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A practical, parent-focused workshop designed for the busy, curious toddler years. As little ones start to explore, climb, and test boundaries, this session helps you feel calm and confident responding to the bumps, burns, and unexpected moments that come with it. You’ll learn how to manage common injuries and emergencies with clear, simple guidance you can actually use at home - real-life first aid for real-life parenting.

A FREE 30 minute discovery call to see if we can help you with your research consultancy needs.

A continuous mentoring approach designed to offer structure and support, while remaining adaptable to the changing needs of your family. Stay on track with guidance that evolves as you do. Monthly mentoring session.

Dr Kim Collett holds a PhD in Education and is an Associate Lecturer, researcher and advocate specialising in inclusive education and special educational needs and disabilities (SEND). Her passion for inclusion comes from her own experiences of being a child with a label of SEND and from navigating life as a neurodivergent and disabled parent in a neurodiverse household. Kim has worked in universities for over 15 years after her early career saw her working in the charity sector supporting neurodiverse and disabled people, and raising awareness of the importance of an inclusive society. There have been lots of headlines and conversations suggesting that too many children are being diagnosed with additional needs. This is causing concern as it implies that children are being labelled unnecessarily or that support is being misused. But when we look more closely, we can see that these headlines are misleading. Rather than too many diagnoses, the evidence suggests that many children aren’t being identified or supported early enough. First things first: does a child actually need a diagnosis? This is a question many parents ask and the answer isn’t always straightforward. In the UK, schools are supposed to provide support based on need, not on whether a child has a formal diagnosis. In theory, this means your child shouldn’t have to wait for an official label before getting help in the classroom. In practice, though, it doesn’t always work like that. A diagnosis can be helpful because it: ● Opens doors to certain services and specialist support ● Helps teachers understand your child more consistently ● Gives a shared language for discussing strengths and challenges ● Provides reassurance for children and families There can also be confusion as some schools or services may believe (incorrectly) that a diagnosis is required before offering support. This often leads to delays, with families feeling stuck waiting for assessments rather than seeing immediate help. So while a diagnosis isn’t technically required, it can make a difference in how easily and quickly support is put in place. What happens when children aren’t identified? One of the most important things to understand is that not recognising a child’s needs can have consequences. Children may: ● Lose confidence in their abilities ● Start to believe they are “not good enough” ● Feel frustrated or overwhelmed at school ● Be misunderstood as disengaged, lazy, or disruptive Difficult experiences in education can also shape how a person feels about learning, work, and themselves well into adulthood. For many getting a diagnosis isn’t about labels but helps explain patterns, reduces self-blame, and provides a way forward. So, are children being “overdiagnosed”? It’s true that more children are being diagnosed with things like dyslexia, ADHD, and other neurodivergent profiles than in the past. But this doesn’t necessarily mean diagnoses are being handed out too easily. A more accurate way to think about it is that we’ve simply got better at noticing what was always there. One useful comparison is with astronomy. When telescopes improved, scientists suddenly “discovered” many more stars. But those stars hadn’t appeared overnight, we just didn’t have the tools to see them before. The same idea applies here. With improved awareness, training, and assessment methods, differences in how children learn and process information are easier to identify than they used to be. In other words, the increase in diagnoses reflects better understanding not a sudden surge in children having needs. The bigger issue - underdiagnosis While public conversations currently focus on “too many” diagnoses, the evidence suggests many children are still being missed. Take dyslexia as an example. Estimates suggest that around three children in an average classroom may be dyslexic but less than a quarter of those children are formally identified. That delay can make learning much harder than it needs to be and has been shown to impact grade as well as confidence. ADHD shows a similar pattern. A large number of people in the UK are thought to have ADHD without a diagnosis. Certain groups, particularly girls and children from marginalised backgrounds, are especially likely to be overlooked. This is often because their traits don’t match outdated stereotypes of what ADHD “looks like.” When children are not recognised, the consequences can include: ● Lower academic outcomes ● Higher stress and anxiety ● Being misunderstood by adults and peers The importance and limits of labels It’s completely normal to have mixed feelings about diagnoses. On one hand, they can be empowering. They can offer clarity, validation, and access to support. Many children and families feel relief when they understand why things have felt difficult. On the other hand, labels can sometimes come with downsides. These might include: ● Other people making assumptions about what a child can or can’t do ● Negative stereotypes or stigma ● Risk of bullying or exclusion ● Reduced expectations from adults That doesn’t mean diagnoses are a bad thing. It just means they need to be handled carefully. A diagnosis should be a starting point for understanding and supporting your child better, not a box they’re placed into. So what should parents take from all of this? If you’re worried about your child, or navigating the world of SEND support, here are a few key takeaways to hold onto: 1. Trust your instincts You know your child best. If something doesn’t feel right, it’s worth exploring. 