What is Attachment Disorder?

Attachment disorder (AD) arises when a child under the age of three suffers an early life trauma like abuse, separation from a parent, or illness. They miss out on the love, comfort and nurturing that they need, and fail to form normal loving relationships with their primary carers. This is turn can delay their cognitive and social development, affecting their behaviours and their ability to form relationships later in life.

AD is just one strand of Developmental Trauma Disorder (DTD), which covers all issues and developmental problems resulting from early life trauma, including attachment disorder.

There can be an assumption that AD is only associated with adopted children or children in care. While there is a strong correlation, many other children without this background are affected.

Children with attachment disorders are often misdiagnosed as many of the characteristics are also seen in conditions like autism, ODD and ADHD.

The long-term impact is hard to predict as children have different levels of resilience to trauma in the womb or neglect after birth. However, the overall prognosis is good; children can fully recover from AD with the correct care and attention.

Causes of Attachment Disorder

If, during the first three years of their life, any of the following occur, children are at risk of attachment disorders:

• Mother smoked, drank alcohol or took drugs during pregnancy.
• They are the result of an unwanted pregnancy.
• They suffer physical, emotional or sexual abuse.
• They have been neglected. This can be anything from not having a nappy changed when it is dirty to not being fed when hungry.
• Their primary carer suffers from depression.
• They were separated from their primary carer through the illness or death of a parent, or through being taken into care.
• They suffer from persistent and chronic pain.
• Their primary carers split up or divorce.
• Inconsistent parenting.
• They are raised in an emotionally empty or negative/abusive environment.

Signs of Attachment Disorder

Children who have experienced early trauma develop strategies or behaviours to help them to survive. These may include:

• Lack of expectation of care and comfort, known as the inhibited form of Reactive Attachment Disorder (RAD)
• Inappropriately affectionate and familiar towards strangers, known as the disinhibited form of Reactive Attachment Disorder (RAD)
• Become distressed when separated from carer but also resist contact when the carer returns. Known as anxious-ambivalent attachment.
• Poor eye contact.
• Difficulty showing affection. An aversion to touch and physical affection.
• Overly demanding or clingy.
• Lack of cause/effect thinking.
• Problems controlling and expressing anger, sometimes violent.
• A need to be in control.
• Erratic eating habits.
• Failure to show remorse or regret after behaving badly.
• Abnormally sociable or superficially charming.
• Tell lies or steal
• Ask persistent nonsense questions or incessant chatter
• Pseudo maturity
• Low self-esteem

What Is Dyslexia?

Dyslexia is a common specific learning difficulty that mainly affects the development of reading, writing and spelling skills. It can make it harder for children to recognise words, read fluently, spell accurately and organise their written work.

Dyslexia is not linked to intelligence. Children with dyslexia have a range of strengths and abilities, and with the right support they can achieve highly and develop confidence in their learning.

It is estimated that around 1 in 10 people in the UK have some degree of dyslexia. Dyslexia is a lifelong difference in the way the brain processes information, but early identification, understanding and appropriate support can make a significant difference to a child’s progress and self-esteem.

Children with dyslexia may experience challenges with:

• learning letter sounds and recognising patterns in words
• reading accuracy and fluency
• spelling and remembering sequences
• organising ideas when writing
• processing and retaining written information

However, many children with dyslexia also have strengths such as creativity, problem-solving skills, strong verbal communication and excellent imagination.

How St Joseph’s Supports Children with Dyslexia

At St Joseph’s, we recognise that every child is unique and that children learn in different ways. We work closely with children and families to identify individual needs and provide support that helps pupils become confident, independent learners.

We support children with dyslexia by:

• Providing high-quality, inclusive teaching where lessons are carefully planned to meet the needs of all learners.
• Using structured approaches to reading and phonics to help children develop secure foundations in literacy.
• Providing targeted interventions for children who need additional support with reading, spelling, writing and language skills.
• Using multisensory teaching approaches, including visual, auditory and practical activities, to help children make connections and remember new learning.
• Adapting resources and classroom approaches, such as providing additional processing time, reducing unnecessary written demands and using supportive tools where appropriate.
• Building confidence and resilience, celebrating children’s strengths and helping them develop a positive attitude towards learning.
• Working in partnership with parents and carers, sharing strategies and progress updates so that children receive consistent support at home and school.
• Monitoring progress carefully and working with external professionals where further advice, assessment or support is needed.

