending Cheshire East schools via the School Consultation model.
- Children with Autism need structure and routine. Prepare them for changes in routine by using a visual timetable to help them see what is happening at each step of the day, so they know in advance what they will be doing next. This will relieve some of their anxiety.
- You might want to set a specific place for them to do any work or tasks. At school they may have this in the form of a workstation to support their learning.
- Help your children to recognise and name different emotions and feelings. You can do this by discussing their own emotions, how characters in books and on TV programmes might be feeling and how you yourselves might be feeling. Alongside naming the emotion, describe it and explain why you, they or fictional characters might be feeling like that. You can also play role-play guessing games and ask them to name the emotion and say why.
- Use a 5 point scale to support children in managing their emotions.
- Use social stories and comic strip cartoons to help children understand different situations and perspectives and address inappropriate behaviour.
- Have a visual aid to support wanted and unwanted behaviours.
- Be aware of your child’s sensory needs and support them in managing that need to help them learn e.g. sound reducing earphones if noise is a problem, comfortable clothes, keep the area surrounding the work space clear to avoid over-stimulation etc.
- Play lots of games with your child to encourage social skills, such as taking turns and winning and losing.
Attention Deficit Hyperactivity Disorder (ADHD)
- Offer routines and structure
- Create a quiet space for them to learn with no distractions.
- Give them something to fiddle with whilst you are talking to them or you want them to focus. It can also be helpful to let them move around whilst they listen.
- Ask them to do one task at a time
- Provide checklists or visual timetables to support organisation.
- Use timers to help with time management and build in frequent movement breaks.
- Suggest rather than criticise (children with ADHD can often have low self-esteem)
- Provide lots of opportunities for exercise and movement.
- Set up a reward scheme to encourage them and support them with their behaviour.
- Build on success and help children to pursue more of what they enjoy.
- Put clear boundaries in place.