2. Support shouldn’t have to wait Even without a diagnosis, schools can and should put support in place. Don’t feel you have to wait for an assessment before asking for help. 3. A diagnosis can be helpful but it’s not everything It can unlock support and understanding, but it’s just one piece of the puzzle. 4. Earlier identification can make a big difference The sooner a child’s needs are recognised, the easier it is to put helpful strategies in place and protect their confidence. 5. Keep the focus on your child as a whole person A diagnosis doesn’t define your child. Their strengths, interests, and personality matter just as much as any challenges. Moving beyond the myth The idea that children are being widely overdiagnosed can sound convincing but when we look closely, it isn’t supported by the evidence. A more accurate story is this: ● We’re getting better at spotting differences in how children learn ● Many children are still slipping through the cracks ● Diagnosis can be helpful, but it isn’t a magic solution ● What matters most is understanding, support, and acceptance And perhaps the most important thing to remember is this:Children don’t need to be “fixed” they need to be understood and supported in the way that works for them. Read more from Dr Kim Collett: SEND crisis: overdiagnosis - fact or fiction? | OpenLearn - Open University

Lucy Fox is an Assistant Headteacher and Head of Foundations in Coventry. She is an early years specialist and education writer with published work in TES, Schools Week, Early Years Educator and The Guardian. Lucy is passionate about protecting the joy of childhood and creating environments that meet children at their point of need through relationships, play and language rich practice. Transition begins before September Transition is often talked about in schools as a period of tension. There is an overwhelming assumption that change will naturally lead to distress or dysregulation for young children, and what often follows is a desire to “fix” the behaviour after the fact. Every September, schools brace themselves for the inevitable settling in period. It is not unusual to hear adults talk about children “just needing time to adjust” or “just needing support to learn how things work”. In many schools, transition is still viewed as a short handover period before the “real learning” begins. But what if the quality of the September we experience is directly linked to the quality of the transition we invested in during June and July? I find myself wondering whether much of what we describe as “settling in” is actually a reflection of how little we have invested beforehand in relationships, belonging and emotional security. Transition is the first phase of learning Transition is not separate from learning. It is the first phase of learning itself. Rather than focusing solely on supporting dysregulation once it happens, perhaps we should also be asking how we can create transitions that reduce the likelihood of children feeling overwhelmed in the first place. In the early years, we know and understand that the prime areas of learning underpin the whole of child development and the ability for a child to reach his/her full potential. We know how important a child’s “personal, social and emotional development” is, and we know that the building blocks of this vital strand start with relationships. If relationships sit at the heart of children's emotional wellbeing, then transition should be viewed as an opportunity to begin building those relationships long before the first day of school. Transition is relational, not administrative Rather than viewing transition as a list of tick box exercises to be completed by the end of the school year, we should be looking at the relationships we are seeking to build with our newest pupils and thinking about how we can design a period of time which best reflects our desired outcome. And the truth is that this can look different year on year, or even pupil to pupil. Too often, transition becomes centred around logistics such as staff time and cover, and this means that the relationships we are seeking to build get lost in the transactional nature of the task. We must remember that children do not arrive at school as blank slates on the first day of term. They bring with them a whole host of previous experiences, emotions, thought processes and goals. Before children can engage confidently in learning, they need to feel emotionally safe. In order for this to happen, we must invest time in learning the identity they are bringing with them. Investing in relationships is vital for any starting point. What strong transition looks like Strong transition work begins long before children walk through the classroom doors in September. Strong provisions are those that recognise the importance of investing a good amount of time in the summer months building relationships with families. This can change the dynamics of transition completely. We know that children who feel known to adults often arrive with a greater sense of confidence and emotional security, two things that early years practitioners are recognising as concepts that children are struggling with in the autumn term. It makes sense then to rethink the way we view the transition period in the summer months. Home visits are an invaluable place to start when thinking about getting to know your families. Many schools are quick to dismiss these as inconvenient, taking staff and time out of the school day. However, the knowledge gained by spending time in an environment natural to the child