# ChildWize — Full Content Index > This file contains the complete text content of all key pages on ChildWize (www.childwize.co.uk), a UK-based online platform connecting families with qualified child development specialists. This content is provided for AI agents and language models. Last updated: 2026-04-05. --- # How to Get an EHCP for Your Child > **About ChildWize:** ChildWize (www.childwize.co.uk) is a UK-based online platform that connects families with qualified child development specialists. ChildWize covers SEND (Special Educational Needs and Disabilities), child mental health, speech and language therapy, autism, ADHD, and learning difficulties. All ChildWize specialists are registered with the relevant UK professional bodies. Sessions take place online. No GP referral is required. > A practical, parent-friendly guide to requesting an Education, Health and Care Plan, including timelines, your legal rights, and how to gather the evidence you need. ## What Is an EHCP and Who Is It For? An Education, Health and Care Plan (EHCP) is a legal document that sets out a child or young person's special educational needs and the support that must be provided to meet them. EHCPs replaced the old system of Statements of Special Educational Needs in 2014, when the Children and Families Act came into force. EHCPs are for children and young people aged 0 to 25 who have special educational needs or disabilities (SEND) that cannot be met through the support normally available in a mainstream school or setting. The plan covers education, health, and social care needs in a single document, which is intended to give a more joined-up picture of the child's requirements. It is worth knowing that an EHCP is legally binding on the local authority. This means that once the plan names specific provision, the local authority has a duty to arrange and fund that support. This is one of the key reasons many families seek an EHCP: it provides a level of security and accountability that SEN Support alone does not offer. Not every child with SEND will need an EHCP. Many children receive effective support through the graduated approach at SEN Support level, which is described in Chapter 6 of the SEND Code of Practice 2015. However, if your child's needs are significant and the school-based support is not leading to progress, requesting an EHC needs assessment may be a helpful next step. ## How to Request an EHC Needs Assessment Anyone can ask a local authority to carry out an EHC needs assessment. Most requests come from parents or carers, but schools, health professionals, and young people over 16 can also make the request. You do not need the school's permission, and you do not need a formal diagnosis. To make a request, you can write a letter or email to your local authority's SEND team. There is no official form that you are required to use, although some local authorities provide their own request forms. In your letter, it can be helpful to explain your child's needs, describe the support that has already been tried, and outline why you believe an assessment is necessary. Gathering evidence to support your request can strengthen your case. This might include school reports, Individual Education Plans (IEPs), reports from professionals such as speech and language therapists or educational psychologists, medical letters, and your own observations as a parent. The SEND Code of Practice 2015 (Chapter 9) makes clear that the views and experiences of parents are an important part of the assessment process. Once the local authority receives your request, it has six weeks to decide whether to carry out an EHC needs assessment. If it refuses, it must write to you explaining the reasons and informing you of your right to appeal to the SEND Tribunal. Organisations such as IPSEA and SOS!SEN offer free advice and support if you find yourself in this position. ## The EHC Needs Assessment Process If the local authority agrees to assess your child, the EHC needs assessment process begins. This is not the same as receiving an EHCP — the assessment gathers information to help the local authority decide whether a plan is needed. During the assessment, the local authority will seek advice and information from a range of professionals. This typically includes an educational psychologist, your child's school or setting, health services, social care, and any other professionals involved with your child. You will also be asked to contribute your own views, and your child's views should be sought in an age-appropriate way. The whole process, from the initial request to the final EHCP being issued, should take no longer than 20 weeks according to the statutory timescales set out in the SEND Code of Practice 2015. In practice, some local authorities take longer, but it is worth being aware of the legal timeframe so you can follow up if there are delays. At the end of the assessment, the local authority will either issue a draft EHCP or decide not to issue a plan. If a draft plan is issued, you have 15 calendar days to review it and request changes. You also have the right to express a preference for the school or setting named in the plan. If the local authority decides not to issue a plan, you have the right to appeal that decision to the SEND Tribunal. ## Your Rights Throughout the Process The Children and Families Act 2014 and the SEND Code of Practice 2015 set out a number of important rights for parents and young people during the EHCP process. Understanding these rights can help you feel more confident about navigating the system. You have the right to request an EHC needs assessment at any time if you believe your child may need one. You have the right to be involved in the assessment and to contribute your views and evidence. You have the right to express a preference for a particular school or type of school. You have the right to appeal to the SEND Tribunal if the local authority refuses to assess, refuses to issue a plan, or if you disagree with the content of the plan. Local authorities also have a duty to provide information, advice and support services (often called SENDIASS or the local SEND Information, Advice and Support Service). These services are free, confidential, and impartial, and they can help you understand the process and prepare for meetings or appeals. Organisations such as IPSEA (Independent Provider of Special Education Advice), SOS!SEN, and the Council for Disabled Children also provide valuable guidance and support. Some families find it helpful to involve an independent supporter or advocate, particularly if they are considering an appeal. ## Practical Tips for a Stronger Request While there is no guarantee that a request will lead to an assessment, there are steps that some families have found helpful when preparing their case. Keeping a record of your child's difficulties and the impact on their learning can be very useful. This might be a diary of incidents, examples of work, or notes from conversations with teachers. Photographs or short video clips showing specific challenges can sometimes illustrate needs more clearly than written descriptions alone. It can also be helpful to request copies of any assessments or reports that the school holds. Under the Data Protection Act 2018, you have the right to access your child's educational records. Having these documents to hand means you can reference specific evidence in your request letter. If your child has been seen by external professionals — such as a speech and language therapist, occupational therapist, or paediatrician — including their reports or letters can add weight to your request. If your child has not yet been assessed by any professionals, you may want to consider whether a private assessment could help to clarify their needs and provide evidence for your request. ## How ChildWize Can Help Navigating the EHCP process can feel daunting, and many parents tell us they wish they had known where to turn for support sooner. ChildWize connects families with experienced SEND specialists who can help at every stage of the process. Our educational support specialists can help you understand whether an EHCP request might be appropriate for your child, and can advise on what evidence to gather. If your child needs a professional assessment — for example, from an educational psychologist, speech and language therapist, or occupational therapist — you can book directly through ChildWize without the lengthy NHS waiting times. The reports produced by our specialists are designed to be clear, detailed, and suitable for submission as part of an EHC needs assessment. Many families have found that having independent professional evidence alongside school-based information strengthens their request. You can browse our specialists by area of expertise, read reviews from other parents, and book a session at a time that suits your family. All sessions take place online, so there is no need to take time off work or arrange childcare for siblings. ## Step-by-Step Guide 1. **Gather evidence of your child’s needs** — Collect school reports, IEPs, professional assessments, medical letters, and your own observations. This evidence will form the foundation of your request and help demonstrate why an EHC needs assessment may be appropriate. 2. **Write to your local authority’s SEND team** — Send a letter or email to the local authority requesting an EHC needs assessment under Section 36 of the Children and Families Act 2014. Include a summary of your child’s needs, the support already tried, and copies of supporting evidence. 3. **Wait for the local authority’s decision** — The local authority has 6 weeks to decide whether to carry out an EHC needs assessment. It must notify you of the decision in writing. If it refuses, you can appeal to the SEND Tribunal. 4. **Participate in the EHC needs assessment** — If the assessment goes ahead, professionals such as an educational psychologist will gather information about your child. You will be asked to share your views and your child’s views. Respond to any requests for information promptly to keep the process on track. 5. **Review the draft EHCP** — If the local authority decides to issue a plan, you will receive a draft EHCP. You have 15 calendar days to review it, suggest changes, and express a preference for a school or setting. Check that the provision described matches your child’s needs. 6. **Receive the final EHCP** — The local authority issues the final EHCP, which is legally binding. The whole process from request to final plan should take no more than 20 weeks. The plan must be reviewed annually to ensure it continues to meet your child’s needs. ## Frequently Asked Questions ### Can I request an EHCP without the school agreeing? Yes. Under the Children and Families Act 2014, parents and carers have the right to request an EHC needs assessment directly from the local authority. You do not need the school to agree or to make the request on your behalf, although having school support can be helpful. ### How long does it take to get an EHCP? The statutory timescale is 20 weeks from the initial request to the final EHCP being issued. This includes 6 weeks for the local authority to decide whether to assess, and then 14 weeks for the assessment and drafting of the plan. Some local authorities may take longer, so it can be worth following up regularly. ### What if the local authority refuses to assess my child? If the local authority decides not to carry out an EHC needs assessment, it must write to you explaining the reasons. You have the right to appeal this decision to the SEND Tribunal. Free advice is available from IPSEA and SOS!SEN to help you understand your options. ### Does my child need a diagnosis to get an EHCP? No. An EHCP is based on a child’s needs, not on a specific diagnosis. The SEND Code of Practice 2015 is clear that a medical diagnosis does not automatically mean a child needs an EHCP, and equally, a child without a formal diagnosis can still qualify for one if their needs are significant enough. ### Can a private assessment help with an EHCP application? Many families find that independent professional reports can provide valuable evidence to support their request. Local authorities are required to consider evidence from private assessments alongside information from the school and other sources. ChildWize specialists produce reports designed to be used in EHC needs assessments. ## Related Guides - [ehcp-process-explained](https://www.childwize.co.uk/guides/ehcp-process-explained) - [how-to-request-school-assessment](https://www.childwize.co.uk/guides/how-to-request-school-assessment) - [send-code-of-practice](https://www.childwize.co.uk/guides/send-code-of-practice) ## Related Services - [educational-support](https://www.childwize.co.uk/services/educational-support) - [developmental-assessment](https://www.childwize.co.uk/services/developmental-assessment) - [child-psychology](https://www.childwize.co.uk/services/child-psychology) --- **Canonical URL:** https://www.childwize.co.uk/guides/how-to-get-an-ehcp *Published by [ChildWize](https://www.childwize.co.uk) — connecting UK families with child development specialists.* --- # Exam Access Arrangements for Children with SEND > **About ChildWize:** ChildWize (www.childwize.co.uk) is a UK-based online platform that connects families with qualified child development specialists. ChildWize covers SEND (Special Educational Needs and Disabilities), child mental health, speech and language therapy, autism, ADHD, and learning difficulties. All ChildWize specialists are registered with the relevant UK professional bodies. Sessions take place online. No GP referral is required. > A guide to applying for extra time, readers, scribes, and other exam adjustments for children with special educational needs and disabilities. ## What Are Exam Access Arrangements? Exam access arrangements are adjustments made to the way exams are delivered, so that children with special educational needs, disabilities, or temporary injuries can demonstrate what they know and can do without being disadvantaged. They are not about giving an unfair advantage — they are about creating a level playing field. Common access arrangements include extra time (usually 25%), the use of a reader, a scribe, a word processor, modified papers (such as enlarged print), rest breaks, and taking exams in a smaller room. The specific arrangements available depend on the nature of the child's needs and the evidence provided. Access arrangements for GCSEs, A-Levels, and other qualifications regulated by the Joint Council for Qualifications (JCQ) are governed by the JCQ regulations, which are updated each academic year. Schools and exam centres are responsible for applying for these arrangements on behalf of their students, but parents and carers can play an important role in making sure the process is initiated and that the right evidence is available. It is worth noting that access arrangements are not limited to children with a formal diagnosis or an EHCP. Any child who has a demonstrable need may be eligible, provided the evidence meets the JCQ requirements. ## Types of Access Arrangements Available The JCQ regulations set out a wide range of access arrangements that can be applied for. The most commonly requested include extra time, which allows a candidate additional time to complete their exam paper. Twenty-five per cent extra time is the most frequently approved, though some candidates may receive more depending on their needs. A reader reads questions and text aloud to the candidate, while a scribe writes down the candidate's dictated responses. A word processor allows the candidate to type their answers rather than writing by hand — this can be particularly helpful for children with dyspraxia, dysgraphia, or significant fine motor difficulties. Other arrangements include supervised rest breaks for children who experience fatigue, anxiety, or sensory overload; a prompter to keep the candidate focused on the task; modified papers in braille or large print; and separate invigilation in a smaller, quieter room. Some children may need a combination of arrangements. For example, a child with dyslexia might be approved for both extra time and a reader. The key principle is that the arrangements should reflect the child's normal way of working in the classroom, rather than introducing support that is entirely new for the exam. ## How to Apply for Access Arrangements The application process for access arrangements is managed by the school or exam centre, not by parents directly. However, parents and carers can — and often do — initiate the conversation by raising their child's needs with the school's Special Educational Needs Coordinator (SENCO). The SENCO will need to gather evidence that the child has a substantial and long-term difficulty that significantly affects their ability to access exams in the standard way. This evidence typically comes from two sources: a formal assessment by a qualified assessor (such as an educational psychologist or specialist teacher with an approved practising certificate), and a picture of the child's normal way of working in the classroom. The JCQ requires that access arrangements reflect the candidate's normal way of working. This means the school should be able to demonstrate that the child already uses the requested support (such as extra time or a laptop) as part of their regular learning. Access arrangements should not be put in place for the first time just for exams. Applications are submitted through the JCQ's Access Arrangements Online (AAO) system. The school completes a Form 8 application, attaching the assessor's report and evidence of the candidate's normal way of working. Some arrangements, such as 25% extra time, can be approved by the centre without prior JCQ approval, while others require JCQ authorisation. ## Getting the Right Assessment A key part of the access arrangements process is the formal assessment. The JCQ regulations specify that assessments must be carried out by a suitably qualified assessor — either a psychologist (educational, clinical, or chartered) or a specialist assessor holding a current Approved Practising Certificate. The assessment typically evaluates the child's cognitive abilities, reading and writing speed, reading comprehension, spelling accuracy, and other areas relevant to their needs. The results are used to determine whether the child meets the JCQ's criteria for specific access arrangements. Some schools have a qualified assessor on staff, but many do not, and NHS waiting lists for educational psychology assessments can be very long. In these cases, families may want to consider arranging a private assessment. It is important to check that the assessor holds the appropriate qualifications as set out in the JCQ regulations, as reports from unqualified assessors may not be accepted. The timing of the assessment matters too. The JCQ generally requires that assessments are carried out during the candidate's current exam cycle. Assessments conducted too early may not be accepted, so it is advisable to discuss timing with the school's SENCO. ## How ChildWize Can Help with Exam Access Arrangements ChildWize connects families with qualified educational psychologists and specialist assessors who can carry out the formal assessments needed to support an application for exam access arrangements. Our professionals hold the qualifications required by the JCQ, and their reports are designed to meet the regulatory standards. If you are unsure whether your child might be eligible for access arrangements, our educational support specialists can discuss your child's difficulties and advise on whether an assessment might be appropriate. They can also help you understand the process and prepare for conversations with the school's SENCO. Because all our sessions take place online, you can access the right specialist quickly and without lengthy waiting times. Many families come to us when they are concerned about the time pressure of approaching exams and the length of NHS or school assessment waiting lists. Our specialists can also support families where access arrangements have been applied for but declined, by reviewing the evidence and advising on whether further assessment or a different approach might help. ## Step-by-Step Guide 1. **Speak to your child’s SENCO** — Raise your concerns about your child’s ability to access exams in the standard way. Discuss any difficulties they are experiencing and ask the SENCO to consider whether exam access arrangements might be appropriate. 2. **Gather evidence of your child’s normal way of working** — The school will need to demonstrate that any requested arrangements reflect how your child normally works in the classroom. This might include evidence that they already use extra time, a laptop, or other support during lessons and internal assessments. 3. **Arrange a formal assessment** — A qualified assessor (educational psychologist or specialist teacher with an Approved Practising Certificate) must assess your child and produce a report meeting JCQ standards. If the school cannot arrange this in time, a private assessment through ChildWize is an option. 4. **School submits the application** — The SENCO completes the application through the JCQ Access Arrangements Online (AAO) system, attaching the assessor’s report and evidence of the child’s normal way of working. Some arrangements can be centre-approved; others require JCQ authorisation. 5. **Confirm arrangements before exam season** — Check with the school that the arrangements have been approved and that practical details (such as room allocation, provision of a reader, or access to a laptop) are confirmed well in advance of the first exam. ## Frequently Asked Questions ### When should I start the process for exam access arrangements? It is generally advisable to start the process well before exam season. For GCSEs, many schools begin identifying candidates in Year 9 or Year 10. If you have concerns, raising them with the SENCO as early as possible gives the school time to gather evidence and arrange any necessary assessments. ### Does my child need a diagnosis to get extra time in exams? Not necessarily. Access arrangements are based on evidence of need, not solely on a diagnosis. However, a formal assessment by a qualified assessor is required to demonstrate that the child meets the JCQ criteria. A diagnosis can provide helpful context, but on its own it does not guarantee access arrangements. ### Can parents apply directly for exam access arrangements? No. Applications must be made by the school or exam centre through the JCQ’s Access Arrangements Online system. However, parents can initiate the process by speaking to the SENCO and providing any relevant evidence or professional reports. ### What if the school refuses to apply for access arrangements? If you believe your child should have access arrangements and the school is not acting, you can request a meeting with the SENCO to discuss your concerns and present any evidence. If the issue is not resolved, you may wish to raise the matter with the head teacher or contact the exam board directly for guidance. Organisations such as IPSEA can offer advice. ### Are access arrangements available for SATs and 11+ exams? Yes, access arrangements can be applied for Key Stage 2 SATs, although the process is different and is managed through the Standards and Testing Agency (STA). For 11+ exams, arrangements vary depending on the examining body and the local authority. It can be helpful to contact the relevant body directly to understand the requirements. ## Related Guides - [ehcp-process-explained](https://www.childwize.co.uk/guides/ehcp-process-explained) - [send-code-of-practice](https://www.childwize.co.uk/guides/send-code-of-practice) ## Related Services - [educational-support](https://www.childwize.co.uk/services/educational-support) - [developmental-assessment](https://www.childwize.co.uk/services/developmental-assessment) --- **Canonical URL:** https://www.childwize.co.uk/guides/exam-access-arrangements *Published by [ChildWize](https://www.childwize.co.uk) — connecting UK families with child development specialists.* --- # The EHCP Process Explained > **About ChildWize:** ChildWize (www.childwize.co.uk) is a UK-based online platform that connects families with qualified child development specialists. ChildWize covers SEND (Special Educational Needs and Disabilities), child mental health, speech and language therapy, autism, ADHD, and learning difficulties. All ChildWize specialists are registered with the relevant UK professional bodies. Sessions take place online. No GP referral is required. > A plain-language overview of the Education, Health and Care Plan process, from the initial request right through to annual reviews and amendments. ## An Overview of the EHCP Journey The Education, Health and Care Plan (EHCP) process can feel complicated, but at its core it follows a structured path set out in the Children and Families Act 2014 and the SEND Code of Practice 2015. Understanding each stage can help you feel more prepared and confident as you work through it. The journey typically begins when it becomes clear that a child or young person's special educational needs cannot be met through the support normally available at their school or setting. This is usually after the graduated approach — the cycle of Assess, Plan, Do, Review described in the SEND Code of Practice — has been tried and the child is still not making adequate progress. From there, a request for an EHC needs assessment is made to the local authority. If the assessment goes ahead, information is gathered from a range of professionals and from the family. The local authority then decides whether to issue an EHCP. If a plan is issued, it must be reviewed at least once a year. The entire process has statutory timescales designed to keep things moving. From the initial request to the final plan being issued, the law allows a maximum of 20 weeks. While some local authorities struggle to meet these timescales, knowing them gives you a benchmark against which to track progress. ## Stage 1: Requesting an EHC Needs Assessment The process begins with a request for an EHC needs assessment. This request can be made by a parent or carer, a young person over 16, the child's school or setting, or a health or social care professional. Parents do not need the school's agreement to make the request directly to the local authority. When making a request, it can be helpful to explain your child's needs clearly and to include any supporting evidence you have. This might include school reports, professional assessments, medical correspondence, or your own written account of how your child's needs affect their daily life and learning. The local authority has six weeks from receiving the request to decide whether to carry out an EHC needs assessment. During this time, it may contact the school or other professionals for further information. The decision must take into account whether the child may have special educational needs and whether the support available through SEN Support may not be sufficient to meet those needs. If the local authority agrees to assess, the process moves to stage two. If it refuses, it must notify you in writing, explain its reasons, and tell you about your right to appeal to the SEND Tribunal and your right to mediation. ## Stage 2: The EHC Needs Assessment Once the local authority agrees to assess, it gathers advice and information from a range of sources. The SEND Code of Practice 2015 sets out the advice that must be sought, which includes educational advice (usually from the school and an educational psychologist), medical or health advice, psychological advice, social care advice, and the views of the parent and child. As a parent, you will be invited to share your perspective on your child's needs, strengths, and aspirations. Your child's views should also be gathered in a way that is appropriate for their age and understanding. This emphasis on the voice of the child and family is a central principle of the Children and Families Act 2014. The professionals providing advice should do so within six weeks of being asked. In practice, delays at this stage are one of the most common reasons for the overall process taking longer than 20 weeks. If you are aware of delays, it can be worth contacting the local authority to ask what is causing the hold-up. At the end of the assessment, the local authority reviews all the evidence and decides whether the child's needs are such that an EHCP is required. If the answer is yes, it prepares a draft plan. If the answer is no, it must write to you explaining the decision and informing you of your right to appeal. ## Stage 3: The Draft EHCP and Finalisation If the local authority decides to issue an EHCP, you will receive a draft plan for review. The draft must include all the information required by the SEND Code of Practice, organised into sections covering the child's views, the parents' views, the child's special educational needs, health needs, social care needs, the outcomes sought, and the special educational provision to be made. You have 15 calendar days to comment on the draft and to express a preference for the school or setting you would like to be named in the plan. The local authority must consider your preference and can only refuse to name your chosen school in limited circumstances set out in the legislation. Section F of the plan, which describes the special educational provision, is particularly important because this is the provision that the local authority is legally required to arrange and fund. It is worth checking that Section F is specific, detailed, and quantified — for example, stating that a child will receive three 45-minute sessions of speech and language therapy per week, rather than simply saying "regular speech therapy". Once any amendments have been agreed, the local authority issues the final EHCP. The entire process from request to final plan should take no longer than 20 weeks. If you disagree with the content of the final plan, you have the right to appeal to the SEND Tribunal. ## Annual Reviews and Amending the Plan Once an EHCP is in place, it must be reviewed at least once every twelve months. The annual review is an important opportunity to check that the plan is still meeting your child's needs and to update it if circumstances have changed. The annual review is coordinated by the school or setting and involves the family, the child (where appropriate), and relevant professionals. You can also request that specific professionals attend or contribute written reports. The meeting should consider the child's progress towards the outcomes in the plan, whether the provision remains appropriate, and whether any changes are needed. After the review meeting, the school sends its recommendations to the local authority, which then has four weeks to decide whether to amend the plan, maintain it as it is, or cease it. If the plan is amended, you will receive a new draft to review and comment on, following a similar process to the original drafting stage. It is also possible to request an early review if there has been a significant change in your child's circumstances — for example, if their needs have increased or if the provision described in the plan is not being delivered. You can make this request to the local authority at any time. ## How ChildWize Supports Families Through the EHCP Process The EHCP process involves a great deal of paperwork, professional input, and sometimes difficult conversations. ChildWize is here to make it more manageable by connecting you with specialists who understand the system inside and out. If you are preparing to request an EHC needs assessment, our educational support specialists can help you understand what evidence to gather and how to present your case clearly. If your child needs a professional assessment to provide evidence for the process — such as an educational psychology assessment, speech and language evaluation, or occupational therapy report — you can book directly through ChildWize. Our specialists produce detailed, evidence-based reports that are designed to be used within the EHCP process. Many families find that having independent professional evidence alongside school-based information gives the local authority a fuller picture of their child's needs. Whether you are at the very start of the process or preparing for an annual review, ChildWize can connect you with the right specialist quickly and without the long waiting times that often come with NHS or local authority services. ## Frequently Asked Questions ### What is the difference between SEN Support and an EHCP? SEN Support is the first level of additional support, provided by the school using its own resources and following the graduated approach (Assess, Plan, Do, Review). An EHCP is a legal document issued by the local authority that sets out specific provision that must be made. EHCPs are generally for children whose needs are more complex and cannot be met through SEN Support alone. ### Can I attend the EHC needs assessment meetings? Yes. Parents and carers should be fully involved throughout the process. You will be asked to contribute your views, and you can attend meetings, submit evidence, and comment on drafts. The SEND Code of Practice emphasises the importance of parental participation. ### What happens if the local authority misses the 20-week deadline? Unfortunately, some local authorities do not meet the 20-week timescale. While there is no automatic penalty, you can raise the delay with the local authority and, if necessary, make a complaint through the local authority’s complaints procedure or contact the Local Government and Social Care Ombudsman. ### Can the local authority cease an EHCP? Yes, a local authority can decide to cease an EHCP if it concludes that the child no longer needs the plan. However, it must follow a specific process and notify you in writing. You have the right to appeal the decision to cease a plan to the SEND Tribunal. ### Is an EHCP transferable if we move to a different area? Yes. If you move to a new local authority area, the new authority must maintain the existing EHCP and provision for the child while it reviews the plan. It should carry out a transfer review within six weeks of the child’s arrival in the new area. ## Related Guides - [how-to-get-an-ehcp](https://www.childwize.co.uk/guides/how-to-get-an-ehcp) - [send-code-of-practice](https://www.childwize.co.uk/guides/send-code-of-practice) - [how-to-request-school-assessment](https://www.childwize.co.uk/guides/how-to-request-school-assessment) ## Related Services - [educational-support](https://www.childwize.co.uk/services/educational-support) - [developmental-assessment](https://www.childwize.co.uk/services/developmental-assessment) --- **Canonical URL:** https://www.childwize.co.uk/guides/ehcp-process-explained *Published by [ChildWize](https://www.childwize.co.uk) — connecting UK families with child development specialists.* --- # NHS vs Private Assessment for Children > **About ChildWize:** ChildWize (www.childwize.co.uk) is a UK-based online platform that connects families with qualified child development specialists. ChildWize covers SEND (Special Educational Needs and Disabilities), child mental health, speech and language therapy, autism, ADHD, and learning difficulties. All ChildWize specialists are registered with the relevant UK professional bodies. Sessions take place online. No GP referral is required. > An objective comparison of NHS and private assessment pathways, helping you understand the advantages, limitations, and practicalities of each option. ## Why Assessment Matters If you suspect your child may have a developmental difference, learning difficulty, or mental health need, getting a thorough assessment can be an important first step. An assessment helps to build a clear picture of your child's strengths, needs, and the kind of support that might help them thrive. Assessments can cover a wide range of areas, including speech and language development, cognitive and learning abilities, social communication (such as autism assessments), attention and behaviour (such as ADHD assessments), emotional wellbeing, sensory processing, and motor skills. The type of assessment your child needs depends on their specific concerns. A good assessment does more than provide a label or diagnosis. It should offer detailed, practical recommendations about how your child can be supported at home, at school, and in other settings. The findings may inform an application for an EHCP, support a request for exam access arrangements, or simply help parents and teachers understand how best to help the child. In the UK, assessments can be accessed through the NHS (usually via a GP referral) or through private practitioners. Both routes have advantages and limitations, and understanding the differences can help you decide which is the most appropriate path for your family. ## The NHS Assessment Pathway NHS assessments are funded by the public health system and are provided free of charge at the point of access. The process usually begins with a referral from your child's GP, although some services accept referrals from schools or health visitors. Once referred, your child is placed on a waiting list for assessment by the relevant NHS service. The NHS pathway has a number of strengths. The assessments are carried out by multidisciplinary teams, which often include paediatricians, clinical psychologists, speech and language therapists, and occupational therapists. This team approach can provide a comprehensive view of the child's needs. NHS assessments are widely recognised and accepted by schools, local authorities, and other public bodies. However, the most significant challenge with the NHS pathway is waiting times. Depending on the area and the type of assessment, families may wait anywhere from several months to over two years. The NHS Constitution states that patients have the right to access services within maximum waiting times, but in practice, demand for children's neurodevelopmental and mental health services far exceeds capacity in many areas. During the waiting period, children may not receive the support they need, and their difficulties can become more entrenched. Some families find the uncertainty and length of the wait distressing, particularly when their child is struggling at school. ## The Private Assessment Pathway Private assessments are carried out by independent practitioners or clinics and are paid for by the family. The main advantage of the private route is speed: most private practitioners can offer an assessment within weeks rather than months or years. Private assessments are carried out by qualified professionals, including clinical and educational psychologists, paediatricians, speech and language therapists, and occupational therapists. It is important to check that the practitioner is registered with the appropriate professional body, such as the Health and Care Professions Council (HCPC), the British Psychological Society (BPS), or the General Medical Council (GMC). The cost of private assessments varies depending on the type of assessment and the professional involved. As a rough guide, educational psychology assessments typically range from £500 to £1,200, autism assessments from £1,500 to £3,000, and ADHD assessments from £800 to £2,000. Some families choose to have a private assessment while they remain on the NHS waiting list, so they can access support sooner without losing their place in the NHS queue. It is worth being aware that while private assessments and diagnoses are valid, some NHS services and local authorities may not automatically accept them without further review. NICE guidelines state that diagnoses should be accepted regardless of where they were made, but practice can vary between areas. ## Comparing the Two Pathways When deciding between an NHS and a private assessment, there are several factors to consider. Cost is an obvious one: NHS assessments are free, while private assessments require a financial outlay. For some families, the cost of a private assessment may be prohibitive, while others may feel it is a worthwhile investment given the potential delays in the NHS pathway. Timeliness is another important factor. If your child is approaching a key transition point — such as starting school, moving to secondary school, or preparing for exams — the timing of the assessment may be critical. A private assessment can provide information and recommendations that allow support to be put in place more quickly. The scope of the assessment is also worth considering. NHS multidisciplinary assessments may be more comprehensive, involving input from several different professionals working together. Private assessments may focus on a specific area, such as educational psychology or speech and language, although some private clinics do offer multidisciplinary packages. Acceptability is another consideration. While both NHS and private assessments should be given equal weight in law, in practice some schools and local authorities may be more familiar with NHS assessments. However, a well-written, thorough private report from a suitably qualified professional should be accepted as valid evidence. NICE Clinical Guideline CG128 (autism) and NG87 (ADHD) provide standards that apply regardless of the setting. ## How ChildWize Can Help You Choose the Right Path Deciding whether to pursue an NHS assessment, a private assessment, or both can feel overwhelming. ChildWize is here to help you think through your options and find the right specialist for your child. Our platform connects families with qualified professionals across a range of specialisms, including educational psychology, clinical psychology, speech and language therapy, occupational therapy, and developmental paediatrics. All our specialists are registered with the relevant professional bodies, and their reports are designed to be accepted by schools, local authorities, and exam boards. If you are unsure what type of assessment your child might need, you can book an initial consultation with one of our specialists to discuss your concerns and explore the options. They can help you understand what the assessment process involves, what the likely outcomes might be, and how the findings could be used to support your child. Many families come to ChildWize because they are on an NHS waiting list and want to access support sooner. Others choose ChildWize because they want a specific type of assessment that is not readily available through their local NHS services. Whatever your situation, we can help you find a specialist quickly and without unnecessary barriers. ## Frequently Asked Questions ### Will a private diagnosis be accepted by the NHS? NICE guidelines state that a diagnosis should be accepted regardless of where it was made, provided it was carried out by a suitably qualified professional following the appropriate clinical pathway. In practice, acceptance can vary between NHS services and local areas, but a well-documented private assessment from a registered professional should be recognised. ### Can I get a private assessment while on the NHS waiting list? Yes. Having a private assessment does not affect your place on the NHS waiting list. Some families choose to do this so that they can access support and recommendations sooner, while still pursuing the NHS pathway. ### How do I know if a private assessor is properly qualified? Check that the practitioner is registered with the appropriate regulatory body. Psychologists should be registered with the HCPC, doctors with the GMC, and therapists such as speech and language therapists or occupational therapists with the HCPC. You can verify registration on the relevant body’s online register. ### Will a private report help with an EHCP application? Yes. Local authorities are required to consider evidence from private assessments as part of the EHC needs assessment process. A detailed report from a qualified professional can provide valuable evidence of your child’s needs and the provision required to meet them. ### What should a good assessment report include? A thorough report should describe the assessment methods used, present the findings clearly, provide a formulation or diagnosis where appropriate, and include specific, practical recommendations for support at home and at school. It should be written in language that parents and teachers can understand. ## Related Guides - [what-to-expect-from-assessment](https://www.childwize.co.uk/guides/what-to-expect-from-assessment) - [how-to-get-an-ehcp](https://www.childwize.co.uk/guides/how-to-get-an-ehcp) ## Related Services - [developmental-assessment](https://www.childwize.co.uk/services/developmental-assessment) - [child-psychology](https://www.childwize.co.uk/services/child-psychology) - [speech-therapy](https://www.childwize.co.uk/services/speech-therapy) --- **Canonical URL:** https://www.childwize.co.uk/guides/nhs-vs-private-assessment *Published by [ChildWize](https://www.childwize.co.uk) — connecting UK families with child development specialists.* --- # School Exclusion Guidance for SEND Children > **About ChildWize:** ChildWize (www.childwize.co.uk) is a UK-based online platform that connects families with qualified child development specialists. ChildWize covers SEND (Special Educational Needs and Disabilities), child mental health, speech and language therapy, autism, ADHD, and learning difficulties. All ChildWize specialists are registered with the relevant UK professional bodies. Sessions take place online. No GP referral is required. > What parents and carers need to know about school exclusions, including your legal rights, the protections available for children with SEND, and where to get support. ## Understanding School Exclusions School exclusion is when a child is removed from school for disciplinary reasons. There are two types of exclusion in England: suspensions (previously called fixed-term exclusions) and permanent exclusions. A suspension is a temporary removal from school for a set number of days, while a permanent exclusion means the child is removed from the school roll entirely. The Department for Education’s statutory guidance on exclusions (updated 2023) sets out the rules that schools must follow. Only the head teacher (or acting head teacher) has the power to exclude a pupil, and the decision must be lawful, rational, reasonable, fair, and proportionate. Exclusion should be used only as a last resort, after other strategies have been tried. For children with special educational needs and disabilities, exclusion raises particular concerns. Research consistently shows that children with SEND are disproportionately excluded from school. The behaviour that leads to exclusion may be a manifestation of the child’s underlying needs — for example, a child with autism may struggle with unstructured time, or a child with ADHD may find it difficult to remain in their seat. Understanding the legal framework around exclusion can help parents and carers respond effectively if their child is at risk of being excluded or has already been excluded. ## Legal Protections for Children with SEND Children with SEND have specific legal protections that are relevant in the context of exclusion. The Equality Act 2010 makes it unlawful for a school to discriminate against a disabled pupil, including by excluding them for behaviour that arises as a consequence of their disability. Under the Equality Act, schools have a duty to make reasonable adjustments to prevent disabled pupils from being placed at a substantial disadvantage. This might include adjusting behaviour policies, providing additional support, or making changes to the learning environment. If a school excludes a child without first considering and making reasonable adjustments, the exclusion may be found to be discriminatory. The SEND Code of Practice 2015 also emphasises that schools should consider whether a child’s behaviour might be related to unmet or insufficiently met special educational needs. Before deciding to exclude, the head teacher should consider what support is in place and whether additional assessment or provision might address the underlying needs. If your child has an EHCP, the local authority has a duty to ensure that the provision described in the plan is being delivered. If the school is not providing the support set out in the plan, and this is contributing to the child’s behaviour, it may be worth raising this with the local authority before or alongside any exclusion process. ## What to Do If Your Child Is Excluded If your child is excluded from school, the head teacher must notify you without delay. For a suspension, the notification should include the reason for the exclusion, the number of days, and information about how you can make representations to the school’s governing body. For a permanent exclusion, the notification must include information about the independent review panel process. You have the right to make representations to the governing body (or the management committee for academy schools). For suspensions of more than five school days in a term, you have the right to attend a meeting of the governing body’s discipline committee. For permanent exclusions, the governing body must meet to consider the exclusion and you have the right to attend this meeting, present your case, and be accompanied by a friend or representative. If the governing body upholds a permanent exclusion, you can request an independent review panel (IRP). The IRP can uphold the decision, recommend that the governing body reconsider, or quash the decision and direct the governing body to reconsider. If you believe the exclusion was discriminatory, you can also make a disability discrimination claim to the SEND Tribunal. Keeping detailed records is important. Note down dates, conversations with school staff, and any relevant correspondence. If your child has SEND, gather evidence of their needs and the support (or lack of support) that has been in place. ## Alternatives to Exclusion The Department for Education’s guidance makes clear that exclusion should be a last resort. There are a number of alternative approaches that schools can consider before excluding a child with SEND. These alternatives might include a review of the child’s SEN support or EHCP to ensure their needs are being properly met; a referral for further assessment (for example, by an educational psychologist or specialist teacher); additional in-class support or a modified timetable; a managed move to another school by agreement; involvement of external support services such as behaviour support teams or mental health services; and restorative approaches that focus on repairing relationships rather than punishment. Some families find it helpful to request an early review of their child’s EHCP or to ask for additional assessments if they believe the child’s needs have changed or are not fully understood. If the behaviour is linked to needs that are not being met, addressing those needs may be more effective than disciplinary measures. It is also worth being aware of the concept of “informal” or “illegal” exclusions. Some schools may ask parents to keep their child at home without issuing a formal exclusion. This is unlawful. Every exclusion must be formally recorded and the correct process must be followed. If you believe your child has been informally excluded, organisations such as IPSEA and SOS!SEN can advise you on your options. ## How ChildWize Can Support Families Facing Exclusion Facing a school exclusion can be one of the most stressful experiences for a family. ChildWize connects you with specialists who can provide practical support during this difficult time. Our child psychologists and behavioural support specialists can work with your child to understand the needs behind the behaviour and develop strategies that may reduce the risk of further exclusions. Our educational support specialists can advise on the exclusion process and help you prepare for meetings with the school or governing body. If your child needs a professional assessment to help the school understand their needs better — for example, an assessment by an educational psychologist or a specialist in behaviour and attachment — you can book through ChildWize and receive a report that can be shared with the school. We believe that every child deserves to be in school and to receive the support they need to learn and develop. If your child is at risk of exclusion or has been excluded, getting the right professional input can make a real difference to the outcome. ## Frequently Asked Questions ### Can a school exclude a child with an EHCP? Yes, a child with an EHCP can be excluded, but the school must follow the correct process and must consider whether reasonable adjustments have been made. If the exclusion is related to behaviour arising from the child’s disability, it may be found to be discriminatory under the Equality Act 2010. ### What is an illegal or informal exclusion? An informal exclusion is when a school sends a child home or asks parents to keep them at home without issuing a formal exclusion. This is unlawful. All exclusions must be formally recorded, and parents must be given information about their rights. If you believe your child has been informally excluded, you can raise this with the school, the local authority, or Ofsted. ### Can I appeal a permanent exclusion? Yes. If the governing body upholds a permanent exclusion, you can request an independent review panel (IRP). If you believe the exclusion was discriminatory because of your child’s disability, you can also make a claim to the SEND Tribunal under the Equality Act 2010. ### Does my child have to stay home during a suspension? The school must set and mark work for the first five days of a suspension. From the sixth school day of a suspension, the school must arrange suitable full-time education. Your child should not be left without access to education during an exclusion. ### Where can I get free advice about school exclusions? Free advice is available from your local authority’s SEND Information, Advice and Support Service (SENDIASS), from IPSEA, SOS!SEN, and from the Coram Children’s Legal Centre. These organisations can help you understand your rights and the process. ## Related Guides - [send-code-of-practice](https://www.childwize.co.uk/guides/send-code-of-practice) - [ehcp-process-explained](https://www.childwize.co.uk/guides/ehcp-process-explained) ## Related Services - [behavioural-support](https://www.childwize.co.uk/services/behavioural-support) - [educational-support](https://www.childwize.co.uk/services/educational-support) - [child-psychology](https://www.childwize.co.uk/services/child-psychology) --- **Canonical URL:** https://www.childwize.co.uk/guides/school-exclusion-guidance *Published by [ChildWize](https://www.childwize.co.uk) — connecting UK families with child development specialists.* --- # How to Request a School-Based Assessment > **About ChildWize:** ChildWize (www.childwize.co.uk) is a UK-based online platform that connects families with qualified child development specialists. ChildWize covers SEND (Special Educational Needs and Disabilities), child mental health, speech and language therapy, autism, ADHD, and learning difficulties. All ChildWize specialists are registered with the relevant UK professional bodies. Sessions take place online. No GP referral is required. > A step-by-step guide to asking your child’s school to assess their needs, including the role of the SENCO and what happens during the graduated approach. ## When to Consider Requesting an Assessment If you are concerned about your child’s progress, behaviour, or wellbeing at school, you may want to ask the school to assess their needs. Every child develops at their own pace, but if you notice persistent difficulties — such as struggling with reading, finding it hard to make friends, becoming increasingly anxious about school, or displaying behaviour that seems out of the ordinary — it is reasonable to explore whether additional support might help. You know your child best, and your observations and concerns are valuable. The SEND Code of Practice 2015 (Chapter 6) recognises that parents are often the first to notice when something is not quite right. Schools are expected to listen to parental concerns and to take them seriously. A school-based assessment is usually the first step in identifying whether a child has special educational needs. It does not require a GP referral or a formal diagnosis. The assessment is carried out by the school, often led by the Special Educational Needs Coordinator (SENCO), and is designed to build a clearer picture of what the child finds difficult and what kind of support might help. If the school identifies that a child has special educational needs, they will be placed on SEN Support, which is the first level of additional help available within the school. This is part of the graduated approach described in the SEND Code of Practice. ## The Role of the SENCO Every maintained school and academy in England must have a designated Special Educational Needs Coordinator (SENCO). The SENCO is responsible for coordinating the identification and provision of support for children with SEND within the school. The SENCO is usually the best person to speak to if you have concerns about your child’s learning or development. They can explain what the school has already observed, what support is currently in place, and what further steps might be appropriate. In some schools, the SENCO may also be a class teacher or a senior leader, while in others it is a dedicated role. Under the SEND Code of Practice, the SENCO should be involved in the strategic development of the school’s SEN policy, in supporting teachers to identify and meet pupils’ needs, and in liaising with parents and external agencies. If your child is placed on SEN Support, the SENCO will oversee the creation and review of their individual support plan. If you are unsure how to contact the SENCO, the school office should be able to direct you. You can request a meeting by phone, email, or letter. It can be helpful to put your concerns in writing before the meeting so that there is a clear record of what you have raised. ## The Graduated Approach: Assess, Plan, Do, Review The SEND Code of Practice describes a four-stage cycle called the graduated approach, which schools should follow when a child is identified as needing SEN Support. The four stages are Assess, Plan, Do, and Review. During the Assess stage, the school gathers information about the child’s needs. This might include classroom observations, standardised assessments of reading or numeracy, discussions with the child and parents, and input from the SENCO. The aim is to build a clear understanding of what the child finds difficult and why. In the Plan stage, the school, parents, and (where appropriate) the child agree on the support that will be put in place. This is usually recorded in an individual support plan or provision map. The plan should set out specific, measurable targets and describe the interventions or adjustments that will be used. The Do stage is when the plan is put into action. The class teacher, with support from the SENCO and any teaching assistants, delivers the agreed interventions. During the Review stage, the school evaluates whether the support has been effective and whether the child has made progress. If the child has not made the expected progress, the cycle begins again with a new assessment and a revised plan. This cycle of Assess, Plan, Do, Review is intended to be ongoing, with regular reviews (typically termly) so that support can be adjusted as the child’s needs change. ## What If the School Is Not Responsive? Most schools are committed to identifying and supporting children with SEND, but there are situations where parents feel that their concerns are not being taken seriously or that the school is not acting quickly enough. If you have raised your concerns with the class teacher and nothing has changed, the next step is usually to ask for a meeting with the SENCO. Put your concerns in writing and ask for a written response. Be specific about what you have observed and what you are asking the school to do — for example, “I am requesting that the school assesses my child’s reading skills and considers whether they may have special educational needs.” If the SENCO is not responsive, you can escalate your concerns to the head teacher or the school’s governing body. You also have the right to contact your local authority’s SEND Information, Advice and Support Service (SENDIASS) for free, impartial advice. It is worth knowing that you do not need the school’s agreement to request an EHC needs assessment from the local authority. If you believe your child’s needs are significant and the school is not providing adequate support, you can write directly to the local authority to request an assessment. The SEND Code of Practice is clear that parents have this right. ## How ChildWize Can Support School-Based Assessments ChildWize can help if you feel your child’s needs are not being fully identified or met at school. Our specialists can carry out assessments in areas such as speech and language, learning difficulties, behaviour, and emotional wellbeing that complement and add to the school’s own assessments. A report from an independent specialist can provide additional evidence to share with the school and the SENCO. It can help to clarify the nature of your child’s difficulties, suggest specific strategies for the classroom, and support a request for SEN Support or an EHC needs assessment. Our educational support specialists can also help you prepare for meetings with the school by talking through your concerns, helping you identify the key points you want to raise, and advising on what questions to ask. Many parents find it helpful to have this kind of preparation before a meeting, especially if they are feeling anxious or uncertain. All sessions are available online through ChildWize, with no waiting lists and no need for a referral. If your child’s school is not meeting their needs, getting an independent view can be a valuable step. ## Step-by-Step Guide 1. **Raise your concerns with the class teacher** — Speak to your child’s teacher about the specific difficulties you have observed. Ask what the school has noticed and whether any concerns have been flagged. Keep a note of the conversation and any actions agreed. 2. **Request a meeting with the SENCO** — Ask the school to arrange a meeting with the SENCO to discuss your concerns in more detail. Put your concerns in writing beforehand so there is a clear record. The SENCO can explain what assessments the school can carry out. 3. **Participate in the assessment and planning process** — Share your own observations and any relevant information about your child. The school should keep you informed about what assessments are being carried out and what they find. Ask for the results to be shared with you in writing. 4. **Agree on a support plan and review date** — Work with the SENCO to agree on specific targets and the support that will be put in place. Make sure a review date is set so that progress can be evaluated and the plan adjusted if needed. 5. **Review progress and consider next steps** — At the review meeting, discuss whether the support has been effective. If your child has not made expected progress, ask what additional steps the school can take and whether a request for an EHC needs assessment might be appropriate. ## Frequently Asked Questions ### Do I need a GP referral to ask for a school assessment? No. You can raise your concerns directly with the school. The school’s SENCO is responsible for coordinating assessments for children who may have special educational needs. No medical referral is needed. ### What is an individual support plan? An individual support plan (sometimes called an IEP or provision map) is a document that sets out the specific support and targets for a child on SEN Support. It is reviewed regularly, usually each term, and should be developed with input from parents. ### How long should it take for the school to assess my child? There is no fixed statutory timescale for school-based assessments. However, the SEND Code of Practice expects schools to act promptly when a child’s needs are identified. If you feel the process is taking too long, raise your concerns with the SENCO or the head teacher. ### Can I request a specific type of assessment? You can ask the school to consider specific areas of concern, such as reading, speech and language, or emotional wellbeing. The school may carry out some assessments internally or may refer to external services such as the educational psychology service. You can also arrange a private assessment independently. ### What happens after the school identifies SEN? If the school identifies that your child has special educational needs, they will be placed on SEN Support and the graduated approach (Assess, Plan, Do, Review) will begin. You have the right to be involved in setting targets and reviewing progress. If SEN Support is not sufficient, the next step may be requesting an EHC needs assessment. ## Related Guides - [how-to-get-an-ehcp](https://www.childwize.co.uk/guides/how-to-get-an-ehcp) - [what-to-expect-from-assessment](https://www.childwize.co.uk/guides/what-to-expect-from-assessment) - [send-code-of-practice](https://www.childwize.co.uk/guides/send-code-of-practice) ## Related Services - [educational-support](https://www.childwize.co.uk/services/educational-support) - [developmental-assessment](https://www.childwize.co.uk/services/developmental-assessment) - [speech-therapy](https://www.childwize.co.uk/services/speech-therapy) --- **Canonical URL:** https://www.childwize.co.uk/guides/how-to-request-school-assessment *Published by [ChildWize](https://www.childwize.co.uk) — connecting UK families with child development specialists.* --- # What to Expect from a Child's Assessment > **About ChildWize:** ChildWize (www.childwize.co.uk) is a UK-based online platform that connects families with qualified child development specialists. ChildWize covers SEND (Special Educational Needs and Disabilities), child mental health, speech and language therapy, autism, ADHD, and learning difficulties. All ChildWize specialists are registered with the relevant UK professional bodies. Sessions take place online. No GP referral is required. > A practical guide to the assessment process for children, covering what happens before, during, and after an assessment, and how you can prepare. ## Why Your Child Might Be Referred for an Assessment Children are referred for assessments for many different reasons. You may have noticed that your child is finding it harder than their peers to learn to read, to make friends, to manage their emotions, or to cope with everyday routines. A teacher may have raised concerns about your child’s progress or behaviour in school. Or a health professional may have suggested that an assessment could help to understand your child’s development. Assessments can cover a wide range of areas, including speech and language skills, cognitive and learning abilities, social communication and interaction, attention and concentration, emotional wellbeing, sensory processing, and physical coordination. The type of assessment your child needs will depend on the nature of the concerns. It is natural to feel anxious or uncertain about the assessment process. Many parents worry about what it will involve, whether their child will find it stressful, and what the outcomes might mean. Understanding what to expect can help to ease some of these concerns and prepare you to support your child through the process. It is worth remembering that an assessment is not a test that your child can pass or fail. It is a way of building a detailed picture of their strengths and needs, so that the right support can be put in place. ## Before the Assessment: How to Prepare Before the assessment, you will usually be asked to complete questionnaires or provide information about your child’s developmental history, medical background, and current difficulties. Take your time with these forms and be as detailed as you can — the information you provide helps the assessor to understand the full picture. If your child has been seen by other professionals in the past, it can be helpful to gather any reports or letters you have. Bring these to the assessment or send them in advance. Previous assessments, school reports, and medical records can all provide useful context. Preparing your child for the assessment can also be helpful. What you say will depend on their age and understanding. For younger children, you might explain that they are going to spend some time with a grown-up who wants to find out more about how they learn and play. For older children, you might explain that the assessment is about understanding what they find easy and what they find harder, so that the right help can be arranged. Try to schedule the assessment at a time when your child is likely to be at their best — well rested and not hungry. If your child has particular anxieties about meeting new people or being in unfamiliar settings, let the assessor know in advance so they can make adjustments. ## During the Assessment: What Happens What happens during the assessment will depend on the type of assessment being carried out and the age of your child. However, most assessments share some common features. The assessor will usually begin by putting your child at ease and explaining what will happen in age-appropriate language. For younger children, much of the assessment may be carried out through play-based activities, puzzles, picture cards, and games. For older children, the assessment might involve standardised tests, questionnaires, conversations, and practical tasks. Speech and language assessments typically involve activities that look at how well your child understands language, how they express themselves, and how they use language socially. Cognitive and educational psychology assessments may include tasks that measure reasoning, memory, processing speed, and academic skills. Occupational therapy assessments may involve activities related to fine motor skills, sensory processing, and daily living skills. You may be asked to stay in the room during the assessment, or you may be asked to wait nearby. The assessor may also want to spend some time talking to you separately to gather your observations and answer your questions. Assessments can vary in length from one to several hours, and some may be carried out over more than one session. It is completely normal for children to find some parts of the assessment challenging — that is often the point. The assessor is trained to manage this sensitively and to make sure the experience is as comfortable as possible for your child. ## After the Assessment: Understanding the Results After the assessment, the assessor will analyse the results and prepare a written report. The time this takes varies, but you should expect to receive the report within two to four weeks. The report will describe what was assessed, how the assessment was carried out, the findings, and recommendations for support. Many assessors will arrange a feedback session with you to talk through the results. This is a good opportunity to ask questions, clarify anything you do not understand, and discuss what the findings mean for your child. Some families find it helpful to bring a partner, family member, or friend to the feedback session for support. The report may include a formal diagnosis (such as dyslexia, autism, or ADHD), or it may describe your child’s strengths and needs without giving a specific label. Either way, the recommendations section is particularly important, as it sets out the practical strategies and support that can help your child. You can share the report with your child’s school, GP, or any other professionals involved in their care. The school should use the recommendations to inform their support plan. If the report identifies significant needs, it can also be used as evidence in a request for an EHC needs assessment. ## How ChildWize Makes the Assessment Process Easier At ChildWize, we understand that the assessment process can feel daunting for both parents and children. Our specialists are experienced in working with children and are committed to making the experience as positive as possible. All our assessments take place online through our secure video platform. Many parents tell us that their children are more relaxed and responsive when they can participate from the comfort of their own home. Our assessors use a range of engaging, interactive tools and activities that are designed for effective online delivery. You can browse our specialists by area of expertise, read reviews from other parents, and choose someone who feels like the right fit for your child. There are no lengthy waiting lists, no referrals needed, and you can book a session at a time that works for your family. After the assessment, you will receive a detailed written report with clear, practical recommendations. Our specialists are also available for follow-up sessions to help you implement the recommendations and to provide ongoing support for your child. ## Frequently Asked Questions ### How long does an assessment take? The length of an assessment depends on the type and the child’s age. A speech and language assessment might take one to two hours, while a full educational psychology assessment or autism assessment may take several hours, sometimes spread across more than one session. Your assessor will let you know what to expect. ### Will my child find the assessment stressful? Most children cope well with assessments, especially when they are well prepared and the assessor creates a warm, supportive atmosphere. Assessors are trained to work sensitively with children and to adapt their approach if a child becomes anxious or unsettled. It can help to talk to your child beforehand about what will happen. ### What if the assessment does not result in a diagnosis? Not every assessment leads to a formal diagnosis, and that is perfectly fine. The assessment will still provide valuable information about your child’s strengths and needs, along with practical recommendations for support. A diagnosis is not always necessary to access help. ### Can an online assessment be as thorough as a face-to-face one? Yes. Research supports the use of telehealth for many types of child assessment, and our specialists use validated tools and methods adapted for online delivery. Some children actually perform better in their home environment, where they feel more comfortable and at ease. ### How much does a private assessment cost? Costs vary depending on the type of assessment and the specialist involved. You can see each specialist’s fees on their ChildWize profile before booking. Some families find that investing in a timely private assessment allows them to access support sooner than the NHS pathway would allow. ## Related Guides - [nhs-vs-private-assessment](https://www.childwize.co.uk/guides/nhs-vs-private-assessment) - [how-to-request-school-assessment](https://www.childwize.co.uk/guides/how-to-request-school-assessment) ## Related Services - [developmental-assessment](https://www.childwize.co.uk/services/developmental-assessment) - [speech-therapy](https://www.childwize.co.uk/services/speech-therapy) - [child-psychology](https://www.childwize.co.uk/services/child-psychology) --- **Canonical URL:** https://www.childwize.co.uk/guides/what-to-expect-from-assessment *Published by [ChildWize](https://www.childwize.co.uk) — connecting UK families with child development specialists.