At St Joseph’s, we believe that dyslexia should never be a barrier to success. Through understanding, encouragement and the right support, children with dyslexia can thrive academically, socially and personally.

Derbyshire Dyslexia Support

Dyslexia explained
Video about Dyslexia

What is Autism?

Autism, or Autism Spectrum Condition (ASC), is a lifelong neurodevelopmental difference. It affects the way a person experiences, understands and interacts with the world around them. Autism is not an illness or a disease, and it does not need to be “cured”. It is simply a different way of thinking, learning and processing information.

Every autistic child is unique. Some children may need very little support, while others may require more specialised help. This is why autism is described as a spectrum—every autistic person has their own individual strengths, interests and areas where they may need support.

Autistic children may experience differences in the following areas:

Communication and Interaction

Some children may:

• Find it difficult to understand spoken language or social communication.
• Take language very literally.
• Need extra time to process information.
• Prefer visual supports alongside spoken instructions.
• Find conversations or group discussions challenging.
• Communicate in different ways, including speech, gestures, signs or communication aids.

Social Understanding

Some children may:

• Find it difficult to understand social rules or expectations.
• Prefer to play alone or alongside others.
• Need support developing friendships.
• Find it difficult to recognise other people’s thoughts or feelings.
• Enjoy spending time with others but need support with social interaction.

Sensory Processing

Many autistic children experience the world differently through their senses. They may be:

• Over-sensitive or under-sensitive to sounds, lights, smells, textures or movement.
• Easily overwhelmed in busy environments.
• Comforted by sensory activities or movement.
• Sensitive to clothing, food textures or noise.

Predictability and Routine

Many autistic children feel more secure when routines are consistent and predictable. Unexpected changes can sometimes cause anxiety, so visual timetables, clear explanations and preparation for change can be helpful.

Strengths of Autistic Children

Autistic children often have many strengths, including:

• Excellent attention to detail.
• Strong memory for facts and information.
• Honesty and loyalty.
• Creativity and original thinking.
• Passionate interests and enthusiasm.
• Logical thinking and problem-solving skills.
• Determination and perseverance.

Every child’s strengths should be recognised, celebrated and built upon.

How We Support Autistic Pupils at St Joseph’s

At St Joseph’s Catholic Voluntary Academy, we celebrate neurodiversity and recognise that every child learns differently. We aim to remove barriers to learning through inclusive practice, high-quality adaptive teaching and personalised support.

Depending on individual needs, support may include:

• Visual timetables and visual supports.
• Predictable routines and clear expectations.
• Adapted teaching strategies.
• Sensory regulation opportunities.
• Individual communication plans.
• Social communication support.
• Structured transitions.
• Safe spaces for regulation when needed.
• Partnership working with parents and external professionals.

Our goal is to ensure every autistic pupil feels safe, understood, valued and able to access an ambitious curriculum alongside their peers. We work closely with families to understand each child’s unique strengths and needs, enabling them to flourish academically, socially, emotionally and spiritually.

You can find out more about Autism on the links below:

Nerodiversity hub Derby – St James’ Centre

Umbrella – Derby Disability Support

National Autistic Society

What Is ADHD?

Attention Deficit Hyperactivity Disorder (ADHD) is a common neurodevelopmental difference that affects the way a person’s brain manages attention, activity levels and impulses.

Children with ADHD may find it more difficult to concentrate, stay organised, manage emotions, sit still for long periods or think before acting. These differences are not because a child is being naughty or deliberately choosing not to listen; they are linked to how their brain processes information and regulates behaviour.

ADHD does not affect a child’s intelligence. Children with ADHD have a wide range of abilities and strengths. Many children with ADHD are creative, energetic, enthusiastic, curious and excellent problem-solvers.

ADHD is a lifelong condition, although the way it affects a person can change over time. With the right understanding, support and strategies, children with ADHD can be successful and confident learners.

How ADHD May Present in Children

Children with ADHD may experience differences in areas such as:

• Attention and focus – finding it difficult to concentrate, follow instructions, complete tasks or organise their belongings.
• Impulsivity – acting or speaking quickly without always thinking about the consequences.
• Activity levels – needing to move more frequently or finding it challenging to remain seated for extended periods.
• Emotional regulation – experiencing big emotions, becoming overwhelmed easily or finding it difficult to manage frustration.
• Executive functioning skills – needing additional support with planning, remembering routines, managing time and starting tasks.