and his/her parents can be second to none. Concerns can be seen or heard before the child has started school and support can be put in place long before their time with you begins. It’s important to remember that parents also need transition to feel relational rather than transactional, and taking the time to visit them, getting to know their environments and culture is a powerful way to start this relationship. During one home visit, I met a child who was clearly very anxious about unfamiliar adults coming into his space, but proudly showed me a collection of toy animals. By September, those animals had become the starting point for many of our interactions. What could have felt like a completely new relationship already had a foundation. The transition had started weeks before the first day of school. Six small transition investments that pay off in September Transition does not have to involve large budgets or complicated systems. Often, the most powerful approaches are the simplest. Anything that reduces uncertainty and increases familiarity can have a significant impact on how confidently children arrive in September. 1. Home visits Home visits allow practitioners to meet children and families in a space where the child already feels secure. They give adults valuable insight into family life, communication, interests, culture and potential barriers before the child has even started school. 2. Stay and play sessions These sessions give children time to explore the environment alongside trusted adults. They are not just visits to the classroom. They are opportunities for children to begin building familiarity with spaces, resources, routines and people. 3. Photo books or transition packs Photographs of key adults, toilets, cloakrooms, outdoor spaces and key classroom areas can help families revisit school throughout the summer. For some children, seeing these images repeatedly can reduce uncertainty before September. 4. Gathering children’s interests Taking the time to find out what children love before they arrive gives practitioners immediate ways to connect. A favourite story, toy, song, animal or interest can become the bridge between home and school in those first few days. Remembering the little things is important. 5. Nursery and childminder conversations Where children have attended another setting, transition conversations should go beyond paperwork. The most useful information is often relational and holistic: what comforts the child? How do they communicate? What helps them engage? And what might overwhelm them? 6. Clear messages to parents about school readiness Parents need to know what matters most. Rather than encouraging families to spend the summer practising formal academic skills, schools can use transition to emphasise communication, independence, confidence, play, rest and everyday routines. None of these approaches remove the challenge of transition entirely. Children will still experience change and for many this can be a difficult time. Some will still find separation difficult and so will some parents or carers. But these small investments mean that, in September, adults are not starting from nothing. Relationships have already begun. Familiarity has already been built. The child is already known. The autumn payoff The investment made in the summer months pays off in the autumn because practitioners are no longer trying to build everything from scratch. They already know something about the child. Families already know something about the setting. Children have already begun to form a picture of the adults, spaces and routines that will become part of their everyday lives. This does not mean September becomes easy. It means September becomes more informed. Adults may feel they are able to respond more quickly because they understand the child more deeply. They may notice patterns sooner, make adjustments earlier and support emotional security with greater confidence. Investment in transition should not be seen as a soft extra. If we want children to arrive in September feeling secure enough to explore, communicate, play and learn, transition cannot be reduced to a few visits, a meeting and a handover form. The summer term needs to be understood as the beginning of the relationship for the next academic year. The question is not whether we have time to invest in transition during this time. The question is whether we can afford not to.

Bio: Michelle Windridge is the National Education Lead for School-Based EYFS, championing and supporting high-quality early years provision nationwide. With over 20 years’ experience in primary and early years education, she brings together classroom expertise, school leadership, and national strategic insight. She writes regularly for TES, Teach Early Years, and Early Years Educator Magazine, and contributes to higher education as an External Examiner for Primary Education Studies and Early Childhood Studies. Her background spans senior school leadership, lecturing in education, and achieving FHEA status for her impact on teaching and learning in higher education. Having spent more than 20 years as a Reception teacher, and having experienced the starting school journey twice as a parent with my own children, I can honestly say that beginning school is often an emotional rollercoaster. As a parent, I was faced with a mixture of pride at such a significant milestone, anxiety about whether my children would settle happily, and sheer exhaustion from preparing everything they needed (a huge thank you to whoever invented iron-on name labels, they are an absolute game changer!) My experiences as a Reception teacher have felt surprisingly similar. There is always excitement about meeting a new cohort of children and beginning to build relationships with them and their families, but there is also an awareness of stepping into the unknown. Unlike other year groups in primary school, where teachers often have opportunities