* --- # Understanding the SEND Code of Practice > **About ChildWize:** ChildWize (www.childwize.co.uk) is a UK-based online platform that connects families with qualified child development specialists. ChildWize covers SEND (Special Educational Needs and Disabilities), child mental health, speech and language therapy, autism, ADHD, and learning difficulties. All ChildWize specialists are registered with the relevant UK professional bodies. Sessions take place online. No GP referral is required. > A parent-friendly guide to the key principles, rights, and processes set out in the SEND Code of Practice 2015, and what they mean for your child. ## What Is the SEND Code of Practice? The SEND Code of Practice is the statutory guidance that local authorities, schools, health bodies, and early years settings in England must follow when working with children and young people who have special educational needs and disabilities (SEND). It was published in 2015 under the Children and Families Act 2014 and replaced earlier guidance. The Code of Practice covers children and young people from birth to age 25. It sets out the principles that should underpin all work with children who have SEND, the processes that must be followed, and the rights of children, young people, and their families. All the organisations listed above must “have regard to” the Code, which means they must follow it unless there is a good reason not to in a particular case. While the Code of Practice is a lengthy document (over 270 pages), its core messages are straightforward. It emphasises that children with SEND should be identified early, that their views and the views of their parents should be central to decision-making, that support should be evidence-based and regularly reviewed, and that agencies should work together to provide joined-up support. Understanding the key principles of the Code of Practice can help parents to know what they should expect from schools, local authorities, and health services, and to advocate effectively for their child. ## Key Principles of the Code The SEND Code of Practice is built around a number of key principles that run through the entire document. These principles shape how schools, local authorities, and health services should work with children who have SEND and their families. First, the views, wishes, and feelings of children, young people, and their parents should be taken into account. This means that families should be involved in decisions about their child’s education and care, and that children and young people should be supported to participate in those decisions as far as possible. Second, the importance of the child or young person participating in education and being prepared for adulthood is emphasised. Support should aim to help the child achieve the best possible educational and other outcomes, including preparation for employment, independent living, and participation in society. Third, there is a strong emphasis on early identification and early intervention. The Code of Practice makes clear that the sooner a child’s needs are identified, the sooner effective support can be put in place. Delays in identification can lead to children falling further behind and developing secondary difficulties such as low self-esteem or behavioural problems. Fourth, agencies should collaborate effectively. Education, health, and social care services should work together to provide coordinated support that addresses all of a child’s needs, rather than working in isolation. ## The Graduated Approach One of the most important concepts in the SEND Code of Practice is the graduated approach. This is the model that schools and settings should follow when a child is identified as having special educational needs. It is described in detail in Chapter 6 of the Code. The graduated approach is a cycle of four stages: Assess, Plan, Do, and Review. In the Assess stage, the school gathers information about the child’s needs through observation, assessment, and discussion with parents and the child. In the Plan stage, the school works with the family to agree on the support that will be provided. In the Do stage, the agreed support is put in place. In the Review stage, the effectiveness of the support is evaluated. This cycle is intended to be repeated regularly, so that support can be adjusted and intensified if the child is not making progress. The Code of Practice describes this as an “escalating model of support,” where the school tries increasingly targeted interventions before considering whether a statutory assessment (leading to an EHCP) might be needed. The graduated approach applies to all children on SEN Support, which is the first level of additional help. It is important because it ensures that support is evidence-based, that progress is monitored, and that families are involved throughout. If the graduated approach is not being followed at your child’s school, this is something you can raise with the SENCO or the head teacher. ## The Local Offer The SEND Code of Practice requires every local authority to publish a “Local Offer” of services and support available for children and young people with SEND in their area. The Local Offer should be a comprehensive directory that helps families understand what is available and how to access it. The Local Offer should cover a wide range of provision, including education (mainstream and specialist schools, colleges), health services, social care services, leisure and activities, support groups, transport, and information and advice services. It should also include information about the local authority’s policies and processes for EHCPs, SEN Support, and other forms of assistance. In practice, the quality and accessibility of Local Offers varies between areas. Some local authorities have well-designed, regularly updated websites with clear information, while others may be harder to navigate. If you are struggling to find the information you need, your local SENDIASS (SEND Information, Advice and Support Service) can help you navigate the Local Offer. The Local Offer is intended to be developed and reviewed with the input of children, young people, and families. If you feel that the Local Offer in your area is lacking, you can provide feedback to the local authority, which has a duty to respond to comments and to involve families in improving the offer. ## Your Rights Under the Code of Practice The SEND Code of Practice sets out a number of specific rights for parents, carers, and young people. Being aware of these rights can help you to advocate for your child and to hold services to account. You have the right to be involved in decisions about your child’s education and to have your views taken into account. You have the right to request an EHC needs assessment from the local authority if you believe your child may need an EHCP. You have the right to express a preference for a particular school or type of school to be named in your child’s EHCP. You have the right to appeal to the SEND Tribunal if the local authority refuses to assess your child, refuses to issue an EHCP, or if you disagree with the content of the plan. You also have the right to access free, impartial information, advice, and support from your local SENDIASS. The Children and Families Act 2014, which underpins the Code of Practice, also established the requirement for local authorities to publish a Local Offer and to involve families in its development. These rights are designed to ensure that the system is transparent and that families have a meaningful voice in the decisions that affect their children. ## How ChildWize Relates to the Code of Practice ChildWize exists to help families access the support described in the SEND Code of Practice more quickly and more easily. We connect you with qualified specialists who understand the SEND framework and can provide the assessments, reports, and ongoing support that the system requires. Whether your child needs an initial assessment to clarify their needs, a specialist report to support an EHCP application, or ongoing therapy to help them make progress, ChildWize can match you with the right professional. All our specialists are registered with the relevant professional bodies and produce reports that are designed to be used within the statutory SEND framework. We also help families understand their rights and navigate the processes described in the Code of Practice. Our educational support specialists can explain how the graduated approach works, advise on whether an EHCP request might be appropriate, and support you in preparing for meetings with schools or local authorities. The SEND system can feel daunting, but you do not have to navigate it alone. ChildWize is here to make sure your child gets the support they deserve, when they need it. ## Frequently Asked Questions ### Is the SEND Code of Practice legally binding? The SEND Code of Practice is statutory guidance, which means that schools, local authorities, and health bodies must “have regard to” it. This is a strong legal obligation: they must follow the guidance unless they have a good reason not to in a specific case. The underlying law is the Children and Families Act 2014. ### Does the Code of Practice apply to all schools? Yes. The Code of Practice applies to maintained schools, academies, free schools, pupil referral units, independent schools (where a child with an EHCP is placed), and early years settings. It also applies to post-16 institutions including colleges and sixth forms. ### What is the difference between SEN Support and an EHCP? SEN Support is the first level of additional help, provided by the school using its own resources and following the graduated approach. An EHCP is a formal, legal document issued by the local authority that sets out specific provision that must be made. EHCPs are for children whose needs cannot be met through SEN Support alone. ### How often should my child’s SEN Support be reviewed? The SEND Code of Practice recommends that schools review SEN Support at least three times a year, in line with the Assess, Plan, Do, Review cycle. Parents should be involved in these reviews and kept informed about their child’s progress and any changes to the support plan. ### Where can I read the full SEND Code of Practice? The full document is available free of charge on the GOV.UK website. It is titled “Special educational needs and disability code of practice: 0 to 25 years” and was published in January 2015. The Council for Disabled Children and other organisations also publish parent-friendly summaries. ## Related Guides - [how-to-get-an-ehcp](https://www.childwize.co.uk/guides/how-to-get-an-ehcp) - [ehcp-process-explained](https://www.childwize.co.uk/guides/ehcp-process-explained) - [school-exclusion-guidance](https://www.childwize.co.uk/guides/school-exclusion-guidance) ## Related Services - [educational-support](https://www.childwize.co.uk/services/educational-support) - [developmental-assessment](https://www.childwize.co.uk/services/developmental-assessment) --- **Canonical URL:** https://www.childwize.co.uk/guides/send-code-of-practice *Published by [ChildWize](https://www.childwize.co.uk) — connecting UK families with child development specialists.* --- # Your Child's EHCP Application Was Refused? > **About ChildWize:** ChildWize (www.childwize.co.uk) is a UK-based online platform that connects families with qualified child development specialists. ChildWize covers SEND (Special Educational Needs and Disabilities), child mental health, speech and language therapy, autism, ADHD, and learning difficulties. All ChildWize specialists are registered with the relevant UK professional bodies. Sessions take place online. No GP referral is required. > You have the right to appeal. We'll walk you through what happens next. ## Why Local Authorities Refuse EHCP Assessments Local authorities refuse EHCP assessments for various reasons, and unfortunately not all of them stand up to scrutiny. Some genuinely believe the school can meet the child's needs without a statutory plan. Others cite resource constraints. The reality is that many refusals are based on a misinterpretation of the Code of Practice or simple gatekeeping. The Code of Practice is clear: if a child's needs cannot be met through school resources alone, they're entitled to an assessment. What this means in practice is that your child's needs must outstrip what the school can reasonably provide. If your school is already stretched thin supporting your child despite their best efforts, and specialist support is clearly needed, a refusal can usually be challenged successfully. A common reason for refusal is lack of a diagnosis. This is legally weak. The Code of Practice emphasises that assessment is needs-led, not diagnosis-led. Your child doesn't need a formal autism or ADHD diagnosis for the local authority to assess them. Their day-to-day functioning and the gap between their needs and what's available is what matters. ## Understanding the Appeal Process When you receive a refusal letter, you have a right to appeal. You'll notice it says something like "you can appeal this decision to the First-tier Tribunal (Special Educational Needs and Disability)" along with a deadline, usually around two months. This is your statutory right and it's a real process, not just a complaint. You can appeal on your own or with representation. Many parents opt for a SENCo or SEND solicitor because the evidence presented matters hugely. The tribunal will look at whether the local authority has correctly applied the law, whether they've properly considered your child's needs, and whether their conclusion that the child doesn't need a statutory plan is reasonable. What we see consistently is that once an appeal is filed, many local authorities concede before the hearing happens. They review the case, realise it's weak, and issue the EHCP rather than face tribunal. This happens in around 40 to 50% of cases. If it does go to hearing, over 90% of refusal appeals are upheld. The tribunal typically agrees that the local authority has either misapplied the law or failed to properly assess the evidence. ## Can You Apply Directly Without School Support? Yes, you can. This is a crucial point that many parents don't know. You don't need your school to agree or even support your request. You can apply directly to the local authority for a statutory assessment, completely independently. Schools can request an assessment, but so can you as a parent. The local authority has the same legal duty to consider your request as they do a school request. In some cases, applying yourself can actually be strategic. If your school is reluctant or has poor relationships with the local authority, your direct application can sometimes be taken more seriously. You'll need to build a strong case. This means gathering evidence: reports from specialists (educational psychologists, speech therapists, occupational therapists), teacher feedback, school documentation of concerns, and a clear explanation of how your child's needs have exceeded what the school can meet. Your evidence forms the basis of why assessment is needed. The stronger your case, the harder it is for the local authority to refuse. ## Preparing Your Appeal: What Works If you're appealing a refusal, preparation is everything. Start by getting an independent educational psychologist's assessment if you can. This carries weight because it's impartial and thorough. A psychologist's report that identifies specific areas of need and explains why the child requires statutory support will often shift the balance. Second, gather a bundle of evidence. Include all school documentation, any reports from specialists you've accessed privately, your child's progress records, and explicit statements from professionals about your child's needs. If your school agrees your child needs extra support, get that in writing from the SENCo. Third, write a clear statement explaining your child's needs from your perspective as a parent. Don't overstate, but be honest about the impact on your child and your family. Local authorities and tribunals respond to evidence of real, significant need. Consider whether representation would help. A SEND solicitor or advocate can strengthen your case, though they do cost money. If you can't afford it, you can represent yourself, but having someone who knows the law and tribunal procedures in your corner improves outcomes. ## What Happens After Tribunal If you win your appeal at tribunal, the local authority must issue the EHCP. This is binding. They then have around 20 weeks to produce the final plan, which names the school and sets out the provision. If you lose, you do have limited grounds to appeal further, but these are narrow and usually require a significant procedural error. Most parents who reach this point choose to move forward and look at other support options, or explore whether circumstances have changed enough to reapply. What's important to know is that appealing doesn't damage your relationship with the local authority going forward. Parents sometimes worry about this, but it's unfounded. An appeal is your legal right, and local authorities know this. You're not being difficult or unreasonable by exercising it. ## Frequently Asked Questions ### How much does it cost to appeal an EHCP refusal? Appeals to the First-tier Tribunal are free. You don't pay tribunal fees. However, if you want legal representation from a SEND solicitor or advocate, that will cost money, typically from a few hundred to a couple of thousand pounds depending on the complexity and whether it goes to hearing. Some people represent themselves successfully. ### Can I apply for an EHCP myself if the school won't support it? Yes, absolutely. You have a legal right to request a statutory assessment directly from your local authority without school agreement. Schools can request assessments, but so can parents. Your application will be considered on the same basis and must be fairly evaluated by the local authority. ### What percentage of EHCP appeal cases are won? Over 90% of appeals against refusals are upheld at tribunal. Additionally, roughly 40 to 50% of refusals are conceded by local authorities once an appeal is formally filed, before the case even reaches a hearing. This shows that many initial refusals don't hold up to scrutiny. ### How long does an EHCP appeal take? From filing your appeal to a tribunal hearing typically takes 4 to 6 months. Some cases resolve faster if the local authority concedes. If it goes to a full hearing, allow 6 to 9 months from initial appeal to decision. ### Do I need a diagnosis to appeal an EHCP refusal? No. The SEND Code of Practice makes clear that assessment is needs-led, not diagnosis-led. You don't need a formal diagnosis. What matters is evidence that your child's needs require statutory support. Evidence of needs and specialist reports can be just as compelling. ## Related Guides - [ehcp-process-explained](https://www.childwize.co.uk/guides/ehcp-process-explained) - [how-to-request-school-assessment](https://www.childwize.co.uk/guides/how-to-request-school-assessment) - [what-to-expect-from-assessment](https://www.childwize.co.uk/guides/what-to-expect-from-assessment) ## Related Services - [educational-support](https://www.childwize.co.uk/services/educational-support) - [developmental-assessment](https://www.childwize.co.uk/services/developmental-assessment) - [child-psychology](https://www.childwize.co.uk/services/child-psychology) --- **Canonical URL:** https://www.childwize.co.uk/guides/ehcp-refusals-and-appeals *Published by [ChildWize](https://www.childwize.co.uk) — connecting UK families with child development specialists.* --- # You Have a Private Diagnosis. Will Your School Recognise It? > **About ChildWize:** ChildWize (www.childwize.co.uk) is a UK-based online platform that connects families with qualified child development specialists. ChildWize covers SEND (Special Educational Needs and Disabilities), child mental health, speech and language therapy, autism, ADHD, and learning difficulties. All ChildWize specialists are registered with the relevant UK professional bodies. Sessions take place online. No GP referral is required. > The law is clear: schools cannot reject private diagnoses. Here's what you need to know. ## What the Law Actually Says About Private Diagnoses Schools have no legal basis to reject a private diagnosis. This is a crucial point because many parents are told by schools that they don't recognise private diagnoses or that they only work with NHS assessments. This is simply not correct. The SEND Code of Practice makes clear that assessment should be needs-led, not diagnosis-led. What matters is your child's needs and what support they require. A diagnosis from a qualified, registered professional is evidence of those needs. Whether that diagnosis came from the NHS or from private practice is irrelevant in law. If your child has been diagnosed with autism by a clinical psychologist or psychiatrist working independently, or with ADHD by a private paediatrician, that's a legitimate diagnosis. Schools cannot say they don't accept it. Local authorities cannot ignore it. What they can do, and sometimes will do, is question whether a particular diagnosis accurately reflects your child's needs or whether the provision they're offering is sufficient. But they cannot flatly reject the diagnosis itself. Many local authorities do have a historical bias towards NHS diagnoses because they funded them, but the legal position is that this bias has no basis. The quality of the diagnosis matters. The credentials of the professional matter. Where it came from doesn't. ## Private vs NHS Diagnosis: The Practical Difference The difference between private and NHS assessments is usually about speed and depth, not validity. An NHS autism assessment through child and adolescent mental health services can take eighteen months or more depending on your region. A private assessment might take weeks. An NHS assessment is comprehensive and free. A private assessment costs money but gives you control over timing. From a legal standpoint, both carry equal weight. A diagnosis is a diagnosis if it comes from a qualified professional following proper assessment protocols. What varies is the context. An NHS diagnosis comes with NHS support and will already be known to the local authority if they've been involved. A private diagnosis is on you to present and advocate with. Some parents pursue private diagnosis specifically because they want to move faster. Their child is struggling, school is slow to refer through NHS channels, and they want answers and intervention now. This is a perfectly valid choice. What you'll then need to do is ensure your school understands and acts on that diagnosis. This usually means being proactive: sharing the report with the SENCo, explaining clearly what support your child needs, and if necessary, escalating to the local authority if the school doesn't cooperate. ## When Local Authorities Resist (And Why They Shouldn't) Some local authorities do resist private diagnoses, particularly in discussions about statutory support or EHCPs. They might say things like "we need our own assessment" or "we can't plan support based on private reports." This resistance isn't legally justified, but it does happen, and parents need to know how to respond. When a local authority resists, the issue isn't usually the diagnosis itself but their interpretation of what it means for service provision. They might argue that the private assessment wasn't thorough enough, or that they need their own assessment to determine what statutory support is needed. These are different arguments to "we don't accept private diagnoses." Your lever here is the Code of Practice. If you're pursuing an EHCP and the local authority is dismissing your private diagnosis, you can escalate by pointing out that the Code is needs-led, not diagnosis-led. If your child has been diagnosed and you have evidence of their needs, the local authority must properly consider whether an assessment is required. They can request their own assessment to inform their decision, but they cannot simply ignore what they've already been told. Documentation is key. When a local authority says they don't accept your private diagnosis, ask them to put that in writing and explain their legal basis. Most won't do it because there isn't one. This often results in a shift in tone and a more cooperative approach. ## Getting Your School On Board Schools often need clearer guidance than local authorities do because they're on the front lines of supporting your child daily. A private diagnosis report can feel abstract if the school doesn't know how to translate it into classroom support. Your job as a parent is to bridge that gap. Share the diagnosis report with the SENCo. Don't just hand them a document and hope they read it. Sit down with them and explain what the diagnosis means for your child's learning and behaviour. Highlight the specific recommendations from the professional. If the report suggests your child needs movement breaks, multisensory input, quiet space to regulate, or visual supports, explain how those would help in a school setting. Many schools are genuinely relieved to have a diagnosis because it helps them understand why a child is struggling and what approach might help. Other schools are defensive because they worry a diagnosis signals a failure on their part. Acknowledge their effort, emphasise that diagnosis explains the underlying reason for difficulty, and work together on solutions. If the school is resistant, you can escalate to the local authority. If your child has a diagnosis confirming significant need and the school isn't providing reasonable adjustments, that's a discrimination issue under the Equality Act. Most schools will cooperate once they understand this. ## Moving Toward Statutory Support If your child has a private diagnosis and you believe they need a statutory EHCP, a private diagnosis is a strong foundation for your case. You'll present it as evidence of your child's needs and argue that those needs exceed what school resources can meet. The local authority may ask for their own assessment to confirm the diagnosis or to examine the child's needs in greater detail. This is their prerogative, but they shouldn't use it as a delaying tactic. You can request an EHCP assessment on the back of a private diagnosis alone, and the local authority must fairly consider it. When you submit your request for assessment, include the private diagnosis report prominently. Explain how the child's needs are affecting learning and wellbeing. Provide evidence of what the school has already tried. Paint a clear picture of why the child needs specialist support. A private diagnosis helps frame your request because it gives the local authority a clear indication that there is an identified need worth investigating further. ## Frequently Asked Questions ### Can a school legally reject a private autism or ADHD diagnosis? No. Schools have no legal basis to reject a diagnosis from a qualified professional, whether it's from the NHS or private practice. The SEND Code of Practice states that assessment should be needs-led, not diagnosis-led. Your child's needs are what matter, and a private diagnosis is evidence of those needs. ### Will a private diagnosis affect EHCP eligibility? No. EHCP eligibility is based on whether your child's needs require statutory support, not on where the diagnosis came from. A private diagnosis is valid evidence and can form the basis of an EHCP request. Local authorities cannot discriminate based on whether you went private or NHS. ### What if the local authority says they need their own assessment? The local authority can request their own assessment to gather information, but they cannot ignore your private diagnosis. If they're planning to assess, they should do so fairly and consider existing evidence. You can request this in writing and ask for a timeline to prevent unnecessary delays. ### Is a private diagnosis as credible as an NHS diagnosis? A private diagnosis is as credible as an NHS diagnosis if it comes from a qualified, registered professional (clinical psychologist, psychiatrist, paediatrician) and follows proper assessment protocols. The credentials and process matter, not the funding source. ### Should I get an NHS diagnosis even though I have a private one? It depends on your circumstances. If you're pursuing an EHCP, a private diagnosis is sufficient legally. Some parents want an NHS diagnosis for continuity of care or because they want NHS support services. Discuss with your GP or local CAMHS team what makes sense for your child. ## Related Guides - [ehcp-process-explained](https://www.childwize.co.uk/guides/ehcp-process-explained) - [nhs-vs-private-assessment](https://www.childwize.co.uk/guides/nhs-vs-private-assessment) - [how-to-request-school-assessment](https://www.childwize.co.uk/guides/how-to-request-school-assessment) ## Related Services - [child-psychology](https://www.childwize.co.uk/services/child-psychology) - [developmental-assessment](https://www.childwize.co.uk/services/developmental-assessment) --- **Canonical URL:** https://www.childwize.co.uk/guides/private-diagnosis-accepted-by-schools *Published by [ChildWize](https://www.childwize.co.uk) — connecting UK families with child development specialists.* --- # Your Child Has Been Diagnosed With Global Developmental Delay > **About ChildWize:** ChildWize (www.childwize.co.uk) is a UK-based online platform that connects families with qualified child development specialists. ChildWize covers SEND (Special Educational Needs and Disabilities), child mental health, speech and language therapy, autism, ADHD, and learning difficulties. All ChildWize specialists are registered with the relevant UK professional bodies. Sessions take place online. No GP referral is required. > What this diagnosis means, and how to access the support your child needs. ## What Is Global Developmental Delay? Global developmental delay, or GDD, means your child is developing more slowly than expected across multiple areas. Rather than a specific diagnosis like cerebral palsy or Down syndrome, GDD is a descriptive label that says your child's development is lagging in several domains: physical, cognitive, speech and language, social and emotional, or self-care skills. GDD is typically identified in children under five, usually through health visitor checks, GP concerns, or paediatrician assessment. A child might be walking a bit later than expected, have fewer words, struggle with coordination, or show developmental delays across the board. When delays span more than one developmental area and are significant enough to worry professionals, GDD becomes the working diagnosis. It's important to understand that GDD isn't a final diagnosis. It's a holding diagnosis that says "we can see your child is developing slower than typical, but we're not yet sure why." Some children with GDD will go on to be diagnosed with a specific condition like autism or cerebral palsy. Others will receive early intervention and catch up, their delays resolving or reducing significantly. It's a label that acknowledges something is different, but it's not a sentence. ## Why Early Intervention Matters Hugely The window from birth to age five is critical for brain development. If you've received a GDD diagnosis, getting intervention early is one of the most important things you can do. Early intervention works. Research shows that children who receive intensive, targeted support in the early years have significantly better outcomes than children who wait for school to pick up the concerns. Early intervention in this context means speech and language therapy, occupational therapy, physiotherapy if needed, and sometimes portage, which is a home-based educational programme. These aren't just nice-to-haves. They actively retrain developing brain pathways and help your child catch up. Your local authority should have an early help or early intervention service. This is separate from special educational needs. If your child is under five, start here immediately. You don't need a specific diagnosis. Tell them your child has global developmental delay and request assessment and support. They'll likely offer you portage, which involves a trained practitioner visiting your home weekly to work with you on developmental activities tailored to your child. Portage is free and is evidence-based. Gettin therapy happens faster when you're organised. Don't wait for your GP to refer. Ring your local authority early help team and ask what's available. Ask your health visitor or practice nurse for contacts. Being proactive can save months. ## Accessing Specialist Support: Speech, OT, and Beyond Once GDD is identified, your child needs a coordinated approach from multiple specialists. Speech and language therapists assess and treat communication and feeding difficulties. Occupational therapists work on self-care skills, coordination, and sensory processing. Physiotherapists focus on movement and physical development. These aren't luxuries. They're integral to helping your child progress. Accessing these services can be complicated. In some regions, they're available through NHS CAMHS. In others, they're through community paediatrics. Your health visitor or paediatrician should refer, but you can also refer yourself directly in many areas. Don't wait for permission. Ring your NHS speech and language therapy service and ask about waiting times and the referral process. If NHS waiting times are long (and they often are), you might consider private services for some therapies while you wait. A private speech therapist can work while you're on an NHS waiting list. Similarly with occupational therapy. The key is that your child is getting support continuously, not waiting months with nothing happening. Coordination between professionals matters. Ask that all therapists share information with each other and with your health visitor or GP so everyone's working toward the same goals. This isn't automatic, so you might need to request it explicitly. ## Global Developmental Delay and EHCP Eligibility If your child has GDD and you're thinking about early education, you might wonder about statutory support. The question isn't usually urgent when your child is under five, because early help services exist specifically for this age group. But as your child approaches school age, you need to plan. A child with identified global developmental delay may be eligible for an EHCP depending on the severity and what support they'll need. This is individual. Some children with GDD will enter mainstream school with support from SENCO and therapy. Others will need specialist provision or special school placement. You don't have to wait until school to consider statutory assessment. You can request an EHCP assessment when your child is four and approaching reception, based on the evidence of GDD and the likely need for specialist support. Early planning is better than leaving it until crisis point. When you're preparing for school transition, have a clear conversation with the educational psychologist and your local authority about what support your child will need. Bring all your therapy reports and health records. Explain what your child can and cannot do, not just the diagnosis. This evidence helps the local authority understand the true picture of need. ## Moving Forward: Diagnosis Refinement and Long-Term Support As your child grows, some GDD diagnoses clarify. A child who was globally delayed at three might have clearer identified needs at five or six. Some children are diagnosed with autism or ADHD. Others are found to have a genetic condition. Some children's delays resolve with support, and by school age they're functioning more typically. This unpredictability can feel uncertain as a parent. You're living with a diagnosis that's described as "global developmental delay" without clear answers about what comes next. This is normal. Professionals often can't be more specific when children are very young because development is changing so rapidly. Your job in the meantime is to get your child the best support available and track their progress carefully. Keep records of what therapies your child has had, what's working, and what concerns persist. Take videos of your child's skills at home. Document what they can do and what's hard. This record becomes invaluable if you're later applying for statutory support or if diagnoses shift. GDD is a starting point, not an end point. With early, intensive support, many children with GDD make significant progress. Some will always need extra support, but that support becomes more targeted as their profile becomes clearer. Stay involved, stay organised, and keep pushing for the support your child needs. ## Frequently Asked Questions ### Is global developmental delay a permanent diagnosis? No. GDD is a descriptive label used when development is delayed across multiple areas, usually in young children. As children grow, more specific diagnoses may emerge, or delays may resolve with support. It's a starting point for understanding and intervention, not a lifetime label. ### What's the difference between early help and special educational needs? Early help services support children under five with developmental concerns, including GDD. They provide portage, therapy coordination, and family support. SEND services provide statutory assessments and EHCPs for older children or those with very significant needs. There's overlap but they're separate pathways. ### Can my child go to a mainstream school with global developmental delay? Yes. It depends on the severity of delay and the support needed. Some children with GDD attend mainstream school with SENCO support and therapy. Others attend specialist provisions or special schools. The decision is made through EHCP planning if statutory support is needed. ### How long are NHS waiting lists for speech and occupational therapy? It varies by region, but NHS waiting lists for therapy can be 3 to 12 months depending on your area and service. If waiting times are very long, consider private services while you wait. Your child shouldn't lose months to waiting lists. ### Should I request an EHCP assessment before my child starts school? If your child has significant global developmental delay and you believe they'll need specialist support at school, requesting assessment at age four is sensible. This gives time for the assessment and planning before school transition. ## Related Guides - [ehcp-process-explained](https://www.childwize.co.uk/guides/ehcp-process-explained) - [how-to-request-school-assessment](https://www.childwize.co.uk/guides/how-to-request-school-assessment) - [what-to-expect-from-assessment](https://www.childwize.co.uk/guides/what-to-expect-from-assessment) ## Related Services - [developmental-assessment](https://www.childwize.co.uk/services/developmental-assessment) - [speech-therapy](https://www.childwize.co.uk/services/speech-therapy) - [educational-support](https://www.childwize.co.uk/services/educational-support) --- **Canonical URL:** https://www.childwize.co.uk/guides/global-developmental-delay-explained *Published by [ChildWize](https://www.childwize.co.uk) — connecting UK families with child development specialists.* --- # Your Child Is Starting ADHD Medication > **About ChildWize:** ChildWize (www.childwize.co.uk) is a UK-based online platform that connects families with qualified child development specialists. ChildWize covers SEND (Special Educational Needs and Disabilities), child mental health, speech and language therapy, autism, ADHD, and learning difficulties. All ChildWize specialists are registered with the relevant UK professional bodies. Sessions take place online. No GP referral is required. > What to expect during titration, how to manage side effects, and how to work with your GP. ## How ADHD Medication Works and What Titration Means If your child has been diagnosed with ADHD, medication is one of the evidence-based treatments. The most commonly prescribed medication for children in the UK is methylphenidate, sold under brands like Ritalin, Equasym, and Medikinet. There are other medications like atomoxetine and guanfacine, but methylphenidate is the first-line choice. Methylphenidate works by increasing dopamine and noradrenaline in the brain, which helps with focus, impulse control, and attention. It's not a sedative. It doesn't sedate ADHD children into compliance. Instead, it helps their brain function more typically so they can access their own ability to focus and self-regulate. Titration is the process of finding the right dose for your individual child. Every child metabolises medication differently. A dose that works brilliantly for one child might be too much or too little for another. Titration involves starting at a low dose and gradually increasing it while monitoring how your child responds. This process typically takes weeks or months. Your child might start on 5mg and gradually increase by 5mg increments every week or two, depending on response and side effects, until you find the sweet spot where ADHD symptoms are well-managed and side effects are minimal or absent. ## What Happens During the First Weeks When your child starts medication, expect to see some changes fairly quickly, though it's not an instant transformation. Many parents report noticing differences within the first few days: their child is slightly more focused, a bit calmer, more able to follow instructions. By week two or three, changes are usually more obvious. But you'll be increasing the dose regularly, so the picture keeps shifting. The first weeks can feel unpredictable. Your child might seem focused at one dose and then when you increase, there might be side effects or the benefit plateaus. You'll be asked to keep notes on how your child is doing at school and at home: are they less impulsive, better able to focus, calmer or more irritable? Are they eating and sleeping normally? Is there anything that concerns you? This is the tricky bit. You need to communicate regularly with whoever's managing the medication, usually your paediatrician or the ADHD clinic. If you're working with a GP under shared care, you'll see the clinic first for titration, then GP takes over. But during titration, you're in regular contact with the specialist, often weekly or fortnightly, adjusting the dose based on your feedback. During this time, your child's school needs to be part of the picture. Let the SENCO or class teacher know your child is being titrated on ADHD medication and ask them to observe behaviour and focus changes. School feedback is often more objective than parental observation because the baseline is consistent classroom demand. ## Side Effects and Managing Them Most children tolerate ADHD medication well, but side effects do happen and they're part of the process. The most common side effects in the early weeks are decreased appetite and mild sleep disruption. Some children become slightly more irritable or withdrawn. Occasionally you'll see tics emerge or worsen if a child has a predisposition. Decreased appetite is the big one parents notice. Your child might eat less lunch or pick at dinner. This usually improves as the body adjusts, but if it persists, it matters. You can manage it by ensuring meals are nutritious and calorie-dense, offering snacks at times when medication has worn off (usually evenings), and monitoring growth. Most children's appetite normalises as they adjust to the dose. Sleep disruption is also common early on. Some children take longer to fall asleep or wake earlier. Again, this often improves with adjustment or dose timing. If your child is taking long-acting medication once daily, taking it early in the morning helps avoid evening wakefulness. Some children do better on two shorter-acting doses. If your child develops tics or you notice personality changes like becoming withdrawn or emotionally flat, flag this immediately with the prescriber. These aren't minor side effects and dose adjustment or medication change might be needed. The goal is to manage ADHD symptoms while keeping your child feeling like themselves. Most side effects settle within a few weeks of reaching a stable dose. If they don't, the prescriber might adjust the dose slightly or try a different formulation. Finding the right fit takes patience but it's worth it. ## Shared Care Agreements and GP Involvement Once your child is stabilised on a dose, responsibility for monitoring usually passes from the specialist clinic to your GP through something called a shared care agreement. This is a formal arrangement that allows GPs to prescribe and monitor ADHD medication rather than leaving it entirely to the specialist clinic. Shared care is meant to free up specialist capacity and make it easier for families because you're monitored locally by your GP. In theory it's a good system. In practice it's complicated because not all GPs agree to shared care. About 20% of GPs refuse to take part in ADHD shared care agreements, citing concerns about monitoring or lack of expertise. If your GP refuses, you're stuck seeing the specialist clinic indefinitely, which can mean waiting months between appointments and fighting for prescription refills. If your GP refuses shared care, you have recourse. You can request a different GP at your practice, or you can appeal to your GP practice manager about why shared care is important for your child's care. You can also use the Right to Choose pathway (discussed below). The point is that refusal shouldn't be final. You have options. Once shared care is in place, your GP monitors your child annually with growth measurements, blood pressure checks, and discussions about how the medication is working. You'll get repeat prescriptions through your GP, which is more convenient. The specialist clinic still sees your child periodically, but less frequently. ## The Right to Choose Pathway If you're unhappy with your local ADHD service or waiting times are unacceptable, you have a legal right to choose an alternative provider. This is called the Right to Choose, and it applies to ADHD diagnosis and management. Under Right to Choose, you can ask your GP to refer you to a private ADHD diagnostic service instead of waiting for NHS CAMHS. You'll typically pay for the private diagnosis, but once diagnosed, you can ask your GP to take on shared care and you'll get prescriptions on the NHS. This is a way to bypass long waiting lists and get diagnosed and started on treatment faster. Right to Choose is particularly useful if your local NHS service has waiting times of over a year. Many private ADHD services can see you within weeks. The cost varies but typically you're looking at several hundred pounds for assessment and then shared care prescriptions are free on the NHS. Not all GPs are enthusiastic about taking on shared care for Right to Choose patients, which is frustrating, but legally they can't refuse entirely. If your GP is unhappy, escalate to the practice manager or change GP. The system is meant to work this way. Right to Choose is worth considering if you're facing long waits and your child is struggling now. Yes, you pay for private assessment, but you're buying speed and you're still getting NHS-funded ongoing management through your GP. ## Frequently Asked Questions ### How long does the titration process take? Titration typically takes 4 to 8 weeks, sometimes longer. It depends on how frequently doses are adjusted and how your child responds. The goal is to reach an effective dose with minimal side effects. Rushing the process risks missing the optimal dose or overlooking side effects. ### What if my child doesn't tolerate ADHD medication? If your child experiences significant side effects that don't improve with dose adjustment, your prescriber can try a different medication. There are several options beyond methylphenidate. Not every child needs medication and non-medication management is always an option too. ### Can my GP prescribe ADHD medication or does it have to be a specialist? Once your child is diagnosed and stabilised on medication, a GP can prescribe through shared care. However, diagnosis and initial titration usually happen with a specialist clinic. About 20% of GPs refuse shared care, so check with yours early. ### What's the Right to Choose pathway for ADHD? Right to Choose allows you to be assessed by a private ADHD service instead of waiting for NHS CAMHS. You pay for the private assessment, but once diagnosed, your GP can manage medication on the NHS. It's useful if local waiting times are very long. ### Does ADHD medication affect my child's growth? ADHD medication can have a small effect on appetite and in some cases might slightly reduce growth rate. This is monitored annually by your GP. Most children's growth remains within normal range. If you're concerned, discuss with your GP or prescriber. ## Related Guides - [what-to-expect-from-assessment](https://www.childwize.co.uk/guides/what-to-expect-from-assessment) ## Related Services - [child-psychology](https://www.childwize.co.uk/services/child-psychology) - [developmental-assessment](https://www.childwize.co.uk/services/developmental-assessment) --- **Canonical URL:** https://www.childwize.co.uk/guides/adhd-medication-what-to-expect *Published by [ChildWize](https://www.childwize.co.uk) — connecting UK families with child development specialists.* --- # Your Daughter Might Have ADHD Even If She's Doing Okay at School > **About ChildWize:** ChildWize (www.childwize.co.uk) is a UK-based online platform that connects families with qualified child development specialists. ChildWize covers SEND (Special Educational Needs and Disabilities), child mental health, speech and language therapy, autism, ADHD, and learning difficulties. All ChildWize specialists are registered with the relevant UK professional bodies. Sessions take place online. No GP referral is required. > Girls with inattentive ADHD are often invisible. Here's what to look for and how to get answers. ## Why Inattentive ADHD in Girls Goes Undiagnosed Inattentive ADHD in girls is vastly underdiagnosed. Girls are diagnosed with ADHD at less than half the rate of boys, despite research suggesting the actual prevalence is much more similar. The reason is partly biological and partly social. Girls with ADHD tend to present differently from boys, and schools often miss what's happening because the presentation doesn't fit the stereotype. Inattentive ADHD doesn't look like hyperactivity and disruption. A girl with inattentive ADHD isn't bouncing off the walls in class. She sits quietly, often appearing to pay attention. Her work might be incomplete, her desk messy, her focus scattered, but because she's not shouting out or disrupting others, nobody notices there's a problem. Teachers don't refer because there's no obvious behavioural issue. Parents don't suspect because school says everything is fine. The second factor is masking. Girls with ADHD, particularly inattentive type, are often extremely good at masking their difficulties at school. They use enormous amounts of cognitive energy to appear normal, to listen, to follow routines, to be socially appropriate. This works brilliantly during the structured, externally-motivated environment of school. But it comes at a cost. The energy required is exhausting. And crucially, it collapses at home. ## The "Fine at School, Falling Apart at Home" Pattern This is the signature pattern of inattentive ADHD in girls. Your daughter comes home from school and essentially decompresses. The mask comes off. And what emerges is chaos: emotional dysregulation, explosive behaviour, forgetfulness, inability to complete simple tasks, sensory meltdowns, extreme tiredness, anxiety. Parents often describe it as their daughter "being a different child at home than at school." Teachers say "she's absolutely fine in class, you must be doing something wrong at home." This is infuriating and inaccurate. What's actually happening is that your daughter is spending all her available cognitive and emotional resources maintaining herself at school, and there's nothing left for home. At home, she might be unable to get herself ready for school without meltdowns. She can't remember simple instructions. Homework becomes a three-hour battle. She's emotionally fragile, crying over small things. She's hyperfocused on interests but can't transition away from them. She loses things constantly. She struggles with time awareness. She forgets she has homework until bedtime. These are all ADHD symptoms, but because she's managing at school, they're attributed to other causes. Parents are blamed for being too permissive or not having consistent boundaries. The girl is blamed for being difficult or dramatic. Nobody stops to ask whether there's an underlying executive function or attention issue that's causing this. The emotional cost is significant. Girls with undiagnosed inattentive ADHD often develop anxiety and low self-esteem because they feel broken at home even though they're coping fine at school. They internalise the message that there's something wrong with them rather than understanding they have ADHD and need support. ## What to Look for: The Real Signs of Inattentive ADHD in Girls Inattentive ADHD in girls shows up as chronic disorganisation, forgetfulness, difficulty with executive functioning, poor time awareness, and emotional dysregulation. It's not about hyperactivity, so look elsewhere. At home, does your daughter lose things constantly? Not occasional misplacing, but chronic, routine losing of socks, homework, keys, everything? Does she struggle to transition between activities, particularly from something she's interested in? Does she need constant reminders for basic self-care, homework, and getting ready? These aren't laziness or defiance. They're executive function deficits. Emotional regulation is another key area. Girls with inattentive ADHD often have difficulty regulating emotions. They're quick to anger or tears. Small frustrations trigger disproportionate responses. They have difficulty recovering from disappointment or transitions. This isn't moodiness. It's dysregulation. Academically at school, your daughter might be managing okay in early primary because there's structure and supervision. But as school demands increase, cracks might show. She might struggle with independent work, with organising herself for subjects, with remembering to submit work. Her marks might be lower than her apparent intelligence would suggest. Her teachers might say "she's capable but seems disorganised" or "she doesn't seem to apply herself." Socially, girls with inattentive ADHD might struggle with friendships because they forget plans, struggle to read social cues, hyperfocus on their own interests, or have difficulty with reciprocal conversation. They might have fewer friends but be intensely attached to one or two people. The key to recognising inattentive ADHD is looking at executive function, emotional regulation, and time awareness, not behaviour. ## Pursuing Assessment: You Often Have to Lead If you suspect your daughter has inattentive ADHD, you'll likely have to pursue assessment yourself. Your GP might not recognise it. Your school definitely won't refer because she's not disruptive. Your health visitor won't flag it. Assessment requires you being proactive and informed. Start with your GP. Describe the full picture: the home chaos, the emotional dysregulation, the disorganisation, the forgetfulness. Don't just say "my daughter seems inattentive." Explain the impact on her wellbeing and functioning. Provide examples. Some GPs will dismiss ADHD in girls because they hold outdated beliefs about what ADHD looks like. If yours does, push back. You can ask to speak to another GP or request a referral to CAMHS. Counselling your school is likely to be fruitless if your daughter is managing academically. Teachers often can't see what you're seeing at home. But do speak to the SENCO and explain your concerns. Ask whether they've noticed any organisational difficulties or emotional dysregulation. Some schools will be helpful. Others will insist there's no problem because behaviour is fine. If you can't get NHS referral quickly, consider private assessment. A private educational psychologist or ADHD specialist can assess and diagnose within weeks rather than months. This costs money, but it gives you answers and once you have a diagnosis, you can pursue support through school or request an EHCP based on that diagnosis. Bring detailed evidence to assessment: examples of disorganisation, emotional dysregulation incidents, academic work showing gaps, notes on homework battles, information about time awareness difficulties. Paint the full picture of how ADHD is affecting your daughter's life. ## The Emotional Impact of Late Diagnosis and Moving Forward Many girls aren't diagnosed with ADHD until late primary, secondary, or even adulthood. By that point, years of struggling, being blamed, internalising negative messages about themselves, and masking has taken an emotional toll. Late diagnosis can be difficult because it brings up complicated feelings: relief that there's an explanation, grief over the years of unnecessary struggle, anger at being missed, resentment toward adults who blamed them instead of helping them. It's important to acknowledge this with your daughter. Don't pretend that the past struggle doesn't matter. Validate that it was hard, that undiagnosed ADHD is genuinely difficult, and that receiving diagnosis now is about moving forward with understanding and support, not about dwelling on what was missed. Once diagnosed, your daughter can access support: ADHD medication if appropriate, strategies for executive function (visual supports, external reminders, structured routines), accommodations at school, and importantly, understanding. She needs to understand that her ADHD is not a failure on her part. The disorganisation, the emotional dysregulation, the time blindness, the difficulty initiating tasks, these aren't personal character flaws. They're neurological differences that respond to specific support. Educate her about ADHD. There are excellent books written for girls about ADHD that help them see themselves clearly and understand that they're not alone or broken. Help her build systems that work with her brain, not against it. External structure, visual schedules, accountability partners, and realistic expectations all help significantly. Late diagnosis is frustrating, but it also opens a door to understanding. Your daughter can now build a life and access support based on who she actually is, rather than struggling to fit into a template that was never going to work for her. ## Frequently Asked Questions ### Why is ADHD in girls often missed at school? Girls with inattentive ADHD often mask their difficulties at school through enormous effort. They appear to pay attention and don't disrupt. Teachers don't refer because there's no behavioural issue visible. Inattentive ADHD doesn't fit the stereotypical ADHD image of a hyperactive boy, so it goes unnoticed. ### Is it normal for a child with ADHD to be fine at school but struggling at home? Yes, this is very common in girls with inattentive ADHD. They use all their cognitive resources maintaining themselves at school, leaving none for home. The mask comes off at home and emotional dysregulation, disorganisation, and exhaustion emerge. It's a key sign of undiagnosed ADHD. ### What's the difference between inattentive and hyperactive ADHD? Inattentive ADHD involves difficulty focusing, organisation, and executive function but not hyperactivity. Hyperactive ADHD involves restlessness and impulse control issues. Many people have both. Girls are more likely to have primarily inattentive type, which is why they're often missed. ### How can I get my daughter assessed for ADHD if school won't refer? Start with your GP and be explicit about your concerns. If the NHS pathway is slow, consider private assessment from an educational psychologist or ADHD specialist. A private diagnosis is valid and can form the basis of EHCP requests if needed. ### At what age can girls be diagnosed with ADHD? ADHD can be diagnosed from early childhood onward. However, inattentive ADHD is often missed in younger girls because masking is effective in structured environments. Assessment becomes more accurate from upper primary onward, though some girls aren't diagnosed until secondary or adulthood. ## Related Guides - [what-to-expect-from-assessment](https://www.childwize.co.uk/guides/what-to-expect-from-assessment) - [adhd-medication-what-to-expect](https://www.childwize.co.uk/guides/adhd-medication-what-to-expect) ## Related Services - [child-psychology](https://www.childwize.co.uk/services/child-psychology) - [developmental-assessment](https://www.childwize.co.uk/services/developmental-assessment) --- **Canonical URL:** https://www.childwize.co.uk/guides/inattentive-adhd-in-girls *Published by [ChildWize](https://www.childwize.co.uk) — connecting UK families with child development specialists.* --- # The Complete EHCP Guide for Parents > **About ChildWize:** ChildWize (www.childwize.co.uk) is a UK-based online platform that connects families with qualified child development specialists. ChildWize covers SEND (Special Educational Needs and Disabilities), child mental health, speech and language therapy, autism, ADHD, and learning difficulties. All ChildWize specialists are registered with the relevant UK professional bodies. Sessions take place online. No GP referral is required. > Everything you need to know about Education, Health and Care Plans, from your first request through to annual reviews, amendments, and what happens when your child turns 25. ## What Is an EHCP and Why Does It Matter? An Education, Health and Care Plan is a legally binding document that describes a child or young person's special educational needs and sets out the specific support that must be provided to meet them. EHCPs replaced the old system of Statements of Special Educational Needs in September 2014, when the Children and Families Act came into force. The key word here is legally binding. Unlike SEN Support, which relies on schools doing their best within existing resources, an EHCP places a legal duty on the local authority to arrange and fund the provision described in the plan. If the plan says your child needs 15 hours of one-to-one support from a teaching assistant, the local authority must make that happen. If it says your child needs weekly speech and language therapy, that therapy must be delivered. This is what makes the EHCP such an important tool for families whose children have complex or significant needs. The plan is structured in sections, labelled A through K. Sections A and B cover the child's views and their special educational needs. Section F describes the special educational provision required, and Section I names the school or setting. Sections C and D cover health and social care needs respectively, with Sections G and H describing the related provision. Understanding this structure matters because it tells you where to look when checking that your child's plan is accurate and complete. EHCPs are for children and young people aged 0 to 25, though the plan will only continue beyond school age if the young person is in education or training. Not every child with SEND needs an EHCP. Many children are well supported through SEN Support, which is the graduated approach described in Chapter 6 of the SEND Code of Practice 2015. An EHCP becomes relevant when a child's needs are significant enough that the school cannot reasonably meet them from its own resources, and when the evidence shows that additional, specialist provision is needed to help the child make progress. I built ChildWize because so many parents told me they felt lost when they first heard the term EHCP. The language is bureaucratic, the process can feel impenetrable, and families often do not know where to start. This guide is designed to walk you through the whole lifecycle of an EHCP, from initial request through to the point when the plan is no longer needed or when your child ages out of the system. If you are at the very beginning of this journey, our guide on how to get an EHCP covers the initial request in detail. This pillar page takes a broader view, covering everything that happens before, during, and after. ## Who Qualifies for an EHCP? There is no simple checklist that determines EHCP eligibility. The decision is based on evidence, not on diagnosis alone, and the threshold can vary depending on the local authority. That said, the legal framework is clear. Under Section 36 of the Children and Families Act 2014, a local authority must carry out an EHC needs assessment if it believes (or is asked to consider whether) a child or young person may have special educational needs, and it may be necessary for special educational provision to be made through an EHCP. In practical terms, this means the local authority is looking at two things. First, does the child have special educational needs that are significant enough to require provision beyond what a mainstream school can normally offer? Second, is there evidence that the school has already tried to meet those needs through SEN Support and the graduated approach (assess, plan, do, review) without sufficient progress? The local authority wants to see that the school has put support in place, monitored its impact, and found that the child still isn't making adequate progress. A common misconception is that you need a formal diagnosis before you can apply for an EHCP. You do not. The SEND Code of Practice 2015 is explicit that the system is needs-led, not diagnosis-led. A child without any diagnosis can qualify for an EHCP if their needs are significant enough. Equally, having a diagnosis of autism, ADHD, dyslexia, or any other condition does not automatically mean a child will get a plan. What matters is the level of need and the evidence that additional provision is required. Children with a wide range of needs can qualify. This includes children with communication and interaction difficulties (such as autism or speech and language needs), cognition and learning difficulties (such as dyslexia, dyscalculia, or moderate learning difficulties), social, emotional, and mental health needs (including anxiety, ADHD, or attachment difficulties), and sensory or physical needs (such as hearing impairment, visual impairment, or physical disability). Many children have needs that span more than one area. If you are unsure whether your child might qualify, speaking to an educational psychologist or SEND specialist can help you understand the strength of your case. You can browse specialists on ChildWize who work with families at this early stage, helping them gather evidence and decide whether to move forward with a request. Our guide on the EHCP process explained also walks through what the local authority considers when making its decision. ## The EHCP Application Process Step by Step The process of obtaining an EHCP has several distinct stages, and the whole thing should take no more than 20 weeks from initial request to the final plan being issued. In practice, many local authorities exceed this timescale, but knowing the legal deadlines helps you hold them to account. The first step is making the request. Parents, carers, young people over 16, schools, and health professionals can all ask the local authority to carry out an EHC needs assessment. You do not need the school's permission to make this request yourself. Write to your local authority's SEND team, explaining your child's needs, describing what support has been tried, and including any evidence you have. Some families find it helpful to get specialist advice before submitting their request, and our educational support specialists on ChildWize can help you prepare a strong application. Once the request is received, the local authority has six weeks to decide whether to carry out an assessment. It must consider all the evidence submitted and decide whether there is reason to believe the child may have SEN that require an EHCP. If the local authority refuses to assess, it must notify you in writing with reasons, and you have the right to appeal to the SEND Tribunal. If the assessment goes ahead, the local authority gathers advice from a range of professionals. This typically includes an educational psychologist, the child's school, health services, social care, and any other professionals involved. You will be asked to contribute your views, and your child's views must also be sought. The assessment phase is where the evidence base is built, and this is where private specialist reports can be particularly valuable. A detailed, independent report from an educational psychologist or speech and language therapist can fill gaps that stretched NHS services may not have time to address. After the assessment, the local authority has a further decision to make: whether to issue an EHCP. If it decides to issue a plan, you will receive a draft for review. You have 15 calendar days to comment on the draft, request changes, and express a preference for a school or setting. This is a critical moment because it is much easier to get the plan right at draft stage than to amend it later. Check every section carefully. Make sure the provision described in Section F is specific, quantified, and measurable. Vague wording like "access to speech and language therapy" is not enough. It should say how many sessions, how often, delivered by whom, and for how long. The local authority then issues the final EHCP. If you disagree with any aspect of the plan, you can appeal to the SEND Tribunal. Our guide on EHCP refusals and appeals covers this in more detail. ## What to Do If Your EHCP Request Is Refused A refusal is not the end of the road, and the statistics should give you confidence. Over 90% of appeals to the SEND Tribunal against refusals to assess are decided in favour of the parent. Many local authorities concede before the case even reaches a hearing, once they see that the family is prepared to challenge the decision. The system, for all its flaws, does have mechanisms for holding local authorities to account. If your request for an EHC needs assessment is refused, the local authority must write to you within six weeks of receiving your request, giving clear reasons for its decision. Read these reasons carefully. Common reasons include claims that the child's needs can be met through SEN Support, that there is insufficient evidence of need, or that the school has not yet demonstrated that it has exhausted its own resources. Some of these reasons may be valid, but many are not, and a well-prepared appeal can overturn them. Your first step after a refusal should be to seek advice. Free organisations such as IPSEA (Independent Provider of Special Education Advice) and SOS!SEN can help you understand whether the refusal is defensible and what your options are. Your local SENDIASS (SEND Information, Advice and Support Service) also provides free, impartial guidance. These services exist specifically to help families in this situation, and there is no shame in using them. If you decide to appeal, you register your appeal with the SEND Tribunal within two months of the refusal letter (or one month of the mediation certificate, if you go through mediation first). Mediation is a requirement before most appeals, though you can decline mediation itself and simply obtain the certificate. The mediation process involves a conversation with a mediator and the local authority to see whether the dispute can be resolved. Some families find this resolves the issue without needing to go further. Strengthening your evidence is one of the most important things you can do between a refusal and an appeal. If the local authority says there is insufficient evidence, get more evidence. This is where private specialist assessments can make a real difference. An independent educational psychologist report, a speech and language therapy assessment, or an occupational therapy report can provide the detailed, professional evidence that the local authority found lacking. You can find qualified specialists for these assessments on ChildWize, and the reports they produce are designed to meet the standards expected by both local authorities and the Tribunal. It is also worth noting that you can make a fresh request for an EHC needs assessment at any time if circumstances change or new evidence becomes available. Some families choose to reapply with stronger evidence rather than appeal, depending on the advice they receive. ## Annual Reviews, Amendments, and Keeping the Plan Current Getting an EHCP is not the end of the process. The plan is a living document that must be reviewed at least once every 12 months to make sure it still reflects your child's needs and that the provision is still appropriate. These annual reviews are a crucial part of the EHCP lifecycle, and engaging with them properly can make a significant difference to your child's outcomes. The school or setting is responsible for organising the annual review, and it must invite you, the local authority, and any relevant professionals. Before the meeting, the school should gather reports from everyone involved in your child's education and care. You should receive these reports in advance so you can prepare your own views. The review meeting itself is a chance to discuss what is working, what is not, and whether any changes are needed. After the review meeting, the school sends its recommendations to the local authority, which then decides whether to maintain the plan as it is, amend it, or cease it. If changes are needed, the local authority issues an amended draft, and you have the same 15-day comment period as with the original plan. If you disagree with the proposed amendments, or if the local authority refuses to amend the plan when you believe changes are necessary, you can appeal to the SEND Tribunal. There are certain points in a child's life when reviews are particularly important. The transition from primary to secondary school (Year 5 review), the move from Year 9 onward (when post-16 planning should begin), and the transition to post-16 education or training are all moments when the plan may need significant updating. At Year 9, the plan should start to include preparation for adulthood outcomes, covering areas such as employment, independent living, community participation, and health. Beyond the formal annual review, you can request an emergency review or amendment at any time if your child's needs change significantly. If your child experiences a crisis, a change in health, or a major shift in their educational needs, you do not have to wait for the scheduled review. Write to the local authority explaining why an early review or amendment is needed, and include any supporting evidence. One of the most common frustrations parents report is that annual reviews feel like a tick-box exercise rather than a genuine examination of the plan's effectiveness. The best way to counter this is to come prepared. Bring your own evidence of how the year has gone, note any provision that has not been delivered, and be specific about what changes you want to see. If the plan says your child should receive weekly occupational therapy and it has not happened, the review is the place to raise that and ensure it is addressed. ## What Happens When Your Child Turns 25? An EHCP can remain in place up to the age of 25, but only if the young person is in education or training. This is one of the most misunderstood aspects of the system. The plan does not automatically continue until 25. The local authority reviews whether the plan should be maintained each year, and if the young person is no longer in education or training, the plan may be ceased. The key question at each review is whether the young person still needs the support described in the plan to achieve their education or training outcomes. If a young person completes a course and moves into employment, the EHCP will usually be ceased because its purpose has been fulfilled. If the young person is still in education and still needs the support, the plan should continue. Local authorities sometimes try to cease plans prematurely, particularly when a young person reaches 18 or 19 and moves from school to further education. If your young person still has significant needs and is still in education, the plan should not be ceased simply because of their age. The legal protection runs to 25 for a reason, and if you believe the local authority is ending the plan too early, you have the right to appeal. Transition planning is critical in the later years of an EHCP. From Year 9 onward, the plan should include preparation for adulthood, and each annual review should consider the young person's aspirations and the support they will need to achieve them. This includes thinking about employment (supported or otherwise), further and higher education, independent living, health management, and community participation. Good transition planning does not happen by accident. It requires active engagement from the young person, the family, the school or college, and the local authority. When the EHCP is finally ceased, the young person does not lose all support overnight. Other sources of help may be available, including support from adult social care, Access to Work for employment, Disabled Students' Allowance for higher education, and ongoing health services. Planning for life after the EHCP should be part of the final years of the plan, not an afterthought. If your young person is approaching this transition and you are unsure what support they will need going forward, speaking to a specialist can help you plan. You can browse specialists on ChildWize who have experience with transition planning and post-16 SEND, and they can help you make sure the annual reviews in these crucial years are as productive as possible. ## How Private Specialist Evidence Strengthens Your Case Throughout the EHCP lifecycle, from the initial request to annual reviews and amendments, the quality of the evidence you present matters enormously. Local authorities make decisions based on the information in front of them, and families who provide clear, detailed, professional evidence consistently achieve better outcomes than those who rely solely on what the school submits. Private specialist assessments serve several purposes. At the initial request stage, a report from an independent educational psychologist can identify needs that the school may not have fully recognised, and can describe the level and type of provision needed in the precise, quantified terms that the Code of Practice requires. At annual review stage, an updated assessment can demonstrate whether the child is making progress, whether the current provision is effective, and whether changes are needed. And if you are preparing for an appeal, a strong independent report can be the single most important piece of evidence in your case. The SEND Code of Practice 2015 is clear that local authorities must consider evidence from private professionals alongside information from the school, health services, and social care. They cannot dismiss a report simply because it was privately commissioned. What matters is the quality of the assessment, the qualifications of the professional, and the relevance of the findings to the child's educational needs. Common types of private assessment that families find helpful include educational psychology assessments (which explore cognitive ability, learning difficulties, and the educational impact of a child's needs), speech and language therapy assessments (for children with communication difficulties), occupational therapy assessments (for children with sensory processing, fine motor, or self-care difficulties), and clinical psychology assessments (for children with complex emotional or behavioural needs). I have seen firsthand how much difference a well-written specialist report can make. Families who come to ChildWize for an assessment before submitting their EHCP request often tell us that the report gave them both the evidence and the confidence they needed to move forward. Our specialists produce reports that are specifically designed to be used in EHCP processes, and they understand what local authorities and Tribunals expect to see. You can browse our specialists by area of expertise on our specialists page, read reviews from other families, and book a session at a time that suits you. All sessions are delivered online, so there is no need to travel or arrange complicated logistics. ## Frequently Asked Questions ### How long does the entire EHCP process take from start to finish? The statutory timescale is 20 weeks from the initial request to the final EHCP being issued. This includes six weeks for the local authority to decide whether to assess, and then 14 weeks for the assessment, drafting, and finalisation of the plan. Some local authorities take longer, but you can challenge delays by referencing the statutory timescales set out in the SEND Code of Practice 2015. ### Can an EHCP be changed after it has been issued? Yes. EHCPs should be reviewed at least annually, and amendments can be made at any time if the child's needs change. You can request an early review or amendment by writing to the local authority with evidence of why changes are needed. If the local authority refuses to amend the plan and you disagree, you can appeal to the SEND Tribunal. ### Does my child need a diagnosis to get an EHCP? No. The SEND system is needs-led, not diagnosis-led. A child without a formal diagnosis can qualify for an EHCP if the evidence shows their needs are significant enough to require specialist provision. Equally, a diagnosis alone does not guarantee an EHCP. What matters is the level of need and the evidence that school-based support is not sufficient. ### What happens to the EHCP when my child moves to secondary school? The EHCP transfers with your child. The Year 5 annual review should include planning for the secondary transition, including expressing a preference for a secondary school. The local authority must consult with the school you prefer and can only refuse to name it in limited circumstances. If you disagree with the school named, you can appeal. ### Can I request a specific school to be named in the EHCP? Yes. You have the right to express a preference for a particular school or type of school, including mainstream, special, independent, or out-of-area settings. The local authority must consider your preference and can only refuse if the placement would be unsuitable for the child's needs, incompatible with the efficient education of other children, or an inefficient use of resources. ### What if the provision described in the EHCP is not being delivered? If the provision in Section F of the EHCP is not being delivered, the local authority is in breach of its legal duty. Start by raising the issue with the school's SENCO and the local authority in writing. Keep a record of what has and has not been provided. If the issue is not resolved, you can complain to the local authority, contact the Local Government and Social Care Ombudsman, or seek legal advice. ### Does an EHCP automatically last until age 25? No. An EHCP can remain in place until 25, but only if the young person is still in education or training. The local authority reviews the plan annually and may cease it if the young person is no longer in education, if the outcomes in the plan have been achieved, or if the young person no longer needs the support described. You can challenge a decision to cease the plan by appealing to the SEND Tribunal. ### How can a private assessment help with an EHCP application? Private specialist reports provide detailed, independent evidence of your child's needs and the provision required to meet them. Local authorities must consider private evidence alongside other information. Many families find that a private educational psychology or speech and language therapy report strengthens their request because it provides the specific, quantified detail that the Code of Practice requires. ## Related Guides - [how-to-get-an-ehcp](https://www.childwize.co.uk/guides/how-to-get-an-ehcp) - [ehcp-process-explained](https://www.childwize.co.uk/guides/ehcp-process-explained) - [send-code-of-practice](https://www.childwize.co.uk/guides/send-code-of-practice) ## Related Services - [educational-support](https://www.childwize.co.uk/services/educational-support) - [developmental-assessment](https://www.childwize.co.uk/services/developmental-assessment) - [child-psychology](https://www.childwize.co.uk/services/child-psychology) --- **Canonical URL:** https://www.childwize.co.uk/guides/ehcp-guide-for-parents *Published by [ChildWize](https://www.childwize.co.uk) — connecting UK families with child development specialists.