Neurodiversity and Transition to Secondary School (NATTSS)
Date: 2022 to date
NATTSS is a neurodiversity project focusing on the primary to secondary transition for neurodiverse pupils children and young people with neurodevelopmental conditions.
The project aims to help Lambeth primary schools equip CYP and their parents/carers for the transition process and to take an active part in the selection of their secondary school.
In turn, it aims to support secondary schools to create a positive, embracing and inclusive school environment for year 7 and ear 8 children with ADHD, autism and other hidden disabilities, in order to reduce anxiety and school disaffection.
Our children often struggle when transitioning from their primary school to their new secondary schools. They face considerable behavioural, academic and organisational challenges.
If these challenges are not effectively met, this can lead to escalating anxiety, behavioural difficulties, and school disenfranchisement and withdrawal. Our children may have coped in primary school with (and sometimes without) a diagnosis, but secondary school can often prove to be too much of a challenge to navigate without more support.
The project is delivering training, guidance, tools and resource materials for schools in Lambeth to provide a smooth handover facilitating the management of the end of KS2 (yrs 5-6) and KS3 (yrs7-9) to support CYP and their families managing the transition in a planned and supportive environment.
The developed tools will also support generic SEMH needs as well as specific neurodevelopmental conditions.
Transition to Secondary School Toolbox
The project has developed a comprehensive transition toolbox for use in schools, which will include training, templates, communication and procedural advice and guidance, and video/audio testimonials co-developed with school staff, children and young people and their families.
Contributors:
Dr Max Davie Consultant Community Paediatrician (Lambeth)
Maggie Owolade, ARCS Lambeth
Sophie Levitt,
EP Kate Cheesman, CAMHS
Lois Terry, Lambeth ASD service
Sophie Garner, Elmgreen school
Katie Forrest, St Andrew’s CE school
Michele Reilly, Lambeth ADHD parent group
Resources:
Neuro-diverse transition Toolbox
An online interactive resource which will include:
SENDCO “Speed Dating” handover resources
Training Webinars
Two webinars to be developed - one for secondary schools, one for primary schools. The webinars will introduce the tool pack and provide guidance to schools on effective and supportive transition processes for young people with ADHD and other neurological conditions.
King’s Civic Challenge
Date: January 2021 - April 2022
ARCS took part in the King’s College London university’s by pitching for one of their £5k awards. The King’s Civic Challenge project was set up to grow new ideas across art, science and health with an aim of nurturing new connections, explore different ways of thinking about the world.
The programme empowers students, staff and local communities to make a lasting difference, by teaming up to co-create imaginative solutions to local challenge.
ARCS won the Education and Training Award, and worked with a team of students and researchers to develop and co-produce an ADHD awareness animation with a The Elmgreen Secondary School in Tulse Hill.
We worked with a team of 12 pupils and staff, and the amazing local production company, Chocolate films. During the programme, ARCS linked up with the Student body, King’s Neurodiversity Mental Health Society.
Ebony Horse Club Taster Day
Date: August 2021
A morning of fun for both young people with ADHD and other neurodiviersities, and their families.
Ebony Horse club, in the heart of Loughborough Junction, provides low cost horse riding lessons and activities for young people, schools and community groups.
They have an inclusive, community based ethos. As well as riding and petting the horses, the families learnt:
Telferscot Primary School Parent Working Group Meeting
Date: November 2022
ARCS met with the dedicated and committed parents from the Telferscot primary school parent working group in November 2022.
We discussed some of the challenges neurodiverse children face in school and how they can be supported by staff and parents and carers.
The working group works in partnership with the school to provide valuable feedback to the review of school policies – especially the inclusion, SEND and behaviour policies.
ADHD Awareness CPD training for Lambeth
Date: March - October 2019
ARCS and the Lambeth ADHD Strategy Group, collaborated to offer a free one day training day for all Lambeth's services working with young people, children and families affected by ADHD.
The training will include input from CAMHS', consultant Child and Adolescent Psychiatrists, the Lambeth ADHD Nurse, specialist ADHD practitioners, a young person and a parent with ADHD.