to visit classes, speak to previous staff members and gather detailed transition information, Reception teachers can receive children from more than 20 different early years settings. Information can sometimes feel patchy or inconsistent, with every child arriving with their own wonderfully unique experiences, personalities and needs. One thing I have learnt through both my professional and personal experiences is that relationships are at the heart of a positive starting school experience. Yet parents are often bombarded with well-meaning advice about what their child “should” be able to do before starting school. With so much information now shared widely across social media, the pressure on families can feel immense. In this article, I hope to offer reassurance, practical tips and supportive guidance from both perspectives: as a Reception teacher who has welcomed hundreds of children into school, and as a mother who has been through the process herself and come out the other side. So, what does “school ready” actually mean? Despite what social media may sometimes suggest, school readiness is not about being able to read fluently, write sentences or complete worksheets before starting Reception. In fact, most Reception teachers would agree that the skills that matter most are the social, emotional and practical ones. Current research from Kindred Squared’s 2025 School Readiness Survey found that many teachers are increasingly concerned about children’s confidence, communication and independence skills when they start school. The report highlighted that children are often finding it difficult to manage simple routines, communicate their needs or separate confidently from parents and carers. At the same time, many parents reported feeling unsure about what “school ready” really means. The good news is that there are lots of small, manageable things families can do to help children feel more confident about the transition to school, and most of them can be built naturally into everyday family life. One of the most important things you can do is focus on independence. Reception classrooms are busy places, and while staff are always there to help and support, children feel far more secure when they can manage some simple tasks for themselves. Encouraging your child to put on their own coat, use the toilet independently, wash their hands, tidy away toys or carry their own bag can make a huge difference to their confidence. It may take longer, and sometimes it is tempting to do things for them when life feels rushed, but those small moments of independence really do matter. Language and conversation are also incredibly important. Research consistently shows that children’s communication skills are closely linked to their confidence and later learning. The Education Endowment Foundation highlights the importance of early language development and meaningful interactions with adults in supporting children’s long-term outcomes. Simple things such as chatting while walking to the shops, talking about what you can see out of the window, singing songs together or sharing stories all help build vocabulary and communication skills. And speaking of stories, reading together remains one of the most valuable things you can do before your child starts school. It is not about testing them on letters or asking them to perform. It is about building positive associations with books, language and closeness. Snuggling up together with a favourite story helps children develop listening skills, imagination and emotional security all at the same time. It is also perfectly normal for children to feel anxious about starting school. Some children run confidently through the gate on day one, while others cling tightly to their grown-up’s leg for weeks. Both reactions are completely normal. Children process change differently, and there is no “correct” way to start school. As parents, we often worry that tears at drop-off mean our child is unhappy, but in my experience as a Reception teacher, children usually settle far more quickly than parents imagine. Often, the hardest part is the goodbye itself. A calm, confident and consistent goodbye routine can really help. Even when your own heart feels wobbly, children take reassurance from knowing that the adults around them trust the situation and believe they will be okay. Another thing I always encourage parents to remember is that play is still learning. There can sometimes be pressure to focus heavily on academic skills before school begins, but young children learn best through play, exploration and secure relationships. Building with blocks, dressing up, playing outside, painting, climbing, digging, pretending and simply talking together all support important areas of development. The National Children’s Bureau’s 2026 “A Better Start” report emphasised the importance of play-based learning and strong relationships in supporting successful school transitions. Sleep and routines can also make a significant difference during those first few weeks. Starting school is exhausting, not just physically, but emotionally too. Children are learning new routines, processing huge amounts of information and navigating unfamiliar social situations every single day. You may notice your child becoming more emotional, more tired or even more clingy after school. This is incredibly common. Keeping evenings calm and predictable can really help children feel secure while they adjust. It is also important to remember that every child develops at their own pace. Social media can sometimes leave parents feeling as though they are falling behind or doing something wrong if their child cannot already write their name before they start school. Please do not panic. Reception teachers are trained to meet children where they are developmentally. Schools do not expect children to arrive knowing everything already. What matters most is not perfection but confidence, curiosity