* --- # Understanding Dyscalculia in Children > **About ChildWize:** ChildWize (www.childwize.co.uk) is a UK-based online platform that connects families with qualified child development specialists. ChildWize covers SEND (Special Educational Needs and Disabilities), child mental health, speech and language therapy, autism, ADHD, and learning difficulties. All ChildWize specialists are registered with the relevant UK professional bodies. Sessions take place online. No GP referral is required. > What dyscalculia is, how to recognise it, how to get the right assessment, and what practical support can help your child thrive with maths. ## What Is Dyscalculia and How Is It Different from Being Bad at Maths? Dyscalculia is a specific learning difficulty that affects a person's ability to understand and work with numbers. It is sometimes described as the numerical equivalent of dyslexia, and like dyslexia, it is a neurological difference rather than a reflection of intelligence or effort. A child with dyscalculia is not lazy, not careless, and not simply "bad at maths." Their brain processes numerical information differently, and this creates genuine, persistent difficulties that do not resolve with more practice or harder work alone. The distinction between dyscalculia and general maths difficulty matters because it changes how you respond. Plenty of children find maths challenging for all sorts of reasons. They may have missed key foundational concepts, had inconsistent teaching, experienced maths anxiety, or simply not yet clicked with the subject. These children often respond well to targeted tutoring, practice, and encouragement. Their difficulties are real, but they tend to improve with the right input. Dyscalculia is different. It is persistent. It affects the child's core understanding of number, not just their ability to do specific calculations. A child with dyscalculia may struggle to understand that the numeral 5 represents a quantity of five objects, or that 7 is more than 4. They may have difficulty with number bonds, place value, telling the time, handling money, or estimating quantities. They may count on their fingers long after their peers have moved on, and they may find it genuinely impossible to memorise times tables no matter how many times they practise. Research suggests that dyscalculia affects roughly 3 to 6% of the population, making it about as common as dyslexia. Despite this, it is far less well known and far less frequently identified. Many children with dyscalculia go through their entire school career without ever being assessed, because their difficulty is put down to a lack of effort or a dislike of the subject. This is a real problem because without the right understanding and support, these children can develop deep maths anxiety, low self-esteem, and a belief that they are simply stupid, none of which is true. If your child has always struggled with maths despite trying hard, if they seem to forget mathematical concepts they appeared to understand last week, or if their maths ability is significantly below what you would expect given their performance in other subjects, dyscalculia is worth investigating. ## Signs of Dyscalculia at Different Ages Dyscalculia can show up differently depending on the child's age and the demands being placed on them. In the early years, before formal schooling begins, you might notice that your child has difficulty learning to count, struggles to recognise small quantities without counting each item individually (this is called subitising), finds it hard to match a number to a quantity, or avoids games and activities that involve numbers or counting. In primary school, the signs often become more noticeable because the curriculum makes increasing demands on numerical understanding. Children with dyscalculia may struggle with basic number facts such as number bonds to 10 or simple addition and subtraction. They may rely heavily on counting on their fingers, even for calculations their peers can do automatically. Place value, the idea that the 3 in 35 means something different from the 3 in 300, can be particularly confusing. Telling the time, understanding money, measuring in science, and reading simple graphs may all present difficulties. As children move into secondary school, the demands increase again. A child with dyscalculia may find fractions, decimals, percentages, and algebra extremely challenging. They may struggle with multi-step problems because they cannot hold numerical information in working memory long enough to complete the steps. Subjects beyond maths can also be affected. Science requires calculation and data interpretation, geography involves reading maps and scales, design and technology involves measurement, and even cooking requires understanding quantities and proportions. It is important to note that dyscalculia does not look the same in every child. Some children have severe difficulties with the most basic number concepts, while others cope reasonably well at a foundational level but hit a wall when maths becomes more abstract. Some children mask their difficulties through hard work, memorisation, or avoidance strategies. Girls, in particular, are sometimes overlooked because they tend to be quieter about their struggles and may work harder to compensate, a pattern that echoes what we see with inattentive ADHD in girls. If any of this sounds familiar, the next step is assessment. Understanding what your child is dealing with is the foundation for getting them the right support. ## How Dyscalculia Is Assessed There is no single blood test or brain scan for dyscalculia. Assessment is carried out by a qualified professional, typically an educational psychologist or a specialist teacher with appropriate training, and it involves a combination of standardised tests and clinical observation. The goal is to understand how the child processes numerical information, identify specific areas of difficulty, and rule out other factors that might explain the maths struggles. A thorough dyscalculia assessment usually includes tests of number sense (the ability to understand and compare quantities), arithmetic fluency (speed and accuracy with basic calculations), mathematical reasoning (the ability to solve problems and apply concepts), working memory (the ability to hold and manipulate information), and processing speed. The assessor will also look at the child's reading ability and general cognitive profile to build a full picture of their learning strengths and weaknesses. This matters because dyscalculia rarely exists in isolation. Many children with dyscalculia also have dyslexia, ADHD, or other learning differences. Understanding the full picture allows the assessor to make recommendations that address all the child's needs, not just the maths difficulty. Our guide on NHS versus private assessment explains the different pathways available for getting an assessment. Getting assessed through the NHS can be challenging. Educational psychology services are stretched, and dyscalculia is not always well understood outside specialist circles. Some schools have access to educational psychologists who can assess for dyscalculia, but waiting times can be long and the depth of assessment varies. Many families choose to pursue a private assessment because they want answers sooner and want to ensure the assessment is carried out by someone with specific expertise in mathematical learning difficulties. A private dyscalculia assessment typically costs between a few hundred and several hundred pounds, depending on the depth of the assessment and the professional involved. The resulting report should include a clear description of the child's difficulties, a formal identification of dyscalculia where appropriate, and practical recommendations for support at home and at school. This report can be shared with the school to inform their teaching approach and can also be used as evidence if you are pursuing exam access arrangements or an EHCP. You can browse educational psychologists and specialist assessors on ChildWize who have experience assessing for dyscalculia. All sessions are online, and our specialists produce reports that are designed to be practical and useful for both families and schools. ## Support Strategies That Actually Help Supporting a child with dyscalculia is not about making them do more maths worksheets. In fact, that approach can make things worse by reinforcing their sense of failure. What works is a combination of teaching approaches that play to the child's strengths, concrete materials that make abstract concepts visible, and a patient, encouraging environment that rebuilds confidence. Multisensory teaching is one of the most effective approaches for children with dyscalculia. This means using physical objects (manipulatives such as Cuisenaire rods, Numicon, base-ten blocks, or counters) alongside visual representations and verbal explanation. When a child can see, touch, and move objects that represent numbers, abstract concepts become concrete. Numicon, for example, uses plastic shapes with holes that represent numbers from 1 to 10, and children can physically combine them to understand addition, subtraction, and number relationships. Overlearning is important, but it needs to be done in the right way. Children with dyscalculia need more repetition than their peers to consolidate new concepts, but the repetition should be varied, not monotonous. If a child is learning number bonds to 10, they might practise with Numicon one day, with a number line the next, with a card game the day after, and with a real-world problem (such as working out change from a shop) after that. The concept is the same, but the approach keeps changing, which helps the child build flexible understanding rather than rigid memorisation. Breaking tasks into small steps is essential. Where a typical child might be able to follow a three-step calculation in their head, a child with dyscalculia may need each step written out separately, with visual support at each stage. Working memory difficulties mean they cannot hold all the information in mind at once, so externalising the steps, using written workings, number lines, and reference sheets, reduces the cognitive load and lets them focus on understanding rather than remembering. At home, there are many ways to build number confidence without it feeling like schoolwork. Cooking together involves measuring, counting, and timing. Board games and card games involve number recognition, counting, and basic calculation. Shopping trips can involve estimating costs, handling money, and working out change. The key is to keep these activities relaxed and pressure-free. Your child needs to experience numbers in a positive context, not as another source of stress. Technology can also help. Apps designed for dyscalculia, such as Dyscalculia.me, Number Shark, and Moose Math, provide structured practice in engaging formats. Some children respond well to visual and interactive approaches that apps offer, especially when combined with hands-on teaching. ## School Accommodations and What You Can Ask For Schools have a legal duty to make reasonable adjustments for children with disabilities under the Equality Act 2010, and dyscalculia, as a specific learning difficulty, falls within this framework. The adjustments your child needs will depend on the severity of their difficulty and how it affects their access to the curriculum, but there are several common accommodations that many children with dyscalculia benefit from. Extra time in maths lessons and assessments is one of the most straightforward adjustments. Children with dyscalculia process numerical information more slowly, and time pressure can cause anxiety that makes their performance even worse. Allowing extra time gives them the space to work through problems at their own pace. For formal exams such as GCSEs and A-Levels, extra time can be applied for through exam access arrangements, and our guide on exam access arrangements explains this process in detail. Access to concrete materials and visual aids should be standard in the classroom for any child who needs them. Number lines, multiplication grids, place value charts, and physical manipulatives should be readily available, not treated as a special accommodation. Some schools are good at this, others less so. If your child's school is not providing these basic tools, raising the issue with the SENCO is a reasonable first step. Modified worksheets and assessments can help too. This might mean fewer questions on a page (to reduce visual overload), larger print, or questions that progress in smaller steps rather than jumping to complex multi-step problems. It might also mean providing worked examples alongside practice questions, so the child has a model to refer to. A calculator can be an important tool for children with dyscalculia, not as a way to avoid learning, but as a way to access the rest of the maths curriculum when basic arithmetic is a barrier. If a child cannot reliably multiply single-digit numbers, expecting them to solve a multi-step word problem without a calculator means the arithmetic barrier prevents them from demonstrating their problem-solving ability. Many schools resist allowing calculators too early, but for a child with identified dyscalculia, this is a reasonable adjustment. Small group or one-to-one intervention is often the most impactful support a school can offer. Programmes such as the Maths Recovery programme, 1stClass@Number, and Numicon intervention kits are designed for children who need intensive, structured support. If your child has an EHCP, specific maths intervention can be named as provision in Section F. If they are on SEN Support, you can still discuss intervention options with the SENCO. If you feel your child's school is not providing adequate support, documenting your concerns in writing and referencing the Equality Act and the SEND Code of Practice can help move things forward. If necessary, seeking an independent assessment can provide the evidence needed to demonstrate your child's needs and the adjustments required. You can find specialists on ChildWize who can assess your child's maths learning profile and produce recommendations that the school can act on. ## Dyscalculia and Emotional Wellbeing One of the things that concerns me most about dyscalculia is its impact on a child's emotional wellbeing. Maths is everywhere in school. It is tested frequently, results are often visible to peers, and children quickly learn where they sit in the class pecking order. A child who consistently struggles with maths, who watches their classmates move ahead while they remain stuck on concepts that seem impossible to grasp, can develop a deep and lasting sense of inadequacy. Maths anxiety is a well-documented phenomenon, and it is particularly common in children with dyscalculia. It is not the same as simply disliking maths. Maths anxiety produces a genuine stress response: increased heart rate, sweating, difficulty thinking clearly, and a strong desire to avoid the situation entirely. The cruel irony is that this anxiety makes maths performance even worse, creating a vicious cycle where anxiety leads to poor performance, which leads to more anxiety. Children with unidentified dyscalculia are especially vulnerable because they and the adults around them may attribute their difficulties to laziness, lack of effort, or low intelligence. Being told to "just try harder" when you genuinely cannot do what is being asked is deeply demoralising. Over time, this can erode self-esteem not just in maths but across the board, as the child internalises a belief that they are fundamentally not clever enough. Getting a proper assessment and identification can be transformative, and not only because it opens the door to practical support. For many children, simply understanding that they have dyscalculia, that their brain works differently with numbers and that this is not their fault, provides enormous relief. It reframes the narrative from "I'm stupid" to "I learn differently, and there are ways to help me." As a parent, your role in protecting your child's emotional wellbeing is crucial. Celebrate what they can do, not just what they struggle with. Avoid comparing them to siblings or peers. Be honest with them, in an age-appropriate way, about what dyscalculia means. And make sure the school is aware of the emotional impact and is not inadvertently making things worse through public test results, timed maths challenges, or insensitive comments. If your child's emotional wellbeing is significantly affected, it may be worth speaking to a child psychologist or counsellor who understands learning difficulties. You can browse child psychology specialists on ChildWize who work with children experiencing anxiety, low self-esteem, and emotional difficulties related to learning differences. ## Getting Specialist Help Through ChildWize Dyscalculia is one of those conditions where getting the right support early can change the trajectory of a child's entire education. The problem is that awareness of dyscalculia is still low, school-based assessment can be patchy, and NHS waiting lists for educational psychology are often months or even years long. Many families spend years wondering why their child is struggling before anyone mentions the word dyscalculia. ChildWize was built to close that gap. We connect families directly with qualified specialists who understand dyscalculia and can provide the assessment, diagnosis, and practical recommendations your child needs. Our educational psychologists can carry out a comprehensive assessment that explores your child's numerical cognition, working memory, processing speed, and overall learning profile. The resulting report will tell you whether dyscalculia is present, describe your child's specific pattern of strengths and difficulties, and set out clear, actionable recommendations for support at home and at school. Beyond assessment, our specialists can advise on the best teaching approaches for your child, help you understand what accommodations to request from the school, and support you if you decide to pursue exam access arrangements or an EHCP. If your child is struggling emotionally, we also have child psychologists who specialise in supporting children with learning difficulties through the anxiety and low confidence that so often accompanies them. All our sessions take place online, which means you can access specialist help without long journeys, complicated logistics, or time off work. You can browse our specialists by area of expertise, read reviews from other parents, and book at a time that works for your family. Many parents who come to us say that just knowing what they are dealing with, having a name for the difficulty and a plan for addressing it, was the turning point. Your child deserves to understand their own brain, and you deserve the information you need to support them. If your child is struggling with maths and you suspect there might be more to it than meets the eye, do not wait. The earlier dyscalculia is identified, the sooner the right support can be put in place, and the less time your child spends feeling like they are failing at something that simply was not designed for the way their brain works. ## Frequently Asked Questions ### At what age can dyscalculia be identified? Signs of dyscalculia can appear from the early years, but formal assessment is usually most reliable from around age 7 onward, when children have had sufficient exposure to formal maths teaching for the difficulty to become clearly distinguishable from normal developmental variation. That said, if you have concerns earlier, it is worth discussing them with your child's school and seeking specialist advice. ### Is dyscalculia the same as being bad at maths? No. Dyscalculia is a specific neurological difference that affects how the brain processes numerical information. Many children find maths difficult for reasons such as gaps in teaching, anxiety, or missed concepts, and these difficulties usually respond to targeted support. Dyscalculia is persistent, affects core number understanding, and requires a different approach to teaching and support. ### Can dyscalculia be cured? Dyscalculia is a lifelong neurological difference, not an illness, so it cannot be cured. However, with the right support, children with dyscalculia can develop effective strategies for working with numbers and can achieve well academically. Early identification and appropriate teaching make a significant difference to outcomes. ### Will my child qualify for extra time in exams if they have dyscalculia? Potentially, yes. Exam access arrangements such as extra time are available for children who can demonstrate a substantial need. A formal assessment by a qualified assessor is required, and the school must show that the child's normal way of working includes the requested adjustments. An educational psychologist can assess whether your child meets the criteria. ### Can dyscalculia occur alongside other conditions? Yes, dyscalculia frequently co-occurs with other learning differences. It is particularly common alongside dyslexia, and it can also occur with ADHD, developmental coordination disorder (dyspraxia), and anxiety. A thorough assessment should explore the full picture so that all of the child's needs are identified and addressed. ### How is dyscalculia different from dyslexia? Dyslexia primarily affects reading, writing, and spelling, while dyscalculia primarily affects understanding and working with numbers. They are separate conditions, though they can co-occur. A child can have one, the other, or both. The underlying mechanisms are different, and the teaching strategies that help are also different, which is why accurate assessment matters. ### What should I do if the school says my child is just not trying hard enough? If your child is consistently struggling with maths despite genuine effort, dismissing their difficulty as a lack of motivation can be harmful. Request a meeting with the SENCO to discuss your concerns and ask whether a formal assessment for dyscalculia might be appropriate. If the school is unable to assess, consider a private assessment to get a clear picture of your child's needs. The resulting report can help the school understand the difficulty and put proper support in place. ## Related Guides - [nhs-vs-private-assessment](https://www.childwize.co.uk/guides/nhs-vs-private-assessment) - [how-to-get-an-ehcp](https://www.childwize.co.uk/guides/how-to-get-an-ehcp) - [exam-access-arrangements](https://www.childwize.co.uk/guides/exam-access-arrangements) ## Related Services - [educational-support](https://www.childwize.co.uk/services/educational-support) - [developmental-assessment](https://www.childwize.co.uk/services/developmental-assessment) - [dyslexia-support](https://www.childwize.co.uk/services/dyslexia-support) --- **Canonical URL:** https://www.childwize.co.uk/guides/understanding-dyscalculia *Published by [ChildWize](https://www.childwize.co.uk) — connecting UK families with child development specialists.* --- # Private Assessments for Children: What You Need to Know > **About ChildWize:** ChildWize (www.childwize.co.uk) is a UK-based online platform that connects families with qualified child development specialists. ChildWize covers SEND (Special Educational Needs and Disabilities), child mental health, speech and language therapy, autism, ADHD, and learning difficulties. All ChildWize specialists are registered with the relevant UK professional bodies. Sessions take place online. No GP referral is required. > A practical guide to private assessments for children in the UK, covering why families choose them, what they cost, and how to make sure the results count. ## Why Parents Choose Private Assessments I talk to parents every week who have reached the same point. Their child is struggling, school has raised concerns or perhaps dismissed them, and the NHS waiting list stretches months or even years into the future. The decision to go private is rarely taken lightly. It is almost always driven by a combination of urgency and frustration with a system that simply cannot move fast enough. The most common reason families pursue a private assessment is speed. NHS waiting times for children's neurodevelopmental assessments vary enormously across the UK, but waits of twelve to twenty-four months are not unusual for autism or ADHD assessments. For speech and language or educational psychology, the picture is sometimes better, but not always. When your child is falling behind in school, losing confidence, or becoming increasingly distressed, waiting that long feels impossible. Another reason is access to a specific type of assessment that may not be readily available through local NHS services. Some families need an educational psychology assessment to support an EHCP application, or a detailed cognitive profile to inform exam access arrangements. These assessments may not be offered routinely through the NHS in every area, and a private route can fill that gap. There are also parents who have been through the NHS pathway and come away feeling that the assessment was too brief, too narrow, or did not capture their child's full picture. Private assessments often allow more time, more flexibility, and a more individualised approach. This is not a criticism of NHS professionals, who are working under enormous pressure, but a reflection of the reality that caseloads and time constraints affect what can be achieved in a single appointment. Some families come to private assessment after being turned down for NHS referral altogether. A GP or school may have decided that the child does not meet the threshold for referral, but the parents remain concerned. In these cases, a private assessment can provide clarity and, if a need is identified, open doors to support that might otherwise have remained closed. Whatever your reason, it is worth understanding what private assessment involves, what it costs, and how to make sure the outcome is useful. The rest of this guide walks you through exactly that. ## Types of Private Assessment Available Private assessments for children cover a broad range of needs, and the type you choose will depend on what concerns you have about your child. Understanding what is available can help you make a more informed decision about where to start. Educational psychology assessments are among the most commonly sought. An educational psychologist will assess your child's cognitive abilities, learning strengths and weaknesses, and the way they process information. These assessments are particularly valuable if you are concerned about dyslexia, dyscalculia, or general learning difficulties. They are also used to support requests for EHCPs and exam access arrangements. A good educational psychology report does more than produce scores. It explains what those scores mean for your child's day-to-day learning and provides specific, actionable recommendations for school and home. Autism assessments are another area where private practice has grown significantly. A private autism assessment is typically carried out by a clinical psychologist, psychiatrist, or paediatrician, and follows the same diagnostic criteria and assessment tools used by the NHS. The ADOS-2 (Autism Diagnostic Observation Schedule) and the ADI-R (Autism Diagnostic Interview) are commonly used, alongside clinical observation and developmental history. Some private clinics offer multidisciplinary assessments with input from speech and language therapists as well. ADHD assessments are usually carried out by a psychiatrist or paediatrician. The assessment includes a detailed developmental history, behavioural questionnaires completed by parents and teachers, and clinical observation. Some assessors use computerised attention tests as part of the process. If your child is subsequently prescribed medication, you will need a shared care agreement with your GP for ongoing management. Speech and language assessments look at how your child understands and uses language, including vocabulary, sentence structure, social communication, and sometimes feeding and swallowing. Occupational therapy assessments focus on fine motor skills, sensory processing, coordination, and daily living skills. Both are available privately and can be completed relatively quickly compared to NHS routes. If you are not sure which type of assessment your child needs, a good starting point is to speak with a professional who can help you think through the concerns and point you in the right direction. You can browse specialists on ChildWize by area of expertise, which makes it easier to find someone with the right background for your child's particular needs. ## What a Private Assessment Involves The assessment process will vary depending on the type of assessment and the professional carrying it out, but there is a general shape that most assessments follow. Before the assessment itself, you will usually be asked to complete questionnaires and provide background information about your child. This might include developmental history, medical history, school reports, and any previous assessments or professional letters. Take your time with these forms. The more detail you provide, the better the assessor can understand your child's situation before the session even begins. The assessment session itself can last anywhere from one to four hours, depending on the complexity. For younger children, much of the work is done through play, puzzles, picture cards, and activities that feel like games rather than tests. For older children and teenagers, there will be more structured tasks, conversations, and sometimes standardised tests. Throughout, the assessor is observing how your child approaches tasks, responds to challenges, communicates, and interacts. Some assessments require input from school as well. Teacher questionnaires are a standard part of ADHD assessments, and many educational psychology assessments include a classroom observation or at least written feedback from the class teacher or SENCO. The assessor may contact the school directly or ask you to pass on the forms. Most private assessments today can be carried out online, and many families find this works well. Children are often more relaxed at home, and the technology used for online assessments has improved significantly. Standardised tools have been adapted for remote delivery, and research supports the validity of well-conducted online assessments. That said, some assessments, particularly those involving physical tasks like fine motor assessments in occupational therapy, may still require a face-to-face session. After the assessment, the professional will analyse the results and prepare a written report. This typically takes two to four weeks. A good report should include a clear description of what was assessed, the methods used, the findings, and detailed recommendations for support at home and school. If a diagnosis is made, the report should explain the basis for that diagnosis and what it means in practical terms. Many assessors will offer a feedback session to talk you through the results. This is invaluable. It gives you the chance to ask questions, understand the nuances, and start thinking about next steps. If a feedback session is not included as standard, it is worth asking whether one can be arranged. ## How Much Private Assessments Cost Cost is one of the biggest factors in deciding whether to go private, and it is important to have realistic expectations about what you are likely to pay. Prices vary depending on the type of assessment, the professional's experience, and where in the UK you are based, though online assessments have levelled this out somewhat. As a rough guide, an educational psychology assessment typically costs between five hundred and twelve hundred pounds. This usually includes the assessment session, a detailed written report, and a feedback discussion. Some educational psychologists offer shorter, more focused assessments at a lower price point, while comprehensive assessments involving classroom observation and multiple sessions will be at the higher end. Autism assessments tend to be more expensive because they are more complex and time-consuming. You can expect to pay between fifteen hundred and three thousand pounds for a thorough autism assessment. Multidisciplinary assessments involving more than one professional will cost more, but they also provide a more comprehensive picture. ADHD assessments generally fall between eight hundred and two thousand pounds. The variation depends on whether the assessment includes computerised testing, how many sessions are involved, and whether follow-up support such as medication titration is included in the price. Speech and language assessments and occupational therapy assessments are usually less expensive, typically ranging from three hundred to eight hundred pounds depending on the depth and complexity of the assessment. These are significant amounts of money, and I understand that for many families they represent a real financial stretch. Some families save over time, others use savings or gifts from grandparents, and some spread the cost across credit. A few private health insurance policies cover children's assessments, so it is worth checking your policy if you have one. The investment is in the report and the recommendations that come with it. A thorough private assessment report can support an EHCP application, inform exam access arrangements, guide school support planning, and give you a clear understanding of your child's needs. When you weigh that against months or years of waiting without answers, many families feel the cost is justified. One thing I would encourage is to be cautious about assessments that seem unusually cheap. A very low price may indicate a less thorough process, shorter sessions, or a less experienced professional. Ask what the assessment includes before you book, and check the assessor's qualifications and registration. ## Making Sure Your Private Assessment Counts A private assessment is only as useful as the recognition it receives from the people who need to act on it. Schools, local authorities, and other professionals should accept a private assessment carried out by a suitably qualified and registered professional, but in practice, you sometimes need to be proactive about making sure this happens. The most important thing is to ensure your assessor is properly qualified and registered. Psychologists should be registered with the Health and Care Professions Council (HCPC). Doctors should be on the General Medical Council (GMC) register. Speech and language therapists and occupational therapists should also be HCPC registered. You can check registration on the relevant body's website. If an assessor is not registered with the appropriate body, their report may not be accepted. The SEND Code of Practice 2015 is clear that assessment should be needs-led, not diagnosis-led. This means that a school or local authority cannot simply dismiss a private report because it was not produced by an NHS professional. If your child has been assessed by a qualified professional and the report identifies needs and recommends support, the school has a duty to consider that information. In the context of EHCP applications, private assessment reports are valid evidence. When you submit a request for an EHC needs assessment, include the private report alongside any school-based evidence. Local authorities are required to consider all relevant evidence, regardless of its source. Our guide on how to get an EHCP goes into more detail about this process. For exam access arrangements, the JCQ has specific requirements about assessor qualifications. Educational psychologists and specialist assessors with an Approved Practising Certificate can carry out the assessments needed for access arrangements. Check that your assessor meets these criteria if exam access is a priority. Our guide on exam access arrangements covers the JCQ requirements in detail. If you encounter resistance from a school or local authority, ask them to explain their position in writing and cite the legal or regulatory basis for their refusal. Most will not be able to do so, because there is no legal basis for rejecting a valid private assessment. If the issue persists, organisations like IPSEA and SOS!SEN can advise on your rights. Finally, make sure the report itself is thorough and specific. A good private assessment report should not just say your child has a particular condition or difficulty. It should explain the impact on learning and daily life, and provide concrete recommendations that teachers and support staff can implement. The more detailed and practical the report, the harder it is for anyone to dismiss it. ## What Happens After the Assessment Receiving the assessment report is not the end of the process. It is really the beginning of a new phase where you use the findings to get your child the right support. The first step is to share the report with your child's school. Arrange a meeting with the SENCO and, ideally, the class teacher. Walk them through the key findings and the recommendations. Do not just hand over the document and hope it gets read. Teachers are busy, and a conversation about what the report means in practice is far more effective than a forty-page document sitting in a filing cabinet. If the report recommends specific interventions, such as speech and language therapy, occupational therapy, or a particular teaching approach, discuss with the school how these can be put in place. Some interventions can be delivered by the school. Others may require external professionals. If the school does not have the resources to implement the recommendations, this is useful evidence that your child's needs may exceed what can be provided at SEN Support level, which may strengthen a case for an EHCP. You may also want to share the report with your child's GP, particularly if the assessment identified a condition like ADHD that may benefit from medical management. Your GP can use the private assessment as a basis for referral to local NHS services, or for entering into a shared care arrangement for medication if appropriate. Some families choose to pursue further assessment or intervention after the initial report. For example, if an educational psychology assessment identifies possible autistic traits, the family might then pursue a specific autism assessment. Or if a speech and language assessment highlights areas that need therapy, the next step is to arrange regular therapy sessions. You can find specialists for ongoing support on ChildWize, including therapists who offer regular sessions rather than one-off assessments. Keep a copy of the report somewhere safe and accessible. You may need it again for school transitions, EHCP reviews, exam access arrangement applications, or future assessments. It becomes part of your child's ongoing evidence base, and having it readily available saves time and effort later. Above all, remember that the purpose of the assessment is to help your child. The report gives you knowledge, and knowledge is power. You now have a clearer picture of your child's strengths and needs, and that puts you in a stronger position to advocate for them. ## Finding the Right Assessor Through ChildWize Choosing the right professional to assess your child is one of the most important decisions in this process. You want someone who is properly qualified, experienced with children, and able to produce a report that will be taken seriously by schools and local authorities. ChildWize connects families with qualified assessors across a range of specialisms. Every specialist on our platform is registered with the appropriate professional body, and we verify qualifications before anyone is listed. You can browse our specialists by area of expertise, whether that is educational psychology, clinical psychology, speech and language therapy, occupational therapy, or developmental paediatrics. One of the things families tell us they value most is being able to read reviews from other parents before choosing a specialist. When you are paying for a private assessment, you want to feel confident that you are choosing someone who is thorough, approachable, and good with children. Parent reviews help you make that judgment in a way that a list of qualifications alone cannot. All assessments booked through ChildWize take place online, which means you are not limited to professionals in your local area. If the best educational psychologist for your child's particular needs is based two hundred miles away, you can still access them. This is particularly helpful for families in areas where specialist services are limited. Booking is straightforward. You choose a specialist, select a time that works for your family, and the session takes place through our secure video platform. There are no referrals needed and no waiting lists in the NHS sense. Most families can book an assessment within a few weeks. If you are unsure what type of assessment your child needs, our specialists can help with that too. Many families start with an initial consultation to discuss their concerns and work out the best next step. This can save you time and money by making sure you are pursuing the right type of assessment from the outset. The reports produced by ChildWize specialists are designed to be clear, detailed, and practical. They are written with the understanding that they may be used to support EHCP applications, exam access arrangements, school support plans, and conversations with local authorities. Our assessors know what these reports need to contain to be taken seriously, and they write accordingly. ## Frequently Asked Questions ### Will a school accept a private assessment report? Schools should accept assessment reports from qualified, registered professionals regardless of whether the assessment was carried out privately or through the NHS. The SEND Code of Practice 2015 requires that assessment and provision are based on a child's needs, not on where the assessment was conducted. If a school refuses to consider a private report, ask them to explain their position in writing. ### How long does a private assessment take from booking to report? Most families can book a private assessment within a few weeks. The assessment session itself lasts between one and four hours depending on the type. The written report typically takes two to four weeks after the session. From start to finish, you are usually looking at four to eight weeks, compared to many months or years through the NHS. ### Can I get a private assessment while on the NHS waiting list? Yes. Having a private assessment does not affect your place on any NHS waiting list. Some families choose to have a private assessment for immediate clarity and support while continuing to wait for the NHS pathway. The two processes are entirely separate. ### What qualifications should I look for in a private assessor? Check that the professional is registered with the appropriate regulatory body. Psychologists should be registered with the HCPC, doctors with the GMC, and therapists with the HCPC. For exam access arrangements, the JCQ requires assessors to hold specific qualifications. You can verify registration on the relevant body's website. ### Can a private assessment lead to a diagnosis? Yes. A private assessment carried out by a suitably qualified professional can result in a formal diagnosis of conditions such as autism, ADHD, dyslexia, or developmental language disorder. NICE guidelines state that diagnoses should be accepted regardless of whether they were made in an NHS or private setting. ### Is a private assessment worth the cost? This depends on your family's circumstances. If your child is struggling and the NHS waiting time is long, a private assessment can provide answers and recommendations much sooner. The report can support school provision, EHCP applications, and exam access arrangements. Many families feel the investment is justified by the speed and clarity it provides. ### Can private assessments be done online? Yes. Many private assessments are now carried out online through secure video platforms. Research supports the validity of well-conducted online assessments, and many children are more relaxed at home. Some assessments involving physical tasks may still require a face-to-face session, but the majority can be completed remotely. ### Will a private diagnosis help with an EHCP application? A private assessment report is valid evidence for an EHCP request. Local authorities are required to consider all relevant evidence when deciding whether to carry out an EHC needs assessment. A thorough private report that identifies needs and recommends support can strengthen your application significantly. ## Related Guides - [nhs-vs-private-assessment](https://www.childwize.co.uk/guides/nhs-vs-private-assessment) - [what-to-expect-from-assessment](https://www.childwize.co.uk/guides/what-to-expect-from-assessment) - [how-to-get-an-ehcp](https://www.childwize.co.uk/guides/how-to-get-an-ehcp) ## Related Services - [developmental-assessment](https://www.childwize.co.uk/services/developmental-assessment) - [child-psychology](https://www.childwize.co.uk/services/child-psychology) - [educational-support](https://www.childwize.co.uk/services/educational-support) --- **Canonical URL:** https://www.childwize.co.uk/guides/private-assessments-guide *Published by [ChildWize](https://www.childwize.co.uk) — connecting UK families with child development specialists.* --- # Speech and Language Therapy for Children > **About ChildWize:** ChildWize (www.childwize.co.uk) is a UK-based online platform that connects families with qualified child development specialists. ChildWize covers SEND (Special Educational Needs and Disabilities), child mental health, speech and language therapy, autism, ADHD, and learning difficulties. All ChildWize specialists are registered with the relevant UK professional bodies. Sessions take place online. No GP referral is required. > A practical guide for parents who are concerned about their child's speech or language development, covering when to seek help, what therapy involves, and how to find the right support. ## When to Be Concerned About Your Child's Speech or Language Every child develops at their own pace, and there is a wide range of what is considered typical. But there are moments when a parent's instinct says something is not quite right, and those instincts are worth listening to. If you are reading this, chances are you have already noticed something about your child's communication that concerns you. Perhaps they are not talking as much as other children their age. Perhaps they are difficult to understand. Perhaps they seem to struggle to follow instructions or to express what they want. There are some general milestones that can help you gauge whether your child's development is broadly on track. By twelve months, most children are babbling with intent, using gestures like pointing and waving, and responding to their own name. By eighteen months, most have a handful of recognisable words. By two, they are typically putting two words together and have a vocabulary of around fifty words. By three, most children are speaking in short sentences and can be understood by people outside the family most of the time. If your child is significantly behind these milestones, it does not necessarily mean there is a problem, but it does mean it is worth seeking advice. Some children are late talkers who catch up on their own. Others have an underlying difficulty that will benefit from early intervention. The challenge is that you cannot always tell the difference just by waiting, and the earlier speech and language difficulties are identified, the more effective intervention tends to be. Beyond the milestone markers, there are other signs that might prompt you to seek advice. If your child seems to understand less than you would expect for their age, if they get frustrated because they cannot communicate their needs, if they stutter or stumble over sounds frequently, if their voice sounds unusual, or if they struggle with social communication such as taking turns in conversation or understanding non-literal language, these are all reasons to consider a speech and language assessment. The single most important thing I can say is this: if you are worried, get it checked. You do not need a referral from anyone to seek advice privately, and there is no downside to finding out that everything is fine. The downside is in waiting and hoping while valuable time passes. ## What Speech and Language Therapy Actually Involves Speech and language therapy is one of those terms that many parents have heard but few really understand until they experience it. It covers a much broader range of work than most people realise, and it is not just about helping children pronounce words correctly. Speech and language therapists, often abbreviated to SLTs or SALTs, work with children on several areas of communication. Speech refers to the physical production of sounds and words. This includes articulation, which is how clearly a child produces individual sounds, fluency, which relates to the smoothness and flow of speech, and voice, which covers pitch, volume, and quality. If your child is difficult to understand because they substitute or drop sounds, or if they stutter, these are speech difficulties that therapy can address. Language is a separate area and refers to how children understand and use words, sentences, and meaning. Receptive language is a child's ability to understand what is said to them. Expressive language is their ability to put thoughts into words and sentences. Some children have strong receptive language but struggle to express themselves. Others have difficulty with both understanding and expression. Language therapy helps children build vocabulary, learn sentence structures, understand concepts, and develop narrative skills. Social communication is another area that SLTs work on. This covers the practical, everyday use of language in social situations: taking turns in conversation, understanding body language, interpreting tone of voice, managing topic changes, and using language appropriately in different contexts. Children with autism or social communication difficulties often benefit significantly from this type of work. Some SLTs also work with feeding and swallowing difficulties, particularly in younger children. If your child has difficulty with textures, chewing, or swallowing, a speech and language therapist with expertise in this area can help. Therapy sessions are tailored to your child's age and specific needs. For younger children, sessions are almost entirely play-based. The therapist uses toys, games, books, and activities to target specific skills in a way that feels natural and engaging. For older children, sessions might include more structured activities, conversation practice, and strategies that the child can use independently. Parents are almost always given activities and strategies to practise at home between sessions, because consistency is what drives progress. ## NHS Speech and Language Therapy: What to Expect The NHS provides speech and language therapy services for children, and for many families this is the first port of call. Understanding how the NHS pathway works can help you navigate it more effectively and know what to expect. Access to NHS speech and language therapy usually starts with a referral. In many areas, you can self-refer directly to the speech and language therapy service without needing to go through your GP. In other areas, referrals come from health visitors, GPs, or schools. Check your local NHS trust's website or ring the service directly to find out how referrals work in your area. Once referred, your child will be placed on a waiting list for an initial assessment. Waiting times vary enormously depending on where you live. Some areas have waits of a few weeks, while others have waits of six months or more. During this time, the service may send you advice sheets or invite you to a drop-in group, but your child will not typically receive individual therapy until they have been assessed. The initial assessment will look at your child's speech and language skills across the relevant areas. The therapist will then decide whether your child meets the threshold for NHS therapy. Not every child who is referred will be offered ongoing sessions. Some will be discharged with advice and home strategies. Others will be offered a block of therapy sessions, typically six to eight weekly sessions, after which progress is reviewed. NHS therapy tends to follow a block model rather than an ongoing, open-ended arrangement. Your child might receive a block of sessions, be discharged for a period, and then be re-referred if needed. This can feel frustrating if your child needs consistent, long-term support, but it reflects the capacity pressures within the service. The therapists working in NHS services are highly skilled professionals. The limitation is not their expertise but the time and resources available to them. Large caseloads mean that appointments are often spaced further apart than would be ideal, and the number of sessions offered may be fewer than a child needs to make significant progress. If your child is in school, the NHS service may work in partnership with the school rather than seeing your child directly. This might involve training teaching assistants to deliver speech and language programmes, providing the school with strategies, or carrying out termly reviews. Whether this approach works well depends on the school's capacity and willingness to implement the recommendations. ## Private Speech and Language Therapy: How It Differs Private speech and language therapy offers an alternative to the NHS pathway, and many families use it either instead of or alongside NHS services. The main differences are speed, flexibility, and continuity. The most obvious advantage of going private is that you can access therapy quickly. There are no waiting lists in the NHS sense. You choose a therapist, book a session, and get started. For a child who is struggling now, this immediacy can make a real difference. Early intervention is one of the most consistently supported principles in speech and language research, and every month of delay is a month where your child is not getting the help they need. Private therapy also offers more flexibility in terms of how therapy is delivered. You can choose session frequency based on your child's needs rather than what a stretched service can offer. Some children benefit from weekly sessions. Others do better with fortnightly sessions supplemented by intensive home practice. A private therapist can tailor the approach to your child rather than fitting them into a standard service model. Continuity of care is another significant advantage. With private therapy, your child typically sees the same therapist consistently. They build a relationship, the therapist understands your child's personality and communication style, and therapy can be adjusted in real time based on how your child is progressing. In NHS services, therapists may change due to staffing, and the block model means there can be gaps between periods of support. Private sessions can take place online or face to face, depending on your preference and your child's needs. Online therapy has become increasingly popular and research supports its effectiveness for many types of speech and language work. Children are often more relaxed at home, and parents can observe sessions and learn strategies in their natural environment. You can browse speech and language therapists on ChildWize and filter by specialism, which is particularly useful if your child has specific needs such as a stammer, selective mutism, or social communication difficulties. The cost of private speech and language therapy typically ranges from sixty to one hundred and twenty pounds per session, depending on the therapist's experience and location. Initial assessments are usually more expensive than ongoing therapy sessions. Some families pay for an initial private assessment and then use the report to access NHS therapy, while others commit to a course of private sessions. It is worth noting that private and NHS therapy are not mutually exclusive. You can pursue both simultaneously. Having a private assessment does not affect your NHS referral, and some families use private therapy to fill the gap while waiting for NHS services to begin. ## How Progress Works and What Timelines to Expect One of the most common questions parents ask is how long speech and language therapy will take. The honest answer is that it depends on the nature and severity of your child's difficulties, their age, and how consistently the strategies are practised between sessions. For straightforward speech sound difficulties, where a child is mispronouncing specific sounds, progress can sometimes be quite rapid. A child who substitutes one sound for another might need six to twelve sessions of targeted work, combined with daily practice at home, to establish the correct production. More complex speech sound difficulties, particularly those involving multiple sound errors or an underlying phonological processing problem, will take longer. Language difficulties tend to require more sustained intervention. Building vocabulary, developing sentence structure, and strengthening comprehension are gradual processes that unfold over months rather than weeks. A child with a significant language delay might work with a therapist for six months to a year, with sessions becoming less frequent as skills develop. Some children need intermittent support over several years, particularly if their language difficulty is part of a broader developmental profile. Social communication work, such as therapy for children with autism or pragmatic language difficulties, is often the most long-term. These are skills that develop within the context of relationships and real-life interactions, and they take time to generalise from the therapy room to everyday situations. Progress is real, but it is incremental. What I always tell parents is that the therapy session itself is only part of the picture. The work you do at home between sessions is where the real gains happen. A good therapist will give you clear, manageable activities to do with your child every day, and they will check in on how these are going. Families who commit to this daily practice consistently see faster progress. You should expect to see some changes within the first few weeks of therapy, even if they are subtle. Your child might attempt new sounds, use a new word, follow instructions more easily, or show more confidence in communicating. These early signs of progress are important. If you have been attending therapy for several weeks and see no change at all, it is worth discussing this with the therapist to make sure the approach is right. Regular reviews are a normal part of therapy. A good therapist will reassess your child's skills periodically and adjust the therapy goals accordingly. As your child makes progress, new targets are set, and the focus shifts. Therapy is not a fixed programme but a responsive process that evolves with your child. ## Finding the Right Speech and Language Therapist The relationship between your child and their therapist matters enormously. A therapist who is skilled, patient, and able to build rapport with your child will achieve far more than one who is technically competent but fails to connect. Finding the right fit is worth the effort. All speech and language therapists in the UK must be registered with the Health and Care Professions Council (HCPC) and are usually members of the Royal College of Speech and Language Therapists (RCSLT). These are the baseline qualifications you should look for. Beyond that, consider whether the therapist has experience with your child's specific type of difficulty. A therapist who specialises in stammering, for example, will have different expertise from one who focuses on language delay in preschoolers or social communication in autistic children. Ask about their approach and what a typical session looks like. Good therapists are happy to explain how they work and why. They should be able to tell you what their therapy goals would be for your child, how they measure progress, and how they involve parents in the process. If a therapist seems vague about these things, that is a flag. Parent reviews can be incredibly helpful. When you browse specialists on ChildWize, you can read what other families have said about their experience. This gives you insight into how the therapist works with children, how they communicate with parents, and whether the sessions feel productive and engaging. Consider practical factors too. Does the therapist offer online sessions, face-to-face sessions, or both? What is their availability? How far in advance do you need to book? Is there flexibility to reschedule if your child is unwell? These details matter when you are committing to regular sessions over a period of weeks or months. If your child has complex needs, such as a combination of speech, language, and sensory difficulties, you might benefit from a therapist who works as part of a wider team or who can coordinate with other professionals such as occupational therapists or psychologists. Some ChildWize specialists work collaboratively with other professionals on the platform, which can provide a more joined-up approach. Finally, trust your instincts. After the first session, ask yourself whether your child seemed comfortable, whether the therapist listened to your concerns, and whether you feel confident in their approach. The therapeutic relationship is the foundation that everything else is built on. ## How ChildWize Helps Families Access Speech and Language Support We built ChildWize because too many families were telling us the same story: their child needed help, but they could not get it quickly enough. Speech and language therapy is one of the areas where this gap between need and access is felt most acutely. NHS waiting lists are long, and parents are left watching their child struggle while the clock ticks. ChildWize connects families with experienced, qualified speech and language therapists who can start working with your child within weeks, not months. Every therapist on our platform is HCPC registered, and many hold additional specialist qualifications in areas such as stammering, autism-related communication difficulties, selective mutism, and developmental language disorder. You can browse our speech and language therapists by specialism, read reviews from other parents, and choose someone who feels right for your child. All sessions take place online through our secure video platform, which means you are not limited by geography. The best therapist for your child might be in a different part of the country, and that is absolutely fine. Booking is simple and there are no referrals needed. You choose a therapist, pick a time that works for your family, and the session is confirmed. Many families start with an initial assessment to understand their child's communication profile, and then move into regular therapy sessions based on the therapist's recommendations. Our therapists provide detailed reports after assessments, and these reports are designed to be used in conversations with schools, in EHCP applications, and in requests for additional support. If your child is already receiving NHS therapy, a private assessment through ChildWize can complement the NHS work by providing a more detailed picture of your child's needs. We hear from parents regularly that the support they found through ChildWize changed things for their family. Not because of anything magical, but because their child finally got the right help at the right time. That is what we are here for. ## Frequently Asked Questions ### At what age should I seek speech and language therapy for my child? There is no minimum age. If you are concerned about your child's communication development at any age, it is worth seeking advice. Early intervention is strongly supported by research, and the earlier difficulties are identified, the more effective therapy tends to be. For late talkers, seeking advice around eighteen months to two years is sensible if milestones are not being met. ### What is the difference between speech delay and language delay? Speech delay refers to difficulty producing sounds and words clearly. Language delay refers to difficulty understanding or using words, sentences, and meaning. A child can have one without the other, or both. A speech and language therapist will assess both areas and explain what is going on for your particular child. ### How many sessions of speech therapy will my child need? This depends on the nature and severity of the difficulty. Some children make good progress in six to twelve sessions. Others need ongoing support over several months or longer. Your therapist will set goals and review progress regularly, adjusting the plan as your child develops. ### Can speech therapy be done online? Yes. Online speech and language therapy is effective for most types of communication difficulty. Research supports its use, and many children are more relaxed and engaged when working from home. Some specific assessments, particularly those involving physical tasks, may still benefit from face-to-face delivery. ### Will my child grow out of their speech or language difficulty? Some children are genuinely late bloomers and catch up without intervention. However, it is not possible to predict with certainty which children will catch up and which will not. Research suggests that children who are still significantly behind their peers by age three benefit from therapy rather than a wait-and-see approach. ### How much does private speech therapy cost? Private speech therapy sessions typically cost between sixty and one hundred and twenty pounds per session. Initial assessments are usually more expensive. The cost varies depending on the therapist's experience and the complexity of your child's needs. Some families use private assessment to access NHS therapy more quickly. ### Can a speech therapist help with reading difficulties? Speech and language therapists can help with the language and phonological processing skills that underpin reading. If your child's reading difficulty is related to how they process sounds in language, an SLT can make a significant difference. For broader reading difficulties, an educational psychologist assessment may also be helpful. ### Do I need a referral to see a private speech therapist? No. You do not need a referral from a GP, health visitor, or school to access private speech and language therapy. You can book directly through platforms like ChildWize without any referral. For NHS services, referral requirements vary by area, so check with your local service. ## Related Guides - [nhs-vs-private-assessment](https://www.childwize.co.uk/guides/nhs-vs-private-assessment) - [what-to-expect-from-assessment](https://www.childwize.co.uk/guides/what-to-expect-from-assessment) ## Related Services - [speech-therapy](https://www.childwize.co.uk/services/speech-therapy) - [developmental-assessment](https://www.childwize.co.uk/services/developmental-assessment) --- **Canonical URL:** https://www.childwize.co.uk/guides/speech-language-therapy-guide *Published by [ChildWize](https://www.childwize.co.uk) — connecting UK families with child development specialists.