Every child with ADHD is different. Some children may be more restless and active, while others may appear quiet but struggle with attention and organisation.

How St Joseph’s Supports Children with ADHD

At St Joseph’s, we understand that children with ADHD need support, structure and encouragement to help them thrive. We work closely with children, families and professionals to understand each child’s individual strengths and needs.

We support children with ADHD by:

• Providing a calm, structured and predictable environment with clear routines and expectations.
• Using positive behaviour approaches that focus on understanding needs, building relationships and helping children develop self-regulation skills.
• Breaking learning into manageable steps and providing clear instructions to support concentration and independence.
• Providing movement opportunities and sensory strategies where appropriate to help children regulate and engage with learning.
• Using visual supports, such as timetables, checklists and reminders, to support organisation and reduce anxiety.
• Celebrating strengths and successes, helping children develop confidence and recognise their own abilities.
• Providing targeted support and interventions where children need additional help with attention, emotional regulation or social skills.
• Working in partnership with parents and carers, sharing information and strategies to ensure consistency between home and school.
• Liaising with external professionals, including health and specialist services, where further advice or assessment is required.

At St Joseph’s, we believe that children with ADHD can flourish when they are understood, valued and supported. Our aim is to help every child develop the skills, confidence and independence they need to achieve their full potential.

Derby and Derbyshire NHS Support

Supporting Your Child with Anxiety

A Guide for Parents

Feeling worried or anxious is a normal part of growing up. Children may feel anxious about starting school, making friends, trying something new or facing changes in their lives. For most children, these feelings pass with reassurance and support.

However, some children experience anxiety more frequently or more intensely, making it difficult for them to enjoy everyday activities, attend school or feel confident.

As parents and carers, there are many ways you can help your child learn to understand and manage their anxiety.

What does anxiety look like?

Anxiety can affect children in different ways. Some children may talk about their worries, while others may show their feelings through their behaviour.

Your child may:

• seem worried or fearful most of the time
• avoid situations or activities
• become upset when separating from you
• complain of headaches or tummy aches
• have difficulty sleeping
• become clingy or tearful
• seem irritable or angry
• struggle to concentrate
• seek constant reassurance
• become overwhelmed by changes in routine.

Remember, anxiety is not a choice. It is your child’s body’s way of responding to situations that feel frightening or overwhelming.

Listen and Validate Their Feelings

Encourage your child to talk about how they are feeling.

Try saying:

• “I can see that you’re feeling worried.”
• “That sounds really difficult.”
• “Thank you for telling me.”
• “Lots of people feel worried sometimes.”

Avoid saying:

• “Don’t be silly.”
• “There’s nothing to worry about.”
• “Just get over it.”

Although these comments are well intended, they can make children feel that their worries are not understood.

Stay Calm

Children often look to adults to judge whether a situation is safe.

Speaking calmly, using a reassuring tone and modelling confidence can help your child feel more secure.

Keep Routines Predictable

Children often feel safer when they know what to expect.

Try to maintain regular routines for:

• waking up
• meals
• homework
• bedtime
• family time.

Preparing children for changes in advance can also reduce anxiety.

Encourage Brave Behaviour

It can be tempting to protect children from situations that make them anxious. While this may help in the short term, avoiding fears can make anxiety stronger over time.

Instead, encourage your child to take small, manageable steps.

Celebrate every success, no matter how small.

For example:

• walking into school with support before progressing to going in independently
• speaking to one new person rather than a whole group
• trying a new activity for a short time.

Praise effort rather than perfection.

Teach Relaxation Strategies

Simple calming techniques can help children manage anxious feelings.

These include:

• slow, deep breathing
• counting slowly to ten
• stretching
• mindfulness activities
• listening to calming music
• reading together
• colouring or drawing
• spending time outdoors.

Practising these when your child is calm makes them easier to use during anxious moments.

Help Your Child Understand Their Worries

Sometimes children find it helpful to rate their worries on a scale from 1–10.

Ask questions such as:

• “What is making this feel like a big worry?”
• “What do you think might happen?”
• “Has that happened before?”
• “What could help you feel a little better?”