Agreed key aims of the training were:
Three training days were hosted:
Key trainers/presenters:
Kate Cheesman (ADHD Nurse)
Dr Max Davies (Consultant Paediatrician)
Dr Chris Abbott (CAMHS Clinical Lead)
Amanda Forrester (OT)
Katie (SENDCO)
Michael Collins (youth worker)
Parent (from the Lambeth ADHD Parent Support Group)
A young person with ADHD
Voluntary Sector service - Therese Glynn (Harrow Centre for ADHD and ASD Support)/Maggie Owolade (Lambeth ARCS)
ADHD Whole Staff Training Stockwell Federation of Primary Schools
Date: October 2022
ARCS Director, Maggie Owolade and Lambeth’s Consultant Community Paediatrician, Dr Max Davie, along with Izabela, a mother of a young person with ADHD, presented an ADHD awareness twilight INSET session for the Stockwell Federation.
This was a whole staff training (from admin & premises to teachers, TAs and SLT) event. The training covered ADHD related behaviours and co-occurring neurodiversities in children, causes and impacts, connecting with families and classroom adjustments.
Co-ordinated by Amanda Burrows, the Inclusion Lead & SENco from Jessop Primary School and Children’s Centre, between 40-60 staff benefitted from a lively and informative two hours of information and discussion.
Grantham Primary School Remote Training
Date: May 2023
ARCS, and Dr Max Davie presented an online training programme to Grantham Primary School
in Streatham.
The twilight session, ‘ADHD and how children can be supported in a school setting’ was delivered over two hours and covered issues around behavioural manifestations and co-occurrances, classroom strategies, and supporting families.
Celebrating Neurodiversity at King’s College London
Date: April 2022
ARCS was proud to announce the launch of the Celebrating Neurodiversity display at King’s College London, as part of Neurodiversity Celebration Week 2022.
This is a new student-led display inspired by King’s pre-existing friezes ‘Meet the Professors’ and the ‘Wall of BAME’, and represent the value and dedication King’s ascribe to underrepresented groups at the university, and acknowledge the challenges they continue to face in the higher education landscape.
ARCS linked up with the Student body, King’s College London Neurodiversity Mental Health Society. The stories in this display were collected by the KCL Neurodiversity & Mental Health Society, which launched in 2021 and is the first of any student society to be led by, and speak for, neurodivergent students at King’s.
As winners of the King’s Civic Challenge 2020/21 Award aligned to Education and Attainment, ARCS both sponsored and supported the Society with developing and producing the display and launch.
Students, professors and lecturers from across the King’s community have shared their stories. These snapshots speak of passion and desperation; students speaking out to create change; and professors reclaiming and asserting the value of identities previously stereotyped as incongruent within academia.
Poppy Ellis-Logan and Zoë Grisedale-Sherry, founder members of the Neurodiversity and Mental Health Society said: “We are grateful to the students and colleagues who have shared their stories in this step towards greater representation and celebration of neurodiversity across King’s.
This is a project in its infancy – and we hope this display will grow and diversify.
“We also hope the journeys and voices it represents demonstrate to the King’s community and beyond that this is a place where neurodivergent people can, and should, belong.”
We also hope that other educational institutions and workplaces draw inspiration from this ground-breaking piece of work and follow suit.
Fulham Football Club Supporting Neurodiversity in the Workplace All Staff CPD Training
Date: February 2023
After the ARCS CPD neurodiversity training for its football coaches, in 2018, Fulham football club decided that it wanted extend support and awareness for the whole staff team at its Motspur Park site.
ARCS was recommended by their DisAbility Development Officer, Katy Shephard, and February 2023, ARCS ran two afternoon sessions, covering 40-50 staff.
The CPD accredited training covered an Overview of Neurodiversity (types, Co-occurrences with other conditions, myths and misconceptions and how neurodiversity impacts on work (Common challenges, neurodiversity superpowers and supporting colleagues).
Besty’s Inspirational Guidance (BiG) Neurodiversity in Young People Training for Young People and Families
Date: July 2023
ARCS works closely with BiG, whose mission is to deliver preventative, self-development programmes for young people to enhance self-esteem, develop resilience and acquire tools to achieve positive outcome develop young leaders to become inspirational role models within their community to support and empower others to take over the baton.