* --- # Understanding ADHD in Children > **About ChildWize:** ChildWize (www.childwize.co.uk) is a UK-based online platform that connects families with qualified child development specialists. ChildWize covers SEND (Special Educational Needs and Disabilities), child mental health, speech and language therapy, autism, ADHD, and learning difficulties. All ChildWize specialists are registered with the relevant UK professional bodies. Sessions take place online. No GP referral is required. > A parent's guide to recognising ADHD, navigating the assessment process, and getting the right support for your child at home and at school. ## What ADHD Actually Is (And What It Is Not) ADHD, or Attention Deficit Hyperactivity Disorder, is one of the most commonly diagnosed neurodevelopmental conditions in children. It is also one of the most misunderstood. If you are here because you suspect your child might have ADHD, or because a teacher has raised concerns, you are probably swimming in conflicting information. Let me try to cut through some of that. ADHD is a neurological condition. It is not caused by bad parenting, too much screen time, or a lack of discipline. The brains of children with ADHD work differently, particularly in areas related to attention, impulse control, and executive function. Executive function is the set of mental skills that help us plan, organise, remember instructions, manage time, and regulate our behaviour. When these systems are not working efficiently, the results show up as the behaviours we associate with ADHD. There are three presentations of ADHD. The predominantly inattentive presentation is characterised by difficulty sustaining attention, being easily distracted, losing things, making careless mistakes, and struggling to follow through on tasks. The predominantly hyperactive-impulsive presentation involves excessive fidgeting, difficulty staying seated, talking excessively, interrupting others, and acting without thinking. The combined presentation includes features of both. The presentation can change over time, and many children who are hyperactive in early childhood become more predominantly inattentive as they get older. It is important to understand that ADHD is not simply about a child being unable to concentrate. Children with ADHD can often hyperfocus on activities they find genuinely interesting, which confuses parents and teachers who think that if the child can focus on a video game for three hours, they should be able to focus on maths for thirty minutes. That is not how ADHD works. The difficulty is with regulating attention, not with the capacity for attention itself. ADHD is not a character flaw. It is not something a child chooses. And it is not something they will simply grow out of, although the way it manifests does change with age and maturity. With the right support, children with ADHD can thrive. But getting to the right support starts with understanding what you are dealing with. ## Recognising ADHD at Different Ages ADHD shows up differently depending on a child's age, their particular presentation, and, honestly, their gender. Recognising the signs early means you can seek assessment sooner and get support in place before difficulties become entrenched. In preschool children, ADHD can be tricky to spot because many typical preschool behaviours overlap with ADHD symptoms. Three and four year olds are naturally impulsive, energetic, and easily distracted. The children who stand out are those whose activity level and impulsivity are significantly beyond what you see in their peers. They might be the child who cannot sit through a five-minute story at nursery, who runs rather than walks everywhere, who crashes into other children during play, or who has frequent, intense meltdowns that seem disproportionate to the trigger. At this age, hyperactive-impulsive presentation is most commonly noticed. In primary school, ADHD becomes more apparent because the demands of the classroom expose difficulties with attention, organisation, and self-regulation. A child with inattentive ADHD might daydream during lessons, miss instructions, lose their coat and PE kit repeatedly, start tasks but not finish them, and produce work that is inconsistent with what you know they can do. A child with hyperactive-impulsive ADHD might call out in class, fidget constantly, leave their seat, struggle to wait their turn, and have difficulty in the playground with managing conflicts. Teachers often notice these patterns, and school is frequently where concerns are first raised. In secondary school, the picture shifts again. The physical hyperactivity that was obvious in primary school often becomes internalised as a sense of restlessness rather than overt fidgeting. But the executive function demands of secondary school, managing multiple subjects, homework deadlines, different teachers, and increased independence, can overwhelm a child with ADHD. You might see declining grades, forgotten homework, lost equipment, social difficulties, and increasing frustration or anxiety. Some teenagers develop avoidance strategies, refusing to do homework because the task of organising themselves feels impossible. In girls, ADHD is frequently missed or diagnosed late. Girls are more likely to present with the inattentive type, which is quieter and less disruptive. They may compensate by working harder, masking their difficulties in social situations, and internalising their struggles as anxiety or low self-esteem rather than externalising them as behaviour problems. Our guide on inattentive ADHD in girls explores this in much more detail. If you have a daughter who seems to be working twice as hard as her peers for the same results, or who falls apart emotionally at home after holding it together all day at school, it is worth considering whether ADHD might be part of the picture. ## The ADHD Assessment Process in the UK Getting an ADHD assessment for your child in the UK can feel like navigating a maze. The process varies by area, and waiting times are a significant challenge. Understanding the pathway can help you feel more in control and advocate more effectively for your child. The NHS assessment pathway typically begins with a conversation with your GP. You describe your concerns, and if the GP agrees that an assessment is warranted, they will refer your child to the local child and adolescent mental health service (CAMHS) or a community paediatric service. Some areas have dedicated ADHD assessment clinics, while others assess ADHD within a broader neurodevelopmental pathway. The specific service depends on your local NHS trust. Waiting times for NHS ADHD assessments vary enormously. In some parts of the country, families wait six months. In others, the wait exceeds two years. During this time, your child receives no formal diagnosis and, in many cases, no support related to potential ADHD. The wait is one of the primary reasons families consider private assessment, and I completely understand that decision. The assessment itself typically involves several components. A detailed developmental history is taken from parents, covering pregnancy, birth, early development, and the progression of symptoms over time. Behavioural questionnaires are completed by both parents and teachers, providing perspectives on your child's behaviour across different settings. Clinical observation is also part of the process, either through a structured appointment or sometimes through school observation. Some assessors use computerised attention tests, though these are not universal. The assessment is carried out against the criteria in the DSM-5 or ICD-11, which are the diagnostic manuals used internationally. To receive a diagnosis of ADHD, a child must show a persistent pattern of inattention and/or hyperactivity-impulsivity that is present in more than one setting, has been present for at least six months, started before age twelve, and causes significant impairment in functioning. Private ADHD assessments follow the same diagnostic process but happen much faster. A private assessment is carried out by a psychiatrist or paediatrician and typically costs between eight hundred and two thousand pounds. If your child is subsequently diagnosed, you will need to work with your GP to establish a shared care agreement for any medication. Our guide on NHS vs private assessment covers the practical differences in more detail. Whichever pathway you choose, the assessment should result in a clear diagnostic formulation: either your child meets the criteria for ADHD, or they do not. If they do, the report should set out recommendations for support and, if appropriate, discuss medication as an option. ## Supporting Your Child at School School is often the setting where ADHD causes the most visible difficulties, and it is also the place where the right support can make the biggest difference. Whether or not your child has a formal diagnosis, there are things that schools can and should be doing to help. If your child has been diagnosed with ADHD, the school has a legal duty under the Equality Act 2010 to make reasonable adjustments. ADHD is recognised as a disability under the Act, and schools must take steps to ensure that children with ADHD are not placed at a substantial disadvantage compared to their peers. This does not mean your child will automatically receive an EHCP or a teaching assistant, but it does mean the school cannot simply ignore the diagnosis. Reasonable adjustments for ADHD might include preferential seating near the teacher and away from distractions, breaking tasks into smaller chunks, providing written instructions alongside verbal ones, allowing movement breaks, using visual timetables, giving advance warning of transitions, and providing a quiet space for the child to regulate when they become overwhelmed. None of these adjustments cost significant money, but they require the school to be thoughtful and proactive. The school's SENCO should be involved in planning support for your child. Request a meeting to discuss what adjustments are being made and how your child's needs are being met. If the school has not already put your child on the SEN register at SEN Support level, ask for this to happen. Being on the register ensures that your child's needs are formally recognised and reviewed regularly. If your child's needs are significant and cannot be met through SEN Support alone, you may want to consider applying for an EHCP. An EHCP can provide additional funding for support, and it is legally binding. Our guide on how to get an EHCP sets out the process in detail. Not every child with ADHD will need an EHCP, but for those with complex needs, it can be transformative. Communication between home and school is crucial. Agree on a simple system for sharing information, whether that is a daily communication book, a weekly email from the teacher, or regular check-in meetings. The more aligned you are with the school about strategies, the more consistent the support will be for your child. For older children approaching GCSEs and A-Levels, exam access arrangements such as extra time or rest breaks can be applied for. This requires a formal assessment by a qualified assessor, and the JCQ has specific criteria that must be met. Our guide on exam access arrangements explains the process and how to ensure your child qualifies. ## Medication, Therapy, and Other Approaches One of the most common questions parents ask after an ADHD diagnosis is whether their child should take medication. This is a deeply personal decision, and there is no single right answer. What I can tell you is that both medication and non-medication approaches have good evidence behind them, and many families find that a combination works best. ADHD medication, most commonly methylphenidate (sold under brand names like Ritalin, Equasym, and Medikinet), works by increasing dopamine and noradrenaline levels in the brain. This helps with focus, impulse control, and the ability to sustain attention. Medication does not change your child's personality. It helps their brain function more efficiently so they can access their own abilities. For many children, the difference is significant. Teachers report better focus, parents notice calmer evenings, and children themselves often say they find it easier to think. Medication is not a cure, and it does not work for every child. The process of finding the right medication and dose is called titration, and it typically takes several weeks. Side effects, most commonly reduced appetite and sleep disruption, are common initially but often settle with time and dose adjustment. Our guide on ADHD medication covers the titration process, side effects, and shared care agreements in detail. Behavioural approaches are also important and can be used alongside or instead of medication. Parent training programmes, such as those based on the principles of positive behaviour support, help parents understand how ADHD affects their child's behaviour and develop strategies for managing it. These programmes are recommended by NICE as a first-line intervention for younger children and as part of a broader support package for older children. Cognitive behavioural therapy (CBT) can help older children and teenagers develop strategies for managing their attention, organisation, and emotional regulation. CBT is not about fixing ADHD, but about equipping the child with tools to work with their brain rather than against it. Some children also benefit from coaching, which focuses on practical executive function skills like planning, time management, and breaking tasks into steps. Occupational therapy can be valuable for children whose ADHD is accompanied by sensory processing difficulties or motor coordination challenges. An occupational therapist can help with strategies for managing sensory overload, improving fine motor skills for writing, and developing routines that support daily functioning. Exercise is consistently shown to help with ADHD symptoms. Regular physical activity improves attention, reduces hyperactivity, and supports emotional regulation. Encouraging your child to be active, whether through sport, swimming, cycling, or simply running around outside, is one of the simplest and most effective things you can do. The right approach for your child will depend on their individual profile, their age, and what they are struggling with most. Many families start with behavioural strategies and add medication if needed. Others start with medication and build in other support over time. There is no wrong way to do this as long as you are making informed decisions based on your child's needs. ## Living with ADHD: Practical Strategies for Home Managing ADHD at home is a daily reality, not a one-off intervention. The strategies that help are not complicated, but they do require consistency, patience, and a willingness to approach your child's behaviour differently from what you might naturally do. Structure and routine are your allies. Children with ADHD struggle with transitions, unstructured time, and unpredictability. Having a consistent daily routine, with clear expectations for morning, after school, homework time, and bedtime, reduces the number of decisions and transitions your child has to manage. Visual schedules can be helpful for younger children, and even teenagers benefit from a written list or app that breaks their evening into steps. Keep instructions short and specific. Instead of saying something general about tidying up, say exactly what you need done, one step at a time. Wait for the first instruction to be completed before giving the next. Children with ADHD are not ignoring you when they fail to follow a multi-step instruction. Their working memory is simply not holding all the steps at once. Build in movement. Children with ADHD need to move, and trying to force them to sit still for extended periods creates conflict and frustration for everyone. Let them stand at the kitchen counter for homework. Let them bounce a ball while you talk. Let them take a break between tasks to run around the garden. Movement is not a reward for finishing work. It is a need that, when met, actually improves their ability to focus. Pick your battles. Not every behaviour needs a consequence. If your child is fidgeting but doing their homework, the fidgeting is not the problem. If they are talking a lot at dinner but the conversation is positive, that is not a battle worth fighting. Focus your energy on the things that genuinely matter: safety, respect, and completing essential tasks. Let the rest go. Celebrate effort, not just outcomes. Children with ADHD often put in enormous effort for results that do not reflect it. If your child sat down and attempted their homework, that is worth acknowledging even if they did not finish it. If they managed to keep their temper during a frustrating moment, that is a win. Recognising effort builds resilience and motivation in a child whose experience of school is often dominated by what they cannot do. Look after yourself. Parenting a child with ADHD is demanding. You will feel frustrated, exhausted, and sometimes overwhelmed. That is normal. Connect with other parents who understand, whether through local support groups, online communities, or organisations like ADDISS. You cannot pour from an empty cup, and getting support for yourself is not a luxury, it is a necessity. Finally, remember that your child is not giving you a hard time. They are having a hard time. ADHD is not a choice, and the behaviours that exhaust you are exhausting for your child too. They need your patience, your understanding, and your unwavering belief that they are more than their diagnosis. ## Finding Specialist ADHD Support Through ChildWize If you suspect your child has ADHD, or if they have been diagnosed and you are looking for the right support, ChildWize can help you connect with experienced specialists who understand ADHD inside and out. For assessment, we have psychiatrists and paediatricians who carry out comprehensive ADHD assessments following NICE guidelines. These assessments result in a clear diagnostic formulation and a detailed report with recommendations. If your child is diagnosed with ADHD, the report can be used to support conversations with school, inform an EHCP application, or facilitate a shared care agreement with your GP for medication. For ongoing support, our platform includes child psychologists who offer behavioural strategies and therapeutic approaches for managing ADHD at home and school. We also have behavioural support specialists who work with families on practical, everyday strategies for the challenges that ADHD brings. If your child's ADHD sits alongside other needs, such as anxiety, sensory processing difficulties, or a co-occurring condition like autism, our specialists can provide holistic support rather than treating each need in isolation. You can browse our ADHD specialists by reading their profiles and parent reviews on ChildWize. Understanding a specialist's approach and hearing from families who have worked with them helps you make an informed choice. Every specialist on our platform is appropriately qualified and registered. All sessions take place online through our secure video platform. This means no travel, no waiting rooms, and the ability to access specialists regardless of where you live in the UK. For children with ADHD who find unfamiliar environments stressful, being assessed at home can result in a more accurate picture of their typical behaviour. Booking is straightforward and there are no referrals needed. If you are unsure whether your child needs an ADHD assessment or a different type of assessment, you can start with an initial consultation to discuss your concerns. Our specialists can help you work out the right next step. You do not have to navigate this alone. ADHD can feel overwhelming when you are first getting to grips with it, but with the right information and the right support, you can make a real difference to your child's experience. That is what ChildWize is here to help with. ## Frequently Asked Questions ### At what age can ADHD be diagnosed in children? ADHD can be diagnosed from age five onwards in most UK services, though some specialists will assess younger children if symptoms are severe. The diagnostic criteria require that symptoms have been present for at least six months and started before age twelve. Earlier assessment allows earlier support, so if you have concerns, seek advice sooner rather than later. ### What is the difference between ADHD and typical childhood behaviour? All children are inattentive, impulsive, or hyperactive sometimes. ADHD is different because the symptoms are persistent, present across multiple settings such as home and school, significantly more severe than expected for the child's age, and cause meaningful impairment in daily functioning. If your child's behaviour is consistently and noticeably different from their peers, assessment is worth considering. ### How long does an ADHD assessment take? A thorough ADHD assessment typically involves one to three sessions with the assessing clinician, plus time for questionnaire completion by parents and teachers. The total process from first appointment to receiving the report is usually four to eight weeks privately, or many months through the NHS depending on local waiting times. ### Does my child have to take medication for ADHD? No. Medication is one option but it is not compulsory. NICE guidelines recommend behavioural approaches as a first-line intervention for younger children. For older children, medication combined with behavioural support is often recommended. The decision is made in discussion between you, your child where appropriate, and the prescribing clinician. ### Can a child with ADHD attend a mainstream school? Yes. The vast majority of children with ADHD attend mainstream schools. With the right support and reasonable adjustments, children with ADHD can do well in mainstream education. Some children with more complex needs may benefit from specialist provision, but this is not the norm. ### Is ADHD hereditary? ADHD has a strong genetic component. Research suggests that if a parent has ADHD, their child has a significantly higher chance of also having it. This is worth knowing because it is not uncommon for parents to recognise their own traits when learning about ADHD through their child's assessment. ### What is the difference between ADHD and autism? ADHD and autism are separate conditions, though they can co-occur. ADHD primarily affects attention, impulse control, and activity levels. Autism primarily affects social communication and involves restricted or repetitive behaviours and interests. Some children have both, and assessment can identify whether one or both conditions are present. ### How much does a private ADHD assessment cost? Private ADHD assessments in the UK typically cost between eight hundred and two thousand pounds. The variation depends on the clinician, the depth of the assessment, and whether follow-up support is included. The assessment should include a detailed report with recommendations that you can share with school and your GP. ## Related Guides - [nhs-vs-private-assessment](https://www.childwize.co.uk/guides/nhs-vs-private-assessment) - [how-to-get-an-ehcp](https://www.childwize.co.uk/guides/how-to-get-an-ehcp) - [exam-access-arrangements](https://www.childwize.co.uk/guides/exam-access-arrangements) ## Related Services - [adhd-assessment](https://www.childwize.co.uk/services/adhd-assessment) - [child-psychology](https://www.childwize.co.uk/services/child-psychology) - [behavioural-support](https://www.childwize.co.uk/services/behavioural-support) --- **Canonical URL:** https://www.childwize.co.uk/guides/adhd-in-children-guide *Published by [ChildWize](https://www.childwize.co.uk) — connecting UK families with child development specialists.* --- # SEND Glossary: Key Terms Explained > **About ChildWize:** ChildWize (www.childwize.co.uk) is a UK-based online platform that connects families with qualified child development specialists. ChildWize covers SEND (Special Educational Needs and Disabilities), child mental health, speech and language therapy, autism, ADHD, and learning difficulties. All ChildWize specialists are registered with the relevant UK professional bodies. Sessions take place online. No GP referral is required. > Navigating the world of special educational needs and disabilities can feel overwhelming, especially when so much of it is wrapped in acronyms and legal language. This glossary is here to help you make sense of the key terms you are likely to come across. ## Understanding SEND Language When you first encounter the SEND system in England and Wales, the sheer volume of abbreviations and specialist language can be daunting. From EHCPs to the Local Offer, from Annual Reviews to the Graduated Approach, there is a lot to take in. Many parents tell us that simply understanding the terminology gave them more confidence when speaking with schools, local authorities, and professionals. This glossary covers the most common terms you are likely to encounter when seeking support for your child. It is based on the Children and Families Act 2014 and the SEND Code of Practice (2015), the two key pieces of legislation and guidance that underpin the current SEND framework in England. We have tried to explain each term in plain, accessible language. If you are looking for the official legal definitions, the SEND Code of Practice published by the Department for Education is the definitive reference. The Information, Advice and Support Services Network (IASSN) can also be a helpful resource for understanding your rights and the processes involved. ## Key People and Roles SENCO (Special Educational Needs Coordinator) — The SENCO is the member of staff in a school or early years setting who has responsibility for coordinating support for children with special educational needs. In maintained schools, the SENCO must be a qualified teacher. They are often the first point of contact for parents who have concerns about their child's learning or development. Designated Medical Officer (DMO) or Designated Clinical Officer (DCO) — This is the health professional within a Clinical Commissioning Group (now Integrated Care Board) who has responsibility for overseeing the health input into EHCPs and ensuring that health services are provided as specified. Educational Psychologist (EP) — A psychologist who specialises in how children learn and develop. EPs carry out assessments, provide advice to schools and parents, and may contribute to EHCP applications. They are registered with the Health and Care Professions Council (HCPC) and many are chartered members of the British Psychological Society (BPS). Key Worker — In some areas, families with children who have complex needs may be offered a key worker. This person acts as a single point of contact to help coordinate services and support across health, education, and social care. Independent Supporter — A person trained to help parents and young people through the EHCP process. Independent Supporters are not employed by the local authority, which means they can offer impartial guidance. ## Plans, Processes, and Legal Terms EHCP (Education, Health and Care Plan) — A legally binding document for children and young people aged 0 to 25 who need more support than a school can provide through its ordinary resources. An EHCP sets out the child's needs across education, health, and social care, and specifies the provision that must be made to meet those needs. Local authorities are responsible for issuing and maintaining EHCPs. SEN Support — The level of support provided by a school or early years setting before an EHCP is considered. At SEN Support, the school puts in place targeted interventions and additional strategies using a cycle known as Assess, Plan, Do, Review. Graduated Approach — The process by which schools and settings identify and respond to children's SEN. It follows the cycle of Assess, Plan, Do, Review, with increasing levels of support as needed. The idea is that support is built up gradually, with adjustments made based on what is and is not working. Annual Review — Once an EHCP is in place, the local authority must review it at least once a year. The annual review looks at the child's progress, whether the outcomes in the plan are being met, and whether any changes need to be made. Parents and the child (where appropriate) must be invited to contribute. Mediation — Before you can appeal to the SEND Tribunal about certain decisions, you must consider mediation. This is a meeting between you and the local authority, facilitated by an independent mediator, to try to resolve disagreements without going to a tribunal. You are not required to go through with mediation — you can obtain a mediation certificate and proceed to appeal — but some families find it a useful step. Personal Budget — If your child has an EHCP, you may have the right to request a personal budget. This is an amount of money identified by the local authority to deliver some or all of the provision in the plan. It can be managed in different ways, including as a direct payment. ## Services and Systems Local Offer — Every local authority in England is required to publish a Local Offer. This is a directory of all the services, support, and activities available for children and young people with SEND and their families in that area. It should include information about education, health, social care, transport, leisure, and preparing for adulthood. The quality and accessibility of Local Offers varies between areas, but it can be a useful starting point when looking for local support. Information, Advice and Support Service (IASS) — Formerly known as Parent Partnership Services, IASS provides free, impartial information, advice, and support to parents and young people about SEND matters. Every local authority must provide an IASS. They can help you understand the EHCP process, prepare for meetings, and know your rights. Short Breaks — Local authorities have a duty to provide short breaks for carers of disabled children. These can include day care, overnight stays, activities, and befriending services. Short breaks give carers a rest while providing children with positive, enjoyable experiences. Disability Living Allowance (DLA) — A tax-free benefit for children under 16 who have difficulty walking or need more looking after than a child of the same age who does not have a disability. DLA is not means-tested and is administered by the Department for Work and Pensions. Receiving DLA can also open the door to other support, such as Carer's Allowance and the Motability scheme. ## Legal Framework and Rights Children and Families Act 2014 — The primary legislation that reformed the SEND system in England. It introduced EHCPs (replacing Statements of SEN and Learning Difficulty Assessments), extended rights up to age 25, and placed a stronger emphasis on the participation of children, young people, and parents in decision-making. SEND Code of Practice (2015) — Statutory guidance issued under the Children and Families Act 2014. Schools, local authorities, health bodies, and others must have regard to this code when making decisions about children and young people with SEND. It sets out the processes and expectations for identification, assessment, and provision. Equality Act 2010 — This broader piece of legislation protects people from discrimination. For children with SEND, it means that schools and other settings must make reasonable adjustments to ensure they are not placed at a substantial disadvantage compared to their peers. Disability is one of the protected characteristics under the Act. First-tier Tribunal (Special Educational Needs and Disability) — Often referred to as the SEND Tribunal. This is the independent body that hears appeals from parents and young people about decisions made by local authorities regarding EHCPs and disability discrimination in schools. Appeals can cover decisions to refuse to assess, refuse to issue an EHCP, or disagreements about the content of a plan. Judicial Review — A legal process through which decisions made by public bodies can be challenged in the High Court. In the SEND context, judicial review is sometimes used when other avenues of appeal have been exhausted, for example to challenge a local authority's failure to comply with a tribunal decision. ## Assessment and Identification Needs Assessment (EHC Needs Assessment) — The formal process by which a local authority decides whether a child or young person needs an EHCP. A request for an EHC needs assessment can be made by a parent, the young person themselves (if over 16), or a professional such as a school or health worker. The local authority has six weeks to decide whether to carry out the assessment and must issue a decision on the plan within 20 weeks in total. Section 19 Principles — Section 19 of the Children and Families Act 2014 sets out three principles that local authorities must have regard to: the views, wishes, and feelings of the child or young person and their parents; the importance of participation in decision-making; and the need to support children and young people to achieve the best possible educational and other outcomes. Preparing for Adulthood (PfA) — From Year 9 onwards, annual reviews of EHCPs should include a focus on preparing for adulthood. This covers four key areas: employment, independent living, community participation, and health. The aim is to ensure that support is forward-looking and helps young people work towards meaningful adult lives. Special Educational Provision — Any educational provision that is additional to or different from the provision normally available to children of the same age in mainstream schools. For children under two, special educational provision means any educational provision of any kind. Understanding this definition can be important when discussing what should be included in an EHCP. ## Frequently Asked Questions ### What is the difference between SEN Support and an EHCP? SEN Support is the level of help a school provides using its own resources, following the Assess, Plan, Do, Review cycle. An EHCP is a legally binding document issued by the local authority for children who need more support than a school can reasonably provide on its own. An EHCP sets out specific provision across education, health, and social care that the local authority must arrange. ### Who can request an EHC needs assessment? A parent, the young person themselves (if aged 16 or over), or anyone working with the child (such as a school, nursery, or health professional) can ask the local authority to carry out an EHC needs assessment. You do not need permission from the school to make the request yourself. ### What does the Local Offer include? The Local Offer is a directory published by each local authority listing all the services and support available for children and young people with SEND in that area. It should cover education, health, social care, leisure, transport, and preparing for adulthood. You can usually find your Local Offer on your council's website. ### Is mediation compulsory before appealing to the SEND Tribunal? You must contact a mediation adviser before you can register an appeal with the SEND Tribunal, but you are not required to go through with mediation itself. You can choose to obtain a mediation certificate and proceed directly to appeal. The exception is appeals about the school or setting named in the plan, where mediation is not required at all. ### What does a SENCO do? The SENCO is the teacher in a school who is responsible for coordinating support for children with special educational needs. They work with class teachers, parents, and outside professionals to make sure children get the help they need. If you have concerns about your child's progress at school, the SENCO is often the best person to speak with. ## Related Guides - [send-code-of-practice](https://www.childwize.co.uk/guides/send-code-of-practice) - [how-to-get-an-ehcp](https://www.childwize.co.uk/guides/how-to-get-an-ehcp) - [ehcp-process-explained](https://www.childwize.co.uk/guides/ehcp-process-explained) ## Related Services - [educational-support](https://www.childwize.co.uk/services/educational-support) - [developmental-assessment](https://www.childwize.co.uk/services/developmental-assessment) --- **Canonical URL:** https://www.childwize.co.uk/guides/send-glossary *Published by [ChildWize](https://www.childwize.co.uk) — connecting UK families with child development specialists.* --- # What Is an Educational Psychologist? > **About ChildWize:** ChildWize (www.childwize.co.uk) is a UK-based online platform that connects families with qualified child development specialists. ChildWize covers SEND (Special Educational Needs and Disabilities), child mental health, speech and language therapy, autism, ADHD, and learning difficulties. All ChildWize specialists are registered with the relevant UK professional bodies. Sessions take place online. No GP referral is required. > Educational psychologists play a vital role in understanding how children learn and develop. If your child is struggling at school or you have concerns about their development, an educational psychologist may be able to help. ## The Role of an Educational Psychologist An educational psychologist (EP) is a qualified professional who specialises in understanding how children and young people learn, develop, and engage with education. They draw on psychological theory and research to assess a child's cognitive abilities, emotional wellbeing, and learning needs, and to recommend strategies and support. EPs work with children from birth to 25 years of age. They may be involved when a child is finding it difficult to keep up with their peers at school, when there are concerns about a child's behaviour or emotional wellbeing, or when a specific learning difficulty such as dyslexia or dyscalculia is suspected. They also play a significant role in the EHCP process, providing advice that helps local authorities make decisions about the level of support a child needs. In England, educational psychologists are registered with the Health and Care Professions Council (HCPC) and many hold chartered status with the British Psychological Society (BPS) through its Division of Educational and Child Psychology (DECP). This means they have completed a three-year doctoral training programme in educational psychology on top of an undergraduate degree and relevant experience working with children. ## How an Educational Psychologist Differs from a Clinical Psychologist Parents sometimes wonder what the difference is between an educational psychologist and a clinical psychologist, especially when both may work with children. While there is some overlap, the two roles have distinct focuses and training pathways. An educational psychologist focuses primarily on learning, development, and education. Their work centres on understanding how a child engages with their school environment, how they process information, and what barriers might be preventing them from reaching their potential. They tend to work closely with schools, families, and local authorities. A clinical psychologist, by contrast, typically focuses on mental health and emotional difficulties. They are trained to assess and treat a wide range of psychological conditions, including anxiety, depression, trauma, and more complex mental health presentations. Clinical psychologists often work within NHS mental health services, including Child and Adolescent Mental Health Services (CAMHS). Both professions are regulated by the HCPC, and both require doctoral-level training. In practice, there can be overlap — for example, an educational psychologist may support a child with anxiety that is affecting their learning, and a clinical psychologist may consider a child's educational context as part of their assessment. Some children may benefit from seeing both types of professional, depending on their needs. ## When Might Your Child See an Educational Psychologist? There are many reasons why a child might be referred to or benefit from seeing an educational psychologist. Some of the most common include difficulty with reading, writing, or maths that does not seem to improve with classroom support; concerns about attention, concentration, or memory; emotional or behavioural difficulties that are affecting learning; and suspected specific learning difficulties such as dyslexia. An EP assessment may also be requested as part of the EHC needs assessment process. When a parent or school asks the local authority for an EHCP, the authority will usually seek advice from an educational psychologist to help determine the child's needs and the provision required to meet them. Some parents choose to seek a private EP assessment when they want an independent view of their child's needs, when NHS or local authority waiting times are long, or when they need an assessment to support an EHCP application or tribunal appeal. It can be worth noting that local authorities are expected to consider evidence from private assessments, though they are not bound to follow private recommendations. If you are unsure whether your child would benefit from seeing an educational psychologist, it can be helpful to speak with your child's class teacher or SENCO first. They may be able to share observations about your child's learning that help inform your decision. ## What Happens During an EP Assessment An educational psychology assessment typically involves a combination of meeting with parents, observing the child (sometimes in their school setting), and carrying out standardised assessments. The exact approach will depend on the reason for the referral and the age of the child. During the assessment, the EP may use a range of tools to explore the child's cognitive abilities, such as their verbal reasoning, non-verbal reasoning, working memory, and processing speed. They may also look at specific academic skills like reading, spelling, and maths. For younger children, the assessment may be more play-based and observational. The EP will usually want to speak with you about your child's developmental history, their strengths, their interests, and the difficulties you have noticed. They may also want to gather information from the school about how the child is performing in the classroom and what support has already been put in place. After the assessment, the EP will write a report setting out their findings and recommendations. This report may include a profile of the child's cognitive strengths and weaknesses, any diagnoses or identified needs, and detailed advice about the type of support that is likely to help. If the assessment is being used for an EHCP application, the report will specifically address the statutory criteria. ## Finding an Educational Psychologist Through ChildWize If you are considering a private educational psychology assessment for your child, ChildWize can help you find a suitably qualified professional. All educational psychologists on our platform are registered with the HCPC and have experience working with children across a range of needs. When browsing profiles, you can look for EPs who have particular expertise in areas relevant to your child, such as specific learning difficulties, autism, ADHD, social and emotional needs, or early years development. Many of our EPs also have experience providing advice for EHCP applications and tribunal appeals. Assessments can often be carried out online, which can be more convenient for families and may feel less stressful for children who are anxious about unfamiliar settings. All assessments through ChildWize are carried out online via our secure video platform, which many families find more convenient and less stressful for their child. It is worth being aware that a private EP assessment is an investment. Costs typically range from several hundred to over a thousand pounds depending on the complexity of the assessment and whether a school observation is included. Some EPs offer an initial consultation at a lower cost, which can help you decide whether a full assessment is the right next step. ChildWize does not replace NHS or local authority educational psychology services. If your child is on a waiting list for a local authority EP assessment, you are still entitled to that assessment regardless of whether you also seek a private one. ## Frequently Asked Questions ### What qualifications does an educational psychologist need? In England, an educational psychologist must hold a doctorate in educational psychology (typically a three-year postgraduate programme), be registered with the Health and Care Professions Council (HCPC), and have relevant experience working with children. Many also hold chartered status with the British Psychological Society. ### Can an educational psychologist diagnose conditions like dyslexia or autism? Educational psychologists can identify specific learning difficulties such as dyslexia and may contribute to the assessment of conditions like ADHD. For autism, a formal diagnosis in the UK is typically made through a multi-disciplinary team, though EPs often play an important advisory role in the process. ### How long does an EP assessment take? The assessment itself usually takes between two and four hours, sometimes spread over more than one session. The EP will also need time to write up their report, which is usually provided within two to four weeks. More complex assessments that include school observations may take longer. ### Will the local authority accept a private EP report for an EHCP application? Local authorities are expected to consider evidence from private assessments when making decisions about EHCPs. However, they are not obliged to follow private recommendations. A well-written private EP report that addresses the statutory criteria can be a valuable part of your evidence. ### What is the difference between an educational psychologist and an educational therapist? An educational psychologist is a doctoral-level professional who carries out assessments and provides recommendations. An educational therapist typically delivers ongoing intervention and support based on those recommendations. The two roles complement each other, and your child may benefit from both. ## Related Guides - [how-to-get-an-ehcp](https://www.childwize.co.uk/guides/how-to-get-an-ehcp) - [what-to-expect-from-assessment](https://www.childwize.co.uk/guides/what-to-expect-from-assessment) - [nhs-vs-private-assessment](https://www.childwize.co.uk/guides/nhs-vs-private-assessment) ## Related Services - [child-psychology](https://www.childwize.co.uk/services/child-psychology) - [educational-support](https://www.childwize.co.uk/services/educational-support) - [developmental-assessment](https://www.childwize.co.uk/services/developmental-assessment) --- **Canonical URL:** https://www.childwize.co.uk/guides/what-is-an-educational-psychologist *Published by [ChildWize](https://www.childwize.co.uk) — connecting UK families with child development specialists.* --- # Types of Therapy for Children Explained > **About ChildWize:** ChildWize (www.childwize.co.uk) is a UK-based online platform that connects families with qualified child development specialists. ChildWize covers SEND (Special Educational Needs and Disabilities), child mental health, speech and language therapy, autism, ADHD, and learning difficulties. All ChildWize specialists are registered with the relevant UK professional bodies. Sessions take place online. No GP referral is required. > There are many different types of therapy available for children, and it can be difficult to know which one might be right for your child. This guide provides an overview of the most common therapies and what each one involves. ## Speech and Language Therapy Speech and language therapy (SLT) supports children who have difficulty with communication. This can include children who are late to talk, those who struggle to be understood, children who find it hard to follow instructions or understand what others are saying, and those who have difficulty with social communication skills. Speech and language therapists work on a wide range of areas including articulation (how clearly a child produces sounds), language comprehension and expression, fluency (such as stammering), voice, and pragmatic language (the social use of language). Therapy is often play-based for younger children and may incorporate games, stories, and activities that build skills in a natural, engaging way. Qualified speech and language therapists in the UK are registered with the Health and Care Professions Council (HCPC) and are usually members of the Royal College of Speech and Language Therapists (RCSLT). When looking for a therapist, it can be helpful to check that they have specific experience with children and with the particular area of difficulty your child is experiencing. Speech and language therapy may be particularly helpful for children with developmental language disorder, autism spectrum conditions, hearing loss, cleft palate, Down syndrome, or selective mutism, though any child with communication difficulties can potentially benefit. ## Occupational Therapy Occupational therapy (OT) for children focuses on helping them develop the skills they need for everyday activities — what therapists refer to as "occupations." For children, these occupations include playing, learning, self-care tasks like dressing and eating, handwriting, and participating in school life. A paediatric occupational therapist may work with children who have difficulty with fine motor skills (such as holding a pencil or using scissors), gross motor skills (such as balance and coordination), sensory processing (how they respond to sights, sounds, textures, and movement), self-regulation (managing their emotions and energy levels), and daily living skills. OT for children is often very practical and hands-on. Sessions might involve activities designed to strengthen hand muscles, sensory play to help a child become more comfortable with different textures, or practising routines like getting dressed using step-by-step visual supports. The therapist will often provide a programme of activities for parents to continue at home. Occupational therapists in the UK are registered with the HCPC and may be members of the Royal College of Occupational Therapists (RCOT). Paediatric OTs have additional training and experience in working with children, and some specialise in particular areas such as sensory integration or handwriting. ## Cognitive Behavioural Therapy (CBT) Cognitive behavioural therapy is a structured, evidence-based therapy that helps children understand the connection between their thoughts, feelings, and behaviours. It is one of the most widely researched forms of therapy for children and is recommended by the National Institute for Health and Care Excellence (NICE) for a range of conditions including anxiety, depression, and obsessive-compulsive disorder (OCD). CBT for children is adapted to be age-appropriate. For younger children, it may involve stories, drawings, games, and role-play to help them identify and challenge unhelpful thinking patterns. For older children and teenagers, sessions may be more discussion-based, with the therapist helping them develop practical strategies for managing difficult thoughts and emotions. A course of CBT typically involves a set number of sessions, often between 8 and 20, depending on the child's needs. Between sessions, the child may be given tasks to practise at home, such as keeping a thought diary or trying out new ways of responding to situations that make them anxious. CBT for children is delivered by a range of professionals, including clinical psychologists, child psychotherapists, and specially trained counsellors. When looking for a CBT therapist for your child, it can be helpful to check that they are registered with an appropriate body such as the British Association for Behavioural and Cognitive Psychotherapies (BABCP), the HCPC, or the British Psychological Society (BPS). ## Play Therapy and Art Therapy Play therapy uses play as a means of helping children express their feelings, make sense of difficult experiences, and develop coping strategies. It is based on the understanding that play is a child's natural way of communicating and processing the world around them. Play therapy can be particularly helpful for children who find it hard to express their feelings through words alone. In a play therapy session, the child has access to a range of toys, art materials, sand, water, and other resources. The therapist creates a safe, accepting environment where the child can play freely. Through their play, children often work through anxieties, trauma, anger, grief, and other emotional difficulties. Play therapists are trained to observe and respond to the themes that emerge, gently supporting the child's process without directing it. Art therapy takes a similar approach but uses creative media — drawing, painting, sculpting, collage — as the primary means of expression. Like play therapy, it provides children with a way to communicate feelings and experiences that they may not yet have the words for. Art therapy can be beneficial for children who have experienced trauma, loss, or significant life changes, as well as those with emotional or behavioural difficulties. Play therapists in the UK may be registered with the British Association of Play Therapists (BAPT) or Play Therapy UK (PTUK). Art therapists are registered with the HCPC. When choosing a creative therapist for your child, checking their registration and asking about their experience with children of a similar age and with similar needs can help you find a good fit. ## Family Therapy and Behavioural Therapy Family therapy, sometimes called systemic therapy, works with the whole family rather than focusing on one individual. It is based on the idea that difficulties experienced by one family member often affect and are affected by the wider family system. A family therapist helps family members understand each other's perspectives, improve communication, and find new ways of relating to one another. Family therapy can be helpful when a child's difficulties are affecting the whole family, when there are relationship difficulties between parents and children, during or after separation or divorce, or when a family is adjusting to a significant change such as bereavement or a new diagnosis. Sessions may involve the whole family together, or the therapist may see different combinations of family members at different times. Family therapists in the UK are typically registered with the United Kingdom Council for Psychotherapy (UKCP) or the Association for Family Therapy and Systemic Practice (AFT). They will have completed postgraduate training in systemic therapy. Behavioural therapy for children focuses specifically on understanding and changing patterns of behaviour. It draws on principles of learning theory to help children develop more helpful behaviours and reduce those that are causing difficulties. Techniques may include positive reinforcement, structured routines, visual supports, and social stories. Behavioural approaches are often used for children with autism, ADHD, and challenging behaviour, and are frequently incorporated into broader therapeutic programmes. Parent training programmes, such as those based on behavioural principles, can also be an effective way of supporting children. These programmes teach parents strategies for managing behaviour in a positive, consistent way and are recommended by NICE for children with conduct difficulties. ## Choosing the Right Therapy for Your Child With so many therapy options available, choosing the right one for your child can feel like a significant decision. It can be helpful to start by thinking about what your child's main difficulties are. If communication is the primary concern, speech and language therapy is likely to be the most relevant starting point. If your child is struggling with anxiety, depression, or emotional wellbeing, CBT or play therapy may be more appropriate. For difficulties with motor skills, sensory processing, or daily living tasks, occupational therapy is often the best fit. Some children benefit from more than one type of therapy. For example, a child with autism might see a speech and language therapist for communication support, an occupational therapist for sensory needs, and a psychologist for emotional wellbeing. Where multiple therapies are involved, it can be helpful to ensure that the professionals are communicating with each other so that the child's support is coordinated. When choosing a therapist, there are a few things worth checking. Professional registration is important — look for registration with the HCPC, BPS, BACP, UKCP, RCSLT, or the relevant specialist body for the type of therapy. Experience working with children of a similar age and with similar needs to your child is also valuable. Many parents find it helpful to have an initial conversation or consultation with a therapist before committing to a course of sessions. ChildWize can help you find qualified therapists across all of these disciplines. You can browse profiles, filter by specialism, and read about each professional's experience and approach before booking. ## Frequently Asked Questions ### How do I know which type of therapy my child needs? The right therapy depends on your child's main areas of difficulty. If you are unsure, a good starting point is to speak with your child's GP, health visitor, or SENCO, who can help identify the most relevant type of support. You can also book an initial consultation with a specialist through ChildWize to discuss your concerns. ### Can my child have more than one type of therapy at the same time? Yes, some children benefit from a combination of therapies. For example, a child might see a speech therapist for communication and an occupational therapist for sensory needs. It can be helpful to make sure the professionals involved are aware of each other so that support is well-coordinated. ### Are all these therapies available on the NHS? Speech and language therapy, occupational therapy, and CBT are commonly available on the NHS, though waiting times can vary significantly between areas. Play therapy and art therapy may be less widely available through the NHS. Private therapy can be an option when NHS waiting times are long or when a specific type of therapy is not available locally. ### What qualifications should I look for in a children's therapist? Look for registration with the relevant professional body: HCPC for speech therapists, occupational therapists, and art therapists; BPS or HCPC for psychologists; BACP or UKCP for counsellors and psychotherapists; and BABCP for CBT therapists. Experience working specifically with children is also important. ### How long does a course of therapy usually last? This varies depending on the type of therapy and the child's needs. CBT is often delivered over 8 to 20 sessions. Speech and language therapy and occupational therapy may involve a block of sessions followed by a review. Play therapy and family therapy can be longer-term. Your therapist will discuss a recommended plan after the initial assessment. ## Related Guides - [nhs-vs-private-assessment](https://www.childwize.co.uk/guides/nhs-vs-private-assessment) - [what-to-expect-from-assessment](https://www.childwize.co.uk/guides/what-to-expect-from-assessment) ## Related Services - [speech-therapy](https://www.childwize.co.uk/services/speech-therapy) - [occupational-therapy](https://www.childwize.co.uk/services/occupational-therapy) - [child-psychology](https://www.childwize.co.uk/services/child-psychology) - [family-therapy](https://www.childwize.co.uk/services/family-therapy) - [behavioural-support](https://www.childwize.co.uk/services/behavioural-support) --- **Canonical URL:** https://www.childwize.co.uk/guides/types-of-therapy-explained *Published by [ChildWize](https://www.childwize.co.uk) — connecting UK families with child development specialists.* --- # SEND Tribunals: What Parents Need to Know > **About ChildWize:** ChildWize (www.childwize.co.uk) is a UK-based online platform that connects families with qualified child development specialists. ChildWize covers SEND (Special Educational Needs and Disabilities), child mental health, speech and language therapy, autism, ADHD, and learning difficulties. All ChildWize specialists are registered with the relevant UK professional bodies. Sessions take place online. No GP referral is required. > If you disagree with a decision about your child's special educational needs, you may have the right to appeal to the SEND Tribunal. This guide explains how the process works and where you can find support. ## What Is the SEND Tribunal? The First-tier Tribunal (Special Educational Needs and Disability), commonly known as the SEND Tribunal, is an independent body that hears appeals from parents and young people about decisions made by local authorities regarding special educational needs and disabilities. It operates under HM Courts & Tribunals Service and is separate from local authorities, which means its decisions are made independently. The Tribunal was established to ensure that families have a right of appeal when they believe a local authority has made an incorrect decision about their child's education, health, and care needs. It plays a crucial role in the SEND system, providing a legal mechanism for resolving disputes that cannot be settled through other means. Appeals to the SEND Tribunal are governed by the Children and Families Act 2014, the Tribunal Procedure (First-tier Tribunal) (Health, Education and Social Care Chamber) Rules 2008, and associated regulations. While that sounds technical, the Tribunal is designed to be accessible to parents who may not have legal representation. Many families do navigate the process themselves, though support is available from a number of organisations. It is worth knowing that the SEND Tribunal can also hear claims of disability discrimination by schools. This is a separate type of case from EHCP appeals, but it falls under the same tribunal. ## When Can You Appeal? You can appeal to the SEND Tribunal in a number of specific situations. The most common grounds for appeal include: A decision by the local authority to refuse to carry out an EHC needs assessment for your child. If you have requested an assessment and the local authority has decided not to proceed, you have the right to appeal that decision. A decision to refuse to issue an EHCP after carrying out an assessment. If the local authority carries out a needs assessment but decides that your child does not need an EHCP, you can appeal. Disagreements about the content of an EHCP. This includes the description of your child's needs (Section B), the special educational provision specified (Section F), and the school or setting named in the plan (Section I). You can also appeal if you believe the health or social care elements of the plan are inadequate, though the Tribunal's powers in relation to health and social care are more limited. A decision to cease (stop) maintaining an EHCP. If the local authority decides that your child no longer needs an EHCP and you disagree, you can appeal. A decision not to amend an EHCP following an annual review, if you believe changes are needed. There are strict time limits for lodging an appeal. In most cases, you must register your appeal within two months of the decision you are challenging, or within one month of receiving a mediation certificate. It is important to act promptly if you are considering an appeal. ## The Mediation Requirement Before you can register an appeal with the SEND Tribunal about most types of decision, you must first contact a mediation adviser. This is a legal requirement introduced by the Children and Families Act 2014, and its purpose is to give families and local authorities an opportunity to resolve disagreements without the need for a formal hearing. When you contact the mediation service, an adviser will explain the mediation process and discuss your options. You then have a choice: you can agree to go ahead with mediation, or you can decline mediation and simply request a mediation certificate. Either way, you will receive a certificate that allows you to proceed with your appeal. Mediation itself is a meeting between you and a representative of the local authority, facilitated by a trained, independent mediator. The mediator does not take sides or make decisions — their role is to help both parties communicate and, where possible, reach an agreement. Mediation is free of charge for parents. Some families find mediation genuinely helpful. It can be quicker and less stressful than a tribunal hearing, and it gives the local authority a chance to reconsider its position in a less formal setting. Others feel that the mediation requirement is an unnecessary step, particularly when the local authority has already shown itself unwilling to change its mind. There is one exception: if your appeal is solely about the school or setting named in Section I of the EHCP, you do not need to go through the mediation process at all. You can proceed directly to registering your appeal. ## The Tribunal Process and Timelines Once you have registered your appeal, the process follows a broadly standard pattern. The local authority will be asked to submit its response, including all the evidence it relied upon when making the decision you are challenging. You will also have the opportunity to submit your own evidence, which may include professional reports, letters from the school, and your own written statement. Both parties can submit evidence from professionals. This might include reports from educational psychologists, speech and language therapists, occupational therapists, or other specialists who have worked with your child. If you have a private assessment that supports your case, this can be a valuable piece of evidence. The case will be listed for a hearing, which typically takes place within 16 to 20 weeks of the appeal being registered, though this can vary. Hearings usually last one day, though more complex cases may take longer. Since the pandemic, many hearings take place remotely via video link, though face-to-face hearings are also available. At the hearing, a panel of three tribunal members will consider the evidence from both sides. You will have the opportunity to present your case and to answer questions from the panel. The local authority will do the same. The atmosphere is intended to be less formal than a court, and the panel members are experienced in SEND matters. The Tribunal will issue its decision in writing, usually within ten working days of the hearing. If the Tribunal finds in your favour, its decision is legally binding on the local authority, which means the authority must comply. If you are not satisfied with the outcome, there are further avenues of appeal, though these are more limited. ## Getting Support with a Tribunal Appeal Navigating the SEND Tribunal process can feel daunting, but there are several organisations that offer free advice and support to families. You do not need to go through this alone. IPSEA (Independent Provider of Special Education Advice) is a national charity that offers free, legally based advice to families of children with SEND. They have a helpline, provide written guides, and in some cases can offer representation at tribunal hearings through their trained volunteers. SOS!SEN (formerly SOS Special Educational Needs) is another organisation that provides advice and support to parents going through the SEND system, including tribunal appeals. They run workshops and can help you prepare your case. Your local Information, Advice and Support Service (IASS) is also an important resource. Every local authority must provide an IASS, and they can offer impartial advice about the tribunal process, help you prepare for hearings, and in some cases attend hearings with you. Some families choose to instruct a solicitor who specialises in SEND law, particularly for complex cases. Legal aid may be available for SEND tribunal cases if you meet the financial eligibility criteria and the case meets the merits test. The Legal Aid Agency can provide more information about eligibility. The Council for Disabled Children and Contact (the charity for families with disabled children) also provide helpful information and resources about the tribunal process. The Tribunal's own website contains guidance notes for parents, which are well worth reading before you begin. Whichever route you take, gathering strong evidence is one of the most important things you can do. Reports from qualified professionals who have assessed your child, clear records of your child's needs and the support they have received, and your own observations as a parent all form part of the evidence that the Tribunal will consider. ## After the Tribunal Decision If the SEND Tribunal finds in your favour, the local authority is legally required to comply with the decision. In practice, this means they must implement the changes ordered by the Tribunal, whether that is issuing an EHCP, amending the content of an existing plan, or naming a particular school. The local authority is expected to comply within a set timescale, which is usually specified in the Tribunal's decision. If the local authority fails to comply, you can raise this with the Tribunal, and the local authority may face enforcement action. You can also complain to the Local Government and Social Care Ombudsman about failures to implement a Tribunal order. If the Tribunal finds against you, you have the right to request permission to appeal to the Upper Tribunal on a point of law. This means you cannot simply re-argue the same facts — you would need to show that the Tribunal made a legal error in reaching its decision. Upper Tribunal appeals are more complex and it is generally advisable to seek legal advice before pursuing this route. It can be helpful to know that the majority of SEND Tribunal appeals are resolved in favour of the parent. Published statistics show that parents succeed in the majority of cases that reach a hearing. Many more cases are settled before the hearing, often because the local authority reconsiders its position once an appeal has been registered. This does not guarantee any particular outcome for your case, but it does suggest that the process can be an effective route for families who believe the right support is not being provided. Regardless of the outcome, going through a tribunal appeal can be emotionally demanding. It may be helpful to make use of the support networks available to you, including the organisations mentioned above, other parents who have been through the process, and any professionals working with your child. ## Frequently Asked Questions ### How much does it cost to appeal to the SEND Tribunal? There is no fee to register an appeal with the SEND Tribunal. The process is free. However, if you choose to obtain private professional reports to support your case, or to instruct a solicitor, there will be costs associated with those. Legal aid may be available for SEND cases depending on your circumstances. ### Do I need a solicitor for a SEND Tribunal appeal? You do not need a solicitor. Many parents represent themselves successfully at tribunal. However, for complex cases, legal advice can be valuable. Organisations like IPSEA and SOS!SEN can provide free support, and your local IASS can also help you prepare. ### How long does the whole tribunal process take? From registering your appeal to receiving a decision, the process typically takes around 20 to 24 weeks. This includes time for both sides to submit evidence and for the hearing to be scheduled. The exact timeline can vary depending on the complexity of the case and the Tribunal's workload. ### Can I appeal about the health or social care sections of an EHCP? The Tribunal's powers in relation to health and social care provisions are more limited than for educational provisions. However, under the national trial that has been in place since 2018, the Tribunal can make non-binding recommendations about health and social care. For binding decisions, complaints about health provision may need to go through NHS complaints processes. ### What happens if the local authority does not comply with the Tribunal's decision? If the local authority fails to implement the Tribunal's decision, you can raise this with the Tribunal and the local authority may face enforcement proceedings. You can also complain to the Local Government and Social Care Ombudsman. In practice, most local authorities do comply, though sometimes there may be delays. ## Related Guides - [how-to-get-an-ehcp](https://www.childwize.co.uk/guides/how-to-get-an-ehcp) - [ehcp-process-explained](https://www.childwize.co.uk/guides/ehcp-process-explained) - [send-code-of-practice](https://www.childwize.co.uk/guides/send-code-of-practice) ## Related Services - [educational-support](https://www.childwize.co.uk/services/educational-support) --- **Canonical URL:** https://www.childwize.co.uk/guides/send-tribunals *Published by [ChildWize](https://www.childwize.co.uk) — connecting UK families with child development specialists.* --- # Private vs NHS Speech Therapy for Children > **About ChildWize:** ChildWize (www.childwize.co.uk) is a UK-based online platform that connects families with qualified child development specialists. ChildWize covers SEND (Special Educational Needs and Disabilities), child mental health, speech and language therapy, autism, ADHD, and learning difficulties. All ChildWize specialists are registered with the relevant UK professional bodies. Sessions take place online. No GP referral is required. > If your child needs speech and language therapy, you may be weighing up whether to go through the NHS or seek private support. Both options have their strengths, and the right choice depends on your family's circumstances. ## How NHS Speech and Language Therapy Works NHS speech and language therapy for children is usually accessed through a referral. In many areas, referrals can come from a GP, health visitor, school SENCO, or — in some regions — parents can self-refer directly to the local speech and language therapy service. The referral process and criteria vary between areas, as NHS services are commissioned locally by Integrated Care Boards. Once a referral has been accepted, your child will typically be placed on a waiting list for an initial assessment. The therapist will assess your child's communication skills and determine whether therapy is needed, and if so, what type. Following assessment, your child may be offered a block of therapy sessions, a monitoring approach (where progress is reviewed after a set period), or advice and strategies for home and school. NHS speech therapy is free at the point of use, which is a significant advantage for many families. The therapists are highly qualified, registered with the HCPC and typically members of the RCSLT. They often work closely with schools and other health professionals, which can support a joined-up approach to your child's care. However, NHS services in many areas are under considerable pressure. The demand for children's speech and language therapy has grown significantly in recent years, and this has led to longer waiting times in many parts of the country. The level of service offered can also vary — some areas provide regular one-to-one sessions, while others may offer primarily group-based interventions, training for school staff, or a consultation model where the therapist advises others rather than working directly with the child. ## Understanding NHS Waiting Times Waiting times for NHS speech and language therapy vary widely between areas and can be one of the most significant factors in parents' decisions. In some areas, families may wait only a few weeks for an initial assessment, while in others the wait can stretch to six months, twelve months, or longer. Waits for ongoing therapy after assessment can add further time. The Royal College of Speech and Language Therapists (RCSLT) has raised concerns about the impact of long waiting times on children, particularly given that early intervention is widely recognised as producing the best outcomes. For a young child whose language is developing rapidly, a wait of several months can represent a significant proportion of their developmental window. During the waiting period, you may be offered resources or strategies to use at home, such as communication-friendly activities or guidance on how to support your child's language development. Some NHS services also run drop-in groups or provide written information while families are waiting. It is worth knowing that you can still access NHS speech therapy even if you also seek private support. The two are not mutually exclusive. Some families choose to begin private therapy while waiting for NHS services, and then transition to NHS provision once it becomes available. Others use a combination of both throughout their child's therapy journey. If you are concerned about the wait, contacting your local speech and language therapy service directly to ask about current timescales can be helpful. Your GP surgery or local IASS may also be able to provide information about typical waiting times in your area. ## What Private Speech Therapy Offers Private speech and language therapy provides direct access to a qualified therapist without the need to go through NHS referral and waiting processes. You can usually arrange an initial assessment within days or weeks rather than months, which can be particularly valuable when early intervention is a priority. Private therapists are subject to the same registration requirements as their NHS counterparts. They must be registered with the HCPC and most are members of the RCSLT. Many private therapists have previously worked within the NHS, bringing with them extensive clinical experience and training. One of the main advantages of private therapy is the flexibility and continuity it can offer. You can typically choose the frequency of sessions and the time and day that works best for your family. You usually see the same therapist throughout, which can be important for building a trusting relationship, particularly for children who are anxious or who take time to feel comfortable with new people. Private assessments and reports can also be valuable if you are pursuing an EHCP or need evidence for a SEND Tribunal. A detailed report from a private speech and language therapist can provide independent evidence of your child's needs and the provision required to meet them. The main consideration with private therapy is cost. Session fees typically range from around 60 to 150 pounds per session, depending on the therapist's experience and specialism. A full assessment with a written report may cost more. Some private therapists offer reduced rates for block bookings or for families with financial constraints. ## Comparing Qualifications and Standards Whether you access speech therapy through the NHS or privately, the qualifications and standards that therapists must meet are the same. All practising speech and language therapists in the UK must be registered with the Health and Care Professions Council (HCPC). This registration confirms that they have completed an approved degree programme (typically an undergraduate or postgraduate degree in speech and language therapy), that they meet the required standards of proficiency, and that they are subject to ongoing professional regulation. Most speech and language therapists are also members of the Royal College of Speech and Language Therapists (RCSLT), which is the professional body for the speech and language therapy profession in the UK. RCSLT membership provides additional support for ongoing professional development and adherence to best practice guidelines. When choosing a private therapist, verifying their HCPC registration is a straightforward step that provides reassurance about their qualifications and accountability. You can check a therapist's registration on the HCPC's online register, which is publicly accessible. Beyond formal qualifications, it can be helpful to consider a therapist's experience and areas of specialism. Some therapists specialise in particular age groups (such as early years or school-age children), particular conditions (such as autism, stammering, or cleft palate), or particular approaches. Asking about a therapist's specific experience with your child's type of difficulty can help you find a good match. ChildWize verifies the professional registration of all therapists on our platform, so families can browse with confidence knowing that qualifications have been checked. ## Making the Right Choice for Your Family The decision between NHS and private speech therapy is not always an either-or choice. Many families use a combination of both, and the right approach often depends on your child's specific needs, the availability of NHS services in your area, and your financial circumstances. If your child's needs are urgent or time-sensitive — for example, if they are very young and early intervention is critical, or if they need a specialist assessment for an EHCP application — private therapy may be the more practical option. The ability to start quickly and to access a therapist with specific expertise can be significant advantages. If your child's needs are less urgent, or if you are already receiving good NHS provision, continuing with NHS services may be the most appropriate route. NHS therapists often have strong links with schools and other local services, which can support a coordinated approach. Some families begin with private therapy and then transition to NHS services once a place becomes available. Others use NHS therapy as the core provision and supplement it with occasional private sessions for additional support or for specific needs that the NHS service does not cover. Whatever route you choose, the most important thing is that your child receives support from a qualified professional who understands their needs. Whether that therapist works in the NHS or in private practice, the goal is the same: to help your child communicate as effectively and confidently as possible. If you are considering private speech therapy, ChildWize can help you find a qualified therapist who has experience with children. You can browse profiles, check areas of expertise, and book an initial session at a time that works for your family. ## Frequently Asked Questions ### Is private speech therapy better than NHS speech therapy? Neither is inherently better — the quality of therapy depends on the individual therapist and how well they match your child's needs. Private therapy offers advantages in terms of speed of access and flexibility, while NHS therapy is free and often well-integrated with schools and other services. Many families find that a combination works well. ### How much does private speech therapy cost? Costs vary depending on the therapist and location. Individual sessions typically range from around 60 to 150 pounds. A full assessment with a written report may cost more. Some therapists offer reduced rates for block bookings. It is worth asking about costs upfront before committing to a course of sessions. ### Can I get private speech therapy and NHS speech therapy at the same time? Yes, the two are not mutually exclusive. You can access private therapy while also remaining on an NHS waiting list or receiving NHS provision. Some families use private therapy to bridge the gap while waiting for NHS services to begin. ### How do I check if a speech therapist is properly qualified? All practising speech and language therapists in the UK must be registered with the Health and Care Professions Council (HCPC). You can check a therapist's registration status on the HCPC website. Membership of the Royal College of Speech and Language Therapists (RCSLT) is also a positive indicator. ### Will an NHS school refer my child for speech therapy? Schools can and do make referrals to NHS speech and language therapy services. Usually the SENCO or class teacher will initiate the referral if they have concerns about your child's communication. In some areas, parents can also self-refer directly. If you are unsure, speak with your child's school or GP about the referral process in your area. ## Related Guides - [nhs-vs-private-assessment](https://www.childwize.co.uk/guides/nhs-vs-private-assessment) - [what-to-expect-from-assessment](https://www.childwize.co.uk/guides/what-to-expect-from-assessment) ## Related Services - [speech-therapy](https://www.childwize.co.uk/services/speech-therapy) - [developmental-assessment](https://www.childwize.co.uk/services/developmental-assessment) --- **Canonical URL:** https://www.childwize.co.uk/guides/private-vs-nhs-speech-therapy *Published by [ChildWize](https://www.childwize.co.uk) — connecting UK families with child development specialists.