This helps children begin to challenge anxious thoughts.

Encourage Healthy Habits

A healthy lifestyle can improve emotional wellbeing.

Try to ensure your child has:

• regular physical activity
• enough sleep
• balanced meals
• time outdoors
• opportunities to relax
• limited screen time before bed.

Work with School

If anxiety is affecting your child’s experience at school, talk to their class teacher or the school’s SENDCo.

Working together allows home and school to use consistent strategies and provide reassurance where needed.

When to Seek Further Support

It may be helpful to seek additional support if anxiety is:

• affecting school attendance
• stopping your child from taking part in everyday activities
• causing frequent distress
• affecting friendships or family life
• continuing for a long period without improving.

Your school, GP or local health services can discuss the most appropriate support.

Remember…

Children do not choose to feel anxious.

With patience, understanding and encouragement, most children learn to manage their worries and develop the confidence to cope with life’s challenges.

Every small step forward is a success. By listening, reassuring and working together, you are helping your child build resilience that will support them throughout their life.

Find additional Support for parents in Derby below:

Bridge the Gap

Derby and Derbyshire NHS Mental Health Support

Derby and Derbyshire – Emotional Health and Wellbeing Support

What is Sensory Regulation?

A Guide for Parents

Every child experiences the world through their senses. As well as the five familiar senses—touch, sight, hearing, taste and smell—our bodies also use two other important senses:

• Proprioception – tells us where our body is in space and helps us judge how much force to use.
• Vestibular – helps us with balance, movement and coordination.

Sensory regulation is the brain’s ability to receive information from these senses, organise it, and respond in an appropriate way. For most children this happens automatically, but some children find it much more difficult.

Why is sensory regulation important?

Good sensory regulation helps children to:

• feel calm and safe
• pay attention and concentrate
• manage their emotions
• cope with changes in routine
• interact positively with others
• learn effectively in school.

When children struggle with sensory regulation, everyday experiences can become overwhelming or, conversely, they may seek extra sensory input to help them feel organised.

What might sensory regulation difficulties look like?

Every child is different, but you may notice your child:

Is sensitive to sensory input (over-responsive)

They may:

• cover their ears at loud noises
• dislike certain clothing or labels
• avoid messy play
• become distressed in busy environments
• dislike being touched unexpectedly
• become overwhelmed in crowded places.

Seeks sensory input (under-responsive)

They may:

• constantly move or fidget
• enjoy spinning or swinging
• bump into people or furniture
• chew clothing, pencils or toys
• seek tight hugs or pressure
• struggle to sit still.

Many children show a mixture of both depending on the situation.

How can sensory regulation affect learning?

When a child’s brain is working hard to manage sensory information, it can be difficult to:

• concentrate on learning
• follow instructions
• remain seated
• regulate emotions
• transition between activities
• manage friendships.

This is not because a child is being naughty or choosing to misbehave. Their behaviour is often their way of communicating that they are feeling overwhelmed, anxious or dysregulated.

How can parents help?

There are many simple strategies that can support sensory regulation at home.

Create predictable routines

Children often feel calmer when they know what to expect.

Provide movement breaks

Walking, jumping, dancing, climbing or riding a bike can help children regulate their bodies.

Offer calming activities

These might include:

• reading together
• colouring
• listening to calming music
• deep breathing
• cuddling under a blanket
• quiet time in a calm space.

Encourage heavy work activities

Activities that involve pushing, pulling, carrying or lifting can provide calming sensory input. Examples include:

• carrying shopping bags
• helping with gardening
• pushing a laundry basket
• moving cushions
• playing with playdough.

Reduce overwhelming sensory input

If your child becomes overwhelmed, try to:

• reduce background noise
• dim bright lights where possible
• offer headphones if appropriate
• provide a quiet space to calm.

What is a sensory diet?

A sensory diet is a personalised plan of activities designed by an Occupational Therapist or other trained professional to help a child stay regulated throughout the day.

A sensory diet does not involve food. Instead, it may include activities such as movement breaks, stretching, deep pressure, sensory play or calming exercises that are built into the child’s daily routine.

How does school help?

