Education for all (Inclusion)

Enabling success in class based activities

Children/young people require many skills to help them succeed at school/college. Each of these areas requires many different skills. For example, to be able to write you would need to develop your hand strength, hold a pencil correctly, use both hands (which is also known as bilateral coordination) and sit upright (which is also known as posture). Advice and Resources […]

Building conversation skills and social interactions

Young people require many skills to help them succeed in the classroom and school environment. Being able to communicate successfully is a fundamental skill for building self-esteem, accessing education, relating to others, developing friendships and being independent. It involves many different skills, which include the following: What can you do in the classroom to support? […]

Using Language, Vocabulary and Speech

Expressive language skills (i.e. use of language) includes using verbal (talking) and/or Augmentative and Alternative Communication (such as symbols, pictures, gestures or signs) to get a message across to someone else. It includes: Speech refers to how we say sounds and words. This includes: Learning to speak clearly involves:  Young children go through a typical process of developing […]

Listening and Understanding Language

Listening skills: Attention and listening skills are fundamental for developing communication skills and learning in the classroom. It requires concentration, and the ability to ignore information that we don’t need. Listening involves hearing and remembering what is heard, and finding the information you need to understand (auditory processing). It involves: What can you do in […]

Advice and Resources

The SEND Code of Practice states that a graduated approach to meeting the needs of all children and young people including those with SEND should be used. The vast majority of children and young people will have their needs met through high-quality teaching which is known as ‘universal support’. At the heart of this guidance and advice […]

Testimonials

Katie’s story “My children can just be themselves and have fun, with no judgments” (names and ages have been anonymised) Katie and her husband have two children, aged 8 and 12. Katie works with neurodiverse children and so was already aware of the signs and symptoms of a range of different learning disabilities. A hidden […]

Members of our Team

My name is Anneline Flood, and I am qualified Clinical Psychologist registered with the HCPC. My 20 year mental health career spans various settings across many London boroughs; across the range of severity of mental health concerns, emotional concerns, and neurodevelopmental differences; across the range of age, culture and ethnicities, religion, and socio-economic status. Post-doctoral qualification […]

Contact Us

For more information, please contact: Kelly Bennett, Child Employment and Performance Licensing Officer Email: childemployment@cognus.org.uk Telephone: 020 4551 3192

Chaperone Approvals

Chaperone Approvals All children licensed by a local authority to perform must be supervised at all times by a licensed chaperone or matron or the child’s parent. How to apply Application for a chaperone must be made to the local authority in whose area the prospective chaperones lives. The application process involves completing this application […]

Child Performance Licenses

Many children enjoy performing or taking part in paid or unpaid activities. Some of the activities include: By law, if a child who is not over compulsory school age is due to participate in any of the above activities, that child may require to be licensed by the local authority where they live. What the […]