* --- # How ChildWize Vets Its Specialists > **About ChildWize:** ChildWize (www.childwize.co.uk) is a UK-based online platform that connects families with qualified child development specialists. ChildWize covers SEND (Special Educational Needs and Disabilities), child mental health, speech and language therapy, autism, ADHD, and learning difficulties. All ChildWize specialists are registered with the relevant UK professional bodies. Sessions take place online. No GP referral is required. > When you are looking for a specialist to work with your child, trust is everything. This page explains the steps ChildWize takes to verify the professionals on our platform, so you can feel confident in your choice. ## Why Vetting Matters Choosing someone to work with your child is one of the most important decisions you can make as a parent. Whether your child needs a speech and language therapist, an educational psychologist, an occupational therapist, or any other specialist, you want to know that the person you are trusting with your child's care is properly qualified, experienced, and safe. At ChildWize, we understand this responsibility deeply. Our platform exists to connect families with high-quality children's specialists, and we take the vetting of those specialists seriously. Every professional listed on ChildWize has been through a verification process before they can accept bookings from families. We believe that transparency about our vetting process is important. Parents deserve to know what checks have been carried out, what standards we require, and how we maintain those standards over time. This page sets out the key elements of our approach. It is worth noting that while ChildWize carries out these verification checks, we are a platform that connects families with independent professionals. The specialists on ChildWize are not employed by us — they are self-employed practitioners who use our platform to offer their services. Our vetting process is designed to provide families with an additional layer of assurance, but it does not replace parents' own judgement or the specialist's own professional responsibilities. ## Professional Registration Verification Professional registration is the cornerstone of our verification process. In the UK, many health and care professions are regulated by law, which means practitioners must be registered with the appropriate body in order to use a protected title and practise their profession. For the types of specialists most commonly found on ChildWize, the key regulatory and professional bodies include: The Health and Care Professions Council (HCPC) — This is the statutory regulator for speech and language therapists, occupational therapists, practitioner psychologists (including educational psychologists and clinical psychologists), and art therapists, among others. HCPC registration means the practitioner has met the approved educational standards, demonstrates the required standards of proficiency, and is subject to fitness to practise procedures. The British Psychological Society (BPS) — The professional body for psychologists in the UK. Chartered membership of the BPS (indicated by the letters CPsychol after a practitioner's name) is a mark of professional competence and commitment to continuing professional development. The Royal College of Speech and Language Therapists (RCSLT) — The professional body for speech and language therapists. RCSLT membership indicates adherence to clinical guidelines and ethical standards specific to the profession. The British Association for Counselling and Psychotherapy (BACP) and the United Kingdom Council for Psychotherapy (UKCP) — Professional bodies for counsellors, psychotherapists, and family therapists. Registration with these bodies indicates that the practitioner has met the required training and ethical standards. When a specialist applies to join ChildWize, we verify their registration with the relevant body by checking the appropriate public register. This is done before the specialist is listed on the platform, and we carry out periodic re-checks to ensure that registration remains current. ## DBS Checks and Safeguarding All specialists on ChildWize who work directly with children are required to hold a current Enhanced Disclosure and Barring Service (DBS) check with a barred list check for working with children. The DBS check is one of the most important safeguarding measures available in England and Wales. An Enhanced DBS check provides information about a person's criminal record, including spent and unspent convictions, cautions, reprimands, and warnings. It also includes any relevant information held by local police forces. The barred list check confirms that the individual has not been barred from working with children. We ask specialists to provide evidence of their DBS check as part of the onboarding process. We also encourage specialists to subscribe to the DBS Update Service, which allows us to carry out online status checks to confirm that the certificate remains current and that no new information has been added since it was issued. Beyond DBS checks, ChildWize expects all specialists on the platform to understand and follow safeguarding best practice. Professionals working with children have a duty of care to recognise and respond to signs of abuse or neglect, and to follow the relevant reporting procedures. All regulated health and care professionals are required by their regulatory bodies to maintain competence in safeguarding as part of their continuing professional development. If we receive a safeguarding concern about a specialist on the platform, we have clear procedures in place to respond, which may include suspending the specialist's profile while the matter is investigated. ## Qualifications and Experience Requirements Beyond professional registration, ChildWize looks at the qualifications and experience of each specialist who applies to join the platform. We want to ensure that the professionals available to families are not only properly qualified but also have meaningful experience working with children. As a minimum, specialists must hold the qualifications required for registration with their professional body. For example, a speech and language therapist must hold an approved degree in speech and language therapy; an educational psychologist must hold a doctorate in educational psychology; and a clinical psychologist must hold a doctorate in clinical psychology. We also consider the specialist's experience working specifically with children. While the exact requirements depend on the profession and area of practice, we look for evidence of substantial clinical experience in paediatric or child-focused settings. This might include experience working in NHS children's services, schools, early years settings, or specialist paediatric practices. Specialists are asked to provide details of their areas of expertise, the age groups they work with, and any additional training or qualifications they hold that are relevant to their work with children. This information is displayed on their profile, so parents can make informed decisions about which specialist is the best fit for their child. We also value continuing professional development (CPD). Regulated professionals are required to maintain their skills and knowledge throughout their career, and ChildWize expects specialists on the platform to be actively engaged in ongoing learning and development. ## Ongoing Review and Parent Feedback Vetting is not a one-time event. ChildWize has processes in place to maintain the standards of specialists on the platform on an ongoing basis. We carry out periodic checks to confirm that specialists' professional registrations remain current and in good standing. If a specialist's registration lapses or if they become subject to fitness to practise proceedings, their profile may be suspended until the matter is resolved. Parent feedback is also an important part of our quality assurance process. After sessions, parents have the opportunity to leave reviews and ratings. We monitor this feedback to identify any patterns or concerns. If a specialist consistently receives poor feedback, or if a specific complaint is raised, we will investigate and take appropriate action, which may include additional checks, a conversation with the specialist, or removal from the platform. We also have a complaints procedure for families who wish to raise concerns about a specialist. Complaints are taken seriously and handled in accordance with our published complaints policy. Where appropriate, we will also signpost families to the specialist's regulatory body, which has its own complaints and fitness to practise procedures. Specialists on ChildWize are expected to hold appropriate professional indemnity insurance, which provides protection for both the specialist and the families they work with in the event that something goes wrong. We are committed to being transparent about our processes and welcome feedback from families about how we can continue to improve. If you have questions about the vetting of a particular specialist or about our processes in general, our team is happy to help. ## What This Means for You as a Parent When you browse specialists on ChildWize, you can be confident that each one has been through a verification process that checks their professional registration, DBS status, qualifications, and experience. This does not replace your own judgement — you know your child best, and choosing the right specialist is ultimately a personal decision — but it provides a foundation of trust. Here is a summary of what ChildWize verifies for each specialist: Professional registration with the relevant regulatory body (such as HCPC, BPS, BACP, UKCP, or RCSLT) is confirmed before listing and periodically re-checked. An Enhanced DBS check with a children's barred list check is required for all specialists working with children. Qualifications and experience in working with children are reviewed as part of the onboarding process. Professional indemnity insurance is expected to be in place. Ongoing monitoring through parent feedback, periodic registration checks, and a clear complaints procedure helps maintain standards over time. We know that the decision to seek support for your child can feel like a significant step, and that trusting someone new with your child's care requires confidence. ChildWize is designed to make that step easier by providing you with access to vetted, qualified professionals in one place. If you would like more information about any aspect of our vetting process, or if you have concerns about a specialist listed on the platform, please do not hesitate to contact our team. We are here to help you find the right support for your child with confidence. ## Frequently Asked Questions ### Are all ChildWize specialists DBS checked? Yes. All specialists on ChildWize who work directly with children are required to hold a current Enhanced DBS check with a barred list check for children. We verify this as part of the onboarding process and encourage specialists to subscribe to the DBS Update Service so that their status can be checked on an ongoing basis. ### How does ChildWize verify professional registration? We check each specialist's registration with their relevant regulatory body (such as the HCPC, BPS, BACP, or UKCP) using the appropriate public register before they are listed on the platform. We also carry out periodic re-checks to confirm that registration remains current. ### What happens if a specialist receives a complaint? We have a clear complaints procedure. Complaints are investigated and appropriate action is taken, which may range from a conversation with the specialist to suspension or removal from the platform. We also signpost families to the specialist's regulatory body, which has its own fitness to practise processes. ### Does ChildWize employ the specialists on the platform? No. Specialists on ChildWize are independent, self-employed practitioners. ChildWize provides a platform to connect them with families and carries out verification checks, but the specialists are responsible for their own clinical practice and professional conduct. ### Can I check a specialist's qualifications myself? Yes. The HCPC, BPS, BACP, UKCP, and RCSLT all maintain public registers that you can search online. You can use these to verify a specialist's registration status independently. Specialist profiles on ChildWize also display information about their qualifications, areas of expertise, and experience. ## Related Guides - [nhs-vs-private-assessment](https://www.childwize.co.uk/guides/nhs-vs-private-assessment) - [what-to-expect-from-assessment](https://www.childwize.co.uk/guides/what-to-expect-from-assessment) ## Related Services - [speech-therapy](https://www.childwize.co.uk/services/speech-therapy) - [occupational-therapy](https://www.childwize.co.uk/services/occupational-therapy) - [child-psychology](https://www.childwize.co.uk/services/child-psychology) - [developmental-assessment](https://www.childwize.co.uk/services/developmental-assessment) --- **Canonical URL:** https://www.childwize.co.uk/guides/how-specialists-are-vetted *Published by [ChildWize](https://www.childwize.co.uk) — connecting UK families with child development specialists.* --- # Understanding Anxiety in Children > **About ChildWize:** ChildWize (www.childwize.co.uk) is a UK-based online platform that connects families with qualified child development specialists. ChildWize covers SEND (Special Educational Needs and Disabilities), child mental health, speech and language therapy, autism, ADHD, and learning difficulties. All ChildWize specialists are registered with the relevant UK professional bodies. Sessions take place online. No GP referral is required. > Worry is a normal part of growing up, but when anxiety starts to take over daily life it can be helpful to seek specialist guidance. ChildWize connects families with experienced child psychologists and therapists. ## What Is Childhood Anxiety? All children feel worried or nervous from time to time, and that is completely normal. Anxiety becomes a concern when it is intense, persistent, and starts to interfere with a child's ability to enjoy everyday activities such as going to school, making friends, or sleeping well at night. Childhood anxiety can take many forms. Some children experience generalised anxiety, feeling worried about a wide range of situations. Others may develop specific phobias, social anxiety, separation anxiety, or panic symptoms. According to the NHS, anxiety disorders are among the most common mental health difficulties in children and young people in the United Kingdom. It is important to remember that anxiety is not a sign of weakness or poor parenting. It is a recognised condition that responds well to the right support. ChildWize is here to help families find that support without the long waits often associated with NHS referral pathways. ## Signs of Anxiety to Look For Anxiety can look quite different from one child to another. Some children become visibly distressed, while others may become withdrawn, irritable, or clingy without being able to explain why. You may want to consider seeking support if your child frequently complains of stomach aches or headaches with no medical cause, avoids situations they used to manage, has difficulty sleeping or experiences frequent nightmares, or seems excessively worried about things going wrong. In younger children, anxiety may show up as tantrums, tearfulness, or a reluctance to leave a parent's side. Older children and teenagers might avoid school, struggle to concentrate, or become preoccupied with perfectionism. Some children mask their anxiety at school and release it at home, which can be confusing for families. If you recognise any of these patterns, it does not necessarily mean your child has an anxiety disorder, but it can be worth exploring further with a qualified professional who understands children's emotional wellbeing. ## How Anxiety Is Identified and Assessed There is no single test for childhood anxiety. Instead, a child psychologist or therapist will typically spend time talking with you and your child, using age-appropriate conversations, questionnaires, and observation to build a full picture of how anxiety is affecting daily life. Assessment may involve exploring when the anxiety started, what situations trigger it, and how your child currently copes. The professional may also consider whether there are other factors at play, such as sensory sensitivities, learning difficulties, or changes at home or school. The National Institute for Health and Care Excellence (NICE) recommends that assessment should be thorough and take into account the child's developmental stage and family context. Through ChildWize, you can connect with child psychologists who are registered with the British Psychological Society (BPS) or the Health and Care Professions Council (HCPC). There is no need for a GP referral, and assessments take place online so your child can be in a familiar, comfortable environment. ## How ChildWize Can Help ChildWize connects families with child psychologists, family therapists, and behavioural support specialists who have experience working with anxious children. You can browse specialist profiles, read reviews from other families, and choose someone who feels like the right fit. Support may include cognitive behavioural therapy (CBT), which is recommended by NICE as a first-line treatment for childhood anxiety, as well as play-based approaches for younger children and parent-led strategies that the whole family can use. Some families find that a combination of individual sessions for the child and guidance sessions for parents works well. All sessions take place online through our secure video platform. Many families tell us that their child feels more relaxed working from home, which can be especially helpful when anxiety itself is a barrier to attending appointments in unfamiliar settings. ## Supporting an Anxious Child at Home Living with an anxious child can feel exhausting and isolating, but there is a great deal that families can do alongside professional support. Some parents find it helpful to validate their child's feelings rather than dismissing them, gently encourage facing feared situations in small steps, keep routines predictable, and model calm coping strategies. It can also be helpful to limit reassurance-seeking cycles, where a child repeatedly asks for confirmation that everything will be all right. A therapist can work with you on practical techniques for managing these moments in a way that builds your child's confidence over time. Remember, supporting an anxious child does not mean removing every source of worry. The goal is to help your child develop the tools to manage anxiety so that it no longer controls their daily life. ChildWize specialists can guide your family through this process at a pace that feels manageable for everyone involved. ## Possible Treatments - Cognitive Behavioural Therapy (CBT) - Play Therapy - Family Therapy - Parent Coaching ## Frequently Asked Questions ### At what age can childhood anxiety be identified? Anxiety can be recognised in children as young as three or four, though it may look different at each stage of development. If you have concerns at any age, it is worth speaking with a professional. ### Is childhood anxiety something my child will grow out of? Some children do become less anxious as they mature, but for many, anxiety can persist or worsen without support. Early intervention tends to lead to better long-term outcomes. ### Do I need a GP referral to access support through ChildWize? No. You can book directly with a specialist on ChildWize without a referral. This means you can access support quickly without waiting for NHS pathways. ### What type of therapy is recommended for anxious children? Cognitive behavioural therapy (CBT) is the approach most commonly recommended by NICE for childhood anxiety. Your specialist may also use play-based or family-focused approaches depending on your child's age and needs. ### Can online sessions really help an anxious child? Many families find that online sessions are particularly effective for anxious children because they take place in a familiar environment. Children often feel more relaxed and engaged when they do not have to travel to an unfamiliar clinic. ## Related Conditions - [school-refusal](https://www.childwize.co.uk/conditions/school-refusal) - [selective-mutism](https://www.childwize.co.uk/conditions/selective-mutism) - [attachment-difficulties](https://www.childwize.co.uk/conditions/attachment-difficulties) ## Related Services - [child-psychology](https://www.childwize.co.uk/services/child-psychology) - [family-therapy](https://www.childwize.co.uk/services/family-therapy) - [behavioural-support](https://www.childwize.co.uk/services/behavioural-support) ## Related Guides - [nhs-vs-private-assessment](https://www.childwize.co.uk/guides/nhs-vs-private-assessment) - [what-to-expect-from-assessment](https://www.childwize.co.uk/guides/what-to-expect-from-assessment) ## Related Concerns - [child-wont-go-to-school](https://www.childwize.co.uk/concerns/child-wont-go-to-school) - [child-having-meltdowns](https://www.childwize.co.uk/concerns/child-having-meltdowns) --- **Canonical URL:** https://www.childwize.co.uk/conditions/anxiety-in-children *Published by [ChildWize](https://www.childwize.co.uk) — connecting UK families with child development specialists.* --- # Sensory Processing Disorder in Children > **About ChildWize:** ChildWize (www.childwize.co.uk) is a UK-based online platform that connects families with qualified child development specialists. ChildWize covers SEND (Special Educational Needs and Disabilities), child mental health, speech and language therapy, autism, ADHD, and learning difficulties. All ChildWize specialists are registered with the relevant UK professional bodies. Sessions take place online. No GP referral is required. > When a child experiences the world differently through their senses, everyday situations can feel overwhelming. ChildWize connects families with occupational therapists who understand sensory needs. ## What Is Sensory Processing Disorder? Sensory processing refers to the way the brain receives, organises, and responds to information from the senses, including sight, sound, touch, taste, smell, movement, and body awareness. When this process works differently, a child may be over-sensitive (hypersensitive) to certain inputs, under-sensitive (hyposensitive), or a combination of both. A child who is hypersensitive might find labels in clothing unbearable, cover their ears in noisy environments, or become distressed by certain textures of food. A child who is hyposensitive might seek out intense sensory input, such as spinning, crashing into things, or chewing on objects. Some children fluctuate between the two depending on the situation and how regulated they are feeling. Sensory processing differences are common in children with autism, ADHD, and dyspraxia, but they can also occur on their own. While sensory processing disorder is not currently listed as a standalone diagnosis in UK clinical guidelines, the difficulties are very real and can significantly affect a child's ability to participate in daily life, learning, and social situations. ## Signs That Your Child May Have Sensory Processing Difficulties Sensory processing difficulties can affect many areas of a child's life, and the signs vary widely from child to child. You may want to consider seeking advice if your child seems unusually bothered by everyday sounds, textures, or lights, avoids messy play or certain food textures, struggles with transitions between activities, becomes overwhelmed in busy environments like supermarkets or school assemblies, or seems to need constant movement or touch. Some children with sensory difficulties appear clumsy, bump into things frequently, or have trouble with fine motor tasks such as handwriting or doing up buttons. Others may have an unusually high or low pain threshold. Emotional meltdowns that seem out of proportion to the situation may sometimes be linked to sensory overload rather than behavioural choices. These patterns do not mean there is necessarily something wrong, but they can be a sign that your child's nervous system is processing sensory information differently. An occupational therapist with sensory expertise can help you understand what is happening and develop strategies that make everyday life more manageable. ## How Sensory Processing Difficulties Are Assessed Assessment for sensory processing difficulties is usually carried out by an occupational therapist (OT) who has specialist training in sensory integration. The assessment typically involves detailed questionnaires about your child's responses to different sensory experiences, observation of your child during structured and unstructured activities, and a clinical interview to understand how sensory differences are affecting daily routines, learning, and relationships. The therapist may use standardised tools such as the Sensory Profile or the Sensory Processing Measure to map your child's individual sensory preferences and challenges. This creates a profile that highlights which sensory systems are most affected and in what way. Through ChildWize, you can connect with occupational therapists who are registered with the Health and Care Professions Council (HCPC) and have expertise in paediatric sensory assessment. Assessments can be conducted online, with the therapist guiding you through observation tasks in your home environment, which often gives a more accurate picture than a clinical setting. ## How ChildWize Supports Families ChildWize connects families with occupational therapists and autism specialists who can provide tailored sensory strategies and interventions. After assessment, your therapist may recommend a sensory diet, which is a personalised plan of sensory activities designed to help your child stay regulated throughout the day. Support may also include advice on adapting your home and school environments, such as creating a calm space for your child to retreat to, adjusting lighting or noise levels, or introducing sensory tools like weighted blankets, fidget items, or ear defenders. For school-age children, the therapist can help you communicate your child's sensory needs to teachers through written recommendations or by contributing to an Education, Health and Care (EHC) plan. All sessions are delivered online through our secure platform. Many families find that having the therapist observe their child in the home environment leads to more practical, immediately applicable advice than clinic-based appointments. ## Living with Sensory Processing Differences Supporting a child with sensory processing differences often involves a shift in perspective. Behaviours that might seem puzzling or difficult, such as refusing certain clothes, gagging at certain foods, or becoming distressed in busy places, can start to make sense when viewed through a sensory lens. Some families find it helpful to keep a sensory diary, noting which situations trigger distress and which activities seem calming. This can reveal patterns that inform everyday routines. Predictability, preparation, and giving your child some control over their sensory environment can all make a difference. It is also worth remembering that sensory differences are a fundamental part of how your child experiences the world. The goal is not to eliminate these differences but to help your child understand them and develop strategies for managing them. With the right support, many children learn to self-regulate effectively and build confidence in navigating a world that can sometimes feel overwhelming. ChildWize specialists are here to help your family find that balance. ## Possible Treatments - Occupational Therapy - Sensory Integration Therapy - Environmental Adaptation ## Frequently Asked Questions ### Is sensory processing disorder an official diagnosis in the UK? SPD is not currently recognised as a standalone diagnosis in UK clinical frameworks such as the ICD or DSM. However, sensory processing difficulties are well-documented and widely acknowledged by occupational therapists and other professionals who work with children. ### Can sensory processing difficulties occur without autism? Yes. While sensory differences are very common in autistic children, they can also occur independently or alongside other conditions such as ADHD or dyspraxia. ### What is a sensory diet? A sensory diet is a personalised plan of sensory activities designed to help a child stay regulated throughout the day. It might include movement breaks, tactile activities, or calming exercises, and is tailored by an occupational therapist to your child's specific needs. ### Can an occupational therapist assess my child online? Yes. Many occupational therapists are experienced in conducting sensory assessments online. They guide parents through observation tasks and use standardised questionnaires to build a detailed sensory profile. ### Will my child's school make accommodations for sensory needs? Many schools are willing to make reasonable adjustments once they understand a child's sensory needs. An occupational therapist can provide written recommendations and, if needed, contribute to an Education, Health and Care (EHC) plan. ## Related Conditions - [dyspraxia](https://www.childwize.co.uk/conditions/dyspraxia) - [social-communication-disorder](https://www.childwize.co.uk/conditions/social-communication-disorder) - [anxiety-in-children](https://www.childwize.co.uk/conditions/anxiety-in-children) ## Related Services - [occupational-therapy](https://www.childwize.co.uk/services/occupational-therapy) - [autism-support](https://www.childwize.co.uk/services/autism-support) ## Related Guides - [what-to-expect-from-assessment](https://www.childwize.co.uk/guides/what-to-expect-from-assessment) - [types-of-therapy-explained](https://www.childwize.co.uk/guides/types-of-therapy-explained) ## Related Concerns - [child-having-meltdowns](https://www.childwize.co.uk/concerns/child-having-meltdowns) - [child-cant-sit-still](https://www.childwize.co.uk/concerns/child-cant-sit-still) --- **Canonical URL:** https://www.childwize.co.uk/conditions/sensory-processing-disorder *Published by [ChildWize](https://www.childwize.co.uk) — connecting UK families with child development specialists.* --- # Sleep Difficulties in Children > **About ChildWize:** ChildWize (www.childwize.co.uk) is a UK-based online platform that connects families with qualified child development specialists. ChildWize covers SEND (Special Educational Needs and Disabilities), child mental health, speech and language therapy, autism, ADHD, and learning difficulties. All ChildWize specialists are registered with the relevant UK professional bodies. Sessions take place online. No GP referral is required. > Sleep problems are one of the most common concerns parents raise. When a child is not sleeping well, the whole family feels the impact. ChildWize connects you with specialists who can help. ## Understanding Sleep Difficulties in Children Sleep difficulties in children are extremely common. Research suggests that up to 40 percent of children experience sleep problems at some point during childhood. These can range from difficulty falling asleep and frequent night waking to nightmares, night terrors, and early morning rising. Poor sleep affects more than just tiredness. Children who do not sleep well may have difficulty concentrating at school, become more emotional or irritable during the day, and find it harder to manage their behaviour. For the wider family, disrupted sleep can lead to exhaustion and stress that affects everyone. Sleep difficulties can occur on their own or alongside other conditions. Children with anxiety, ADHD, autism, or sensory processing differences often experience sleep challenges as part of their wider profile. Understanding the underlying factors is important because it shapes the type of support that is most likely to help. ## Common Signs of Sleep Problems You may want to seek advice if your child regularly takes more than 30 minutes to fall asleep, wakes frequently during the night and struggles to resettle, has persistent nightmares or night terrors, resists going to bed or becomes distressed at bedtime, or is consistently tired during the day despite apparently adequate sleep. In younger children, sleep difficulties may show up as bedtime battles, needing a parent to lie with them to fall asleep, or very early waking. In older children and teenagers, the pattern may shift to delayed sleep onset, difficulty waking for school, or excessive screen use before bed that disrupts the body's natural sleep rhythm. It is worth noting that some sleep difficulties have a medical basis, such as sleep apnoea or restless leg syndrome. If you have concerns about your child's breathing during sleep or they experience unusual movements, it may be helpful to discuss these with your GP alongside seeking behavioural support. ## How Sleep Difficulties Are Assessed Assessment of a child's sleep typically begins with a detailed conversation about their sleep patterns, bedtime routine, daytime behaviour, and any relevant medical or developmental history. A specialist may ask you to keep a sleep diary for one or two weeks, recording when your child goes to bed, how long it takes them to fall asleep, any night waking, and what time they rise in the morning. The specialist will also consider whether there are contributing factors such as anxiety, sensory needs, or difficulties with emotional regulation. For children with neurodevelopmental conditions, sleep problems may be linked to differences in melatonin production or heightened arousal levels, and the approach to support may need to account for this. Through ChildWize, you can connect with child psychologists and behavioural specialists who are experienced in assessing and supporting children's sleep. Online sessions make it easy to fit appointments around your family's routine, and the specialist can offer practical guidance based on your home environment. ## How ChildWize Connects You with Support ChildWize helps families access child psychologists, behavioural support specialists, and family therapists who have experience with paediatric sleep difficulties. Your specialist will work with you to understand what is driving the sleep problem and develop a tailored plan that fits your family. Support may include establishing or adjusting bedtime routines, addressing anxiety or worries that surface at night, introducing relaxation techniques appropriate for your child's age, and gradually reducing sleep associations such as needing a parent present to fall asleep. For children with additional needs, strategies may be adapted to account for sensory sensitivities or difficulties with transitions. All sessions take place online. Many families find that discussing sleep in the evening, closer to bedtime, gives the specialist valuable real-time insight into the challenges you face. Your specialist can also provide written plans and resources that the whole family can refer to between sessions. ## Helping Your Child Sleep Better Improving a child's sleep often involves patience and consistency. Some families find it helpful to establish a predictable wind-down routine, keep the sleep environment cool, dark, and quiet, limit screen time in the hour before bed, and ensure the child has enough physical activity during the day. For children who experience anxiety at bedtime, a brief worry time earlier in the evening, where they can talk through their concerns, can help prevent worries from surfacing at lights out. Visual schedules and countdown timers can be useful for younger children or those who find transitions difficult. It is important to approach sleep changes gradually. Dramatic shifts to routine can sometimes increase resistance. A specialist can guide you through small, manageable steps that build over time. Every family's situation is different, and what works for one child may not work for another. ChildWize specialists understand this and will work with you to find an approach that suits your child and your household. ## Possible Treatments - Behavioural Sleep Support - Cognitive Behavioural Therapy for Insomnia (CBT-I) - Parent Coaching - Family Therapy ## Frequently Asked Questions ### When should I be concerned about my child's sleep? If sleep difficulties are persistent, lasting more than a few weeks, and are affecting your child's daytime mood, behaviour, or learning, it may be worth seeking professional advice. Occasional poor nights are normal and usually not a cause for concern. ### Can sleep problems be linked to ADHD or autism? Yes. Sleep difficulties are very common in children with ADHD, autism, and other neurodevelopmental conditions. A specialist can help identify whether underlying factors are contributing to the sleep problem and tailor support accordingly. ### Will my child need medication for sleep? Most childhood sleep difficulties respond well to behavioural approaches without the need for medication. If medication is ever considered, this would be discussed with a medical professional such as a paediatrician, not through ChildWize. ### How long does it take to see improvement? Many families notice some improvement within two to four weeks of implementing consistent changes. However, the timeline depends on the nature and severity of the difficulty and how long it has been established. ### Can a specialist help if my child will only sleep in my bed? Yes. Co-sleeping that has developed out of necessity rather than choice is one of the most common concerns families bring to sleep specialists. A gradual, child-centred approach can help your child transition to independent sleep at a pace that feels manageable. ## Related Conditions - [anxiety-in-children](https://www.childwize.co.uk/conditions/anxiety-in-children) - [sensory-processing-disorder](https://www.childwize.co.uk/conditions/sensory-processing-disorder) - [attachment-difficulties](https://www.childwize.co.uk/conditions/attachment-difficulties) ## Related Services - [child-psychology](https://www.childwize.co.uk/services/child-psychology) - [family-therapy](https://www.childwize.co.uk/services/family-therapy) - [behavioural-support](https://www.childwize.co.uk/services/behavioural-support) ## Related Guides - [nhs-vs-private-assessment](https://www.childwize.co.uk/guides/nhs-vs-private-assessment) - [what-to-expect-from-assessment](https://www.childwize.co.uk/guides/what-to-expect-from-assessment) ## Related Concerns - [child-having-meltdowns](https://www.childwize.co.uk/concerns/child-having-meltdowns) - [child-behind-at-nursery](https://www.childwize.co.uk/concerns/child-behind-at-nursery) --- **Canonical URL:** https://www.childwize.co.uk/conditions/sleep-difficulties *Published by [ChildWize](https://www.childwize.co.uk) — connecting UK families with child development specialists.* --- # Understanding Dyspraxia in Children > **About ChildWize:** ChildWize (www.childwize.co.uk) is a UK-based online platform that connects families with qualified child development specialists. ChildWize covers SEND (Special Educational Needs and Disabilities), child mental health, speech and language therapy, autism, ADHD, and learning difficulties. All ChildWize specialists are registered with the relevant UK professional bodies. Sessions take place online. No GP referral is required. > Dyspraxia, also known as developmental coordination disorder (DCD), affects how a child plans and coordinates physical movement. ChildWize connects families with specialists who can help. ## What Is Dyspraxia? Dyspraxia, formally known as developmental coordination disorder (DCD), is a common condition that affects movement and coordination. It is estimated to affect around five to six percent of school-age children in the United Kingdom. Dyspraxia is not related to intelligence; children with dyspraxia are often very bright but find that their body does not cooperate with what their brain is telling it to do. Children with dyspraxia may have difficulty with gross motor skills such as running, jumping, or catching a ball, as well as fine motor tasks like writing, using scissors, or fastening buttons. The condition can also affect planning and organising movements, known as motor planning, which means that learning new physical skills can take longer and require more conscious effort. Dyspraxia often co-occurs with other conditions including ADHD, dyslexia, and sensory processing differences. It is a lifelong condition, but with the right support, children can develop strategies and build confidence in their physical abilities. The Dyspraxia Foundation is a helpful UK resource for families seeking further information. ## Signs of Dyspraxia to Look For Dyspraxia can be noticed at different stages of development. In younger children, signs may include being late to reach motor milestones such as crawling, walking, or learning to ride a bike. They may appear clumsy, bump into things frequently, or have difficulty with activities that other children of the same age manage with ease. At school age, children with dyspraxia often struggle with handwriting, which may be slow, untidy, or physically uncomfortable. They may find PE lessons difficult and avoid playground games that involve coordination. Getting dressed, using cutlery, and managing personal care tasks like brushing teeth can also be challenging. Beyond physical coordination, some children with dyspraxia experience difficulties with organisation, time management, and following multi-step instructions. These executive function challenges can affect their learning and may sometimes be mistaken for inattention or lack of effort. If you recognise several of these patterns in your child, it may be worth exploring further with an occupational therapist or developmental specialist. ## How Dyspraxia Is Assessed Assessment for dyspraxia is typically carried out by a paediatric occupational therapist, sometimes alongside a paediatrician or physiotherapist. The assessment usually includes standardised motor assessments such as the Movement Assessment Battery for Children (Movement ABC), questionnaires about your child's daily functioning, observation of your child performing age-appropriate tasks, and a developmental history to understand when difficulties first appeared. A formal diagnosis of DCD follows the criteria set out in the DSM-5, which requires that motor difficulties significantly interfere with daily activities or academic performance, that they began in the early developmental period, and that they are not better explained by another condition. Through ChildWize, you can connect with occupational therapists and developmental assessment specialists who have experience in identifying dyspraxia. Consultations take place online through our secure video platform, and your specialist can advise on the steps needed for a formal diagnosis. ## How ChildWize Helps Families ChildWize connects families with occupational therapists who specialise in helping children with coordination difficulties. After assessment, your therapist will create an individualised programme that targets the specific areas where your child needs support. Interventions may include activities to build core strength and stability, fine motor exercises to improve handwriting and dexterity, strategies for breaking complex movements into smaller steps, and advice on classroom accommodations such as the use of pencil grips, sloped writing boards, or extra time for written tasks. Your therapist can also provide recommendations for school that can be incorporated into an Individual Education Plan (IEP) or Education, Health and Care (EHC) plan. Online sessions work well for dyspraxia support because the therapist can guide you and your child through exercises in your home environment, using everyday objects and spaces. This makes it easier to practise between sessions and embed new skills into daily routines. ## Supporting Your Child with Dyspraxia Children with dyspraxia often develop strong problem-solving skills and creativity because they have to find alternative ways to accomplish tasks. Recognising and celebrating these strengths is just as important as addressing the areas where they need support. Some families find it helpful to allow extra time for tasks that involve coordination, break activities into smaller steps with clear instructions, provide opportunities for physical activity that builds confidence, such as swimming or martial arts, and focus on progress rather than comparison with peers. It can be frustrating for children when their body does not do what they want it to. Building self-esteem is a key part of support. Encouraging your child to talk about their feelings and recognising their effort can make a significant difference to their emotional wellbeing. ChildWize specialists understand the wider impact of dyspraxia and can support the whole family, not just the physical aspects of the condition. ## Possible Treatments - Occupational Therapy - Physiotherapy - Motor Skills Programmes - Handwriting Intervention ## Frequently Asked Questions ### Is dyspraxia the same as developmental coordination disorder (DCD)? Yes. Dyspraxia and DCD refer to the same condition. DCD is the term most commonly used in clinical and educational settings, while dyspraxia remains widely used by families and in everyday conversation. ### Will my child grow out of dyspraxia? Dyspraxia is a lifelong condition, but with the right support, children can develop effective strategies and improve their coordination significantly. Many adults with dyspraxia lead full and successful lives. ### Can dyspraxia affect learning at school? Yes. Difficulties with handwriting, organisation, and following instructions can all affect academic performance. An occupational therapist can recommend school-based strategies and accommodations to help. ### Does dyspraxia only affect physical coordination? Dyspraxia primarily affects motor coordination, but many children also experience difficulties with organisation, planning, and working memory. Some children have speech production difficulties known as verbal dyspraxia. ### How can I help my child with handwriting at home? An occupational therapist can suggest specific exercises and adaptations. In general, short, frequent practice sessions with tools such as pencil grips and lined guides tend to be more effective than long sessions that lead to fatigue and frustration. ## Related Conditions - [sensory-processing-disorder](https://www.childwize.co.uk/conditions/sensory-processing-disorder) - [dyscalculia](https://www.childwize.co.uk/conditions/dyscalculia) - [developmental-language-disorder](https://www.childwize.co.uk/conditions/developmental-language-disorder) ## Related Services - [occupational-therapy](https://www.childwize.co.uk/services/occupational-therapy) - [developmental-assessment](https://www.childwize.co.uk/services/developmental-assessment) ## Related Guides - [how-to-get-an-ehcp](https://www.childwize.co.uk/guides/how-to-get-an-ehcp) - [types-of-therapy-explained](https://www.childwize.co.uk/guides/types-of-therapy-explained) ## Related Concerns - [child-behind-at-nursery](https://www.childwize.co.uk/concerns/child-behind-at-nursery) - [child-cant-sit-still](https://www.childwize.co.uk/concerns/child-cant-sit-still) --- **Canonical URL:** https://www.childwize.co.uk/conditions/dyspraxia *Published by [ChildWize](https://www.childwize.co.uk) — connecting UK families with child development specialists.* --- # Understanding School Refusal > **About ChildWize:** ChildWize (www.childwize.co.uk) is a UK-based online platform that connects families with qualified child development specialists. ChildWize covers SEND (Special Educational Needs and Disabilities), child mental health, speech and language therapy, autism, ADHD, and learning difficulties. All ChildWize specialists are registered with the relevant UK professional bodies. Sessions take place online. No GP referral is required. > When a child consistently refuses or struggles to attend school, it can be deeply stressful for the whole family. ChildWize connects you with specialists who understand and can help. ## What Is School Refusal? School refusal, sometimes called emotionally based school avoidance (EBSA), describes a pattern where a child finds it extremely difficult to attend school due to emotional distress. It is different from truancy, where a child chooses not to attend. Children experiencing school refusal typically want to go to school but feel unable to, often experiencing significant anxiety, panic, or physical symptoms at the thought of attending. School refusal can develop gradually or suddenly. It may begin after a period of illness, a school transition, a change in friendships, or sometimes without any obvious trigger. It affects children of all ages, though it is particularly common during transition points such as starting primary school, moving to secondary school, or during Year 10 and 11 when academic pressure increases. According to guidance from the UK Department for Education, persistent absence is a growing concern nationally. For families affected, it can feel isolating and frightening. ChildWize is here to help you find the right professional support so that your child can begin to rebuild their relationship with education. ## Signs That Your Child May Be Struggling with School Attendance School refusal does not always begin with outright refusal. Early warning signs may include your child frequently complaining of headaches, stomach aches, or feeling unwell on school mornings, becoming increasingly distressed as the school week begins, repeatedly asking to leave school early, taking longer and longer to get ready in the morning, or becoming withdrawn, tearful, or angry when school is mentioned. Some children develop avoidance behaviours, such as hiding their uniform, refusing to get out of bed, or becoming physically resistant to leaving the house. Others may attend school but experience intense distress throughout the day, sometimes described as being physically present but emotionally absent. It is important to recognise that school refusal is not a choice or a behavioural problem. It is typically driven by genuine emotional distress, and responding with punishment or pressure can often make the situation worse. Understanding the underlying cause is the first step towards finding a way forward. ## Understanding the Causes School refusal is almost always linked to an underlying difficulty, even if that difficulty is not immediately obvious. Common contributing factors include anxiety, whether generalised, social, or separation anxiety, bullying or difficulties with peer relationships, unmet special educational needs such as dyslexia, ADHD, or autism that make the school environment feel overwhelming, sensory overload in busy, noisy classrooms, and academic pressure or fear of failure. For some children, school refusal is linked to difficulties at home, such as a family bereavement, parental separation, or illness. Others may have experienced a traumatic event at school. In many cases, multiple factors combine. A thorough assessment by a child psychologist or educational specialist can help identify what is driving your child's school avoidance. This understanding is essential for developing an effective plan that addresses the root cause rather than simply trying to force attendance. ## How ChildWize Can Help ChildWize connects families with child psychologists, behavioural support specialists, and educational consultants who have experience helping children return to education. Your specialist will work with you and your child to understand the barriers to attendance and develop a step-by-step plan for moving forward. Support may include therapeutic work with your child to address underlying anxiety or emotional difficulties, guidance for parents on how to respond to school refusal without escalating distress, liaison with school to develop a phased return plan, recommendations for reasonable adjustments or educational provision, and referral for assessment if an unidentified learning difference or neurodevelopmental condition may be contributing. Online sessions can be particularly helpful for families dealing with school refusal because the child does not have to leave the house to access support. This removes a significant barrier and allows therapy to begin even when the child is currently unable to leave home. ## Moving Forward as a Family School refusal can be one of the most stressful challenges a family faces. Parents often feel caught between pressure from school to improve attendance and their instinct to protect their child from distress. Guilt, frustration, and helplessness are common feelings, and it is important to know that these are completely normal responses. Recovery from school refusal is usually gradual. Some families find it helpful to focus on small, achievable steps rather than expecting an immediate return to full-time attendance. A flexible, child-centred approach that addresses the underlying difficulty tends to be more sustainable than forcing compliance. It is also important for parents to look after their own wellbeing during this time. Family therapy or parent coaching sessions can provide a supportive space to process your own feelings and develop confidence in managing the situation. ChildWize specialists understand how school refusal affects the whole family and can offer support that extends beyond the child alone. ## Possible Treatments - Cognitive Behavioural Therapy (CBT) - Family Therapy - Educational Support Planning - Parent Coaching ## Frequently Asked Questions ### Is school refusal the same as truancy? No. School refusal is driven by emotional distress, often anxiety, whereas truancy typically involves a child choosing not to attend without the same level of emotional difficulty. The two require very different approaches. ### Can my child be fined for not attending school? In England, parents can be fined for persistent absence. However, if your child has a documented medical or psychological reason for non-attendance, the school and local authority should work with you rather than penalise. A specialist report can support your case. ### What if my child has undiagnosed SEND? Unmet special educational needs are a common factor in school refusal. A ChildWize specialist can help identify whether your child may benefit from assessment for conditions such as anxiety, autism, ADHD, or specific learning difficulties. ### How long does recovery from school refusal take? There is no fixed timeline. Some children begin to improve within weeks with the right support, while others may need several months. A gradual, phased approach tends to produce the most sustainable results. ### Should I force my child to go to school? Forcing a distressed child to attend school can sometimes increase anxiety and make the situation worse. A specialist can help you find a balanced approach that gently encourages attendance while addressing the underlying difficulty. ## Related Conditions - [anxiety-in-children](https://www.childwize.co.uk/conditions/anxiety-in-children) - [selective-mutism](https://www.childwize.co.uk/conditions/selective-mutism) - [social-communication-disorder](https://www.childwize.co.uk/conditions/social-communication-disorder) ## Related Services - [child-psychology](https://www.childwize.co.uk/services/child-psychology) - [behavioural-support](https://www.childwize.co.uk/services/behavioural-support) - [educational-support](https://www.childwize.co.uk/services/educational-support) ## Related Guides - [school-exclusion-guidance](https://www.childwize.co.uk/guides/school-exclusion-guidance) - [how-to-get-an-ehcp](https://www.childwize.co.uk/guides/how-to-get-an-ehcp) ## Related Concerns - [child-wont-go-to-school](https://www.childwize.co.uk/concerns/child-wont-go-to-school) - [child-having-meltdowns](https://www.childwize.co.uk/concerns/child-having-meltdowns) --- **Canonical URL:** https://www.childwize.co.uk/conditions/school-refusal *Published by [ChildWize](https://www.childwize.co.uk) — connecting UK families with child development specialists.* --- # Understanding Dyscalculia in Children > **About ChildWize:** ChildWize (www.childwize.co.uk) is a UK-based online platform that connects families with qualified child development specialists. ChildWize covers SEND (Special Educational Needs and Disabilities), child mental health, speech and language therapy, autism, ADHD, and learning difficulties. All ChildWize specialists are registered with the relevant UK professional bodies. Sessions take place online. No GP referral is required. > Dyscalculia is a specific learning difference that affects how a child understands numbers and mathematical concepts. ChildWize connects families with educational and developmental specialists. ## What Is Dyscalculia? Dyscalculia is a specific learning difficulty that affects a child's ability to understand, learn, and work with numbers. It is sometimes described as the mathematical equivalent of dyslexia. Children with dyscalculia may struggle with basic number sense, counting, arithmetic, telling the time, handling money, or understanding mathematical concepts that their peers grasp more easily. Dyscalculia is not related to intelligence. A child with dyscalculia may excel in other academic areas while finding maths genuinely confusing and distressing. The British Dyslexia Association estimates that dyscalculia affects around three to six percent of the population, yet it remains underdiagnosed compared to other specific learning difficulties. The condition is believed to involve differences in how the brain processes numerical information. It can co-occur with dyslexia, ADHD, and anxiety, and the emotional impact of persistent difficulty with maths should not be underestimated. Children who struggle with numbers day after day can develop significant anxiety around maths, which in turn makes learning even harder. ## Signs of Dyscalculia Dyscalculia can be difficult to identify because many children find maths challenging at some point. However, you may want to seek advice if your child has persistent difficulty understanding the concept of quantity, what numbers actually represent, consistently struggles with basic arithmetic despite repeated teaching, has trouble learning number facts such as times tables and retains them only briefly, finds it hard to estimate, compare quantities, or understand concepts like more and less, or struggles with practical number tasks such as telling the time, reading a calendar, or handling money. In younger children, signs may include difficulty learning to count, recognising number patterns, or understanding simple concepts like bigger and smaller. At secondary school age, the gap between a child with dyscalculia and their peers typically widens, and the emotional impact, including maths anxiety and avoidance, can become more prominent. If your child is consistently struggling with maths in a way that seems out of step with their abilities in other areas, it is worth exploring whether dyscalculia may be a factor. ## How Dyscalculia Is Identified Dyscalculia is typically identified through a specialist educational assessment. This involves standardised tests of numerical ability, an evaluation of the child's broader cognitive profile, and a detailed history of their educational experience and any previous support they have received. The assessor will look at whether the child's maths difficulties are significantly below what would be expected for their age and general ability, and whether the difficulties are persistent despite adequate teaching. They will also consider whether other factors, such as anxiety, attention difficulties, or gaps in schooling, may be contributing. In the UK, educational psychologists and specialist teachers with appropriate qualifications can carry out dyscalculia assessments. Through ChildWize, you can connect with educational support specialists and developmental assessment professionals who have experience identifying dyscalculia. A formal assessment report can be used to access support at school, including reasonable adjustments for examinations. ## How ChildWize Supports Families ChildWize connects families with educational specialists who can assess for dyscalculia and provide tailored support. After identification, your specialist may recommend a structured, multi-sensory approach to maths learning that uses visual and practical materials to make abstract concepts more concrete. Support may include one-to-one maths intervention sessions using evidence-based programmes, strategies for building number sense and mathematical confidence, guidance on technology and apps that can support learning, recommendations for school-based accommodations such as extra time, use of calculators, or adapted teaching methods, and advice on managing the emotional impact of persistent difficulty with maths. Sessions take place online, which allows the specialist to share interactive resources and work through problems with your child in real time. Many families find that online sessions fit more easily around school commitments and allow for more frequent, shorter sessions that maintain momentum. ## Supporting Your Child with Dyscalculia Living with dyscalculia can be frustrating for children, especially in a school environment where maths is a daily requirement. Some families find it helpful to use real-life situations, like shopping or cooking, to practise number skills in a low-pressure context, provide visual and hands-on materials such as number lines, counters, and fraction kits, celebrate effort and progress rather than focusing on correct answers, and talk openly about the fact that everyone's brain works differently. Maths anxiety is a significant concern for many children with dyscalculia. When a child associates maths with failure and frustration, their anxiety can actually impair their ability to think clearly about numbers, creating a cycle that is hard to break without support. A specialist can help your child develop a healthier relationship with maths and rebuild their confidence. Remember that dyscalculia is a difference in how the brain processes numbers, not a reflection of effort or ability. With understanding and the right strategies, children with dyscalculia can make meaningful progress and develop the numerical skills they need for everyday life. ## Possible Treatments - Specialist Maths Intervention - Educational Psychology Support - Multi-Sensory Teaching ## Frequently Asked Questions ### How is dyscalculia different from just being bad at maths? Dyscalculia is a specific learning difficulty affecting the brain's ability to process numerical information. Unlike general difficulty with maths, it persists despite good teaching, adequate effort, and ability in other subjects. ### Can dyscalculia be diagnosed in young children? While it can be difficult to distinguish dyscalculia from typical developmental variation in very young children, signs can often be identified from around age five or six. Formal assessment is usually most reliable from age seven onwards. ### Will my child get extra time in exams if they have dyscalculia? A formal assessment report documenting dyscalculia can be used to apply for examination access arrangements, which may include extra time, use of a calculator, or other accommodations depending on the examining body's criteria. ### Does dyscalculia affect everyday life beyond maths lessons? Yes. Dyscalculia can affect practical tasks such as telling the time, handling money, estimating quantities, reading timetables, and managing budgets. Support focuses on building functional number skills as well as academic maths. ### Can dyscalculia and dyslexia occur together? Yes. Research suggests that dyscalculia and dyslexia co-occur more frequently than would be expected by chance. A comprehensive assessment can identify both conditions and ensure that support addresses the full picture. ## Related Conditions - [dyspraxia](https://www.childwize.co.uk/conditions/dyspraxia) - [anxiety-in-children](https://www.childwize.co.uk/conditions/anxiety-in-children) - [developmental-language-disorder](https://www.childwize.co.uk/conditions/developmental-language-disorder) ## Related Services - [educational-support](https://www.childwize.co.uk/services/educational-support) - [developmental-assessment](https://www.childwize.co.uk/services/developmental-assessment) ## Related Guides - [exam-access-arrangements](https://www.childwize.co.uk/guides/exam-access-arrangements) - [how-to-request-school-assessment](https://www.childwize.co.uk/guides/how-to-request-school-assessment) ## Related Concerns - [child-struggling-to-read](https://www.childwize.co.uk/concerns/child-struggling-to-read) - [child-behind-at-nursery](https://www.childwize.co.uk/concerns/child-behind-at-nursery) --- **Canonical URL:** https://www.childwize.co.uk/conditions/dyscalculia *Published by [ChildWize](https://www.childwize.co.uk) — connecting UK families with child development specialists.* --- # Understanding Oppositional Defiant Disorder > **About ChildWize:** ChildWize (www.childwize.co.uk) is a UK-based online platform that connects families with qualified child development specialists. ChildWize covers SEND (Special Educational Needs and Disabilities), child mental health, speech and language therapy, autism, ADHD, and learning difficulties. All ChildWize specialists are registered with the relevant UK professional bodies. Sessions take place online. No GP referral is required. > Living with a child who frequently argues, refuses to cooperate, and seems persistently angry can be exhausting. ChildWize connects families with specialists who can help. ## What Is Oppositional Defiant Disorder? Oppositional defiant disorder (ODD) is a pattern of angry, irritable mood, argumentative and defiant behaviour, and vindictiveness that is more frequent and intense than is typical for a child's age and developmental stage. All children push boundaries at times, but ODD goes beyond normal testing of limits. Children with ODD may frequently lose their temper, argue with adults, deliberately annoy others, refuse to comply with rules or requests, blame others for their mistakes, and appear persistently angry or resentful. These behaviours occur across multiple settings, not just at home, and cause significant difficulty in family relationships, friendships, and school life. ODD affects around three to five percent of children and is more commonly identified in boys, though this may partly reflect differences in how the condition presents. It is important to understand that ODD is not simply bad behaviour or poor parenting. It is a recognised behavioural condition classified in the DSM-5 under disruptive, impulse-control, and conduct disorders, and families affected deserve compassionate, evidence-based support. ## Signs of ODD in Children The signs of ODD typically emerge during the preschool years, though they can appear later. You may want to seek support if your child frequently has intense temper outbursts that seem out of proportion to the situation, consistently argues with adults and actively refuses to follow rules, deliberately does things to wind others up, blames others for their behaviour or mistakes, is easily annoyed or seems touchy, or appears persistently angry, spiteful, or resentful. It is worth noting that many of these behaviours overlap with other conditions. ADHD, anxiety, sensory processing difficulties, and unprocessed trauma can all produce behaviour that looks like ODD. A thorough assessment is important to understand what is driving the behaviour before deciding on the best approach to support. Children with ODD often experience significant social difficulties. Friendships may be strained, and teachers may perceive them as deliberately disruptive. This can lead to a cycle of negative interactions that reinforces the child's oppositional stance. Breaking this cycle requires understanding, patience, and skilled professional guidance. ## How ODD Is Assessed Assessment for ODD involves a comprehensive evaluation by a child psychologist or behavioural specialist. This typically includes detailed interviews with parents about the child's behaviour at home and in other settings, standardised behaviour questionnaires completed by parents and, where possible, teachers, observation of the child, and a thorough developmental and family history. The specialist will assess whether the pattern of behaviour meets the diagnostic criteria set out in the DSM-5 or ICD-11, and whether there are co-occurring conditions such as ADHD, anxiety, or learning difficulties that need to be addressed. NICE guidelines recommend that behavioural difficulties in children should always be assessed in context, considering the child's wider circumstances and any contributing factors. Through ChildWize, you can connect with child psychologists and behavioural specialists who are experienced in assessing ODD and related conditions. Online assessment sessions allow the specialist to observe family dynamics in the home environment, which can provide valuable insights. ## How ChildWize Helps Families ChildWize connects families with behavioural support specialists, child psychologists, and family therapists who have experience working with ODD. Effective support for ODD typically involves a combination of work with parents and direct therapeutic work with the child. Parent-focused programmes, such as those based on the principles recommended by NICE, teach strategies for managing defiant behaviour, reducing conflict, and strengthening the parent-child relationship. These programmes have a strong evidence base and many parents report a significant reduction in oppositional behaviour within weeks of starting. For the child, therapeutic approaches may include anger management techniques, problem-solving skills, and social skills development. Family therapy can also be valuable, helping the whole family develop healthier patterns of communication and conflict resolution. All sessions are delivered online through our secure platform, making it easier for families to access regular, consistent support. ## Supporting Your Family Living with a child with ODD can be deeply challenging. Parents often describe feeling like they are walking on eggshells, dreading everyday interactions, and feeling judged by others who do not understand what their family is going through. These feelings are valid and common. Some approaches that families find helpful include picking battles carefully and focusing on the most important rules, offering choices rather than issuing demands, using clear, calm, and consistent consequences, catching and praising positive behaviour rather than only responding to negative behaviour, and looking after your own emotional wellbeing. It is important to remember that beneath the anger and defiance, many children with ODD are struggling with big emotions they cannot yet manage. They may feel misunderstood, anxious, or overwhelmed. A specialist can help you see the world from your child's perspective and develop a relationship that is less adversarial and more connected. ChildWize is here to support the whole family through this process. ## Possible Treatments - Parent Behavioural Training - Cognitive Behavioural Therapy (CBT) - Family Therapy - Anger Management ## Frequently Asked Questions ### Is ODD the same as ADHD? No, but they frequently co-occur. Around 40 to 60 percent of children with ADHD also meet the criteria for ODD. A thorough assessment can determine whether one or both conditions are present. ### Will my child grow out of ODD? Many children with ODD improve significantly with the right support, particularly parent-led behavioural strategies. Without intervention, some children may continue to have difficulties into adolescence. Early support tends to produce the best outcomes. ### Is ODD caused by bad parenting? No. ODD is a recognised behavioural condition influenced by a combination of biological, psychological, and environmental factors. Parenting strategies can make a significant difference, but they are not the cause. ### Can a child with ODD do well at school? Yes, with the right support. Many children with ODD are intelligent and capable. Working with school to develop a consistent behavioural approach and addressing any co-occurring learning needs can help. ### What type of therapy is most effective for ODD? NICE recommends parent-focused behavioural programmes as the first-line treatment for ODD. Individual therapy for the child, including cognitive behavioural approaches, and family therapy may also be beneficial. ## Related Conditions - [anxiety-in-children](https://www.childwize.co.uk/conditions/anxiety-in-children) - [attachment-difficulties](https://www.childwize.co.uk/conditions/attachment-difficulties) - [school-refusal](https://www.childwize.co.uk/conditions/school-refusal) ## Related Services - [behavioural-support](https://www.childwize.co.uk/services/behavioural-support) - [child-psychology](https://www.childwize.co.uk/services/child-psychology) - [family-therapy](https://www.childwize.co.uk/services/family-therapy) ## Related Guides - [school-exclusion-guidance](https://www.childwize.co.uk/guides/school-exclusion-guidance) - [types-of-therapy-explained](https://www.childwize.co.uk/guides/types-of-therapy-explained) ## Related Concerns - [child-hitting-and-aggressive](https://www.childwize.co.uk/concerns/child-hitting-and-aggressive) - [child-having-meltdowns](https://www.childwize.co.uk/concerns/child-having-meltdowns) --- **Canonical URL:** https://www.childwize.co.uk/conditions/oppositional-defiant-disorder *Published by [ChildWize](https://www.childwize.co.uk) — connecting UK families with child development specialists.