and emotional security. Children who feel safe, valued and connected are far more likely to engage with learning over time. Research from the UK Parliament’s 2025 briefing on children’s wellbeing in schools found that positive relationships and a strong sense of belonging play an important role in children’s wellbeing and engagement with learning. Final Thoughts Finally, be kind to yourself as a parent too. Starting school is a transition for the whole family, not just the child. It is completely normal to feel emotional, proud, anxious or even a little lost when your child reaches this milestone. Whether you are celebrating your youngest starting school or wondering where the years have gone, those feelings are valid. There will probably be chaotic mornings, lost jumpers, forgotten reading books and tired tears along the way. But there will also be new friendships, growing confidence, exciting discoveries and those lovely moments when your child suddenly seems just a little bit bigger than they did before. And eventually, usually sooner than you think, school will simply become part of everyday life. For further advice and practical tips to support you and your child on the starting school journey, Twinkl’s Ready, Set, School hub is a fantastic source of information and ideas. References: Cary, E. and Webb, L. (2025). POSTnote 739 Children’s wellbeing in schools. (online) Available at: https://researchbriefings.files.parliament.uk/documents/POST-PN-0739/POST-PN-0739.pdf (Accessed 4 Jun. 2026). Education Endowment Foundation (2016). Communication and language approaches. (online) EEF. Available at: https://educationendowmentfoundation.org.uk/early-years/toolkit/communication-and-language-approaches (Accessed 4 Jun. 2026). Kindred 2 (2026). School Readiness Survey 2025.(online)Kindred 2. Available at: https://kindredsquared.org.uk/wp-content/uploads/2026/01/School-Readiness-Survey-January-2026-Kindred-Squared.pdf (Accessed 4 Jun. 2026). National Children’s Bureau. (2024). A Better Start: School readiness report. (online)Available at: https://www.ncb.org.uk/learning-better-start-school-readiness Twinkl. (2026). Ready, Set, School (online) Available at: https://www.twinkl.co.uk/readysetschool (Accessed 4 Jun. 2026).

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Learn about Mark Alefounder's role on the RECAP advisory board at our Education Research Center in Chelmsford, UK. Discover his contributions now! Mark Alefounder Business Advisor, Lets Do Business Group Development & Growth Panel Mark Alefounder is a seasoned business advisor with a strong track record in helping organisations grow, scale, and thrive. With extensive experience across sectors including financial services, technology, and logistics, Mark has worked with startups, high-net-worth individuals, and global brands such as Boeing and JCB. His expertise spans business development, sales strategy, and performance management. Throughout his career, Mark has led award-winning teams, launched new ventures, and implemented systems that have delivered measurable impact-such as increasing lead conversion by over 70% and helping businesses scale by up to 500%. He has also secured strategic partnerships generating over £250 million in business. Currently serving as Business Advisory Manager at Let’s Do Business Group, Mark supports a wide range of enterprises with funding, strategy, and sustainable growth. He brings a practical, people-focused approach and is passionate about helping mission-driven organisations achieve their potential. Mark joined the RECAP advisory board to contribute his expertise in strategic development and business growth. He is deeply aligned with RECAP’s mission to make research accessible and actionable for families and professionals. Based in Colchester, Mark enjoys photography, motorcycle racing, long walks, and time with his grandchildren - ideally over a good curry.

RECAP Ltd offer a range of First Aid training packages to suit your needs. Whether you are looking for face to face, online or a blended version of the two, we can help you. Supporting ND Employees Many organisations are committed to inclusion but lack the practical understanding of how neurodiversity shows up in everyday working life. Workplaces are often designed around narrow expectations of communication, productivity, and “professionalism,” which can unintentionally exclude neurodivergent employees. This can lead to: Misinterpretation of behaviour or communication styles Barriers within recruitment, onboarding, and performance management Increased pressure to mask or conform Higher levels of stress, disengagement, and burnout While awareness of neurodiversity is growing, there remains a gap between understanding and meaningful action. This training addresses that gap - supporting organisations to move from intention to implementation in a way that is realistic, practical, and sustainable. Core Outcomes Develop a clear, nuanced understanding of neurodiversity in the workplace Recognise common workplace barriers and “hidden rules” Build confidence in supporting neurodivergent colleagues Identify practical, realistic adjustments that improve inclusion and performance Leave with clear, actionable next steps for their organisation The impact of this is... Increased confidence among leaders and managers in supporting neurodivergent staff More inclusive day-to-day practices (communication, meetings, expectations) Reduced misunderstandings, stress, and burnout for neurodivergent employees Improved retention, engagement, and wellbeing across teams A shift from reactive adjustments → proactive, inclusive workplace design Let’s Work Together If you’re thinking about how to better support neurodiversity in your workplace but aren’t quite sure where to start - we’d love to hear from you. Get in touch to explore how this workshop could support you and your team. First Name Last Name Email Message Send Thanks for submitting!