In July, ARCS delivered training as the finale of their summer programme, on neurodiversity and young people.
The session covered an overview of neurodiversity, including myths and misconceptions, managing and supporting neurodiverse children – challenges and superpowers. We explored several case studies relevant to the project.
Lambeth SENCO Network Transition to Secondary School 'Speed Dating'
Date: July 2023
In February 2022, NATTSS, in partnership with the Lambeth SENCO Network, conducted a detailed survey of Lambeth School SENDCOs.
We wanted to know where the barriers lay and what were the challenges preventing smooth transitions to secondary school.
After reviewing the challenges and wishes of the SENDCO’s, the NATTSS team worked with the SENDCO Network to arrange an online SEND Transition ‘Speed Dating’ event on 28th April 2022.
All the primary and secondary schools were invited to attend the event to discuss their SEN children who were moving from year 6 to secondary school.
A NATTSS working subgroup led by St Andrew’s Primary School’s SENCO, Katie Forrester was set up to collate and refine the transition event processes and documentation.
The working group attended the SENDCO Network meeting in March, to consult on and finalise the April transition event arrangements.
We designed a SEND Transition proforma for the schools to use at the event and thereafter, and produced and mail/emailed transition paperwork to all SENDCOS in early April.
We used parental feedback to advise SENDCOs on communication protocols and organised an IT Help Desk on the day to support the SENDCOs attending the day.
The SENCO speed dating event was evaluated – the main theme of responses were that they want it to be a regular feature every year.
As the NATTSS working group coordinated and organised the event on a voluntary basis, we will need to discuss how this will be planned and implemented, with Lambeth Council.
Understanding the ADHD Teenage Brain Presentation for Community Empowerment Network’s parents
Date: June 2022
The Communities Empowerment Network (CEN) is an inclusive education support charity based in London, supporting families whose children are at risk of exclusion from school.
Research shows that students whose parents are involved in their schooling are more likely to achieve at school. With this in mind, CEN created the Parents (NOT) Included Programme (PIP).
PIP holds regular free and accessible parent forums, and in June 2022, ARCS was invited to talk about ADHD and young people.
The talk, entitled ‘Understanding the ADHD teenage brain’ explored how parents can support their ADHD children in secondary school.
The session covered What is ADHD, its causes, medication, ADHD and puberty, supporting homework and how to effectively engage with schools.
Just 4 Kids Law Parent and Carers Training
Date: June 2019
Just4Kids, Future Men and ARCS collaborated together to host a workshop for parents, young people and carers needing advice and support at school.
The workshop was targeted to Lambeth parents whose children have an SEN, are at risk of exclusion and are trying to secure an Educational Health Care Plan.
Held at St Andrew’s Primary School, in Clapham, South London, the workshop covered school exclusions guidance, challenging fixed term and permanent exclusions, understanding the school system, how to get the best support for children and Education and Health Care Plans (EHCP) (how to request an EHCP and how to challenge at each stage), dealing with bullying, and navigating the schools’ admission process.
Metropolitan Police Custody Officers ADHD CPD Training
Date: February 2020
In discussion with Rachel Duncan (MPS), we recognised the urgent need for bespoke ADHD training for police staff working with young people with ADHD.
Following Rachel Duncan’s attendance at the Lambeth Parent’s Forum, she invited ARCS to a meeting at Brixton Police Station. They discussed how the MPS and ARCS could develop and implement ADHD CPD training for the MPS .
At Rachel’s request, ARCS allocated places specifically for Metropolitan Police personnel to attend the subsequent ADHD CPD training for youth and universal services. The team devised three training whole day events to provide CPD ADHD and neurodiversity training.
The first event was held in Living Space in Waterloo, and using the same professional team, the day comprised of an overview of ADHD, personal testimony of a young person with ADHD, and their experiences of the criminal Justice Service.
We ran workshops on developing practical strategies on Identifying and supporting the needs of detainees with ADHD in custody and de-escalation and Conflict Management Exploration through custody scenarios and feedback, including an overview of the theory behind de-escalation and conflict management, looking at the causes of conflict and recognising the early warning signs.
We also explored the mechanisms for ensuring staff support, effective supervision and sharing of good practice.