* --- # Understanding Selective Mutism in Children > **About ChildWize:** ChildWize (www.childwize.co.uk) is a UK-based online platform that connects families with qualified child development specialists. ChildWize covers SEND (Special Educational Needs and Disabilities), child mental health, speech and language therapy, autism, ADHD, and learning difficulties. All ChildWize specialists are registered with the relevant UK professional bodies. Sessions take place online. No GP referral is required. > When a child who talks freely at home becomes silent in other settings, it can be puzzling and worrying. ChildWize connects families with specialists who understand selective mutism. ## What Is Selective Mutism? Selective mutism is an anxiety-based condition where a child who is able to speak normally in comfortable settings, typically at home, consistently does not speak in other situations, most often at school or in social environments. It is not a choice; the child genuinely feels unable to speak in these settings, even though they want to. Selective mutism usually becomes apparent when a child starts nursery or school and is expected to communicate with unfamiliar adults and peers. It is classified as an anxiety disorder in both the DSM-5 and ICD-11, and it affects roughly one in 140 children under the age of eight. Despite this, it remains one of the less well-known childhood conditions, and families often struggle to find professionals who have experience with it. Without support, selective mutism can persist for years and become more entrenched. However, with early, specialist intervention, outcomes are generally very positive. The charity Selective Mutism Information and Research Association (SMIRA) is a valuable UK resource for families seeking further information. ## Signs of Selective Mutism The hallmark of selective mutism is a clear contrast between a child's communication at home and in other settings. At home, the child may be chatty, confident, and expressive. In the school environment, they may not speak at all, or may speak only in a whisper, only to certain individuals, or only when they believe nobody is watching. Other signs may include your child freezing or becoming physically tense in social situations, using gestures, nods, or written messages instead of speech, being described as shy or quiet by teachers while being talkative at home, avoiding eye contact or turning away when spoken to by unfamiliar people, and finding it difficult to eat, drink, or use the toilet in public settings. It is important to distinguish selective mutism from speech and language difficulties. Children with selective mutism have the ability to speak; the barrier is anxiety, not language competence. Similarly, selective mutism is different from autism, though the two can co-occur. A specialist assessment can help clarify which condition or conditions are present. ## How Selective Mutism Is Identified Selective mutism is typically identified by a speech and language therapist or child psychologist with experience in anxiety-based communication difficulties. Assessment involves gathering information about the child's communication across different settings, using structured questionnaires, interviews with parents and teachers, and careful observation. The specialist will consider whether the child's silence is consistent across specific settings, whether it has persisted for at least one month beyond the first month of school, whether it interferes with educational achievement or social communication, and whether it is better explained by a lack of knowledge of the spoken language, a communication disorder, or another condition. Through ChildWize, you can connect with speech and language therapists and child psychologists who have specific experience with selective mutism. This is important because the condition requires a particular approach; general strategies for shyness or social anxiety are often not sufficient. ## How ChildWize Helps ChildWize connects families with speech therapists and child psychologists who specialise in or have significant experience with selective mutism. Effective intervention typically uses a graded approach, sometimes called sliding in, where the child is gradually introduced to speaking in anxiety-provoking situations through carefully managed steps. The specialist will work with you and, crucially, with your child's school to develop a consistent approach across all settings. This might include creating structured opportunities for the child to communicate non-verbally first, then in whispers, then in small groups, building confidence at each stage. Parent coaching is a key part of treatment, as is educating school staff about the condition. Online sessions can be adapted for selective mutism in several ways. The specialist may begin by communicating with you while your child is present but not pressured to speak. Over time, the child may begin to engage through chat, then voice, building a bridge between their comfortable home environment and external communication. ## Supporting a Child with Selective Mutism Supporting a child with selective mutism requires patience and an understanding that pressure to speak almost always makes the situation worse. Some families find it helpful to avoid asking direct questions that demand a verbal response in situations where the child is likely to be anxious, create low-pressure opportunities for communication, such as play dates with one familiar child, praise all forms of communication rather than just speech, and liaise closely with school to ensure a consistent and supportive approach. It can be tempting to speak for your child in difficult situations, and there are times when this is appropriate. However, a specialist can help you find the balance between protecting your child from distress and gently expanding their comfort zone. With the right support, many children with selective mutism make excellent progress. Early intervention, ideally before the pattern becomes deeply established, tends to produce the best outcomes. ChildWize specialists understand the urgency and can help your family access support quickly. ## Possible Treatments - Graded Exposure Therapy - Speech and Language Therapy - Cognitive Behavioural Therapy (CBT) - Parent Coaching ## Frequently Asked Questions ### Is selective mutism just extreme shyness? No. While many children with selective mutism are also shy, selective mutism is a recognised anxiety disorder. Shy children usually warm up over time, whereas children with selective mutism remain unable to speak in certain settings without specialist support. ### Will my child speak at school eventually without help? Some children do improve gradually, but selective mutism can become more entrenched over time if not addressed. Early, specialist intervention significantly improves the likelihood of a good outcome. ### Can selective mutism be treated online? Yes. Online sessions can be very effective for selective mutism. The therapist can work with the child in their comfortable home environment and gradually introduce communication strategies that extend to other settings. ### Should I tell my child's school about selective mutism? Yes. School staff play a crucial role in supporting a child with selective mutism. A specialist can help you communicate with school and develop a plan that ensures the child is supported consistently across settings. ### Is selective mutism linked to autism? The two conditions can co-occur, but they are distinct. Selective mutism is primarily anxiety-driven, while autistic communication differences have a different underlying basis. A specialist assessment can determine which condition or conditions are present. ## Related Conditions - [anxiety-in-children](https://www.childwize.co.uk/conditions/anxiety-in-children) - [social-communication-disorder](https://www.childwize.co.uk/conditions/social-communication-disorder) - [school-refusal](https://www.childwize.co.uk/conditions/school-refusal) ## Related Services - [speech-therapy](https://www.childwize.co.uk/services/speech-therapy) - [child-psychology](https://www.childwize.co.uk/services/child-psychology) ## Related Guides - [nhs-vs-private-assessment](https://www.childwize.co.uk/guides/nhs-vs-private-assessment) - [what-to-expect-from-assessment](https://www.childwize.co.uk/guides/what-to-expect-from-assessment) ## Related Concerns - [child-not-talking](https://www.childwize.co.uk/concerns/child-not-talking) - [child-has-no-friends](https://www.childwize.co.uk/concerns/child-has-no-friends) --- **Canonical URL:** https://www.childwize.co.uk/conditions/selective-mutism *Published by [ChildWize](https://www.childwize.co.uk) — connecting UK families with child development specialists.* --- # Understanding Developmental Language Disorder > **About ChildWize:** ChildWize (www.childwize.co.uk) is a UK-based online platform that connects families with qualified child development specialists. ChildWize covers SEND (Special Educational Needs and Disabilities), child mental health, speech and language therapy, autism, ADHD, and learning difficulties. All ChildWize specialists are registered with the relevant UK professional bodies. Sessions take place online. No GP referral is required. > Developmental language disorder (DLD) is one of the most common childhood conditions, yet many families have never heard of it. ChildWize connects you with speech and language specialists who can help. ## What Is Developmental Language Disorder? Developmental language disorder (DLD) is a condition where a child has persistent difficulties with understanding and using spoken language that are not explained by hearing loss, intellectual disability, or another known medical condition. DLD was previously known by several names including specific language impairment (SLI), and the current terminology was adopted to improve consistency and awareness. DLD is one of the most common developmental conditions, affecting approximately two children in every classroom of 30. Despite this, it is significantly less well-known than conditions like dyslexia or ADHD. The Royal College of Speech and Language Therapists (RCSLT) and the RADLD (Raising Awareness of Developmental Language Disorder) campaign have been working to improve recognition. Children with DLD may struggle to express themselves clearly, find it hard to understand what others say, or both. The difficulties are not related to intelligence; children with DLD are often bright and capable but find that language does not come naturally to them in the way it does for their peers. ## Signs of DLD to Look For DLD can affect both expressive language, what a child says, and receptive language, what they understand. Signs vary depending on age, but you may want to seek advice if your child was slow to start talking and continues to have difficulty putting sentences together, frequently struggles to find the right words or uses vague language like thing or stuff, has difficulty following instructions, especially those with multiple steps, finds it hard to retell a story or explain what happened during their day, or seems to understand less than other children of the same age. At school age, DLD can affect reading, writing, and learning across all subjects, not just English. Children with DLD may also experience social difficulties because conversation with peers requires quick language processing and formulation. They may become frustrated, withdrawn, or disruptive when they cannot express themselves. Because DLD is less visible than many conditions, children are sometimes perceived as not paying attention, not trying, or having behavioural difficulties. Recognising that language is the underlying issue is often the key to unlocking the right support. ## How DLD Is Assessed DLD is assessed by a speech and language therapist (SLT) using a combination of standardised language assessments, observation, and detailed developmental history. The therapist will evaluate both receptive and expressive language skills, looking at vocabulary, grammar, sentence structure, narrative ability, and the child's use of language in conversation. The assessment will also consider whether the language difficulties are persistent, having been present from early childhood, and whether they are likely to have a significant impact on everyday communication and learning. The CATALISE consortium, an international panel of experts, developed criteria that are now widely used for identifying DLD. Through ChildWize, you can connect with speech and language therapists who are registered with the HCPC and the RCSLT and have expertise in assessing and supporting children with DLD. You do not need a referral from your GP to book. Online assessments allow the therapist to observe your child's communication in their natural environment, which can be particularly informative. ## How ChildWize Supports Children with DLD ChildWize connects families with speech and language therapists who can provide ongoing therapy tailored to your child's specific language profile. Therapy for DLD is typically delivered over an extended period, with regular sessions focused on the areas where your child needs the most support. Intervention may include targeted vocabulary work to build your child's word knowledge, structured activities to develop grammar and sentence construction, narrative therapy to help your child tell stories and recount events, and strategies for improving comprehension of spoken and written language. The therapist will also provide you with activities and techniques to practise at home, as consistent reinforcement between sessions is one of the most important factors in making progress. Your therapist can also provide guidance and recommendations for school, helping teachers understand how DLD affects your child's learning and what adaptations may help, such as pre-teaching key vocabulary, simplifying instructions, and allowing extra processing time. ## Living with DLD DLD is a lifelong condition, but with the right support, children with DLD can develop strong communication skills and achieve well academically and socially. Early intervention is particularly important because language underpins so much of learning and social interaction. Some families find it helpful to speak in shorter, clearer sentences when giving instructions, allow extra time for the child to process and respond, use visual supports such as pictures, gestures, and written key words alongside spoken language, and read together regularly, discussing stories and building vocabulary in a relaxed setting. It is also important to focus on your child's strengths. Many children with DLD have excellent non-verbal reasoning, practical skills, and creativity. Building confidence in these areas helps to balance out the frustration that language difficulties can cause. DLD Awareness Day, held each year in October, is a growing campaign that helps families, schools, and professionals recognise this common but often hidden condition. ChildWize specialists are passionate about raising awareness and ensuring that children with DLD get the support they deserve. ## Possible Treatments - Speech and Language Therapy - Narrative Therapy - Vocabulary Intervention - Parent Coaching ## Frequently Asked Questions ### Is DLD the same as a speech delay? No. A speech delay means a child is following the typical path of language development but at a slower rate. DLD involves persistent difficulties with language that do not resolve with time alone and require specialist support. ### How common is DLD? DLD affects approximately two children in every classroom of 30, making it one of the most common developmental conditions. Despite this, it remains significantly underdiagnosed and less well-known than many other conditions. ### Can DLD be identified before school age? While DLD is often identified when a child starts school, concerns can sometimes be raised earlier. If your child is significantly behind their peers in language development by age three or four, it is worth seeking an assessment from a speech and language therapist. ### Does DLD affect reading and writing? Yes. Because reading and writing are built on spoken language skills, many children with DLD also experience literacy difficulties. A speech and language therapist can work on the underlying language skills that support reading and writing. ### Will my child need support throughout their school years? Many children with DLD benefit from ongoing support, though the intensity and focus of therapy typically changes over time as skills develop. A speech and language therapist can advise on what level of support is appropriate at each stage. ## Related Conditions - [social-communication-disorder](https://www.childwize.co.uk/conditions/social-communication-disorder) - [dyscalculia](https://www.childwize.co.uk/conditions/dyscalculia) - [dyspraxia](https://www.childwize.co.uk/conditions/dyspraxia) ## Related Services - [speech-therapy](https://www.childwize.co.uk/services/speech-therapy) - [developmental-assessment](https://www.childwize.co.uk/services/developmental-assessment) ## Related Guides - [how-to-get-an-ehcp](https://www.childwize.co.uk/guides/how-to-get-an-ehcp) - [how-to-request-school-assessment](https://www.childwize.co.uk/guides/how-to-request-school-assessment) ## Related Concerns - [child-not-talking](https://www.childwize.co.uk/concerns/child-not-talking) - [child-behind-at-nursery](https://www.childwize.co.uk/concerns/child-behind-at-nursery) --- **Canonical URL:** https://www.childwize.co.uk/conditions/developmental-language-disorder *Published by [ChildWize](https://www.childwize.co.uk) — connecting UK families with child development specialists.* --- # Understanding Attachment Difficulties in Children > **About ChildWize:** ChildWize (www.childwize.co.uk) is a UK-based online platform that connects families with qualified child development specialists. ChildWize covers SEND (Special Educational Needs and Disabilities), child mental health, speech and language therapy, autism, ADHD, and learning difficulties. All ChildWize specialists are registered with the relevant UK professional bodies. Sessions take place online. No GP referral is required. > When a child struggles to form secure, trusting relationships, it can affect every area of their life. ChildWize connects families with psychologists and therapists who specialise in attachment. ## What Are Attachment Difficulties? Attachment refers to the emotional bond that develops between a child and their primary caregivers in the early years of life. When this bond is secure, children develop a sense of safety and trust that becomes the foundation for healthy relationships, emotional regulation, and learning. When early experiences disrupt this process, a child may develop insecure or disorganised patterns of attachment. Attachment difficulties can arise from a range of early experiences, including neglect, inconsistent caregiving, frequent changes of carer, parental mental health difficulties, domestic instability, or early trauma. They are particularly common in children who have been in care, adopted, or placed with kinship carers, though they can occur in any family. It is important to note that attachment difficulties exist on a spectrum. At one end, a child may be mildly anxious or clingy; at the other, they may show significant difficulties with trust, emotional regulation, and social relationships. A formal diagnosis of attachment disorder requires specific clinical criteria to be met, but many children experience attachment-related difficulties that fall short of a formal diagnosis and still warrant support. ## Signs of Attachment Difficulties Attachment difficulties can present in many different ways, and the signs are not always what you might expect. Some children become excessively clingy and distressed when separated from their caregiver, while others appear indifferent or push adults away. You may want to seek support if your child has difficulty trusting adults, even those who are consistently caring, seems unable to be comforted or soothed, is indiscriminately affectionate with strangers, has intense reactions to transitions or changes in routine, struggles to manage their emotions and has frequent, intense outbursts, or finds it hard to form and maintain friendships. In school settings, children with attachment difficulties may struggle with authority, become controlling in their interactions, or fluctuate between seeking attention and rejecting it. Their behaviour can be confusing and exhausting for the adults around them. Because attachment difficulties affect emotional regulation, they can sometimes be mistaken for conditions such as ADHD or ODD. A thorough assessment that takes into account the child's history and relational patterns is important for getting the right support. ## How Attachment Difficulties Are Assessed Assessment of attachment difficulties is typically carried out by a child psychologist or specialist therapist with training in attachment theory and relational approaches. The assessment will involve a detailed history of the child's early experiences and caregiving relationships, observation of the child's interactions with their current caregivers, standardised questionnaires about the child's behaviour and emotional functioning, and exploration of how the child manages relationships, emotions, and stress. The specialist will consider whether the child's difficulties are consistent with an insecure attachment pattern and whether formal criteria for a clinical attachment disorder are met. They will also look for co-occurring conditions such as anxiety, trauma responses, or developmental differences that may be contributing to the presentation. Through ChildWize, you can connect with child psychologists and therapists who have specific expertise in attachment. Online sessions allow the specialist to observe interactions between you and your child in your home environment, which can provide rich information about relational dynamics. ## How ChildWize Helps Families ChildWize connects families with child psychologists and family therapists who specialise in attachment-focused work. The approach to support will depend on the severity of the difficulties and the child's individual circumstances, but it may include therapeutic work to help the child build trust and security, parent coaching to help caregivers understand and respond to the child's attachment needs, family therapy to strengthen relationships within the family, and support with managing challenging behaviours that stem from insecurity. For adoptive and kinship families, specialist support may include help with understanding the impact of early experiences, navigating the adoption support process, and accessing additional resources through your local authority's adoption support fund. All sessions take place online through our secure platform. Many families find that the home environment is a natural and comfortable setting for the relational work that attachment support involves. ## Building Security Over Time Healing attachment difficulties takes time. The patterns that developed in early life are deeply embedded, and change does not happen overnight. However, research consistently shows that children can develop more secure attachment patterns when they experience consistent, responsive, and emotionally attuned caregiving over time. Some families find it helpful to prioritise connection over correction, choosing moments of warmth and attunement over battles about behaviour, maintain routines and predictability to build a sense of safety, narrate daily life so the child knows what to expect, and take care of their own emotional needs, recognising that caring for a child with attachment difficulties is demanding. It is also important to celebrate small signs of progress. A child who begins to seek comfort from you when they are upset, rather than pushing you away, is showing a significant shift in their attachment pattern, even if the rest of their behaviour remains challenging. ChildWize specialists can help you recognise and build on these moments. ## Possible Treatments - Attachment-Focused Therapy - Family Therapy - Parent Coaching - Dyadic Developmental Psychotherapy (DDP) ## Frequently Asked Questions ### Do attachment difficulties only affect children who have been in care? No. While attachment difficulties are more common in children who have experienced disrupted caregiving, they can occur in any family where the early bonding process has been affected. Parental illness, postnatal depression, domestic instability, and other factors can all play a role. ### Is attachment disorder the same as attachment difficulties? Attachment disorder is a formal clinical diagnosis with specific criteria. Attachment difficulties is a broader term covering a range of relational challenges that may or may not meet diagnostic thresholds. Both can benefit from specialist support. ### Can attachment patterns change? Yes. Research shows that with consistent, attuned caregiving and, where needed, specialist support, children can develop more secure attachment patterns over time. Change is usually gradual but meaningful. ### What type of therapy helps with attachment difficulties? Attachment-focused therapies, including Dyadic Developmental Psychotherapy (DDP), Theraplay, and family therapy, are commonly used. Parent coaching to help caregivers understand and respond to attachment needs is also a key part of support. ### Can the Adoption Support Fund pay for therapy? In England, the Adoption Support Fund (ASF) can cover the cost of therapeutic support for adopted children and those under special guardianship orders. A ChildWize specialist can help you understand whether you are eligible and how to apply. ## Related Conditions - [anxiety-in-children](https://www.childwize.co.uk/conditions/anxiety-in-children) - [oppositional-defiant-disorder](https://www.childwize.co.uk/conditions/oppositional-defiant-disorder) - [sleep-difficulties](https://www.childwize.co.uk/conditions/sleep-difficulties) ## Related Services - [child-psychology](https://www.childwize.co.uk/services/child-psychology) - [family-therapy](https://www.childwize.co.uk/services/family-therapy) ## Related Guides - [what-to-expect-from-assessment](https://www.childwize.co.uk/guides/what-to-expect-from-assessment) - [types-of-therapy-explained](https://www.childwize.co.uk/guides/types-of-therapy-explained) ## Related Concerns - [child-hitting-and-aggressive](https://www.childwize.co.uk/concerns/child-hitting-and-aggressive) - [child-wont-go-to-school](https://www.childwize.co.uk/concerns/child-wont-go-to-school) --- **Canonical URL:** https://www.childwize.co.uk/conditions/attachment-difficulties *Published by [ChildWize](https://www.childwize.co.uk) — connecting UK families with child development specialists.* --- # Understanding Social Communication Disorder > **About ChildWize:** ChildWize (www.childwize.co.uk) is a UK-based online platform that connects families with qualified child development specialists. ChildWize covers SEND (Special Educational Needs and Disabilities), child mental health, speech and language therapy, autism, ADHD, and learning difficulties. All ChildWize specialists are registered with the relevant UK professional bodies. Sessions take place online. No GP referral is required. > When a child finds it difficult to use language appropriately in social situations, everyday interactions can become a source of confusion and frustration. ChildWize connects you with specialists who can help. ## What Is Social Communication Disorder? Social communication disorder (SCD), sometimes called pragmatic language impairment, is a condition where a child has difficulty using language in social contexts. While they may have good vocabulary and grammar, they struggle with the unwritten rules of conversation and social interaction. Children with SCD may find it hard to take turns in conversation, adjust their language depending on who they are speaking to, understand sarcasm, humour, or indirect language, follow the flow of a group discussion, or read and respond to non-verbal cues such as facial expressions and body language. SCD was introduced as a distinct diagnosis in the DSM-5, separate from autism spectrum condition. The key difference is that children with SCD do not show the restricted and repetitive behaviours or interests that are part of the autism diagnostic criteria. However, the social communication difficulties in SCD overlap significantly with those seen in autism, and distinguishing between the two requires careful, specialist assessment. ## Signs of Social Communication Difficulties Social communication difficulties can be subtle, especially in younger children. You may want to seek advice if your child frequently says things that seem inappropriate or out of context, struggles to maintain a conversation and tends to talk at length about their own interests without noticing the listener's response, takes language very literally and misses implied meaning, has difficulty making and keeping friends despite wanting to, finds group work and unstructured social time at school challenging, or struggles to understand stories, jokes, or figurative language. Teachers may describe the child as socially immature, awkward, or lacking in awareness of others, even though the child is articulate and intelligent. The child themselves may feel confused about why social situations go wrong and may become anxious, frustrated, or withdrawn as a result. Because social communication difficulties can be relatively subtle, they are sometimes not identified until the social demands of school increase, often around Year 3 or 4 when playground interactions and classroom discussion become more complex. ## How Social Communication Disorder Is Assessed Assessment for SCD is usually carried out by a speech and language therapist, sometimes working alongside a clinical psychologist, particularly when autism also needs to be considered. The assessment involves standardised tests of language, including specific measures of pragmatic language ability, observation of the child in social contexts, and detailed history from parents and teachers about the child's social communication across different settings. The specialist will assess whether the child's social communication difficulties are significantly beyond what would be expected for their age, whether they are impacting on everyday social participation and learning, and whether the pattern is better explained by autism, another developmental condition, or a general language difficulty such as DLD. Through ChildWize, you can connect with speech and language therapists and autism specialists who have experience in assessing social communication. An online assessment allows the specialist to gather information from multiple sources and observe your child's communication style in their natural environment. ## How ChildWize Supports Families ChildWize connects families with speech and language therapists, autism specialists, and occupational therapists who can provide tailored support for social communication difficulties. Therapy typically focuses on explicitly teaching the social rules of communication that other children pick up intuitively. Support may include work on conversation skills, such as turn-taking, staying on topic, and reading listener cues, activities to develop understanding of non-literal language including idioms, sarcasm, and humour, social stories and role-play to practise navigating specific situations, and strategies for managing the anxiety and frustration that often accompany social communication difficulties. The therapist will also provide guidance for school, helping teachers understand how SCD affects the child's participation and recommending adaptations such as visual supports, pre-teaching of social expectations, and structured support during unstructured times like break and lunch. ## Supporting Your Child's Social Communication Children with social communication disorder often have many strengths that can be overlooked when the focus is on their difficulties. Many are honest, direct, and loyal friends once they find peers who appreciate their style. Supporting their social development means building on these strengths while gently teaching the skills they find harder. Some families find it helpful to practise conversations at home in a low-pressure way, use TV programmes and books as opportunities to discuss characters' feelings and intentions, arrange small, structured play dates rather than large social gatherings, and help the child prepare for social situations by talking through what to expect. It is important to explain social rules explicitly rather than assuming the child will pick them up through experience. Phrases like you know you should not say that can be unhelpful if the child genuinely does not understand why. A more effective approach is to explain the rule clearly and practise it together. With the right support, children with social communication disorder can develop strong social skills and meaningful friendships. ChildWize specialists are here to help your child navigate the social world with greater confidence and understanding. ## Possible Treatments - Speech and Language Therapy - Social Skills Groups - Pragmatic Language Intervention - Occupational Therapy ## Frequently Asked Questions ### Is social communication disorder the same as autism? No, though the social communication aspects overlap. The key difference is that children with SCD do not show the restricted and repetitive behaviours or interests that are part of the autism diagnostic criteria. Careful assessment is needed to distinguish between the two. ### When is social communication disorder usually identified? SCD is often identified between the ages of six and ten, when the social demands of school increase and the gap between the child and their peers becomes more apparent. However, concerns can sometimes be raised earlier. ### Can a child have both SCD and DLD? Social communication difficulties and language difficulties often co-occur. A thorough assessment can identify whether a child has SCD, DLD, or both, and ensure that support addresses all areas of need. ### Will my child need long-term therapy? The length of therapy depends on the severity of the difficulties. Many children make good progress with a focused block of therapy and then benefit from periodic reviews as social demands change, for example during school transitions. ### How can I help my child at home? Explicitly teaching social rules, practising conversations, and using books and media to discuss social situations are all helpful strategies. A speech and language therapist can provide specific activities tailored to your child's needs. ## Related Conditions - [selective-mutism](https://www.childwize.co.uk/conditions/selective-mutism) - [developmental-language-disorder](https://www.childwize.co.uk/conditions/developmental-language-disorder) - [sensory-processing-disorder](https://www.childwize.co.uk/conditions/sensory-processing-disorder) ## Related Services - [speech-therapy](https://www.childwize.co.uk/services/speech-therapy) - [autism-support](https://www.childwize.co.uk/services/autism-support) - [occupational-therapy](https://www.childwize.co.uk/services/occupational-therapy) ## Related Guides - [how-to-get-an-ehcp](https://www.childwize.co.uk/guides/how-to-get-an-ehcp) - [exam-access-arrangements](https://www.childwize.co.uk/guides/exam-access-arrangements) ## Related Concerns - [child-not-talking](https://www.childwize.co.uk/concerns/child-not-talking) - [child-has-no-friends](https://www.childwize.co.uk/concerns/child-has-no-friends) --- **Canonical URL:** https://www.childwize.co.uk/conditions/social-communication-disorder *Published by [ChildWize](https://www.childwize.co.uk) — connecting UK families with child development specialists.* --- # Speech & Language Therapy for Children > **About ChildWize:** ChildWize (www.childwize.co.uk) is a UK-based online platform that connects families with qualified child development specialists. ChildWize covers SEND (Special Educational Needs and Disabilities), child mental health, speech and language therapy, autism, ADHD, and learning difficulties. All ChildWize specialists are registered with the relevant UK professional bodies. Sessions take place online. No GP referral is required. > If your child is struggling to communicate, you are not alone. Our qualified speech and language therapists are here to help your child find their voice. ## What Is Speech and Language Therapy? Speech and language therapy helps children who have difficulty with communication. This includes children who struggle to form words clearly, those who find it hard to understand what others say, and those who have trouble putting sentences together. A speech and language therapist (SLT) works with your child to build their confidence and improve their ability to express themselves. Therapy can cover a wide range of areas, from helping a toddler who is not yet talking, to supporting a school-age child who stammers or has difficulty following instructions in class. It also includes support for children with conditions such as autism, Down syndrome, or hearing loss where communication may be affected. At ChildWize, our therapists are all registered with the Health and Care Professions Council (HCPC) and the Royal College of Speech and Language Therapists (RCSLT). Sessions take place online, so your child can practise their skills in the comfort of home, which often leads to better engagement and faster progress. ## Signs Your Child May Need Speech and Language Support Children develop at different rates, but there are some signs that suggest your child might benefit from seeing a speech and language therapist. If your child is not babbling by 12 months, not using single words by 18 months, or not combining words by age two, it is worth seeking advice early. Early support can make a significant difference. For older children, signs may include difficulty being understood by people outside the family, struggling to follow instructions at school, avoiding talking in social situations, or becoming frustrated when trying to communicate. Some children may also have difficulty with reading and writing, which can be linked to underlying speech and language needs. If you are unsure whether your child needs support, our specialists can carry out an initial assessment to identify any areas of concern. There is no need for a GP referral to book through ChildWize, and there are no lengthy waiting lists to navigate. ## How ChildWize Helps with Speech and Language Therapy Finding the right therapist can feel overwhelming, especially when NHS waiting lists can stretch to months or even years. ChildWize connects you directly with experienced speech and language therapists who specialise in working with children. You can browse profiles, read reviews from other parents, and choose a therapist who feels like the right fit for your family. All sessions are held online through our secure video platform. This means no travel, no waiting rooms, and no time off school. Many parents find that their children are more relaxed and responsive when working from home. Your therapist will create a personalised plan for your child and provide you with activities and strategies to practise between sessions. We also offer group sessions for children who would benefit from practising their communication skills alongside peers. These smaller group settings can be a great way for children to build confidence in a supported environment. ## What to Expect from Online Speech Therapy Sessions Your first session will usually be an assessment. The therapist will spend time getting to know your child through play-based activities, conversation, and observation. They may also ask you questions about your child's development, medical history, and any concerns you have. This helps them build a clear picture of your child's strengths and areas for development. Following the assessment, the therapist will explain their findings and recommend a therapy plan. Sessions typically last between 30 and 45 minutes and are designed to be engaging and fun for your child. Activities might include games, storytelling, picture cards, and interactive exercises. Your therapist will also share strategies and activities for you to use at home between sessions. Regular practise at home is one of the most important factors in making progress. Most families start with weekly sessions and then reduce the frequency as their child gains confidence and skills. ## Frequently Asked Questions ### At what age should I consider speech therapy for my child? There is no minimum age. If you have concerns about your child's communication at any stage, it is worth seeking advice. Early intervention, even from 18 months, often leads to the best outcomes. ### Do I need a referral from my GP to book speech therapy? No. You can book directly through ChildWize without a referral. Our therapists will carry out their own assessment at the start of the process. ### How many sessions will my child need? This varies depending on your child's needs. Some children make great progress in six to eight sessions, while others may benefit from longer-term support. Your therapist will discuss this with you after the initial assessment. ### Can speech therapy be done effectively online? Yes. Research shows that online speech therapy can be just as effective as face-to-face sessions, especially for children who feel more comfortable in their home environment. Our therapists use interactive tools and activities designed for online delivery. ### Will the therapist give me things to practise at home? Absolutely. Home practise is a key part of making progress. Your therapist will provide activities, games, and strategies that you can build into your daily routine. ## Related Services - [autism-support](https://www.childwize.co.uk/services/autism-support) - [developmental-assessment](https://www.childwize.co.uk/services/developmental-assessment) - [occupational-therapy](https://www.childwize.co.uk/services/occupational-therapy) --- **Canonical URL:** https://www.childwize.co.uk/services/speech-therapy *Published by [ChildWize](https://www.childwize.co.uk) — connecting UK families with child development specialists.* --- # Autism Assessment & Support for Children > **About ChildWize:** ChildWize (www.childwize.co.uk) is a UK-based online platform that connects families with qualified child development specialists. ChildWize covers SEND (Special Educational Needs and Disabilities), child mental health, speech and language therapy, autism, ADHD, and learning difficulties. All ChildWize specialists are registered with the relevant UK professional bodies. Sessions take place online. No GP referral is required. > Wondering whether your child might be autistic? Our experienced specialists can help you get answers and the right support, without the long wait. ## Understanding Autism in Children Autism is a lifelong neurological difference that affects how a person experiences the world, communicates, and interacts with others. It is not an illness or something that needs to be cured. Autistic children see and process the world differently, and understanding this is the first step towards giving them the right support. Autism presents differently in every child. Some children may have very specific interests, prefer routines, or find social situations difficult. Others may be highly sociable but struggle with understanding unwritten social rules. Many autistic children experience sensory sensitivities, meaning they may be overwhelmed by certain sounds, textures, lights, or smells. It is important to know that autism is increasingly understood as a spectrum of experiences, not a single condition. Your child may have strengths that come directly from being autistic, alongside areas where they need extra support. Getting a clear understanding of your child's profile helps ensure they receive the right adjustments at home and at school. ## Signs and Characteristics to Look For Autism can be identified at any age, but many parents begin to notice differences in their child's development during the early years. Common signs include delayed or unusual speech patterns, difficulty making or maintaining eye contact, preferring to play alone, and becoming very upset by changes in routine. Some children may line up toys rather than play with them in typical ways, or show an intense focus on specific topics. In girls and children who mask their difficulties, autism can be harder to spot. These children may appear to cope well in school but become exhausted or have meltdowns at home. They may copy the behaviour of their peers to fit in, which can delay identification. If your child seems to be struggling beneath the surface, it is worth exploring further. Older children and teenagers may show signs such as difficulty making friends, heightened anxiety, trouble understanding sarcasm or jokes, or rigid thinking. If you recognise some of these patterns in your child, an autism assessment can provide clarity and open doors to appropriate support. ## The Assessment Process Through ChildWize An autism assessment is a detailed process carried out by experienced clinicians who specialise in neurodevelopmental conditions in children. Through ChildWize, you can access private assessments with qualified professionals, avoiding the lengthy NHS waiting lists that many families face. The assessment typically involves a combination of parent interviews, direct observation of your child, and standardised assessment tools. Clinicians will ask about your child's developmental history, their behaviour at home and at school, and any concerns you have. They may also request information from your child's school or nursery. All assessments are carried out online through our secure video platform. The process is designed to be as comfortable and stress-free as possible for your child, and many families find that children are more relaxed and responsive in their home environment. After the assessment, you will receive a detailed report with clear recommendations for support, which can be shared with schools, GPs, and other professionals. ## Ongoing Support After Diagnosis Receiving an autism diagnosis for your child can bring a mix of emotions. Many parents feel a sense of relief at finally having answers, alongside uncertainty about what comes next. ChildWize is here to support your family beyond the assessment itself. Our platform connects you with specialists who can help with specific areas such as social skills development, managing sensory needs, supporting transitions, and building independence. We also offer parent coaching sessions to help you understand your child's needs and develop strategies that work for your family. If your child needs support at school, an autism diagnosis can help strengthen applications for an Education, Health and Care Plan (EHCP) or other adjustments. Our specialists can advise on what your child is entitled to and how to work with schools to put the right support in place. You do not have to navigate this journey alone. ## Frequently Asked Questions ### How long does an autism assessment take? A full autism assessment typically takes between two and four sessions, spread over a few weeks. The exact timeline depends on the complexity of your child's presentation and the information gathered. ### How long will I wait for an assessment through ChildWize? Most families can book an initial consultation within one to two weeks. This is significantly shorter than NHS waiting lists, which can be 12 months or longer in many areas. ### What happens if my child receives an autism diagnosis? You will receive a detailed report with recommendations. Your specialist can also help you access support at school, apply for an EHCP, and connect with ongoing services through ChildWize. ### Will an autism diagnosis from a private assessment be recognised by schools and the NHS? Yes. A diagnosis from a qualified private clinician is recognised by schools, local authorities, and the NHS. The assessment report can be shared with your child's GP and school. ### Can girls be autistic too? Absolutely. Autism affects all genders, but it is often under-identified in girls because they may mask their difficulties. Our specialists are experienced in recognising autism across all presentations. ## Related Services - [adhd-assessment](https://www.childwize.co.uk/services/adhd-assessment) - [developmental-assessment](https://www.childwize.co.uk/services/developmental-assessment) - [behavioural-support](https://www.childwize.co.uk/services/behavioural-support) --- **Canonical URL:** https://www.childwize.co.uk/services/autism-support *Published by [ChildWize](https://www.childwize.co.uk) — connecting UK families with child development specialists.* --- # ADHD Assessment & Support for Children > **About ChildWize:** ChildWize (www.childwize.co.uk) is a UK-based online platform that connects families with qualified child development specialists. ChildWize covers SEND (Special Educational Needs and Disabilities), child mental health, speech and language therapy, autism, ADHD, and learning difficulties. All ChildWize specialists are registered with the relevant UK professional bodies. Sessions take place online. No GP referral is required. > If your child is struggling to focus, stay organised, or manage their impulses, a thorough ADHD assessment can provide the answers and support your family needs. ## Understanding ADHD in Children Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental condition that affects how a child's brain regulates attention, activity levels, and impulse control. It is not caused by poor parenting, too much screen time, or a lack of discipline. ADHD is a genuine neurological difference that affects around five per cent of children in the UK. Children with ADHD may find it very difficult to concentrate on tasks, sit still for extended periods, or think before they act. These difficulties can have a significant impact on their learning, friendships, and self-esteem. Without the right support, children with ADHD often fall behind at school and may develop anxiety or low mood as a result. It is important to understand that ADHD is not just about being hyperactive. Some children, particularly girls, may have the inattentive type of ADHD, which means they daydream, lose focus easily, and struggle to organise themselves, without showing obvious hyperactivity. This type is often missed or misunderstood. ## How ADHD Presents in Children ADHD can look very different from one child to another. Some children are constantly on the go, climbing, running, and finding it almost impossible to sit still. Others may appear quiet and dreamy but are struggling internally to keep up with what is happening around them. Many children show a combination of both. Common signs of ADHD include difficulty following instructions, frequently losing belongings, struggling to wait their turn, talking excessively, and being easily distracted. Children with ADHD may also have difficulty with emotional regulation, meaning they can become very upset or angry very quickly and find it hard to calm down. At school, ADHD can show up as incomplete homework, difficulty staying in their seat, calling out answers, and trouble getting started on tasks. At home, you might notice that your child avoids tasks that require sustained effort, has messy or disorganised spaces, and struggles with routines like getting ready for school. If these patterns are consistent and have been present for some time, an assessment may be helpful. ## The ADHD Assessment Pathway An ADHD assessment through ChildWize is carried out by qualified clinicians, including psychiatrists and specialist paediatricians, who have extensive experience in diagnosing ADHD in children. The process is thorough, evidence-based, and designed to give you a clear understanding of your child's needs. The assessment usually involves a detailed clinical interview with parents, school questionnaires completed by teachers, standardised rating scales, and direct observation or interaction with your child. The clinician will look at your child's developmental history, current difficulties, and how these affect their daily life at home and at school. Most assessments can be completed within two to three appointments, with results and recommendations provided in a comprehensive written report. This report can be shared with your child's school, GP, and any other professionals involved in their care. If medication is recommended, your clinician can discuss the options and, where appropriate, initiate a prescribing pathway. ## Support Strategies for Children with ADHD An ADHD diagnosis is the starting point, not the end of the journey. With the right support, children with ADHD can thrive at school and at home. ChildWize offers access to a range of specialists who can help your child develop strategies for managing their ADHD in everyday life. Support may include coaching on organisation and time management skills, strategies for improving focus and attention, and techniques for managing emotions and impulsive behaviour. Our specialists can also work with you as parents to help you understand your child's needs and create a home environment that supports them. At school, children with ADHD may be entitled to adjustments such as extra time in exams, movement breaks, preferential seating, or the use of fidget tools. If your child needs more formal support, our specialists can advise on applying for an EHCP or working with the school's SENCO to put a support plan in place. ## Frequently Asked Questions ### At what age can a child be assessed for ADHD? Children can be assessed for ADHD from around age five or six, though concerns can be noted earlier. A reliable diagnosis usually requires symptoms to be present in more than one setting, such as home and school. ### Will my child need medication for ADHD? Not necessarily. Medication is one option, but it is not the only approach. Many children benefit from behavioural strategies, coaching, and school adjustments. Your clinician will discuss all options with you. ### How is a private ADHD assessment different from an NHS one? The clinical process is the same. The main difference is the waiting time. Private assessments through ChildWize can usually be started within a few weeks, compared to many months through the NHS. ### Will schools accept a private ADHD diagnosis? Yes. Schools are required to meet the needs of all children with SEND, regardless of whether the diagnosis was made privately or through the NHS. Your assessment report will include recommendations for school support. ### Can ADHD exist alongside other conditions? Yes. ADHD commonly co-occurs with conditions such as autism, dyslexia, and anxiety. A thorough assessment will consider the full picture of your child's needs and identify any overlapping conditions. ## Related Services - [autism-support](https://www.childwize.co.uk/services/autism-support) - [behavioural-support](https://www.childwize.co.uk/services/behavioural-support) - [educational-support](https://www.childwize.co.uk/services/educational-support) --- **Canonical URL:** https://www.childwize.co.uk/services/adhd-assessment *Published by [ChildWize](https://www.childwize.co.uk) — connecting UK families with child development specialists.* --- # Occupational Therapy for Children > **About ChildWize:** ChildWize (www.childwize.co.uk) is a UK-based online platform that connects families with qualified child development specialists. ChildWize covers SEND (Special Educational Needs and Disabilities), child mental health, speech and language therapy, autism, ADHD, and learning difficulties. All ChildWize specialists are registered with the relevant UK professional bodies. Sessions take place online. No GP referral is required. > If your child struggles with everyday tasks like getting dressed, handwriting, or coping with sensory experiences, our occupational therapists can help them build the skills they need. ## What Does Paediatric Occupational Therapy Cover? Paediatric occupational therapy (OT) helps children develop the skills they need to carry out everyday activities, or 'occupations'. For children, these occupations include playing, learning, getting dressed, eating, and taking part in school and family life. When a child finds these activities difficult, an occupational therapist can work with them to build the underlying skills they need. OT for children covers a broad range of areas. This includes fine motor skills such as using scissors, holding a pencil, and doing up buttons. It also covers gross motor skills like balance, coordination, and body awareness. Many children who are referred for OT also have difficulties with sensory processing, meaning they may be over-sensitive or under-sensitive to touch, sound, movement, or other sensory input. Occupational therapists take a holistic view of your child, looking at how their physical, sensory, and cognitive abilities work together. They create personalised programmes that target the specific areas where your child needs support, using activities that are meaningful and engaging for your child. ## Sensory Processing and Your Child Sensory processing refers to how the brain receives and responds to information from the senses. Most of us process sensory information without thinking about it, but for some children, this process does not work smoothly. A child who struggles with sensory processing may overreact to certain textures, sounds, or movements, or they may seek out intense sensory experiences. Signs of sensory processing difficulties include covering their ears in noisy environments, refusing to wear certain fabrics, disliking having their hair brushed, being a very picky eater, or seeking out spinning, jumping, or crashing into things. These behaviours can affect a child's ability to cope at school, join in with activities, and manage daily routines. Occupational therapists who specialise in sensory processing can help your child learn to manage their sensory needs. This might involve creating a sensory diet, which is a personalised plan of sensory activities throughout the day that helps your child stay regulated and ready to learn. ## Fine Motor Skills and Handwriting Fine motor skills are the small, precise movements we make with our hands and fingers. Children who struggle with fine motor skills may find it hard to hold a pencil correctly, cut with scissors, do up zips, or tie shoelaces. These difficulties can affect their independence and their ability to keep up with written work at school. Handwriting difficulties are one of the most common reasons parents seek occupational therapy for their child. Poor handwriting can be caused by weak hand muscles, difficulty with hand-eye coordination, or trouble processing how letters should look and feel. An occupational therapist will assess the root cause of your child's handwriting difficulties and create a targeted programme to help. Therapy activities might include strengthening exercises for the hands and fingers, practising letter formation using multi-sensory techniques, and building the core stability and posture needed to sit comfortably for writing. Many children make significant progress with regular practice and the right support. ## What to Expect from Online OT Sessions Online occupational therapy sessions through ChildWize are interactive, practical, and tailored to your child's needs. Your therapist will guide your child through activities using everyday items found in your home, making it easy to carry over skills into daily life. A typical session lasts between 30 and 45 minutes. The therapist may use games, crafts, movement activities, and problem-solving tasks to work on your child's goals. They will also coach you as a parent so that you can support your child's development between sessions. Before the first session, the therapist will carry out an assessment to understand your child's strengths and challenges. They will then set clear goals with you and create a therapy plan. Progress is reviewed regularly, and the plan is adjusted as your child develops new skills. Many families find that online OT fits easily into their routine, and children often enjoy the sessions because they feel like play. ## Frequently Asked Questions ### What happens in the first occupational therapy session? The first session is usually an assessment. The therapist will observe your child, ask you about their daily routine and challenges, and may use standardised tools to understand their skill levels. This helps create a personalised therapy plan. ### How long will my child need occupational therapy? This depends on your child's needs and goals. Some children make good progress in eight to ten sessions, while others benefit from longer-term support. Your therapist will regularly review progress with you. ### Can occupational therapy help with fussy eating? Yes. Fussy eating is often linked to sensory processing difficulties. An occupational therapist can work with your child to gradually expand their tolerance of different food textures, smells, and tastes. ### Do I need a referral to see an occupational therapist? No. You can book directly through ChildWize without a referral from your GP or any other professional. ### Is online occupational therapy effective for young children? Yes. Online OT can be very effective, especially when parents are involved in sessions and can support practice at home. Many young children respond well because they are in a familiar, comfortable environment. ## Related Services - [speech-therapy](https://www.childwize.co.uk/services/speech-therapy) - [developmental-assessment](https://www.childwize.co.uk/services/developmental-assessment) - [autism-support](https://www.childwize.co.uk/services/autism-support) --- **Canonical URL:** https://www.childwize.co.uk/services/occupational-therapy *Published by [ChildWize](https://www.childwize.co.uk) — connecting UK families with child development specialists.* --- # Child Psychology Services > **About ChildWize:** ChildWize (www.childwize.co.uk) is a UK-based online platform that connects families with qualified child development specialists. ChildWize covers SEND (Special Educational Needs and Disabilities), child mental health, speech and language therapy, autism, ADHD, and learning difficulties. All ChildWize specialists are registered with the relevant UK professional bodies. Sessions take place online. No GP referral is required. > Every child deserves to feel safe, confident, and understood. If your child is struggling with their emotions or mental health, our psychologists are here to help. ## When Should You See a Child Psychologist? Knowing when to seek help for your child's emotional wellbeing can be difficult. All children go through challenging phases, and it is normal for them to feel sad, angry, or worried from time to time. However, if your child's emotions or behaviour are consistently affecting their daily life, relationships, or ability to learn, it may be time to speak to a professional. Common reasons parents seek support from a child psychologist include persistent anxiety or worry, low mood or withdrawal, sudden changes in behaviour, difficulty sleeping, problems with friendships, anger outbursts that feel disproportionate, or a traumatic experience such as bereavement, parental separation, or bullying. A child psychologist can help your child understand and manage their feelings, develop coping strategies, and work through difficult experiences. Early support can prevent difficulties from becoming more entrenched and can set your child up with skills they will use for the rest of their life. ## Types of Therapy for Children Child psychologists use a range of evidence-based approaches, tailored to your child's age, needs, and preferences. Cognitive Behavioural Therapy (CBT) is one of the most widely used approaches for children. It helps them identify unhelpful thinking patterns and develop healthier ways of responding to difficult situations. For younger children, play therapy and creative therapies are often used. These approaches allow children to express their feelings through play, drawing, and storytelling, which can be much more natural for them than talking directly about their problems. The therapist creates a safe space where your child can explore their emotions at their own pace. Other approaches include solution-focused therapy, which helps children focus on their strengths and what is going well, and EMDR (Eye Movement Desensitisation and Reprocessing), which can be effective for children who have experienced trauma. Your psychologist will recommend the best approach for your child based on their individual needs. ## Supporting Your Child's Emotional Wellbeing A child's emotional wellbeing is just as important as their physical health. Children who feel emotionally secure are better able to learn, make friends, and cope with life's ups and downs. As a parent, you play a crucial role in supporting your child's emotional development. There are many things you can do at home to support your child. These include creating a predictable routine, listening to your child without judgement, validating their feelings, and modelling healthy ways of managing your own emotions. It is also important to ensure your child has opportunities for play, physical activity, and social connection. If your child is going through a difficult time, remember that seeking professional help is a sign of strength, not failure. A child psychologist can provide expert guidance and support, both for your child and for you as a parent. Through ChildWize, you can access experienced psychologists who understand the unique challenges of childhood and adolescence. ## Anxiety and Low Mood in Children Anxiety and low mood are the most common mental health difficulties in children and young people. Anxiety can show up as excessive worrying, avoiding certain situations, physical symptoms like stomach aches or headaches, difficulty sleeping, or clinging to parents. Low mood may present as sadness, irritability, loss of interest in activities they used to enjoy, changes in appetite, or fatigue. It can sometimes be hard to tell the difference between typical childhood worries and anxiety that needs professional support. As a general guide, if anxiety or low mood is stopping your child from doing things they want or need to do, lasting for more than a couple of weeks, or getting worse over time, it is worth seeking help. Child psychologists can help children understand what anxiety and low mood are, learn practical strategies for managing difficult feelings, and gradually face situations they have been avoiding. Many children respond very well to therapy and develop resilience that serves them throughout their lives. ## Frequently Asked Questions ### How do I prepare my child for seeing a psychologist? Keep it simple and honest. Explain that they are going to talk to someone whose job is to help children with their feelings, just like a doctor helps with their body. Reassure them that they are not in trouble. ### Is what my child says in sessions confidential? Yes. What your child shares in sessions is confidential, with the exception of safeguarding concerns. The psychologist will discuss the boundaries of confidentiality with both you and your child at the start. ### How many sessions will my child need? This varies. Some children benefit from a short block of six to eight sessions, while others may need longer-term support. The psychologist will review progress regularly and discuss the plan with you. ### Can you help with school refusal? Yes. School refusal is a common reason families seek support. A child psychologist can work with your child to understand the underlying reasons and develop a gradual plan to help them return to school. ### What is the difference between a psychologist and a psychiatrist? A psychologist provides therapy and assessment but does not prescribe medication. A psychiatrist is a medical doctor who can diagnose conditions and prescribe medication. Both play important roles and can work together. ## Related Services - [behavioural-support](https://www.childwize.co.uk/services/behavioural-support) - [family-therapy](https://www.childwize.co.uk/services/family-therapy) - [autism-support](https://www.childwize.co.uk/services/autism-support) --- **Canonical URL:** https://www.childwize.co.uk/services/child-psychology *Published by [ChildWize](https://www.childwize.co.uk) — connecting UK families with child development specialists.* --- # Behavioural Support for Children > **About ChildWize:** ChildWize (www.childwize.co.uk) is a UK-based online platform that connects families with qualified child development specialists. ChildWize covers SEND (Special Educational Needs and Disabilities), child mental health, speech and language therapy, autism, ADHD, and learning difficulties. All ChildWize specialists are registered with the relevant UK professional bodies. Sessions take place online. No GP referral is required. > If your child's behaviour is causing concern at home or school, our specialists can help you understand what is driving it and find positive strategies that work. ## Understanding Challenging Behaviour in Children All behaviour is communication. When a child displays behaviour that adults find challenging, such as tantrums, aggression, refusal, or withdrawal, they are often trying to express a need that they cannot put into words. Understanding the function of behaviour is the first step towards supporting your child effectively. Challenging behaviour can be driven by many factors, including unmet sensory needs, anxiety, difficulty with transitions, undiagnosed neurodevelopmental conditions, or experiences at home or school that the child is finding hard to process. It is rarely about a child choosing to be difficult. A behaviour specialist will work with you to look beneath the surface of your child's behaviour. By identifying patterns, triggers, and unmet needs, they can help you develop strategies that address the root cause rather than just managing symptoms. This approach leads to lasting positive change for both your child and your family. ## Positive Behaviour Strategies Positive behaviour support is an evidence-based approach that focuses on understanding why behaviour occurs and making changes to the environment, routines, and responses that surround it. Rather than relying on punishment or consequences, this approach aims to teach children the skills they need and create conditions where positive behaviour is more likely. Strategies might include adjusting daily routines to reduce stress points, using visual timetables to help your child understand what is coming next, offering choices to give your child a sense of control, and using clear, consistent language. For children who struggle with transitions, advance warnings and countdowns can make a significant difference. Your specialist will work closely with you to create a behaviour support plan that is realistic and fits your family life. They will also help you understand the importance of consistency, how to manage your own responses during difficult moments, and how to celebrate and reinforce positive behaviour. These strategies can transform daily life for the whole family. ## Masking: When Behaviour Differs at Home and School Many parents are told by school that their child is fine in class, yet at home the child falls apart. This pattern, known as masking, is very common, particularly in children with autism, ADHD, or anxiety. The child spends the school day holding everything together, following rules, and mimicking their peers, but they cannot sustain this effort indefinitely. The result is that the child releases all their built-up stress at home, where they feel safe. This can look like meltdowns, aggression, extreme emotional reactions, or complete withdrawal. It can be incredibly draining for parents, especially when school does not recognise the difficulties. A behaviour specialist can help you understand masking and advocate for your child at school. They can help schools see that a child who copes in the classroom may still need support, and they can work with you to create strategies that reduce the pressure on your child throughout the day. Recognising masking is an important step towards getting your child the right level of support. ## When to Seek Specialist Behavioural Support It can be hard to know when everyday challenging behaviour crosses the line into something that needs professional input. As a general guide, you should consider seeking support if your child's behaviour is significantly affecting family life, if it is escalating over time, if it is happening across multiple settings, or if you feel you have tried everything and nothing is working. Other indicators include behaviour that puts your child or others at risk of harm, extreme anxiety around specific situations, persistent refusal to attend school, or a noticeable change in behaviour that does not have an obvious explanation. Trust your instincts as a parent. If something feels wrong, it is worth exploring. Through ChildWize, you can connect with experienced behaviour specialists who will listen to your concerns without judgement. They can help you understand whether your child may benefit from further assessment, such as for ADHD or autism, and can provide immediate practical strategies while you wait for any other services. ## Frequently Asked Questions ### Is my child's behaviour my fault? No. Challenging behaviour is rarely caused by parenting. It is usually a sign that your child has an unmet need or is struggling with something they cannot express in words. Seeking support is a positive step. ### What is the difference between discipline and behavioural support? Discipline often focuses on consequences after behaviour occurs. Behavioural support focuses on understanding why the behaviour happens and making changes to prevent it, while teaching your child new skills. ### When should I seek help for my child's behaviour? If your child's behaviour is consistently affecting family life, their learning, or their friendships, and you feel that your usual approaches are not working, it is a good time to seek professional advice. ### Can behaviour support be done online? Yes. Much of the work involves coaching parents and developing strategies together. Online sessions are highly effective for this and allow the specialist to understand your home environment through video. ### Will the specialist work with my child's school? If appropriate and with your consent, the specialist can liaise with your child's school to share strategies and ensure a consistent approach across settings. ## Related Services - [child-psychology](https://www.childwize.co.uk/services/child-psychology) - [adhd-assessment](https://www.childwize.co.uk/services/adhd-assessment) - [family-therapy](https://www.childwize.co.uk/services/family-therapy) --- **Canonical URL:** https://www.childwize.co.uk/services/behavioural-support *Published by [ChildWize](https://www.childwize.co.uk) — connecting UK families with child development specialists.