At St Joseph’s Catholic Primary School, we understand that every child has different sensory needs. We work closely with parents and, where appropriate, health professionals to support children by providing:

• consistent routines
• movement and brain breaks
• calm, supportive classrooms
• sensory resources where appropriate
• flexible seating or workspaces
• opportunities for regulation throughout the day
• close communication with families.

When should I seek further advice?

If sensory difficulties are significantly affecting your child’s daily life, learning or wellbeing, speak to your child’s class teacher or the school’s SENDCo.

They may suggest strategies to try at school and home or, where appropriate, discuss referral to other professionals such as an Occupational Therapist or Community Paediatrician.

Remember…

Every child experiences the world differently. Sensory regulation difficulties are not a result of poor parenting or bad behaviour. With understanding, patience and the right support, children can learn strategies to help them feel calm, confident and ready to learn.

Find more helpful advice and traning materials for parents below:

Derby and Derbyshire NHS Sensory Training Materials for Parents

Derbyshire SEND Information Website 

Dcc Spn Toolkit V13 Interactive

Social Stories

A Guide for Parents

Social Stories are short, personalised stories that help children understand social situations, routines, expectations and emotions. They were developed by Carol Gray to support children who may find it difficult to understand social cues or cope with changes in their daily lives.

Social Stories are widely used to support autistic children, but they can also benefit any child who needs extra help understanding what will happen, why it is happening and what they can do in different situations.

Why are Social Stories helpful?

Some children find it difficult to understand what other people are thinking or feeling, or they may become anxious when they do not know what to expect.

A Social Story helps by:

• explaining a situation in a clear and simple way
• reducing uncertainty and anxiety
• helping children understand expectations
• teaching appropriate social skills
• preparing children for new experiences
• building confidence and independence.

Rather than telling a child what they have done wrong, Social Stories gently teach them what they can do instead.

What can Social Stories be used for?

Social Stories can help children prepare for many everyday situations, including:

• starting school or a new class
• visiting the doctor or dentist
• going on a school trip
• making friends
• taking turns
• sharing toys
• asking for help
• using kind hands and words
• coping with changes to routines
• using the toilet independently
• getting dressed
• managing emotions such as anger, worry or disappointment.

What does a Social Story look like?

Social Stories use simple words and often include photographs, symbols or pictures to help children understand the message.

For example:

When I Feel Worried

Sometimes I feel worried.

Everyone feels worried sometimes.

When I feel worried, my body might feel funny.

I can tell a grown-up how I feel.

They will help me.

I can take some deep breaths.

The worried feeling will get smaller.

I am safe.

How should I use a Social Story?

To get the best results:

• read it when your child is calm and relaxed
• read it regularly, not only when there is a problem
• use a positive, reassuring tone
• keep the language simple
• encourage your child to ask questions
• praise your child when they use the new skill.

Many children benefit from hearing the same story several times before they begin to use the ideas independently.

Can I personalise a Social Story?

Yes! Social Stories are most effective when they are personalised for your child.

You can include:

• your child’s name
• photographs of familiar people or places
• favourite characters
• familiar routines
• specific situations your child finds difficult.

Keeping the story positive and reassuring helps children feel safe and confident.

What makes a good Social Story?

A good Social Story:

• uses positive language
• explains what will happen
• explains why something happens
• focuses on what the child can do
• is written from the child’s perspective
• avoids blame or criticism
• matches the child’s level of understanding.

The aim is to teach and reassure, rather than to punish or correct.

How can school help?

At St Joseph’s Catholic Primary School, Social Stories may be used to support children with:

• transitions between activities
• changes to routines
• emotional regulation
• friendships
• behaviour expectations
• personal care
• new experiences
• school visits and special events.

Where appropriate, school staff may share Social Stories with families so that the same messages can be used at home, helping children feel secure through consistency.

Remember…

Every child learns in different ways.

Social Stories provide children with clear, calm and positive explanations of situations they may find confusing or worrying. By reading them regularly and using the same language at home and school, children can develop greater confidence, understanding and independence over time.

Going To Church

Ok To Make Mistakes SS

I Can Ask For Help

I Can Be A Friend

I Can Calm Down

I Can Give Others Personal Space

I Can Join An Activity

I Can Keep My Hands And Feet To Myself

I Can Share

I Can Tell The Truth

I Can Wait

I Use My Voice Social Story With Images

I Use My Voice Social Story With Images

Swimming What I Need

Swimming Social Story

Speech, Language and Communication Needs (SLCN)

A Guide for Parents

Communication is an important part of everyday life. It helps children to make friends, learn at school, express their feelings and understand the world around them.