* --- # Educational & SEND Support > **About ChildWize:** ChildWize (www.childwize.co.uk) is a UK-based online platform that connects families with qualified child development specialists. ChildWize covers SEND (Special Educational Needs and Disabilities), child mental health, speech and language therapy, autism, ADHD, and learning difficulties. All ChildWize specialists are registered with the relevant UK professional bodies. Sessions take place online. No GP referral is required. > Navigating the SEND system can feel overwhelming. Our specialists are here to guide you through the process and make sure your child gets the support they are entitled to. ## Understanding the SEND Code of Practice The Special Educational Needs and Disabilities (SEND) Code of Practice is the legal framework that sets out how children with additional needs should be supported in England. It applies to all children and young people from birth to 25 years old and covers education, health, and social care. Under the SEND Code of Practice, schools have a duty to identify and support children with special educational needs. This starts with the class teacher and the school's Special Educational Needs Coordinator (SENCO) putting in place targeted support, known as SEN Support. If your child's needs are more complex, they may be eligible for an Education, Health and Care Plan (EHCP), which provides legally binding support. Many parents find the SEND system confusing and difficult to navigate. Understanding your rights and your child's entitlements is essential. Our specialists can explain the process, help you understand the language and terminology, and ensure that your child's needs are properly recognised and supported. ## The EHCP Process Explained An Education, Health and Care Plan (EHCP) is a legal document that describes a child's special educational needs and the support they must receive. It is the highest level of SEND support available and is legally binding, meaning the local authority must provide what is set out in the plan. The EHCP process begins with a request for an Education, Health and Care needs assessment. This can be made by parents, the school, or any professional involved with the child. The local authority has six weeks to decide whether to carry out the assessment. If they agree, the assessment involves gathering evidence from a range of professionals, including educational psychologists, therapists, and medical professionals. Once the assessment is complete, the local authority has 20 weeks to issue a final EHCP. The plan sets out your child's needs, the outcomes you are working towards, and the specific provision that must be put in place. Our specialists can help you at every stage, from preparing the initial application to reviewing and challenging the plan if it does not meet your child's needs. ## Educational Assessments and Their Role Educational assessments are used to understand how your child learns, where their strengths lie, and what barriers they may face. These assessments can be carried out by educational psychologists, specialist teachers, or other qualified professionals and are often a key part of building a case for additional support. A cognitive assessment, such as a WISC (Wechsler Intelligence Scale for Children), looks at how your child processes information, including their verbal reasoning, visual-spatial skills, working memory, and processing speed. Achievement assessments measure skills in areas like reading, writing, and mathematics. Together, these assessments give a detailed picture of your child's learning profile. Assessment reports are powerful tools. They can identify specific learning difficulties such as dyslexia or dyscalculia, support applications for EHCPs, and provide recommendations for the type of support your child needs at school. Through ChildWize, you can access qualified professionals who can carry out these assessments online and provide comprehensive reports. ## Advocating for Your Child at School As a parent, you are your child's most important advocate. Schools have a legal duty to support children with SEND, but in practice, many parents find that they need to push for their child's needs to be recognised and met. This can be exhausting and emotionally draining. Our specialists can help you communicate effectively with your child's school, understand what the school should be providing, and challenge decisions that you disagree with. They can also help you prepare for meetings with the SENCO, write letters and formal requests, and gather the evidence you need to support your case. If your child's needs are not being met and the school or local authority is not responding appropriately, you have the right to appeal to the SEND Tribunal. This is an independent body that can make legally binding decisions about your child's support. Our specialists have experience supporting families through the tribunal process and can guide you every step of the way. ## Frequently Asked Questions ### How do I apply for an EHCP for my child? You can write to your local authority requesting an Education, Health and Care needs assessment. Our specialists can help you prepare this request and gather the supporting evidence needed. ### What happens if the local authority refuses to assess my child? You have the right to appeal the decision to the SEND Tribunal within two months. Our specialists can advise you on whether an appeal is likely to succeed and support you through the process. ### What are the school's responsibilities under the SEND Code of Practice? Schools must identify children with SEND, provide appropriate support through the graduated approach, involve parents in decisions, and review progress regularly. They must also appoint a SENCO. ### Can I request an educational psychology assessment privately? Yes. You can book a private educational psychology assessment through ChildWize. The report will be recognised by schools and local authorities and can be used to support EHCP applications. ### How long does the EHCP process take? The legal timeframe is 20 weeks from the initial request to the issuing of a final EHCP. However, in practice, delays are common. Our specialists can help ensure the process stays on track. ## Related Services - [dyslexia-support](https://www.childwize.co.uk/services/dyslexia-support) - [child-psychology](https://www.childwize.co.uk/services/child-psychology) - [developmental-assessment](https://www.childwize.co.uk/services/developmental-assessment) --- **Canonical URL:** https://www.childwize.co.uk/services/educational-support *Published by [ChildWize](https://www.childwize.co.uk) — connecting UK families with child development specialists.* --- # Family Therapy & Parent Coaching > **About ChildWize:** ChildWize (www.childwize.co.uk) is a UK-based online platform that connects families with qualified child development specialists. ChildWize covers SEND (Special Educational Needs and Disabilities), child mental health, speech and language therapy, autism, ADHD, and learning difficulties. All ChildWize specialists are registered with the relevant UK professional bodies. Sessions take place online. No GP referral is required. > Family life can be tough, especially when your child is struggling. Our therapists and coaches work with the whole family to build stronger, healthier relationships. ## How Family Dynamics Affect Children Children are deeply affected by what happens within their family. The relationships between family members, the way conflict is handled, the level of stress in the household, and the communication patterns that exist all have a direct impact on a child's emotional wellbeing and behaviour. When family life is under strain, whether because of a child's additional needs, parental separation, sibling conflict, or the general pressures of modern life, children often show the effects through their behaviour or emotions. They may become withdrawn, anxious, angry, or defiant. Sometimes, these changes are the first sign that the family system as a whole needs support. Family therapy recognises that a child's difficulties do not exist in isolation. By working with the whole family, a therapist can help everyone understand how their interactions affect one another and find new ways of relating that support the child's wellbeing. This approach can bring about meaningful change that benefits every member of the family. ## Parent-Child Relationships and Connection The relationship between a parent and child is the most important factor in a child's emotional development. When this relationship is strong, children feel secure, confident, and able to cope with challenges. When it is strained, children may struggle with anxiety, behaviour, and self-esteem. Parenting a child who has additional needs, challenging behaviour, or mental health difficulties can put enormous pressure on the parent-child relationship. Parents may feel frustrated, guilty, exhausted, or like they are failing. These feelings are completely normal and do not mean you are a bad parent. Parent coaching provides a safe, non-judgemental space to explore these feelings and develop new approaches. A coach will help you understand your child's perspective, strengthen your connection, and find parenting strategies that work for your unique family situation. The goal is not to make you a perfect parent, but to help you feel more confident and effective in supporting your child. ## Coaching Approaches for Parents Parent coaching through ChildWize uses evidence-based approaches that have been shown to improve outcomes for children and families. These include approaches such as Video Interaction Guidance (VIG), which uses short video clips of parent-child interactions to highlight strengths and build on them. Other approaches include the Incredible Years programme, which focuses on positive parenting techniques, and Non-Violent Resistance (NVR), which helps parents respond to challenging behaviour without escalating conflict. Your coach will work with you to identify the approach that best fits your family's needs. Coaching is different from therapy in that it is forward-looking and focused on practical skills and strategies. Sessions are collaborative, and you will set goals together with your coach. Many parents find that even a few sessions can make a significant difference to family life. You will come away with tools and techniques that you can use immediately and continue to build on over time. ## Building Resilience in Your Family Resilience is the ability to cope with challenges, adapt to change, and recover from difficult experiences. It is not something that children are born with; it is something that is built through relationships, experiences, and the support they receive from the adults around them. Family therapy and parent coaching can help build resilience across your family. By improving communication, strengthening relationships, and developing shared strategies for coping with stress, your family becomes better equipped to handle whatever comes your way. Our specialists understand that every family is different. Whether you are a single parent, a blended family, a family with a child who has additional needs, or a family going through a period of change, we can tailor our approach to your circumstances. The aim is always to help your family find its own strengths and use them to create a more positive and supportive home environment. ## Frequently Asked Questions ### Who attends family therapy sessions? This depends on the situation. Sometimes the whole family attends, sometimes it is just the parents, and sometimes a combination of individual and family sessions works best. Your therapist will discuss this with you. ### How many sessions will we need? Most families benefit from between six and twelve sessions, though this varies. Some families find a few sessions are enough, while others prefer ongoing support. Your therapist will review progress with you regularly. ### Is family therapy the same as counselling? Family therapy focuses on relationships and interactions within the family system. It is different from individual counselling, which focuses on one person's thoughts and feelings. Both can be valuable, and they can complement each other. ### Can parent coaching help if my child has a diagnosis? Absolutely. Parent coaching is especially valuable when your child has a diagnosis such as autism, ADHD, or anxiety. It helps you understand your child's specific needs and develop strategies that are tailored to them. ### What if my partner and I disagree on parenting approaches? This is very common and a great reason to seek support. A therapist or coach can help you both understand each other's perspectives and find a consistent approach that works for your child and your relationship. ## Related Services - [child-psychology](https://www.childwize.co.uk/services/child-psychology) - [behavioural-support](https://www.childwize.co.uk/services/behavioural-support) - [autism-support](https://www.childwize.co.uk/services/autism-support) --- **Canonical URL:** https://www.childwize.co.uk/services/family-therapy *Published by [ChildWize](https://www.childwize.co.uk) — connecting UK families with child development specialists.* --- # Developmental Assessment for Children > **About ChildWize:** ChildWize (www.childwize.co.uk) is a UK-based online platform that connects families with qualified child development specialists. ChildWize covers SEND (Special Educational Needs and Disabilities), child mental health, speech and language therapy, autism, ADHD, and learning difficulties. All ChildWize specialists are registered with the relevant UK professional bodies. Sessions take place online. No GP referral is required. > If you are worried that your child is not reaching their milestones, a developmental assessment can give you clarity and help you plan the right support. ## Understanding Developmental Milestones Developmental milestones are the skills and abilities that most children reach by a certain age. These include physical milestones such as sitting, crawling, and walking; communication milestones such as babbling, first words, and sentences; and social milestones such as making eye contact, playing with others, and understanding emotions. Every child develops at their own pace, and there is a wide range of what is considered typical. However, when a child is consistently behind their peers in one or more areas of development, it may indicate a developmental delay. Early identification of delays is important because it means support can be put in place during the critical early years when the brain is most adaptable. As a parent, you know your child best. If something feels different or you are worried about your child's progress, trust your instincts. A developmental assessment can help determine whether your child's development is within the expected range or whether they would benefit from additional support. ## When to Be Concerned About Your Child's Development It can be difficult to know when normal variation in development becomes a concern. Some children are late walkers but catch up quickly, while others may have more persistent delays that need attention. There are some signs, however, that suggest it is worth seeking a professional opinion. For babies and toddlers, concerns may include not responding to their name by 12 months, not pointing or waving by 12 months, not using single words by 18 months, or a loss of skills they previously had. For pre-school children, signs might include difficulty with toilet training beyond age three, not engaging in imaginative play, or being significantly behind peers in speech or physical skills. For school-age children, developmental concerns may show up as difficulty keeping up with learning, problems with coordination or handwriting, social difficulties, or emotional immaturity compared to peers. If your child's nursery, school, or health visitor has raised concerns, or if you have worries yourself, a developmental assessment is a positive and proactive step. ## What a Developmental Assessment Involves A developmental assessment is a structured process carried out by a specialist, such as a paediatrician, clinical psychologist, or specialist therapist, who has expertise in child development. The assessment looks at all areas of your child's development to build a complete picture of their strengths and needs. The process typically includes a detailed discussion with parents about the child's developmental history, direct observation of the child, and the use of standardised assessment tools. The specialist will look at areas such as communication, social interaction, play skills, cognitive ability, motor skills, and adaptive behaviour. Assessments through ChildWize can be carried out online through video consultation, with some elements completed by parents using questionnaires or video recordings of their child at home. This approach allows the specialist to see your child in their natural environment, which can give a more accurate picture of their abilities and challenges. ## Next Steps After a Developmental Assessment After the assessment, the specialist will discuss their findings with you and explain what they mean for your child. If a developmental delay or condition is identified, they will provide recommendations for the support your child needs. This might include referrals for therapy, advice for nursery or school, and guidance for supporting your child at home. A developmental assessment can sometimes lead to a specific diagnosis, such as autism, a language disorder, or a global developmental delay. In other cases, it may identify areas of concern that need monitoring or further investigation. Whatever the outcome, you will have a much clearer understanding of your child's needs and a pathway forward. The assessment report is a valuable document that you can share with your child's GP, health visitor, nursery, or school. It can also support applications for additional funding, specialist placements, or an Education, Health and Care Plan. Our specialists are available to help you interpret the report and take the next steps. ## Frequently Asked Questions ### What age range do developmental assessments cover? Developmental assessments can be carried out at any age, from infancy through to adolescence. The assessment tools and approaches are adapted to suit your child's age and stage of development. ### What happens if the assessment finds developmental delays? The specialist will explain the findings and recommend appropriate support. This might include therapy, school adjustments, or referrals to other professionals. Early support can make a significant difference to outcomes. ### How much does a developmental assessment cost through ChildWize? Costs vary depending on the type and complexity of the assessment. Prices are clearly displayed on each specialist's profile, and you can discuss options before booking. ### Can a developmental assessment be done online? Yes. Many elements of a developmental assessment can be carried out through video consultation. Some assessments may require parent-completed questionnaires or video recordings of your child at home. ### Will the results be shared with my child's GP? With your consent, the assessment report can be shared with your child's GP, health visitor, school, or any other professional involved in their care. ## Related Services - [speech-therapy](https://www.childwize.co.uk/services/speech-therapy) - [autism-support](https://www.childwize.co.uk/services/autism-support) - [occupational-therapy](https://www.childwize.co.uk/services/occupational-therapy) --- **Canonical URL:** https://www.childwize.co.uk/services/developmental-assessment *Published by [ChildWize](https://www.childwize.co.uk) — connecting UK families with child development specialists.* --- # Dyslexia & Learning Difficulties Support > **About ChildWize:** ChildWize (www.childwize.co.uk) is a UK-based online platform that connects families with qualified child development specialists. ChildWize covers SEND (Special Educational Needs and Disabilities), child mental health, speech and language therapy, autism, ADHD, and learning difficulties. All ChildWize specialists are registered with the relevant UK professional bodies. Sessions take place online. No GP referral is required. > If your child is struggling with reading, writing, or learning, we can help you understand why and get the right support in place. ## Signs of Dyslexia in Children Dyslexia is a specific learning difficulty that primarily affects reading and spelling. It is not related to intelligence. Many children with dyslexia are bright and creative but struggle to decode written words, which can affect their confidence and progress at school. Signs of dyslexia can appear from the pre-school years. Young children may have difficulty learning nursery rhymes, struggle to recognise letters, or find it hard to break words into sounds. At school, dyslexia often shows up as slow or inaccurate reading, difficulty spelling common words, messy handwriting, and avoidance of reading or writing tasks. Older children may develop ways of compensating for their difficulties, which can make dyslexia harder to spot. They may rely on context and pictures when reading, take much longer than their peers to complete written work, or become anxious or frustrated around literacy tasks. If your child is working hard but not making the progress you would expect, dyslexia may be a factor. ## Types of Learning Difficulties Dyslexia is the most well-known learning difficulty, but it is not the only one. Other specific learning difficulties include dyscalculia, which affects mathematical understanding and number processing; dysgraphia, which affects writing and fine motor control; and dyspraxia (Developmental Coordination Disorder), which affects movement and coordination. Some children have more than one learning difficulty, and learning difficulties often co-occur with conditions such as ADHD and autism. A thorough assessment can identify exactly which areas are affected and how they interact, leading to more targeted and effective support. It is important to understand that learning difficulties are lifelong conditions, but with the right support, children can develop strategies to manage them and achieve their full potential. Many highly successful people have learning difficulties and have found ways to use their unique strengths to excel. ## The Dyslexia Assessment Process A dyslexia assessment is carried out by a qualified specialist, such as an educational psychologist or a specialist assessor with a practising certificate. The assessment is a comprehensive evaluation that looks at your child's cognitive abilities, reading and spelling skills, phonological awareness, and processing speed. The assessment typically takes between two and three hours and may be split across more than one session, depending on your child's age and stamina. The assessor will use standardised tests to compare your child's performance with what would be expected for their age. They will also look at your child's strengths, as understanding the full profile is important for planning support. After the assessment, you will receive a detailed report that explains the findings, confirms whether a diagnosis of dyslexia is appropriate, and provides recommendations for support at school and at home. This report can be shared with your child's school and used to apply for exam access arrangements, additional support, or an EHCP. ## School Accommodations and Exam Access Arrangements Children with dyslexia and other learning difficulties are entitled to reasonable adjustments at school. These adjustments are designed to ensure that your child can access the curriculum on an equal footing with their peers. Examples include extra time in tests and exams, access to a reader or scribe, use of a laptop for written work, and modified worksheets. For formal examinations such as GCSEs and A-levels, students with dyslexia can apply for exam access arrangements through the Joint Council for Qualifications (JCQ). These arrangements must be based on evidence from a formal assessment carried out by a qualified assessor. Common arrangements include 25 per cent extra time, the use of a word processor, and access to a reader. Your child's school is responsible for applying for exam access arrangements, but as a parent, you can ensure the process is started in good time. We recommend having a formal assessment carried out no later than Year 9 to allow time for applications and for your child to practise using any accommodations before their exams. Our specialists can guide you through the process and advise on what your child is entitled to. ## Frequently Asked Questions ### What age can a child be assessed for dyslexia? A full diagnostic assessment is usually most reliable from around age seven, when literacy skills are more established. However, signs can be identified earlier, and early intervention support can begin before a formal diagnosis. ### What are reasonable adjustments for dyslexia at school? Reasonable adjustments may include extra time in tests, use of a laptop, access to audiobooks, coloured overlays, modified worksheets, and support from a teaching assistant. The specific adjustments depend on your child's needs. ### How do I get exam access arrangements for my child? Exam access arrangements require evidence from a formal assessment by a qualified assessor. Your child's school submits the application to the JCQ. We recommend having the assessment done by Year 9 at the latest. ### Can dyslexia be cured? Dyslexia is a lifelong difference in how the brain processes written language. It cannot be cured, but with the right support and strategies, children with dyslexia can learn to read, write, and succeed academically. ### Is dyslexia linked to intelligence? No. Dyslexia is not related to intelligence. Children with dyslexia can be highly intelligent. The difficulty is specific to processing written language, not to thinking or understanding. ## Related Services - [educational-support](https://www.childwize.co.uk/services/educational-support) - [occupational-therapy](https://www.childwize.co.uk/services/occupational-therapy) - [adhd-assessment](https://www.childwize.co.uk/services/adhd-assessment) --- **Canonical URL:** https://www.childwize.co.uk/services/dyslexia-support *Published by [ChildWize](https://www.childwize.co.uk) — connecting UK families with child development specialists.* --- # My Child Isn't Talking > **About ChildWize:** ChildWize (www.childwize.co.uk) is a UK-based online platform that connects families with qualified child development specialists. ChildWize covers SEND (Special Educational Needs and Disabilities), child mental health, speech and language therapy, autism, ADHD, and learning difficulties. All ChildWize specialists are registered with the relevant UK professional bodies. Sessions take place online. No GP referral is required. > If your child is not yet talking or is behind with their speech, you are not alone. Many families share this worry, and early support can make a real difference. ## You're Not Alone in Worrying About This Noticing that your child is not talking as much as other children their age can be one of the most unsettling feelings as a parent. You might find yourself comparing your child with siblings, friends' children, or developmental milestones you have read about online. It is completely natural to feel concerned, and it is a sign that you are paying attention to your child's needs. Every child develops at their own pace, and there is a wide range of what is considered typical when it comes to speech and language. Some children are naturally quieter and take longer to start speaking, while for others a delay in talking may be an early sign that they could benefit from some additional support. Whatever the reason, reaching out for guidance is always a positive step. ChildWize is here to help you make sense of what you are seeing and to connect you with qualified specialists who can offer clarity and reassurance. We do not diagnose — instead, we help you find the right professional to understand your child's unique communication profile. ## What Could This Mean? When a child is not yet talking or is using fewer words than expected, there can be many different reasons. For some children, it may simply be that they are a "late bloomer" who will catch up in their own time. For others, the delay in speech may be connected to an underlying difference in how they process or produce language. This pattern of behaviour is sometimes associated with conditions such as developmental language disorder (DLD), where a child has persistent difficulty understanding or using spoken language. In some cases, a child who is not talking may be experiencing selective mutism, where they are able to speak but find it very difficult in certain settings like nursery or school. Social communication differences, which can be linked to autism, may also play a role. It is important to remember that only a qualified professional can carry out a proper assessment. ChildWize does not diagnose conditions — we connect you with experienced speech and language therapists and developmental specialists who can help you understand what is going on and what support might be helpful. ## What Is Typical and When Might You Seek Support? Children reach speech and language milestones at different ages, and there is a broad range of what is considered typical. As a general guide, most children begin babbling by around 6 to 9 months, use their first words between 12 and 18 months, and start combining two words together by around age two. By the time they are three, most children can be understood by familiar adults most of the time. If your child is not babbling by 12 months, has no words by 18 months, or is not putting words together by age two, it may be worth seeking advice from a speech and language therapist. For older children, signs that may suggest additional support could be helpful include difficulty following simple instructions, limited vocabulary compared to peers, frustration when trying to communicate, or reluctance to speak in social situations. The NHS and the Royal College of Speech and Language Therapists (RCSLT) recommend that parents seek advice early if they have concerns. Early intervention is widely supported by research as one of the most effective ways to help children with speech and language difficulties. You do not need to wait for a formal diagnosis before seeking support. ## How ChildWize Can Help ChildWize connects you with qualified speech and language therapists and developmental assessment specialists who work with children across a range of ages and needs. All our specialists are registered with the appropriate professional bodies, including the Health and Care Professions Council (HCPC) and the Royal College of Speech and Language Therapists (RCSLT). When you create a free account, you can browse specialist profiles, read about their areas of expertise, and book an initial consultation at a time that works for your family. Sessions take place online, so there is no need to travel or take time off work. Many families find that children are more relaxed and engaged when working from home. Your specialist will work with you to understand your child's communication strengths and areas where they may need support. They can carry out assessments, recommend therapy approaches, and provide you with practical strategies to use at home. If your child needs ongoing sessions, your therapist will create a personalised plan tailored to their needs. ## What You Can Do Next If you are concerned about your child's speech, taking the first step can feel daunting, but it does not need to be complicated. You might want to start by keeping a note of what your child can say and understand, as this can be useful information for a specialist. Some families find it helpful to create opportunities for communication at home — narrating everyday activities, reading together, singing songs, and giving your child time to respond without rushing them. These are not replacements for professional support, but they can complement the work a therapist does. You do not need a GP referral to book through ChildWize, and there are no lengthy waiting lists. Simply create a free account, browse our speech and language therapists or developmental assessment specialists, and book your first session. If you are unsure where to start, our team is happy to help you find the right specialist for your child. ChildWize does not replace NHS services or medical advice. If you have urgent concerns about your child's health or development, please contact your GP or health visitor. ## Frequently Asked Questions ### At what age should I be concerned if my child is not talking? There is no single age that applies to every child, but if your child has no words by 18 months or is not combining words by age two, it may be worth seeking advice from a speech and language therapist. Early support can be very beneficial, so it is always better to check than to wait. ### Does a speech delay mean my child has autism? Not necessarily. While some autistic children are late to talk, speech delays can have many different causes. A qualified specialist can help you understand what might be contributing to your child's communication development. ChildWize connects you with professionals who can carry out a thorough assessment. ### Do I need a GP referral to access speech therapy through ChildWize? No, you do not need a referral. You can book directly with one of our registered speech and language therapists. They will carry out their own assessment during your first session. ### Can online speech therapy really help my child? Yes. Research shows that online speech and language therapy can be just as effective as in-person sessions. Many children respond well to working in their home environment, and parents can be more easily involved in sessions, which often supports better progress. ### What happens in a first session? Your first session is usually an assessment where the therapist gets to know your child through play, conversation, and observation. They will ask about your child's history and your concerns. Afterwards, they will share their findings and recommend next steps. ## Related Conditions - [developmental-language-disorder](https://www.childwize.co.uk/conditions/developmental-language-disorder) - [selective-mutism](https://www.childwize.co.uk/conditions/selective-mutism) - [social-communication-disorder](https://www.childwize.co.uk/conditions/social-communication-disorder) ## Related Services - [speech-therapy](https://www.childwize.co.uk/services/speech-therapy) - [developmental-assessment](https://www.childwize.co.uk/services/developmental-assessment) ## Related Guides - [how-to-get-an-ehcp](https://www.childwize.co.uk/guides/how-to-get-an-ehcp) - [how-to-request-school-assessment](https://www.childwize.co.uk/guides/how-to-request-school-assessment) - [nhs-vs-private-assessment](https://www.childwize.co.uk/guides/nhs-vs-private-assessment) --- **Canonical URL:** https://www.childwize.co.uk/concerns/child-not-talking *Published by [ChildWize](https://www.childwize.co.uk) — connecting UK families with child development specialists.* --- # My Child Won't Go to School > **About ChildWize:** ChildWize (www.childwize.co.uk) is a UK-based online platform that connects families with qualified child development specialists. ChildWize covers SEND (Special Educational Needs and Disabilities), child mental health, speech and language therapy, autism, ADHD, and learning difficulties. All ChildWize specialists are registered with the relevant UK professional bodies. Sessions take place online. No GP referral is required. > School refusal can feel overwhelming for the whole family. Understanding what is behind it is the first step towards finding the right support. ## This Is More Common Than You Might Think If your child is refusing to go to school, struggling to get through the door each morning, or becoming distressed at the thought of the school day, you are not alone. School attendance difficulties affect thousands of families across the UK, and the reasons behind them are often far more complex than simple reluctance. As a parent, it can be exhausting and isolating. You may feel pressure from the school, worry about your child falling behind, and feel uncertain about how to help. It is important to know that school refusal is not a choice your child is making to be difficult — it is often a sign that something deeper is going on, and your child needs support rather than punishment. ChildWize is here to help you understand what might be driving your child's difficulty with school and to connect you with specialists who can support your family. We do not diagnose — we help you find the right professional to explore what is happening and work towards a way forward. ## What Could Be Behind School Refusal? School refusal can have many different causes, and for some children it may be a combination of factors. Anxiety is one of the most common reasons children struggle to attend school. This might be general anxiety, social anxiety, separation anxiety, or anxiety related to specific aspects of the school environment such as tests, transitions, or sensory overload. For some children, school refusal is connected to attachment difficulties, where being away from a primary caregiver feels overwhelming. Other children may be experiencing bullying, social difficulties, or a sense of not fitting in. In some cases, unidentified learning difficulties or neurodevelopmental differences such as autism or ADHD can make the school environment feel unmanageable, leading to avoidance. It is also worth noting that school refusal can sometimes develop after a change or disruption, such as moving to a new school, returning after illness, or a family event. Understanding the root cause is essential, and a qualified professional can help you and your child explore what is going on in a safe and supportive way. ## Understanding the Difference Between Truancy and School Refusal It can be helpful to understand that school refusal is different from truancy. A child who is truanting typically leaves home and does not attend school, often without their parents knowing. School refusal, by contrast, usually happens with the parents' full awareness — the child is at home, often visibly distressed, and the parents feel powerless to change the situation. School refusal is increasingly recognised by professionals as an emotional or anxiety-based response rather than a behavioural choice. The National Institute for Health and Care Excellence (NICE) guidelines recognise anxiety disorders in children and recommend evidence-based interventions including cognitive behavioural therapy (CBT) and family-based approaches. If your child's school is putting pressure on you about attendance, it may be helpful to share that you are seeking professional support. Many schools are becoming more understanding of emotionally based school avoidance, and a specialist report or letter can sometimes help the school put appropriate accommodations in place. ## How ChildWize Connects You with the Right Support ChildWize can connect you with child psychologists, behavioural support specialists, and family therapists who have experience working with school refusal and attendance difficulties. These professionals can help you understand what is driving your child's avoidance, work with your child to build coping strategies, and support you as a family to find a way forward. All our specialists are qualified and registered with the relevant professional bodies. Sessions take place online, which can be especially helpful when your child is struggling to leave the house. Online sessions mean your child can engage with support in a familiar, comfortable environment. Your specialist may recommend a combination of approaches, such as individual therapy for your child, parent coaching to help you respond in ways that reduce anxiety, or family sessions to improve communication and rebuild routines. They can also liaise with your child's school if needed, providing recommendations or reports to support your child's return to education. ## Gentle Steps You Can Take If your child is refusing school, there are some things that some families have found helpful while they seek professional support. Keeping communication open and non-judgemental can help your child feel safe enough to talk about what is troubling them. Try to avoid battles over school attendance where possible, as this can increase anxiety for everyone. Maintaining a gentle routine at home — including regular wake-up times, meals, and some structured activity — can help your child feel a sense of stability even when they are not attending school. Some families find that acknowledging their child's feelings without trying to fix them immediately helps to build trust. It is also worth reaching out to your child's school to discuss what support they can offer. Many schools have pastoral teams, SENCOs, or wellbeing officers who can help create a phased return plan. ChildWize does not replace NHS services or your child's school. If your child is in crisis or you have safeguarding concerns, please contact your GP, local CAMHS service, or call the NSPCC helpline on 0808 800 5000. ## Frequently Asked Questions ### Is school refusal the same as being naughty? No. School refusal is increasingly understood as an emotional or anxiety-based response, not a behavioural choice. Children who refuse school are often highly distressed and want to attend but feel unable to. A qualified professional can help uncover what is driving the difficulty. ### Can a psychologist help with school refusal? Yes. Child psychologists can help your child understand and manage the anxiety or emotions that are making school feel impossible. They can also work with you as a parent to develop strategies that support your child's return to education at a pace that feels manageable. ### Will ChildWize specialists work with my child's school? If it would be helpful and you give your consent, your specialist can provide reports, recommendations, or communicate directly with your child's school to support their attendance and wellbeing. ### What if my child has not been to school for a long time? Many of our specialists have experience working with children who have been out of school for extended periods. They can help you and your child work towards re-engagement at a pace that feels right, with professional guidance every step of the way. ### Do I need a referral to book support for school refusal? No. You can book directly through ChildWize without a GP or school referral. Our specialists will carry out their own assessment and recommend an approach tailored to your family's situation. ## Related Conditions - [anxiety-in-children](https://www.childwize.co.uk/conditions/anxiety-in-children) - [school-refusal](https://www.childwize.co.uk/conditions/school-refusal) - [attachment-difficulties](https://www.childwize.co.uk/conditions/attachment-difficulties) ## Related Services - [child-psychology](https://www.childwize.co.uk/services/child-psychology) - [behavioural-support](https://www.childwize.co.uk/services/behavioural-support) - [family-therapy](https://www.childwize.co.uk/services/family-therapy) ## Related Guides - [school-exclusion-guidance](https://www.childwize.co.uk/guides/school-exclusion-guidance) - [how-to-get-an-ehcp](https://www.childwize.co.uk/guides/how-to-get-an-ehcp) --- **Canonical URL:** https://www.childwize.co.uk/concerns/child-wont-go-to-school *Published by [ChildWize](https://www.childwize.co.uk) — connecting UK families with child development specialists.* --- # My Child Has Meltdowns > **About ChildWize:** ChildWize (www.childwize.co.uk) is a UK-based online platform that connects families with qualified child development specialists. ChildWize covers SEND (Special Educational Needs and Disabilities), child mental health, speech and language therapy, autism, ADHD, and learning difficulties. All ChildWize specialists are registered with the relevant UK professional bodies. Sessions take place online. No GP referral is required. > Meltdowns can be exhausting for the whole family. Understanding what is behind them is the first step towards finding calm and getting the right support. ## Meltdowns Are Not Tantrums — And You Are Not Failing If your child has intense emotional outbursts that seem to come out of nowhere, last a long time, or feel impossible to manage, you may be dealing with meltdowns rather than typical tantrums. The difference matters — a tantrum is usually goal-driven (a child wants something and is frustrated they cannot have it), while a meltdown is an overwhelming loss of control that the child cannot easily stop. Meltdowns can involve crying, screaming, hitting, kicking, throwing things, or shutting down completely. They can happen at home, at school, in public places, or during transitions between activities. As a parent, it can feel frightening, embarrassing, and deeply exhausting — especially when other people do not understand what is happening. You are not failing as a parent, and your child is not being deliberately difficult. Meltdowns are often a sign that a child is overwhelmed, and with the right support it is possible to understand what is triggering them and find strategies that help. ChildWize can connect you with specialists who understand meltdowns and can work with your family to find a way through. ## What Might Be Behind the Meltdowns? Frequent or intense meltdowns can be associated with a range of underlying factors. For some children, sensory processing differences play a significant role — they may be overwhelmed by noise, crowds, textures, or other sensory input that their nervous system finds difficult to manage. This is sometimes linked to sensory processing disorder (SPD). Anxiety is another common factor. A child who is carrying a lot of worry or stress may appear calm on the surface until they reach a tipping point, at which the emotions overflow. This is sometimes described as "bottling up" at school and "exploding" at home, and it can be particularly common in children who are masking their difficulties during the school day. In some cases, meltdowns may be connected to conditions such as oppositional defiant disorder (ODD), where a child has persistent patterns of angry, irritable, or defiant behaviour. However, it is important not to jump to conclusions — only a qualified professional can assess your child and help you understand what is happening. ChildWize connects you with the right specialists to explore this further. ## When Are Meltdowns Part of Typical Development? All children have emotional outbursts from time to time, and this is a normal part of development. Toddlers and preschool-age children in particular are still learning to regulate their emotions, and it is typical for them to have periods of frustration, upset, and big feelings that they cannot yet manage independently. However, if your child's meltdowns are happening very frequently, lasting a long time (more than 20 to 30 minutes regularly), increasing in intensity as they get older, happening in response to small or unexpected triggers, or significantly affecting family life, school, or friendships, it may be worth exploring whether there is something more going on. The NHS recommends that parents seek advice if their child's behaviour is significantly different from what they would expect for their age and is causing distress to the child or family. Early support can help children develop emotional regulation skills and reduce the frequency and intensity of meltdowns over time. ## How ChildWize Connects You with Specialists ChildWize can connect you with occupational therapists who specialise in sensory processing, behavioural support specialists who can help you develop strategies for managing meltdowns, and child psychologists who can explore the emotional factors behind your child's outbursts. All our specialists work online, which means sessions can happen in your child's familiar environment. This can be especially helpful for children who struggle with transitions or new settings. Your specialist will take the time to understand your child's unique profile and work with you to develop a plan that fits your family. Depending on your child's needs, your specialist may recommend sensory strategies, emotional regulation techniques, changes to routines or environments, or therapeutic work to address underlying anxiety or other difficulties. They will also give you practical tools and strategies to use at home, so you can support your child between sessions. ## Things That Some Families Find Helpful While you are exploring professional support, there are some approaches that some families find helpful in managing meltdowns. Creating a calm, low-stimulation space at home where your child can go when they feel overwhelmed can provide a safe retreat. Some children respond well to deep pressure activities like weighted blankets, firm hugs, or squeezing a stress ball. Trying to identify patterns in when meltdowns happen can also be useful. Keeping a simple log of what happened before, during, and after each meltdown may help you and a specialist spot triggers that are not immediately obvious. Common triggers include transitions, hunger, tiredness, sensory overload, and unexpected changes to routine. It can also help to stay calm yourself during a meltdown, even though this is incredibly difficult. Children pick up on adult emotions, and a calm, quiet presence can help them feel safer. Avoid trying to reason with your child during the meltdown itself — wait until they have fully calmed down before talking about what happened. ChildWize does not replace NHS services or medical advice. If your child is at risk of harming themselves or others, please contact your GP or call 999 in an emergency. ## Frequently Asked Questions ### What is the difference between a meltdown and a tantrum? A tantrum is usually goal-driven — a child wants something and is frustrated. A meltdown is an overwhelming loss of control where the child is unable to stop themselves. Meltdowns are often triggered by sensory overload, anxiety, or emotional overwhelm, and the child is not choosing to behave this way. ### Could my child's meltdowns be related to sensory processing? Possibly. Some children experience the world more intensely than others and can become overwhelmed by sounds, textures, lights, or crowds. An occupational therapist can assess whether sensory processing differences are contributing to your child's meltdowns and recommend strategies to help. ### Are meltdowns normal for my child's age? Some emotional outbursts are a normal part of development, especially for toddlers and preschoolers. However, if meltdowns are frequent, intense, prolonged, or are not reducing as your child gets older, it may be worth seeking professional advice to understand what is going on. ### How can a specialist help with meltdowns? A specialist can help identify what is triggering your child's meltdowns, whether there are underlying sensory, emotional, or developmental factors, and work with you to develop strategies that reduce the frequency and intensity of meltdowns over time. ### Can I access support through ChildWize without a diagnosis? Yes. You do not need a diagnosis to book with a ChildWize specialist. Many families come to us because they want to understand what is going on before pursuing a formal assessment. Our specialists can help at any stage. ## Related Conditions - [sensory-processing-disorder](https://www.childwize.co.uk/conditions/sensory-processing-disorder) - [anxiety-in-children](https://www.childwize.co.uk/conditions/anxiety-in-children) - [oppositional-defiant-disorder](https://www.childwize.co.uk/conditions/oppositional-defiant-disorder) ## Related Services - [occupational-therapy](https://www.childwize.co.uk/services/occupational-therapy) - [behavioural-support](https://www.childwize.co.uk/services/behavioural-support) - [child-psychology](https://www.childwize.co.uk/services/child-psychology) ## Related Guides - [what-to-expect-from-assessment](https://www.childwize.co.uk/guides/what-to-expect-from-assessment) - [types-of-therapy-explained](https://www.childwize.co.uk/guides/types-of-therapy-explained) --- **Canonical URL:** https://www.childwize.co.uk/concerns/child-having-meltdowns *Published by [ChildWize](https://www.childwize.co.uk) — connecting UK families with child development specialists.* --- # My Child Is Struggling to Read > **About ChildWize:** ChildWize (www.childwize.co.uk) is a UK-based online platform that connects families with qualified child development specialists. ChildWize covers SEND (Special Educational Needs and Disabilities), child mental health, speech and language therapy, autism, ADHD, and learning difficulties. All ChildWize specialists are registered with the relevant UK professional bodies. Sessions take place online. No GP referral is required. > If reading feels like a battle for your child, there may be ways to help. Understanding what is behind the difficulty is the first step. ## Reading Difficulties Are More Common Than You Think Watching your child struggle with reading can be worrying, especially when you can see how hard they are trying. You might notice that your child avoids reading, gets frustrated with books, confuses letters or words, reads very slowly, or seems to forget words they knew yesterday. These difficulties can affect their confidence, their enjoyment of school, and their self-esteem. Reading is a complex skill that involves many different processes working together — recognising letters, connecting them to sounds, blending sounds into words, understanding what those words mean, and holding all of that in memory at once. When any one of these processes is more difficult for a child, reading can feel like an enormous effort. You are not alone in this worry, and seeking support early is one of the most important things you can do. ChildWize can connect you with specialists who understand reading difficulties and can help you work out what is going on and what might help your child. ## What Might Be Making Reading Difficult? There are several reasons why a child might find reading harder than their peers. One of the most well-known is dyslexia, a specific learning difficulty that affects the way the brain processes written and spoken language. Dyslexia is not related to intelligence — many children with dyslexia are bright and creative but find the mechanics of reading and spelling particularly challenging. Reading difficulties can also be connected to developmental language disorder (DLD), where a child has broader difficulties with understanding or using language. If a child struggles to understand spoken language, reading comprehension is likely to be affected too. In some cases, difficulties with number processing (dyscalculia) can co-occur with reading difficulties, suggesting a broader pattern of learning differences. Vision and hearing should also be considered — sometimes a child's reading difficulty has a straightforward physical explanation that can be addressed. It is also worth noting that some children simply need more time and practice, and with the right approach they catch up well. A specialist assessment can help clarify what is going on for your child specifically. ## What Is Typical for Different Ages? Reading development follows a broad trajectory, though every child is different. In Reception and Year 1, children are typically learning letter sounds (phonics) and beginning to blend them into simple words. By the end of Year 2, most children can read simple sentences and short books with some fluency. By Years 3 and 4, children are generally moving from "learning to read" to "reading to learn," and are expected to read more independently. If your child is still struggling with basic decoding at this stage, it may be a sign that they would benefit from additional support. By Years 5 and 6, reading fluency and comprehension are expected to be more developed, and children who are still finding reading very difficult may need a formal assessment. The Department for Education's phonics screening check in Year 1 can sometimes flag early concerns. If your child did not meet the expected standard, this does not necessarily mean there is a problem, but it may be worth exploring further with a specialist. The earlier reading difficulties are identified and supported, the better the outcomes tend to be. ## How ChildWize Connects You with Reading Specialists ChildWize can connect you with dyslexia specialists who can carry out assessments and recommend evidence-based interventions, educational support specialists who can help with school-based strategies, and speech and language therapists who can address any underlying language difficulties that may be affecting reading. All our specialists are qualified and experienced in working with children who find reading difficult. Sessions take place online, which many families find convenient — your child can work with their specialist from home, using the books and materials they are familiar with. An initial assessment will usually involve your specialist getting to know your child, understanding their reading strengths and challenges, and identifying where the breakdown is happening. From there, they can recommend targeted approaches — this might include structured phonics programmes, strategies for building reading fluency, comprehension support, or a formal dyslexia assessment if appropriate. ## Supporting Your Child at Home While professional support can make a significant difference, there are things that some families find helpful at home. Reading together regularly — even when your child can read independently — helps to model fluent reading, builds vocabulary, and keeps reading feeling positive rather than like a chore. Choosing books that match your child's interest rather than their reading level can help maintain motivation. Audiobooks can be a wonderful way for children who struggle with reading to access stories and build vocabulary without the pressure of decoding text. Many children find that following along with an audiobook while looking at the printed page helps bridge the gap. Try to keep the focus on enjoyment rather than accuracy. If your child makes a mistake, gently correct it and move on rather than asking them to sound out every word. Praise effort rather than achievement, and celebrate small steps forward. ChildWize does not replace your child's school or NHS services. If you are concerned about your child's reading, you may also want to speak with their class teacher or SENCO, who can arrange school-based assessments and support. ## Frequently Asked Questions ### How do I know if my child has dyslexia? Dyslexia can only be identified through a formal assessment carried out by a qualified specialist. Signs that may suggest dyslexia include persistent difficulty with reading and spelling despite good teaching, confusion between similar-looking letters, and difficulty remembering sequences. A ChildWize specialist can carry out an assessment and advise on next steps. ### At what age can dyslexia be identified? Indicators of dyslexia can sometimes be spotted from around age five or six, though formal assessments are often most reliable from around age seven. If you have concerns earlier than this, a specialist can still carry out an informal assessment and recommend strategies to support your child. ### Will my child always struggle with reading? With the right support, many children who struggle with reading make significant progress. Early identification and targeted intervention are key. Some children will always find reading more effortful than their peers, but with good strategies in place they can become confident, capable readers. ### Can speech therapy help with reading difficulties? Yes, in some cases. If a child's reading difficulty is connected to underlying language processing differences, a speech and language therapist can address these foundations, which often has a positive impact on reading development. ### Does ChildWize provide dyslexia assessments? ChildWize connects you with qualified specialists who can carry out dyslexia assessments. These assessments can be used to support applications for exam access arrangements, Education, Health and Care Plans (EHCPs), and to guide teaching and intervention strategies. ## Related Conditions - [developmental-language-disorder](https://www.childwize.co.uk/conditions/developmental-language-disorder) - [dyscalculia](https://www.childwize.co.uk/conditions/dyscalculia) ## Related Services - [dyslexia-support](https://www.childwize.co.uk/services/dyslexia-support) - [educational-support](https://www.childwize.co.uk/services/educational-support) - [speech-therapy](https://www.childwize.co.uk/services/speech-therapy) ## Related Guides - [exam-access-arrangements](https://www.childwize.co.uk/guides/exam-access-arrangements) - [how-to-request-school-assessment](https://www.childwize.co.uk/guides/how-to-request-school-assessment) --- **Canonical URL:** https://www.childwize.co.uk/concerns/child-struggling-to-read *Published by [ChildWize](https://www.childwize.co.uk) — connecting UK families with child development specialists.* --- # My Child Is Hitting or Being Aggressive > **About ChildWize:** ChildWize (www.childwize.co.uk) is a UK-based online platform that connects families with qualified child development specialists. ChildWize covers SEND (Special Educational Needs and Disabilities), child mental health, speech and language therapy, autism, ADHD, and learning difficulties. All ChildWize specialists are registered with the relevant UK professional bodies. Sessions take place online. No GP referral is required. > Aggressive behaviour in children can be distressing for everyone involved. Understanding what is driving it is essential to finding the right support. ## Aggression Does Not Mean You Are Doing Something Wrong If your child is hitting, biting, kicking, throwing things, or being physically aggressive towards you, siblings, or other children, you may feel a mixture of worry, guilt, frustration, and even shame. These feelings are completely understandable, but it is important to know that your child's aggressive behaviour is not a reflection of your parenting. Aggression in children is often a form of communication. When a child does not have the words, emotional regulation skills, or coping mechanisms to deal with what they are feeling, their body can take over. Hitting or lashing out may be their way of saying "I am overwhelmed," "I am scared," "I don't know how to cope," or "something is wrong." ChildWize is here to help you look beyond the behaviour and understand what is driving it. We connect you with specialists who can work with you and your child to find safer, more effective ways of managing big emotions and reducing aggressive outbursts. ## What Might Be Behind Aggressive Behaviour? Aggressive behaviour in children can stem from many different sources. For some children, it is connected to difficulty processing sensory information — when the world feels too loud, too bright, or too unpredictable, a child may respond by lashing out. This can be associated with sensory processing disorder (SPD). For other children, aggression may be linked to oppositional defiant disorder (ODD), a condition characterised by persistent patterns of angry, irritable, or defiant behaviour that goes beyond what is typical for the child's age. Attachment difficulties can also play a role — children who have experienced disruption, trauma, or insecurity in their early relationships may struggle to regulate their emotions and express their needs appropriately. It is also important to consider whether the child is experiencing frustration due to unidentified learning difficulties, communication challenges, or social difficulties that are making daily life feel overwhelming. Sometimes aggressive behaviour is the visible tip of a much larger iceberg of unmet needs. ## When Is Aggression Part of Normal Development? Some degree of physical behaviour is a normal part of child development, particularly in toddlers and young children who are still learning to share, take turns, and manage frustration. It is typical for two-year-olds to occasionally hit, bite, or push when they are upset, and most children grow out of this as their language and emotional regulation skills develop. However, if aggressive behaviour is persistent beyond the toddler years, is increasing in frequency or intensity, is directed at adults or peers regularly, is causing injury, or is significantly affecting your child's relationships, friendships, or school life, it may be worth seeking professional advice. The NICE guidelines recommend that parents and carers seek support when a child's behaviour is causing significant distress or impairment in daily life. Early support can help children develop healthier ways of expressing their emotions and prevent patterns of behaviour from becoming entrenched. ## How ChildWize Can Help Your Family ChildWize can connect you with behavioural support specialists who can help you develop strategies for managing aggressive behaviour at home and at school. Child psychologists can work with your child to explore the emotions behind the aggression and build healthier coping mechanisms. Family therapists can support the whole family in communicating better and reducing conflict. All our specialists work online, which means you can access support without the stress of taking your child to an unfamiliar setting. Sessions are flexible and can be arranged around your family's schedule. Your specialist will take the time to understand your child's unique situation and will never judge you or your parenting. Depending on your child's needs, your specialist may recommend individual therapy for your child, parent coaching sessions to help you respond to aggressive behaviour in ways that de-escalate rather than escalate, or a combination of both. They can also provide reports for your child's school if needed. ## Steps That May Help in the Meantime While you are seeking professional support, there are some approaches that some families find helpful. Staying as calm as possible during an aggressive outburst can help prevent the situation from escalating. Try to remove your child from the situation if it is safe to do so, and give them space to calm down before trying to talk about what happened. Naming your child's emotions for them can sometimes help — for example, "I can see you are really angry right now." This helps children learn to identify their feelings, which is an important step towards managing them. Avoid labelling your child as "aggressive" or "naughty," as these labels can become part of how they see themselves. Consistency in your response to aggression is important. Try to set clear, simple boundaries — "I can see you are upset, but hitting is not OK" — and follow through with the same response each time. Praise and acknowledge moments when your child manages their emotions well, no matter how small. ChildWize does not replace NHS services or medical advice. If you or your child are at risk of harm, please contact your GP, call 999, or contact the NSPCC helpline on 0808 800 5000. ## Frequently Asked Questions ### Is it normal for my child to hit? Some physical behaviour is typical in toddlers who are still learning to manage their emotions. However, if hitting or aggression is persistent, increasing, or happening beyond the toddler years, it may be worth seeking professional advice to understand what is driving it. ### Could my child's aggression be a sign of an underlying condition? Aggressive behaviour can sometimes be associated with conditions such as sensory processing disorder, anxiety, oppositional defiant disorder, or attachment difficulties. A qualified specialist can help you explore whether there is an underlying factor and recommend appropriate support. ### How do I talk to my child's school about their behaviour? It can help to be open with your child's teacher or SENCO about what is happening. A ChildWize specialist can also provide a report or recommendations that you can share with the school to support a joined-up approach. ### Will my child grow out of aggressive behaviour? Some children do grow out of aggressive behaviour as their emotional regulation skills develop. However, if the aggression is linked to underlying difficulties, targeted support can help your child develop healthier ways of coping and prevent patterns from becoming established. ### Can parent coaching help with my child's aggression? Yes. Parent coaching can be very effective. A specialist can help you understand what is triggering your child's aggression and teach you evidence-based strategies for responding in ways that reduce conflict and support your child's emotional development. ## Related Conditions - [oppositional-defiant-disorder](https://www.childwize.co.uk/conditions/oppositional-defiant-disorder) - [sensory-processing-disorder](https://www.childwize.co.uk/conditions/sensory-processing-disorder) - [attachment-difficulties](https://www.childwize.co.uk/conditions/attachment-difficulties) ## Related Services - [behavioural-support](https://www.childwize.co.uk/services/behavioural-support) - [child-psychology](https://www.childwize.co.uk/services/child-psychology) - [family-therapy](https://www.childwize.co.uk/services/family-therapy) ## Related Guides - [school-exclusion-guidance](https://www.childwize.co.uk/guides/school-exclusion-guidance) - [types-of-therapy-explained](https://www.childwize.co.uk/guides/types-of-therapy-explained) --- **Canonical URL:** https://www.childwize.co.uk/concerns/child-hitting-and-aggressive *Published by [ChildWize](https://www.childwize.co.uk) — connecting UK families with child development specialists.* --- # My Child Has No Friends > **About ChildWize:** ChildWize (www.childwize.co.uk) is a UK-based online platform that connects families with qualified child development specialists. ChildWize covers SEND (Special Educational Needs and Disabilities), child mental health, speech and language therapy, autism, ADHD, and learning difficulties. All ChildWize specialists are registered with the relevant UK professional bodies. Sessions take place online. No GP referral is required. > Watching your child struggle socially can be heartbreaking. Understanding what might be making friendships difficult is the first step to helping them. ## It Hurts to See Your Child Struggling Socially If your child seems isolated at school, never gets invited to birthday parties, eats lunch alone, or tells you they have no friends, it can be one of the most painful things to hear as a parent. You may worry about their happiness, their self-esteem, and their future. You might feel helpless watching them struggle with something that seems to come so naturally to other children. Social difficulties in childhood can take many forms. Some children desperately want friends but do not seem to know how to make or keep them. Others seem content to be alone but may be missing important social learning opportunities. Some children have friendships that are volatile, frequently falling out and making up. And some children are actively excluded or bullied by their peers. Whatever the situation, your concern is valid, and seeking support is a positive step. ChildWize can connect you with specialists who understand the complexities of children's social development and can help your child build the skills and confidence they need. ## What Might Be Making Friendships Difficult? Social difficulties can have many different roots. For some children, differences in social communication play a significant role. Children with social communication disorder may find it hard to read body language, understand social rules, take turns in conversation, or understand how to join in with group activities. These difficulties can also be associated with autism, where differences in social interaction are a core feature. Anxiety can also make friendships very difficult. A child who is socially anxious may want to join in but feel paralysed by fear of saying the wrong thing, being laughed at, or being rejected. Over time, this can lead to withdrawal and isolation. Selective mutism — where a child is able to speak at home but finds it very difficult to talk in social or school settings — can also create significant barriers to forming friendships. For other children, the difficulty may be more subtle. They may struggle with the unwritten social rules of their peer group, find it hard to manage conflict, or have interests that differ from their classmates. These are not character flaws — they are areas where targeted support can make a meaningful difference. ## Social Development at Different Ages Social skills develop gradually throughout childhood, and what is typical changes at each stage. In the early years, children often engage in parallel play — playing alongside rather than with other children — and this is perfectly normal. By ages three to four, most children begin to engage in more cooperative play and start forming simple friendships. During primary school, friendships become more important and more complex. Children are expected to navigate sharing, negotiation, group dynamics, and the inevitable ups and downs of peer relationships. By Years 5 and 6, social hierarchies become more defined, and children who struggle socially may find this period particularly challenging. If your child has consistently found it difficult to make or keep friends across different settings and ages, this may suggest that they would benefit from some additional support. It is also worth noting that some children are naturally more introverted and prefer fewer, closer friendships — this is a personality trait, not a problem, unless it is causing your child distress. ## How ChildWize Connects You with Social Skills Support ChildWize can connect you with speech and language therapists who specialise in social communication, child psychologists who can help your child build social confidence and manage anxiety, and autism support specialists who can help children who have specific differences in social interaction. Sessions take place online, which can actually be a comfortable starting point for children who find face-to-face social situations challenging. Your specialist will work at your child's pace, using approaches that are tailored to their specific needs and strengths. Support might include social skills coaching, where your child practises specific skills like starting conversations, joining group activities, or managing disagreements. It might also include therapeutic work to address underlying anxiety, or assessment to identify whether there are social communication differences that have not yet been recognised. Your specialist can also advise you on how to support your child's social development at home and how to work with their school. ## How You Can Support Your Child While seeking professional support, there are some things that some families find helpful. Creating low-pressure social opportunities — such as inviting one child over for a structured activity rather than an open-ended playdate — can help your child practise social skills in a supported environment. Choosing activities based on your child's interests can also help them find like-minded peers. Talking with your child about friendships in a gentle, non-pressuring way can help you understand their perspective. Some children may not be as worried about their social situation as you are, while others may be carrying a lot of sadness that they have not shared. Listening without trying to fix the problem immediately can help your child feel heard. It can also be helpful to speak with your child's class teacher about what they observe at school. Teachers can sometimes facilitate friendships by pairing children for activities or including them in lunchtime social groups. ChildWize does not replace NHS services or school-based support. If your child is being bullied, speak with their school directly. If your child is showing signs of depression or self-harm, please contact your GP or call Childline on 0800 1111. ## Frequently Asked Questions ### Why does my child find it hard to make friends? There can be many reasons, including differences in social communication, anxiety, shyness, or specific conditions such as autism or selective mutism. A qualified specialist can help you understand what might be making friendships difficult for your child and recommend tailored support. ### Is it normal for children to not have friends? Some children naturally prefer their own company or have fewer, closer friendships, and this is not necessarily a problem. However, if your child is distressed about not having friends, or their social difficulties are persistent across different settings, it may be worth exploring further with a specialist. ### Can social skills be taught? Yes. Social skills can be developed with the right support. Speech and language therapists and psychologists can work with your child to practise specific skills such as conversation, turn-taking, and reading social cues, in a safe and supportive environment. ### Could my child's social difficulties be related to autism? Differences in social interaction are a feature of autism, but not all children who struggle socially are autistic. A qualified specialist can assess whether autism may be playing a role and recommend appropriate support, regardless of whether a diagnosis is pursued. ### How can online therapy help with social skills? Online sessions can be a comfortable starting point for children who find face-to-face social situations challenging. Therapists use role-play, video modelling, and guided conversations to help children build social confidence in a low-pressure setting. ## Related Conditions - [social-communication-disorder](https://www.childwize.co.uk/conditions/social-communication-disorder) - [anxiety-in-children](https://www.childwize.co.uk/conditions/anxiety-in-children) - [selective-mutism](https://www.childwize.co.uk/conditions/selective-mutism) ## Related Services - [speech-therapy](https://www.childwize.co.uk/services/speech-therapy) - [child-psychology](https://www.childwize.co.uk/services/child-psychology) - [autism-support](https://www.childwize.co.uk/services/autism-support) ## Related Guides - [what-to-expect-from-assessment](https://www.childwize.co.uk/guides/what-to-expect-from-assessment) - [nhs-vs-private-assessment](https://www.childwize.co.uk/guides/nhs-vs-private-assessment) --- **Canonical URL:** https://www.childwize.co.uk/concerns/child-has-no-friends *Published by [ChildWize](https://www.childwize.co.uk) — connecting UK families with child development specialists.* --- # My Child Can't Sit Still > **About ChildWize:** ChildWize (www.childwize.co.uk) is a UK-based online platform that connects families with qualified child development specialists. ChildWize covers SEND (Special Educational Needs and Disabilities), child mental health, speech and language therapy, autism, ADHD, and learning difficulties. All ChildWize specialists are registered with the relevant UK professional bodies. Sessions take place online. No GP referral is required. > If your child is always on the go, fidgeting, or struggling to focus, it can be hard to know whether it is just their personality or something that needs support. ## Active Children Are Not 'Problem' Children Children are naturally energetic, curious, and physically active. But if your child seems to be on a different level — constantly moving, fidgeting, climbing, unable to sit through a meal or a story, struggling to focus on tasks at school, or getting into trouble for being disruptive — you may be wondering whether something more is going on. It is common to hear well-meaning comments like "boys will be boys" or "they'll grow out of it," but as a parent you know your child best. If their level of activity is significantly different from their peers, is causing problems at school, or is affecting their ability to learn and socialise, your concerns are worth exploring. ChildWize is here to help you understand what might be driving your child's restlessness and to connect you with specialists who can assess their needs and recommend appropriate support. We do not diagnose — we help you find the right professional to get clarity. ## What Might Be Behind the Restlessness? A child who cannot sit still may simply have a naturally active temperament. However, persistent difficulty with sitting still, focusing, and controlling impulses can sometimes be associated with attention deficit hyperactivity disorder (ADHD), a neurodevelopmental condition that affects how the brain regulates attention, activity, and impulse control. Sensory processing differences can also play a role. Some children need more movement and sensory input than others to feel regulated. They may seek out movement, fidget constantly, or find it very hard to sit still because their nervous system needs that input to function well. This is sometimes associated with sensory processing disorder (SPD). Anxiety can also present as restlessness. A child who is worried or stressed may appear fidgety, unable to concentrate, or constantly on edge. This can sometimes be mistaken for ADHD, which is why a proper assessment by a qualified professional is important. Only a specialist can help you understand what is driving your child's behaviour and recommend the right support. ## What Is Typical Activity for Different Ages? Young children are naturally very active, and it is completely normal for toddlers and preschoolers to have limited attention spans, to move constantly, and to find it difficult to sit still for long periods. A typical three-year-old might manage to focus on a single activity for five to ten minutes, while a five-year-old might manage fifteen to twenty minutes. By the time children start primary school, they are generally expected to sit still for longer periods, follow instructions, take turns, and focus on tasks with less adult support. If your child is significantly more active or less focused than their classmates, their teacher may raise concerns. NICE guidelines suggest that ADHD should be considered when a child has persistent symptoms of inattention, hyperactivity, and impulsivity that are present in multiple settings (for example, both at home and at school) and that are causing significant impairment in their daily life. However, many factors can mimic ADHD symptoms, which is why a thorough assessment is important. ## How ChildWize Connects You with the Right Specialists ChildWize can connect you with occupational therapists who can assess sensory processing needs and recommend strategies for managing restlessness, behavioural support specialists who can help with focus and self-regulation, and ADHD assessment specialists who can carry out a thorough evaluation if ADHD is a possibility. All sessions take place online, which can work well for children who struggle to sit still — specialists are experienced in adapting their approach to keep children engaged, and being in a familiar environment can help children feel more comfortable. Sessions may include movement breaks, hands-on activities, and interactive exercises. Your specialist will take the time to understand your child's unique profile, including their strengths as well as their challenges. They will work with you to develop strategies that can be used at home and at school, and if a formal assessment is recommended, they will guide you through the process. ## Things That Some Families Find Helpful While you are exploring professional support, there are some strategies that some families find helpful for children who struggle to sit still. Building in regular movement breaks throughout the day can help your child release energy and focus better when they need to. Some children benefit from having a fidget tool to use during quiet activities, or sitting on a wobble cushion that allows them to move while staying in their seat. Structuring tasks into shorter, manageable chunks with breaks in between can also help. For example, rather than expecting your child to complete a 30-minute homework task in one sitting, you might break it into three 10-minute blocks with movement breaks in between. Physical activity before school or before a task that requires concentration can be beneficial. A walk, a run, or some jumping on a trampoline can help some children settle and focus more easily. Keeping routines predictable and using visual schedules can also reduce anxiety and help your child know what to expect. ChildWize does not replace NHS services or medical advice. If you are concerned about your child's development, you may also want to speak with your GP, who can make a referral for an NHS assessment if appropriate. ## Frequently Asked Questions ### Does my child have ADHD? Only a qualified specialist can assess for ADHD. If your child has persistent difficulty with attention, hyperactivity, and impulsivity across multiple settings, it may be worth pursuing an assessment. ChildWize can connect you with ADHD assessment specialists who can carry out a thorough evaluation. ### Is it normal for children to be very active? Yes, especially young children. However, if your child's activity level is significantly beyond what is typical for their age, is causing problems at school or at home, or is affecting their learning and friendships, it may be helpful to explore whether there is an underlying factor. ### Can occupational therapy help a child who cannot sit still? Yes. Occupational therapists can assess whether your child has sensory processing needs that contribute to their restlessness and recommend strategies such as movement breaks, sensory tools, and environmental adjustments that can help them regulate and focus. ### What is the difference between ADHD and just being energetic? All children are energetic, but ADHD involves persistent difficulties with attention, hyperactivity, and impulse control that are present across multiple settings and cause significant impairment. A specialist can help you understand whether your child's activity level falls within the typical range or warrants further investigation. ### Can girls have ADHD? Absolutely. ADHD affects children of all genders, though it is sometimes underdiagnosed in girls because they may present differently — for example, with more inattention than hyperactivity. If you have concerns about your daughter's focus or activity levels, they are just as valid and worth exploring. ## Related Conditions - [sensory-processing-disorder](https://www.childwize.co.uk/conditions/sensory-processing-disorder) - [anxiety-in-children](https://www.childwize.co.uk/conditions/anxiety-in-children) ## Related Services - [occupational-therapy](https://www.childwize.co.uk/services/occupational-therapy) - [behavioural-support](https://www.childwize.co.uk/services/behavioural-support) - [adhd-assessment](https://www.childwize.co.uk/services/adhd-assessment) ## Related Guides - [what-to-expect-from-assessment](https://www.childwize.co.uk/guides/what-to-expect-from-assessment) - [nhs-vs-private-assessment](https://www.childwize.co.uk/guides/nhs-vs-private-assessment) --- **Canonical URL:** https://www.childwize.co.uk/concerns/child-cant-sit-still *Published by [ChildWize](https://www.childwize.co.uk) — connecting UK families with child development specialists.* --- # My Child Is Behind at Nursery > **About ChildWize:** ChildWize (www.childwize.co.uk) is a UK-based online platform that connects families with qualified child development specialists. ChildWize covers SEND (Special Educational Needs and Disabilities), child mental health, speech and language therapy, autism, ADHD, and learning difficulties. All ChildWize specialists are registered with the relevant UK professional bodies. Sessions take place online. No GP referral is required. > If nursery has raised concerns about your child's development, or you feel they are not keeping up with their peers, we can help you find the right support. ## Hearing That Your Child Is Behind Can Be Really Difficult Whether it is a nursery practitioner mentioning that your child is not quite where they expected them to be, or your own observation that your child seems behind their peers, hearing that your child may not be meeting developmental milestones can be deeply unsettling. You might feel anxious, defensive, or simply unsure what to do next. It is important to remember that the early years are a time of enormous developmental variation. Children reach milestones at different ages, and a child who is "behind" at nursery is not necessarily going to stay behind. However, the early years are also a critical window for intervention — if there is an area where your child needs extra support, getting help early can make a significant difference to their long-term outcomes. ChildWize is here to help you navigate this uncertain time. We can connect you with specialists who can assess your child's development, identify any areas of need, and recommend the right support — all without the lengthy waiting lists that families often face through NHS pathways. ## What Areas Might Be Causing Concern? When nursery staff talk about a child being "behind," they may be referring to any number of developmental areas. Speech and language development is one of the most common concerns at nursery age — if a child is not yet talking, has limited vocabulary, or is difficult to understand, this can affect their ability to participate in nursery activities and form friendships with other children. Motor skills are another area that nurseries often monitor. This includes both gross motor skills (running, climbing, jumping, balance) and fine motor skills (holding a pencil, using scissors, doing up buttons). Delays in motor development can sometimes be associated with dyspraxia (developmental coordination disorder) or other developmental differences. Social and emotional development is also important at this age. If your child finds it very difficult to separate from you, struggles to play alongside or with other children, has frequent emotional outbursts, or finds it hard to follow nursery routines, these could be signs that they would benefit from some additional support. Sensory processing differences can also become apparent at nursery, where the environment is often busier and noisier than home. ## What Is Typical at Nursery Age? Development in the early years is highly variable, and the range of what is considered typical is very broad. The Early Years Foundation Stage (EYFS) framework used in England sets out developmental expectations across several areas, but these are guidelines rather than rigid benchmarks. By age two, most children can use around 50 words and are beginning to put two words together. They can walk, run (sometimes unsteadily), and are beginning to feed themselves. They engage in parallel play and are starting to show interest in other children. By age three, most children can speak in short sentences, follow simple instructions, use a spoon and fork, and are becoming more independent in their self-care. By age four, children are typically able to have conversations, play cooperatively with others, hold a pencil, and manage basic dressing and toileting. However, these are averages, and many children develop some skills ahead of schedule while lagging in others. If your nursery has raised specific concerns, it can be helpful to understand which areas they are referring to so you can seek targeted support. ## How ChildWize Can Support Your Family ChildWize can connect you with developmental assessment specialists who can carry out a comprehensive evaluation of your child's development across all key areas. We also have speech and language therapists who can assess and support communication development, and educational support specialists who can advise on how to work with your nursery to put the right support in place. All sessions take place online, which works particularly well for young children — they can be assessed and supported in their home environment, which often gives a more accurate picture of their abilities than an unfamiliar clinical setting. Parents and carers are encouraged to be involved in sessions, and your specialist will equip you with strategies and activities to support your child's development at home. If your child's assessment suggests that they may benefit from further investigation — such as a referral for a developmental paediatric assessment — your specialist can guide you through the process and provide the documentation you need. ## Practical Steps You Might Consider If your nursery has raised concerns, it can be helpful to ask them for specific details about what they are observing. Which developmental areas are they concerned about? How does your child compare to their peers in those specific areas? Are there any strategies the nursery is already using to support your child? This information can be very useful if you decide to seek a professional assessment. At home, you might want to focus on creating a rich, language-filled environment — talking to your child about what you are doing, reading stories together, singing songs, and giving them plenty of time to respond. For motor skills, activities like playdough, building with blocks, climbing, and messy play can all support development in a fun and natural way. It can also be helpful to speak with your health visitor, who can carry out a developmental check and may be able to refer you to local support services. If your child is in England, they are entitled to a two-year-old developmental check through the health visiting service. ChildWize does not replace NHS services, health visitors, or your child's nursery. If you have urgent concerns about your child's health or development, please contact your GP or health visitor directly. ## Frequently Asked Questions ### Should I be worried if nursery says my child is behind? It is natural to feel concerned, but being behind in one area at nursery age does not necessarily mean there is a lasting problem. The early years are a time of huge developmental variation. However, it is always worth exploring further, as early support can make a significant difference if there is an underlying need. ### What does a developmental assessment involve? A developmental assessment typically involves a specialist spending time with your child through play-based activities and observation, along with questions about their history and your concerns. The specialist will assess your child's development across key areas including speech and language, motor skills, social skills, and cognition. ### Can I get support without waiting for the NHS? Yes. ChildWize connects you directly with qualified specialists without the need for a GP referral or NHS waiting list. Many families find that accessing private support through ChildWize is quicker and more flexible, while still working alongside any NHS services they may be accessing. ### Is it too early to seek help for my two-year-old? No, it is never too early. The early years are a critical window for development, and the earlier any difficulties are identified and supported, the better the outcomes tend to be. Our specialists are experienced in working with very young children. ### Will ChildWize specialists work with my child's nursery? If you give your consent, your specialist can share recommendations with your child's nursery and suggest strategies for supporting your child in the nursery environment. This joined-up approach often leads to the best outcomes. ## Related Conditions - [developmental-language-disorder](https://www.childwize.co.uk/conditions/developmental-language-disorder) - [dyspraxia](https://www.childwize.co.uk/conditions/dyspraxia) - [sensory-processing-disorder](https://www.childwize.co.uk/conditions/sensory-processing-disorder) ## Related Services - [developmental-assessment](https://www.childwize.co.uk/services/developmental-assessment) - [speech-therapy](https://www.childwize.co.uk/services/speech-therapy) - [educational-support](https://www.childwize.co.uk/services/educational-support) ## Related Guides - [how-to-request-school-assessment](https://www.childwize.co.uk/guides/how-to-request-school-assessment) - [what-to-expect-from-assessment](https://www.childwize.co.uk/guides/what-to-expect-from-assessment) --- **Canonical URL:** https://www.childwize.co.uk/concerns/child-behind-at-nursery *Published by [ChildWize](https://www.childwize.co.uk) — connecting UK families with child development specialists.* --- # Early Years Development: Birth to Age 3 > **About ChildWize:** ChildWize (www.childwize.co.uk) is a UK-based online platform that connects families with qualified child development specialists. ChildWize covers SEND (Special Educational Needs and Disabilities), child mental health, speech and language therapy, autism, ADHD, and learning difficulties. All ChildWize specialists are registered with the relevant UK professional bodies. Sessions take place online. No GP referral is required. > The first three years are a time of extraordinary growth. Every child develops at their own pace, and understanding what to look for can help you feel more confident about when to celebrate progress and when it may be worth seeking a little extra support. **Age range:** 0–3 years **Education stage:** Pre-nursery ## What Development Looks Like in the Early Years From the moment they are born, babies are learning about the world around them. In the first year, you may notice your child beginning to make eye contact, respond to familiar voices, reach for objects, and babble. By the time they reach their first birthday, many children are starting to pull themselves up to stand and may be saying their first words, although there is a wide range of what is considered typical at this stage. Between one and two years, toddlers often begin to walk, use a handful of single words, follow simple instructions, and show interest in other children. By age two, many children are combining two words together, engaging in simple pretend play, and becoming more independent in feeding and dressing. By three, children are often speaking in short sentences, running confidently, and beginning to take turns during play. It is important to remember that these are general patterns rather than strict rules. Some children reach milestones earlier and others later, and both can be perfectly typical. The NHS Healthy Child Programme provides a framework of developmental reviews at key ages, including checks at around 9 to 12 months and again between 2 and 2 and a half years. These reviews are carried out by your Health Visitor and are a helpful opportunity to discuss any questions or observations you have about your child's progress. ## Common Concerns at This Stage During the early years, it is completely natural to wonder whether your child is developing as expected. Some of the most common concerns parents raise include a child not babbling or using words by the expected age, not responding to their name, seeming less interested in people than in objects, or having difficulty settling into routines around sleep and feeding. Sensory sensitivities can also become apparent during this period. Some babies and toddlers may be unusually sensitive to certain textures, sounds, or lights, while others may seem to seek out intense sensory experiences like spinning or crashing into soft furnishings. These behaviours are not uncommon in young children, but if they are persistent and affecting your child's ability to engage in everyday activities, it can be helpful to explore them further. Attachment and emotional regulation are also important areas of development in the early years. If your child seems unusually distressed during separations, has difficulty being comforted, or appears withdrawn, it may be worth discussing these observations with a professional. Early conversations about these areas are not about labelling your child. They are about understanding their needs so you can respond in the most supportive way possible. ## The Educational and Health Context for Under-Threes Children under three in England do not follow a formal curriculum, but those attending nurseries and childminders are supported within the Early Years Foundation Stage (EYFS) framework. The EYFS covers seven areas of learning and development, from communication and language through to physical development and personal, social, and emotional development. Practitioners in early years settings use these areas to observe and support your child's progress. Your Health Visitor is also a key professional during this stage. Health Visitors carry out the developmental reviews mentioned in the NHS Healthy Child Programme and can refer your child to other services if there are any areas of concern. In some areas, there are also early years SEND teams that can offer additional support within nursery settings. If your child attends a nursery, the setting will have a Special Educational Needs Co-ordinator, sometimes known as a SENCO or Inclusion Co-ordinator, whose role is to make sure children with additional needs are supported. If a practitioner notices something in your child's development that they would like to explore further, they may suggest working together with you and other professionals to put some extra support in place. This is sometimes called 'early years SEN support' and is part of the graduated approach used across all education settings in England. ## Conditions Sometimes Identified in the Early Years While formal diagnoses are less common in very young children, the early years are often when the first signs of certain conditions become visible. Developmental language disorder, for example, may be suspected when a child is significantly behind in their understanding or use of language compared with children of a similar age. Sensory processing differences can also become apparent during this stage, particularly if a child consistently avoids or seeks out particular sensory experiences. Some families notice early signs that may later be associated with autism, such as limited eye contact, a preference for solitary play, repetitive behaviours, or differences in how a child responds to other people's emotions. It is worth noting that many of these behaviours can be typical in very young children, and the presence of one or two on their own does not necessarily indicate a diagnosis. However, if you are noticing a pattern of differences across several areas of your child's development, seeking a professional perspective can be reassuring and helpful. Attachment difficulties can also emerge during the early years, particularly if a child has experienced disruption, trauma, or significant changes in their caregiving. Professionals such as child psychologists and family therapists can help families understand and respond to attachment-related needs in a supportive and evidence-based way. ## How ChildWize Can Help in the Early Years If you have concerns about your child's development during the early years, ChildWize can connect you with specialists who understand this age group. Whether you are looking for a speech and language therapist to explore early communication, an occupational therapist to help with sensory needs, or a developmental specialist to carry out a broader assessment, our platform makes it straightforward to find the right professional. You do not need a GP referral or a diagnosis to book through ChildWize. Many families come to us simply because they have a niggling feeling that something is not quite right and want a professional opinion. Our specialists are experienced in working with very young children and their families, and they understand that this stage can feel both exciting and uncertain. All sessions take place online, which means your child can be in their own familiar environment during assessments and therapy. This is often particularly helpful for younger children who may find unfamiliar clinical settings overwhelming. After an initial consultation, your specialist will explain their observations, suggest next steps, and provide practical strategies you can begin using at home straightaway. If further assessment or onward referral is needed, they can guide you through that process as well. ## Frequently Asked Questions ### How do I know if my child is developing typically? Every child develops at their own pace, so there is a wide range of what is considered typical. The NHS Healthy Child Programme includes developmental reviews at key ages, and your Health Visitor can discuss your child's progress with you. If you have specific concerns, a ChildWize specialist can offer an independent perspective without a long wait. ### My child is not talking yet. When is it worth seeking help? If your child is not babbling by around 12 months, not using any single words by 18 months, or not combining words by age two, it may be helpful to speak with a speech and language therapist. Early support can make a real difference, and there is no need to wait for a referral to book through ChildWize. ### Can children under three be assessed for autism? Formal autism assessments are sometimes carried out in children under three, although many families find that professionals prefer to observe and monitor before making a diagnosis at this age. A developmental assessment through ChildWize can help identify your child's strengths and needs and recommend next steps, whether or not a diagnosis is part of the picture. ### What is the EYFS and does it apply to my child? The Early Years Foundation Stage is the framework used in England for children from birth to five. If your child attends a nursery or childminder, practitioners will use the EYFS to observe and support their development across seven key areas including communication, physical development, and personal and social skills. ### Do I need a referral to use ChildWize for my toddler? No. You can book directly with a specialist through ChildWize without a GP referral. Many parents come to us because they want timely advice without waiting for an NHS pathway. Our specialists will carry out their own assessment and guide you through any further steps if needed. ## Related Conditions - [developmental-language-disorder](https://www.childwize.co.uk/conditions/developmental-language-disorder) - [sensory-processing-disorder](https://www.childwize.co.uk/conditions/sensory-processing-disorder) - [attachment-difficulties](https://www.childwize.co.uk/conditions/attachment-difficulties) ## Related Services - [speech-therapy](https://www.childwize.co.uk/services/speech-therapy) - [developmental-assessment](https://www.childwize.co.uk/services/developmental-assessment) - [occupational-therapy](https://www.childwize.co.uk/services/occupational-therapy) ## Related Concerns - [child-not-talking](https://www.childwize.co.uk/concerns/child-not-talking) - [child-behind-at-nursery](https://www.childwize.co.uk/concerns/child-behind-at-nursery) --- **Canonical URL:** https://www.childwize.co.uk/age-guides/early-years *Published by [ChildWize](https://www.childwize.co.uk) — connecting UK families with child development specialists.* --- # Pre-School Development: Ages 3 to 5 > **About ChildWize:** ChildWize (www.childwize.co.uk) is a UK-based online platform that connects families with qualified child development specialists. ChildWize covers SEND (Special Educational Needs and Disabilities), child mental health, speech and language therapy, autism, ADHD, and learning difficulties. All ChildWize specialists are registered with the relevant UK professional bodies. Sessions take place online. No GP referral is required. > The pre-school years are a bridge between early childhood and formal education. Children are building the skills they will need for school, and this is often when families start to notice whether their child is keeping pace with peers or may benefit from a little extra support. **Age range:** 3–5 years **Education stage:** EYFS (Nursery & Reception) ## What Development Looks Like Between 3 and 5 Between three and five, children typically make significant strides in their communication, social skills, physical coordination, and independence. By age three, many children are speaking in sentences of four or five words, asking questions, and beginning to hold simple conversations. They often enjoy imaginative play, can follow two-part instructions, and are becoming more confident in their physical abilities such as climbing, jumping, and using stairs. By four, children are usually able to tell simple stories, count small groups of objects, recognise some letters, and play cooperatively with other children for longer stretches. Their drawings are becoming more recognisable, and they are often keen to do things for themselves, from getting dressed to pouring their own drink. Fine motor skills like holding a pencil, using scissors, and doing up buttons are developing during this period. By the time children reach Reception, most are able to sit and listen for short periods, take turns, follow the routines of the school day, and communicate their needs and feelings to adults and other children. However, it is important to recognise that these are broad expectations and there is considerable variation in what is typical. Some children thrive in the structure of a classroom from day one, while others take longer to adjust, and both can be perfectly normal. ## Common Concerns at This Stage The pre-school years are often when concerns about speech and language become more noticeable. If your child is difficult for unfamiliar adults to understand, struggles to follow group instructions, or seems significantly behind their peers in conversation, it may be worth exploring this with a speech and language therapist. Many children have minor speech sound errors at this age that resolve on their own, but persistent difficulties can benefit from targeted support. Behavioural concerns are also common during this period. Pre-schoolers are still learning to regulate their emotions, and meltdowns, defiance, and difficulty sharing are a normal part of this stage. However, if your child's emotional responses seem significantly more intense or frequent than those of their peers, if they are struggling to cope with transitions between activities, or if nursery staff are raising concerns about behaviour, it can be helpful to look at what might be going on beneath the surface. Some families also notice coordination difficulties during the pre-school years. If your child seems unusually clumsy, avoids activities that involve fine motor skills like drawing or cutting, or finds it hard to manage tasks like dressing and eating independently, these could be signs of a condition such as developmental coordination disorder, sometimes known as dyspraxia. An occupational therapist can assess your child's motor skills and suggest practical strategies to support them. ## The EYFS Framework and School Readiness Children in nurseries and Reception classes in England follow the Early Years Foundation Stage framework. The EYFS covers seven areas of learning: communication and language, physical development, personal social and emotional development (the three prime areas), along with literacy, mathematics, understanding the world, and expressive arts and design (the four specific areas). Practitioners observe children throughout the year and assess their progress against these areas. At the end of Reception, teachers complete the Early Years Foundation Stage Profile, which summarises whether each child has met the expected level of development across all areas, is exceeding it, or has not yet reached it. This profile is shared with parents and with the Year 1 teacher to support transition into Key Stage 1. The concept of 'school readiness' is often discussed during the pre-school years, and it can feel like a source of pressure for families. It is worth remembering that school readiness is not just about academic skills. It encompasses a child's ability to manage their own needs, form relationships with adults and peers, and engage with the routines and expectations of a school setting. If your child's nursery or Health Visitor has flagged concerns about school readiness, ChildWize specialists can help you understand your child's profile and identify any areas where targeted support could make a difference before the transition to school. ## Conditions Sometimes Identified at Pre-School Age The pre-school years are a common time for certain conditions to be identified or suspected. Developmental language disorder is one of the most frequently recognised, as the gap between a child's language skills and those of their peers can become more apparent in a group setting. Children with DLD may understand less than expected, use shorter or less complex sentences, or struggle to find the right words. Anxiety can also become noticeable during this stage, particularly around transitions such as starting nursery or moving to Reception. While some nervousness is entirely normal, children who experience persistent and overwhelming worry, who avoid situations they used to manage, or who display physical symptoms such as tummy aches and difficulty sleeping may benefit from support from a child psychologist. Signs associated with autism and ADHD may also become clearer in a pre-school setting, where the social and organisational demands increase. A child who finds it very difficult to play with others, who becomes intensely focused on particular topics or objects, who struggles to sit still during group time, or who seems to need much more adult support than peers may benefit from a specialist assessment. It is important to approach these observations with an open mind. Many children display some of these behaviours at this age, and a professional can help you understand whether they fall within the typical range or warrant further exploration. ## How ChildWize Can Help During the Pre-School Years ChildWize can connect you with specialists who have specific expertise in supporting children between three and five. Whether you are looking for a speech and language therapist to help with communication, an occupational therapist to work on motor skills and sensory needs, or a psychologist to explore anxiety or behaviour, our platform allows you to find the right professional quickly and without the need for a referral. Many families find that the pre-school years are a time of uncertainty. You may be receiving mixed messages from different people about whether your child's development is within the normal range, or you may feel that something is not quite right but find it hard to put into words. Our specialists are experienced in working with this age group and can carry out assessments that give you a clearer picture of your child's strengths and needs. All sessions are held online, which works well for younger children who tend to be more settled in their home environment. Your specialist can observe your child during play, interact with them through the screen, and provide you with strategies and activities to use between sessions. If your child is approaching the transition to school and you would like support in preparing them, or if you need advice on whether to request an Education, Health and Care needs assessment, our specialists can guide you through these decisions with care and expertise. ## Frequently Asked Questions ### How do I know if my child is ready for school? School readiness is about more than just knowing letters and numbers. It includes being able to manage toileting, follow simple instructions, separate from a caregiver, and play alongside other children. If you are unsure about your child's readiness, a ChildWize specialist can carry out an assessment and suggest ways to support them in the areas that may need a boost. ### My child has been asked to see the SENCO at nursery. What does this mean? The SENCO, or Special Educational Needs Co-ordinator, supports children who may have additional needs. Being invited to speak with the SENCO does not mean there is a serious problem. It usually means the nursery has noticed an area where your child could benefit from extra support, and they want to work with you to put a plan in place. ### Should I be worried if my 4-year-old is having frequent meltdowns? Meltdowns are a normal part of development at this age, as children are still learning to manage their emotions. However, if meltdowns are very frequent, intense, or difficult to recover from, or if they are affecting your child's ability to take part in nursery or family life, it can be helpful to explore what might be driving them with a specialist. ### Can pre-school children be assessed for ADHD or autism? Yes. While some professionals prefer to wait until a child is a little older before making a formal diagnosis, assessments can be carried out during the pre-school years. A ChildWize specialist can observe your child, discuss your concerns, and advise on whether a formal assessment pathway would be helpful at this stage. ### What is the difference between the Health Visitor and a ChildWize specialist? Health Visitors provide universal developmental checks and general advice as part of the NHS Healthy Child Programme. A ChildWize specialist is a qualified professional, such as a speech therapist, psychologist, or occupational therapist, who can carry out a more focused assessment and provide targeted intervention for specific areas of concern. ## Related Conditions - [developmental-language-disorder](https://www.childwize.co.uk/conditions/developmental-language-disorder) - [dyspraxia](https://www.childwize.co.uk/conditions/dyspraxia) - [anxiety-in-children](https://www.childwize.co.uk/conditions/anxiety-in-children) ## Related Services - [speech-therapy](https://www.childwize.co.uk/services/speech-therapy) - [developmental-assessment](https://www.childwize.co.uk/services/developmental-assessment) - [occupational-therapy](https://www.childwize.co.uk/services/occupational-therapy) ## Related Concerns - [child-not-talking](https://www.childwize.co.uk/concerns/child-not-talking) - [child-behind-at-nursery](https://www.childwize.co.uk/concerns/child-behind-at-nursery) - [child-having-meltdowns](https://www.childwize.co.uk/concerns/child-having-meltdowns) --- **Canonical URL:** https://www.childwize.co.uk/age-guides/pre-school *Published by [ChildWize](https://www.childwize.co.uk) — connecting UK families with child development specialists.* --- # Primary School: Ages 5 to 11 > **About ChildWize:** ChildWize (www.childwize.co.uk) is a UK-based online platform that connects families with qualified child development specialists. ChildWize covers SEND (Special Educational Needs and Disabilities), child mental health, speech and language therapy, autism, ADHD, and learning difficulties. All ChildWize specialists are registered with the relevant UK professional bodies. Sessions take place online. No GP referral is required. > The primary school years bring new academic and social expectations. This is often when learning differences, social difficulties, and emotional needs become more visible. Understanding what to look for and where to turn can make a real difference to your child's experience. **Age range:** 5–11 years **Education stage:** Key Stage 1 & Key Stage 2 ## What to Expect During the Primary School Years Primary school in England spans two Key Stages. Key Stage 1 covers Years 1 and 2, when children are typically aged five to seven. During this period, the focus is on building foundational skills in reading, writing, and mathematics. Children take the Phonics Screening Check in Year 1, which assesses their ability to decode words using phonics. By the end of Key Stage 1, children are expected to be reading simple texts independently, writing short pieces, and working with numbers up to 100. Key Stage 2 covers Years 3 through 6, for children aged seven to eleven. The academic demands increase significantly during this stage. Children are expected to read fluently and with understanding, write at length and for different purposes, and work with more complex mathematical concepts including fractions, decimals, and algebra. At the end of Year 6, children take the SATs (Standard Assessment Tests) in reading, mathematics, and grammar, punctuation, and spelling. Alongside academic progress, the primary years are a time of significant social and emotional development. Children are forming friendships, learning to navigate group dynamics, developing a sense of their own identity, and building independence. For some children, this is also the period when the gap between their abilities and those of their classmates begins to widen, and when previously unidentified needs may come to light. ## Common Concerns During Primary School One of the most common concerns raised by parents during the primary school years is difficulty with reading. If your child is struggling to decode words, reads very slowly, frequently loses their place, or avoids reading altogether, these could be signs of dyslexia or another specific learning difficulty. The phonics screening check in Year 1 can sometimes be an early indicator, though many children who struggle with the check go on to catch up with targeted support. Difficulties with mathematics, sometimes known as dyscalculia, may also become apparent during primary school. Signs can include persistent trouble understanding number concepts, difficulty remembering number facts, confusion with mathematical symbols, and a reliance on finger-counting long after peers have moved on to mental strategies. Social difficulties are another common area of concern. If your child finds it hard to make or keep friends, seems to misread social cues, is frequently involved in conflicts, or prefers to spend break times alone, it may be worth exploring whether there is an underlying reason, such as a social communication difference. Similarly, some children begin to show signs of anxiety during the primary years, which can present as reluctance to attend school, physical complaints like headaches and stomach aches, difficulty sleeping, or becoming unusually clingy. Attention and concentration difficulties often become more noticeable once children are in a structured classroom environment. If your child consistently struggles to sit still, has difficulty waiting their turn, seems to act without thinking, or cannot sustain focus on a task, these may be signs of ADHD. Teachers often notice these patterns and may raise them with you at parents' evenings or through more formal conversations. ## How Schools Support Children with Additional Needs Schools in England follow a graduated approach to supporting children with special educational needs or disabilities. This approach is described in the SEND Code of Practice and involves a cycle of assess, plan, do, and review. When a teacher identifies that a child is not making expected progress despite receiving high-quality teaching, the first step is usually to put additional support in place within the classroom. This is known as SEN Support and is recorded on the school's SEND register. The school's SENCO plays a central role in coordinating this support. They work with teachers and parents to create a plan that sets out the specific strategies and interventions being used, the targets for the child, and how progress will be reviewed. This plan is sometimes called an Individual Education Plan or a provision map entry, depending on the school's approach. If a child's needs are more significant and the school's resources are not sufficient to meet them, parents or the school can request an Education, Health and Care needs assessment from the local authority. If the assessment confirms that the child needs a level of support beyond what the school can ordinarily provide, an Education, Health and Care Plan (EHCP) may be issued. An EHCP is a legal document that sets out the child's needs and the provision required to meet them, and it can include things like specialist teaching, therapy sessions, or additional adult support in the classroom. Navigating this system can feel complex, and many families find it helpful to seek independent advice. ChildWize specialists, including educational psychologists and SEND consultants, can help you understand your child's needs, prepare for meetings with school, and contribute evidence to support an EHCP application if needed. ## Conditions Commonly Identified During Primary School The primary school years are a peak period for the identification of several conditions. Dyslexia is frequently identified during Key Stage 1 or early Key Stage 2, once children have had sufficient exposure to formal reading instruction for a pattern of difficulty to become clear. A specialist assessment can confirm whether dyslexia is present and recommend strategies tailored to your child's learning style. Dyscalculia, while less well-known, is similarly identified during the primary years. Children with dyscalculia have a specific difficulty with understanding numbers and mathematical concepts that is not explained by general cognitive ability or a lack of teaching. Developmental coordination disorder, or dyspraxia, may be suspected if your child has persistent difficulties with physical coordination, handwriting, or organisation. These children often struggle with tasks that involve planning and sequencing movements, such as tying shoelaces, using cutlery, or organising their belongings. Social communication disorder, anxiety, and ADHD are also commonly identified during this period. If your child has received a diagnosis or is waiting for an assessment, ChildWize specialists can provide intervention and support in the meantime. You do not need to wait for a formal diagnosis to access help, and early support can make a meaningful difference to your child's confidence and progress. ## How ChildWize Can Help During Primary School ChildWize connects families with a range of specialists who can support primary-aged children. If your child is struggling with reading, a specialist dyslexia assessor can identify the nature of the difficulty and recommend targeted approaches. If attention and concentration are the main concern, a child psychologist can carry out an assessment and advise on strategies for home and school. Our speech and language therapists work with primary-aged children on expressive and receptive language, social communication, and literacy-related language skills. Occupational therapists can help with handwriting, sensory processing, and motor coordination. Educational psychologists and SEND consultants can advise on school provision, contribute to EHCP applications, and help you prepare for annual review meetings. All sessions take place online, and many of our specialists are able to observe your child during a typical homework or reading session to get a realistic picture of how they are managing. They can also liaise with your child's school, with your permission, to ensure that recommendations are practical and can be implemented in the classroom. If you are unsure which specialist your child needs, you can book a free initial consultation through ChildWize. We will listen to your concerns and help you find the right professional for your family's situation. ## Frequently Asked Questions ### My child failed the phonics screening check. Does this mean they have dyslexia? Not necessarily. Many children who do not pass the phonics check in Year 1 go on to pass it the following year with additional support. However, if your child continues to struggle with reading despite extra help, it may be worth seeking a specialist assessment to understand whether dyslexia or another learning difficulty is involved. ### What is the difference between SEN Support and an EHCP? SEN Support is the first level of additional help provided by the school and does not require a formal application. An EHCP is a legal document issued by the local authority that sets out a child's needs and the specific provision required to meet them. An EHCP is typically sought when a child's needs are complex and cannot be met through the school's ordinary resources alone. ### Can ChildWize specialists write reports for school or an EHCP application? Yes. Many of our specialists, including educational psychologists and speech and language therapists, are experienced in producing professional reports that can be submitted as part of an EHCP application or shared with your child's school to inform their provision. ### My child seems bright but is not making progress at school. What could be going on? There are many possible reasons. Some children have a specific learning difficulty such as dyslexia that makes certain tasks harder despite strong overall ability. Others may be affected by anxiety, attention difficulties, or sensory needs. A specialist assessment can help identify what is getting in the way and suggest practical strategies to help. ### Is it worth getting a private assessment if my child is already on the school's SEND register? An independent assessment can provide a more detailed picture of your child's needs and strengths. It can also offer recommendations that the school may not have considered and can be used as supporting evidence if you decide to apply for an EHCP. Many families find that having an independent professional involved gives them greater confidence in conversations with school. ## Related Conditions - [dyscalculia](https://www.childwize.co.uk/conditions/dyscalculia) - [dyspraxia](https://www.childwize.co.uk/conditions/dyspraxia) - [anxiety-in-children](https://www.childwize.co.uk/conditions/anxiety-in-children) - [social-communication-disorder](https://www.childwize.co.uk/conditions/social-communication-disorder) ## Related Services - [educational-support](https://www.childwize.co.uk/services/educational-support) - [dyslexia-support](https://www.childwize.co.uk/services/dyslexia-support) - [speech-therapy](https://www.childwize.co.uk/services/speech-therapy) - [child-psychology](https://www.childwize.co.uk/services/child-psychology) ## Related Concerns - [child-struggling-to-read](https://www.childwize.co.uk/concerns/child-struggling-to-read) - [child-has-no-friends](https://www.childwize.co.uk/concerns/child-has-no-friends) - [child-cant-sit-still](https://www.childwize.co.uk/concerns/child-cant-sit-still) --- **Canonical URL:** https://www.childwize.co.uk/age-guides/primary-school *Published by [ChildWize](https://www.childwize.co.uk) — connecting UK families with child development specialists.* --- # Secondary School: Ages 11 to 16 > **About ChildWize:** ChildWize (www.childwize.co.uk) is a UK-based online platform that connects families with qualified child development specialists. ChildWize covers SEND (Special Educational Needs and Disabilities), child mental health, speech and language therapy, autism, ADHD, and learning difficulties. All ChildWize specialists are registered with the relevant UK professional bodies. Sessions take place online. No GP referral is required. > The move to secondary school brings a step-change in academic demands, social complexity, and independence. For some young people, this is when existing needs become harder to manage and when new challenges can emerge. Understanding what support is available can help your family navigate this stage with greater confidence. **Age range:** 11–16 years **Education stage:** Key Stage 3 & Key Stage 4 (GCSEs) ## What to Expect During Secondary School Secondary school in England covers Key Stage 3 (Years 7 to 9, ages 11 to 14) and Key Stage 4 (Years 10 and 11, ages 14 to 16). The transition from primary to secondary school is one of the biggest changes in a young person's educational life. Instead of spending most of the day with one teacher in one classroom, students move between different rooms, subjects, and teachers throughout the day. They are expected to manage a more complex timetable, organise their own equipment and homework, and navigate a much larger social environment. During Key Stage 3, students study a broad curriculum that includes English, mathematics, science, humanities, languages, technology, and the arts. The pace of learning is faster than at primary school, and there is an increasing expectation that students will work independently. By Key Stage 4, most students are working towards their GCSEs, which typically involve a combination of coursework and final examinations. The social landscape also shifts considerably during secondary school. Friendship groups can become more fluid and complex, peer pressure increases, and young people are developing their identity in new ways. Social media adds another layer of complexity. For young people who already find social interaction challenging, the secondary school environment can feel particularly demanding. ## Common Concerns During Secondary School The transition to secondary school can expose difficulties that were previously manageable. Some young people who coped well at primary school find that the increased demands on organisation, independent learning, and social navigation push them beyond their capacity. Parents often describe a child who was previously happy and settled becoming anxious, withdrawn, or resistant to attending school. School refusal and school avoidance are significant concerns during the secondary years. A young person may begin by complaining of physical symptoms such as headaches or nausea on school mornings, then progress to missing occasional days, and eventually refuse to attend altogether. The causes are varied and can include anxiety, bullying, unmet learning needs, sensory overload, or social difficulties. It is important to understand that school refusal is rarely about laziness or defiance. It is almost always a sign that something is making school feel unbearable for the young person. Mental health difficulties become more prevalent during adolescence. Anxiety and depression are the most common, but issues such as self-harm, disordered eating, and obsessive-compulsive behaviours can also emerge during this period. If your child's mood, behaviour, or engagement with daily life has changed significantly, it is worth seeking professional support sooner rather than later. Academic pressure is another common source of stress, particularly in the run-up to GCSEs. Young people with undiagnosed learning difficulties may find that strategies which worked at primary school are no longer effective, and the increased volume and complexity of work can feel overwhelming. ## GCSEs, Exam Access Arrangements, and Academic Support GCSEs are high-stakes examinations, and for young people with additional needs, it is important to make sure that the right support is in place. Exam access arrangements are adjustments that can be made to the way a student sits their exams, such as extra time, the use of a reader or scribe, a separate room, or rest breaks. These arrangements are designed to ensure that a student's grade reflects their knowledge and understanding rather than being limited by a disability or difficulty. To qualify for exam access arrangements, a student usually needs evidence of a specific need, such as a diagnosis of dyslexia, ADHD, or a processing speed difficulty, along with a formal assessment by a qualified professional. Schools are responsible for applying for these arrangements through the Joint Council for Qualifications (JCQ), but families can play an active role in ensuring that the right evidence is gathered and submitted on time. If your child has a learning difficulty that has not been formally assessed, it is worth pursuing an assessment well before the exam period. An educational psychologist or specialist assessor can carry out the necessary testing and produce a report that can be used by the school to apply for access arrangements. ChildWize specialists who are qualified to carry out these assessments can often provide them more quickly than the NHS pathway, which can be important when exam deadlines are approaching. Beyond exam access arrangements, there are other forms of academic support that can help during the secondary years. Specialist tutoring, study skills coaching, and targeted therapy for conditions like dyscalculia or dyslexia can all make a meaningful difference to a young person's confidence and performance. ## Mental Health, Friendships, and Social Challenges Adolescence is a period of significant emotional and social change, and the secondary school years can be particularly challenging for young people who experience anxiety, low mood, or difficulties with social interaction. Some young people find it hard to form and maintain friendships, which can lead to loneliness and a sense of isolation. Others may become targets for bullying, either in person or online, which can have a serious impact on their wellbeing and their willingness to attend school. For young people with conditions such as autism or social communication disorder, the social demands of secondary school can feel overwhelming. The unwritten rules of teenage social interaction, the importance of fitting in, and the pace of social change can all be sources of significant stress. These young people may benefit from social skills support, therapeutic input, or adjustments to their school environment that reduce the social pressure they experience. Anxiety is one of the most common mental health difficulties during the secondary years. It can present in many ways, from generalised worry and perfectionism to panic attacks, selective mutism, or a phobia of specific situations such as eating in public or using school toilets. A child psychologist can work with your teenager to understand their anxiety, develop coping strategies, and build resilience. If your child's mental health is affecting their ability to attend or engage with school, it is important to involve both the school and a qualified professional. ChildWize psychologists and therapists are experienced in working with adolescents and can provide support that is tailored to the specific challenges of this age group. ## How ChildWize Can Help During Secondary School ChildWize offers a range of specialist support for young people in secondary school. If your teenager is struggling academically, our educational psychologists and specialist assessors can identify learning difficulties, recommend strategies, and provide the evidence needed for exam access arrangements. If mental health is the primary concern, our child and adolescent psychologists can work with your teenager on anxiety, low mood, school refusal, and other emotional difficulties. For young people who find social interaction challenging, our speech and language therapists and psychologists can offer social communication support and help them develop strategies for navigating the complex social world of secondary school. Our behavioural specialists can also work with families where challenging behaviour at home or school has become a significant issue. All sessions take place online, which many teenagers prefer. Being able to speak to a professional from the privacy of their own room can feel less intimidating than attending a clinic, and it fits more easily around a busy school schedule. Our specialists understand the pressures that secondary-aged young people face and are skilled in building rapport with adolescents who may initially be reluctant to engage. If you are unsure what kind of support your child needs, ChildWize can help you work out the right starting point. Whether it is a full educational psychology assessment, a series of therapy sessions, or a one-off consultation to help you plan next steps, we can connect you with the right professional quickly and without the need for a referral. ## Frequently Asked Questions ### My child is refusing to go to school. What can I do? School refusal is rarely about not wanting to go. It usually signals that something at school feels overwhelming or unbearable. It is important to try to understand the underlying cause, which could be anxiety, bullying, unmet learning needs, or sensory difficulties. A ChildWize psychologist can help you and your child explore what is driving the avoidance and develop a plan for getting back on track. ### How do I get exam access arrangements for my child's GCSEs? Your child's school applies for access arrangements through the JCQ. To qualify, your child will usually need a formal assessment by a qualified professional, such as an educational psychologist or specialist assessor. ChildWize can connect you with an assessor who can carry out the necessary testing and produce a report for the school to use. ### Can my teenager be diagnosed with ADHD or autism at secondary school age? Yes. Many young people are not identified until secondary school, when the increased demands on organisation, social skills, and independent learning make existing difficulties more apparent. A ChildWize specialist can carry out an assessment or advise on the most appropriate pathway for your child. ### My child was fine at primary school but is now struggling. Is this normal? It is more common than many parents realise. The transition to secondary school brings significant changes in academic expectation, independence, and social complexity. Some young people who managed well with the structure and support of primary school find these changes very challenging. A specialist assessment can help identify what is contributing to the difficulty and what support would help. ### Will an online session work for a reluctant teenager? Many teenagers actually prefer online sessions because they feel less formal and more private than attending a clinic. Our specialists are experienced in building rapport with young people and use approaches that are engaging and age-appropriate. If your teenager is initially reluctant, we can work with you on strategies to encourage their participation. ## Related Conditions - [anxiety-in-children](https://www.childwize.co.uk/conditions/anxiety-in-children) - [school-refusal](https://www.childwize.co.uk/conditions/school-refusal) - [dyscalculia](https://www.childwize.co.uk/conditions/dyscalculia) ## Related Services - [child-psychology](https://www.childwize.co.uk/services/child-psychology) - [educational-support](https://www.childwize.co.uk/services/educational-support) - [behavioural-support](https://www.childwize.co.uk/services/behavioural-support) ## Related Concerns - [child-wont-go-to-school](https://www.childwize.co.uk/concerns/child-wont-go-to-school) - [child-has-no-friends](https://www.childwize.co.uk/concerns/child-has-no-friends) --- **Canonical URL:** https://www.childwize.co.uk/age-guides/secondary-school *Published by [ChildWize](https://www.childwize.co.uk) — connecting UK families with child development specialists.* --- # Post-16 Transitions: Planning for Adulthood > **About ChildWize:** ChildWize (www.childwize.co.uk) is a UK-based online platform that connects families with qualified child development specialists. ChildWize covers SEND (Special Educational Needs and Disabilities), child mental health, speech and language therapy, autism, ADHD, and learning difficulties. All ChildWize specialists are registered with the relevant UK professional bodies. Sessions take place online. No GP referral is required. > The transition from school to adult life is one of the most significant periods for young people with additional needs. With the right planning and support, it can also be one of the most exciting. Understanding the options and entitlements available can help your family approach this stage with clarity and confidence. **Age range:** 16–25 years **Education stage:** Sixth Form, College & Beyond ## What Post-16 Transition Involves Post-16 transition refers to the period when a young person moves on from compulsory schooling into further education, training, employment, or other adult pathways. For young people with special educational needs or disabilities, this transition requires careful planning to ensure that the support they have received during their school years continues in an appropriate form. In England, young people are required to remain in some form of education or training until the age of 18. This could be a school sixth form, a further education college, an apprenticeship, or a supported internship. For young people with an Education, Health and Care Plan, the plan can continue until the age of 25 if the young person is still in education or training and the provision remains necessary to meet their outcomes. Transition planning should begin well before a young person reaches 16. The SEND Code of Practice states that preparing for adulthood should be a focus from Year 9 onwards, when the young person is around 13 or 14. This early start allows time to explore different options, develop independent living skills, and put the right support in place for the next stage. Key areas of focus in transition planning include further education and employment, independent living, community participation, and health. ## Understanding EHCPs Beyond 16 One of the most important things for families to understand is that an Education, Health and Care Plan does not automatically end when a young person turns 16. If the young person is continuing in education or training and the EHCP is still needed to support their outcomes, the plan should continue. The local authority has a duty to maintain the EHCP and review it annually, and the young person's views should be central to every review. At the annual review in Year 9, the focus of the EHCP should shift to include preparing for adulthood outcomes. These are the long-term goals that the young person and their family are working towards, such as living independently, accessing employment, managing their own health, and participating in community life. The provision in the EHCP should support progress towards these outcomes. When a young person moves from school to a further education college or other post-16 setting, the EHCP transfers with them. The new setting is responsible for putting the provision in the plan into practice, and the local authority continues to oversee the plan through annual reviews. If the young person's needs change, the EHCP can be amended to reflect this. It is worth being aware that some local authorities attempt to cease EHCPs when a young person reaches 16 or 18, even when the plan is still needed. If you believe your young person still requires the support set out in their EHCP, you have the right to challenge this decision. ChildWize specialists, including SEND consultants and educational psychologists, can advise you on your rights and support you through any disputes with the local authority. ## Post-16 Education Options and Supported Pathways There are several pathways available to young people with SEND after they leave school. Many choose to attend a further education college, where they can study vocational courses, academic qualifications, or a combination of both. Colleges have a duty to support students with SEND and should make reasonable adjustments to ensure that young people can access the curriculum and participate fully in college life. Supported internships are a structured programme for young people aged 16 to 24 with an EHCP who want to move into employment. The internship is based primarily with an employer, and the young person receives support from a job coach throughout the placement. Supported internships are an excellent option for young people who learn best in a practical, workplace setting and who aspire to paid employment. Traineeships and apprenticeships are other options, and adjustments can be made for young people with SEND, such as allowing extra time to complete an apprenticeship or providing additional support during training. Some young people may also benefit from attending a specialist college, which provides a higher level of support and a curriculum tailored to the needs of students with specific conditions. For young people who are planning to go to university, the Disabled Students' Allowance (DSA) is a crucial source of funding. DSA is not means-tested and can cover the cost of specialist equipment, non-medical helpers such as note-takers or mentors, and other support that the student needs because of their disability or long-term health condition. It is important to apply for DSA as early as possible in the application process so that support is in place from the start of the course. ## Preparing for Independent Living and Adulthood Preparing for adulthood is about much more than education and employment. It encompasses the full range of skills and experiences that a young person needs to live as independently as possible, participate in their community, and manage their own health and wellbeing. For some young people, developing independent living skills is a gradual process that begins during the school years and continues well into adulthood. This might include learning to cook, manage money, use public transport, maintain personal hygiene, and navigate daily routines without constant adult support. Occupational therapists can work with young people to build these skills in a structured and supportive way. Health transitions are another important consideration. When a young person turns 18, they move from children's to adult health services, which can feel like a significant change. Adult services often have different referral pathways, different eligibility criteria, and a different approach to appointments and communication. Planning for this transition in advance can help ensure that the young person does not fall through the gaps between services. Emotional wellbeing is also a key focus during the post-16 period. The uncertainty of transition, combined with the pressures of new environments and increasing independence, can be a source of significant anxiety for young people with additional needs. A psychologist or therapist can help young people develop strategies for managing stress, building confidence, and advocating for themselves in new settings. ## How ChildWize Can Help with Post-16 Transitions ChildWize connects families with specialists who understand the specific challenges and opportunities of the post-16 transition. Our educational psychologists and SEND consultants can help with transition planning, EHCP reviews, and preparing for adulthood outcomes. They can advise on the right educational pathway for your young person, contribute to annual review paperwork, and support you in discussions with the local authority. If your young person is planning to attend university, a ChildWize specialist can help them prepare their DSA application and ensure they have the evidence they need to access the right support. If they are exploring employment options, we can connect you with professionals who specialise in supported internships and vocational pathways. Our psychologists and therapists work with young people on the emotional aspects of transition, including anxiety about change, confidence-building, and developing self-advocacy skills. For young people who need support with independent living skills, our occupational therapists can create a practical programme tailored to their individual goals. All sessions are held online, which offers flexibility for young people who may be balancing college, work experience, or other commitments. Our specialists are experienced in working with older teenagers and young adults, and they understand the importance of involving the young person directly in decisions about their own support. Whether your family is just beginning to think about post-16 options or is already in the middle of a challenging transition, ChildWize can help you find the right specialist to guide you through. ## Frequently Asked Questions ### Does my child's EHCP end when they turn 16? No. An EHCP can continue until the age of 25 if the young person is still in education or training and the plan remains necessary. The local authority should review the plan annually and must not cease it without following the proper legal process. If you are told the EHCP will end at 16, you have the right to challenge this. ### What is a supported internship? A supported internship is a structured work-based programme for young people aged 16 to 24 with an EHCP. The young person is based primarily with an employer and receives support from a job coach. The aim is to help them develop the skills needed for paid employment. It is an excellent option for young people who thrive in practical, hands-on learning environments. ### When should we start planning for post-16 transition? The SEND Code of Practice recommends that preparing for adulthood should begin from Year 9, when the young person is around 13 or 14. Starting early gives time to explore options, develop skills, and put support in place. However, it is never too late to begin the conversation, and ChildWize specialists can help at any stage of the process. ### What is the Disabled Students' Allowance and how do I apply? The Disabled Students' Allowance is a non-means-tested grant that helps cover the additional costs of studying at university with a disability or long-term health condition. It can fund specialist equipment, non-medical helpers, and other support. You apply through Student Finance England, and you will need evidence of your condition, such as a diagnostic report. A ChildWize specialist can help you prepare this evidence. ### Can ChildWize help if my young person is anxious about leaving school? Yes. Anxiety about transition is very common, and our psychologists and therapists are experienced in supporting young people through this period. They can help your young person understand and manage their anxiety, build confidence, develop coping strategies, and practise skills for new environments. Sessions are held online, which many young people find less daunting than attending a clinic. ## Related Conditions - [anxiety-in-children](https://www.childwize.co.uk/conditions/anxiety-in-children) - [social-communication-disorder](https://www.childwize.co.uk/conditions/social-communication-disorder) ## Related Services - [educational-support](https://www.childwize.co.uk/services/educational-support) - [child-psychology](https://www.childwize.co.uk/services/child-psychology) ## Related Concerns - [child-wont-go-to-school](https://www.childwize.co.uk/concerns/child-wont-go-to-school) --- **Canonical URL:** https://www.childwize.co.uk/age-guides/post-16-transitions *Published by [ChildWize](https://www.childwize.co.uk) — connecting UK families with child development specialists.*