Some children find communication more difficult than others. These difficulties are known as Speech, Language and Communication Needs (SLCN).

Children with SLCN may need extra support to understand language, express themselves or communicate with others. With the right help, many children make excellent progress and become confident communicators.

What are Speech, Language and Communication Needs?

Speech, language and communication are closely linked, but they are different skills.

Speech

Speech is how we make sounds to form words.

A child with speech difficulties may:

• find it hard to pronounce certain sounds
• be difficult to understand
• miss sounds out of words
• substitute one sound for another (for example saying “tat” instead of “cat”).

Language

Language is understanding and using words to communicate.

Children with language difficulties may:

• struggle to understand what people are saying
• find it difficult to follow instructions
• have a limited vocabulary
• struggle to put words together into sentences
• find it difficult to answer questions.

Communication

Communication is how we interact with other people using speech, facial expressions, gestures, body language and listening skills.

Children with communication difficulties may:

• find conversations difficult
• struggle to take turns when talking
• misunderstand social situations
• find it difficult to make or maintain friendships
• avoid speaking in groups.

What might I notice at home?

Every child is different, but signs of Speech, Language and Communication Needs may include:

• delayed speech development
• difficulty understanding instructions
• using fewer words than other children of a similar age
• becoming frustrated when trying to communicate
• difficulty telling a story or explaining events
• misunderstanding questions
• repeating words or phrases without understanding them
• difficulty joining in conversations
• finding it hard to make friends.

Some children may understand language well but struggle to express themselves, while others may have difficulties with both understanding and speaking.

How can Speech, Language and Communication Needs affect learning?

Communication skills are essential for learning.

Children with SLCN may find it harder to:

• understand classroom instructions
• answer questions
• develop reading and writing skills
• learn new vocabulary
• solve problems
• explain their ideas
• work with other children
• understand jokes, sarcasm or figurative language.

Without support, children may become frustrated, anxious or lose confidence.

How can parents help at home?

There are many simple ways you can support your child’s communication.

Talk Together

Spend time talking throughout the day about everyday activities.

Describe what you are doing, ask simple questions and encourage your child to share their ideas.

Listen Carefully

Give your child time to finish speaking without interrupting.

Avoid finishing sentences for them unless they ask for help.

Read Every Day

Reading together is one of the best ways to develop language.

Talk about:

• the pictures
• what might happen next
• how characters are feeling
• new vocabulary.

Keep Language Simple

If your child struggles to understand, try:

• using short sentences
• giving one instruction at a time
• allowing extra thinking time
• checking they have understood.

Expand What They Say

If your child says: “Dog running.”

You could reply: “Yes, the big brown dog is running very fast.”

This models richer language without correcting them.

Reduce Background Noise

Turn off televisions or other distractions during conversations so your child can focus on listening.

Play Together

Games that encourage talking are excellent for language development.

Try:

• role play
• board games
• building together
• singing songs
• nursery rhymes
• storytelling.

How can school help?

At St Joseph’s Catholic Primary School, we recognise the importance of developing communication skills across the curriculum.

Support may include:

• adapting language used in lessons
• visual timetables and picture prompts
• pre-teaching new vocabulary
• small group language activities
• speech and language programmes
• opportunities to develop speaking and listening skills
• referrals to Speech and Language Therapy where appropriate
• close partnership with parents.

Where appropriate, school staff will work alongside Speech and Language Therapists to ensure that recommended strategies are used consistently.

When should I seek further advice?

Speak to your child’s class teacher or the school’s SENDCo if you are concerned about your child’s communication.

They may suggest strategies to use at home or discuss whether further assessment or support is needed.

Early support can make a significant difference to a child’s confidence, communication skills and learning.

Remember…

Every child develops at their own pace.

Some children simply need a little more time and support to develop their communication skills. By talking, listening, reading and playing together every day, you are helping your child build the strong communication skills they need for learning, friendships and life.

Working together, home and school can help every child become a confident communicator.

Find more useful advice and resources for parents below:

Speechlink Parent Portal

Derby and Derbyshire NHS Speech and Language Therapy Support

Derbyshire Health Speech Support for Young Children