Advice for Parents & Carers


  • Schools have not ‘shut down’ – Although most children will not be able to physically attend school you will still be able to communicate with senior leaders or teachers. Email if you need any general information or advice.
  • Expect stress – This is an uncertain and unpredictable situation, stress and anxiety are normal. However, if you continue to be concerned about your child’s mood / anxiety, please email the SENCo who may be able to signpost you to additional supportive services.
  • Don’t try to replicate a full school timetable – It won’t be possible for a variety of reasons. Giving yourself and your children permission to accept this can be a big weight lifted.
  • Help children stay connected to their friends – Friendships are a key resiliency factor for children and young people. Most children see their friends nearly every day of the week and so not being in contact with them for some time might be upsetting. Is it possible for children to talk to their friends on the phone? Perhaps establish a group Skype or WhatsApp call? Perhaps they could write letters to each other.
  • Have a routine and structure – Having a plan and a predictable routine for the day can be very reassuring. As adults we like to know what is going to happen, and children like this too. A consistent routine lets everyone be secure about the plans for the day. It is often useful to involve children in creating this routine, so that they feel part of the plan, rather than the plan being imposed on them. You could display the routine using a timeline, or maybe pictures and visuals. Encourage children to develop independence by referring to their own routine/plan themselves.
  • Don’t worry if the routine isn’t perfect – Remember, this isn’t a normal situation. If you find that planning and sticking to the routine is causing more stress, friction or conflict, then it’s OK to be more ‘free-flow’. Perhaps be guided by the activities that children want to do.
  • Avoid putting too much pressure on academic work – Most parents and carers aren’t teachers and so it’s OK not to be doing ‘school work’ for six hours a day. It might be more important to be spending time together, building relationships, enjoying shared activities like reading or drawing and reassuring children, as opposed to replicating the school timetable.
  • Reduce access to rolling news – It is important to keep up to date with new developments and announcements, but it can be hard to switch off from the constant stream of news from media outlets and social media. Reduce the time spent hearing, reading or watching news – at the moment it might be overwhelming for adults and children. Try to protect children from distressing media coverage.
  • Supervise children with screens – It is likely that children and young people will be using screens more often over the coming weeks e.g. phones, tablets, gaming consoles and the internet. If this is the case, make sure they are supervised. Ensure appropriate content filters are active – the UK Safer Internet Centre offers guidance on setting up parental control. Try to ensure all children have a balanced range of activities each day. Involve children and young people in these discussions so that they feel part of the plan.
  • Provide reassurance about exams being cancelled – Young people may now be concerned about the announcement that exams later this year will not be going ahead as planned. They may feel like all their hard work has been for nothing. Reassure young people that the Prime Minister has said that all children and young people will get the qualification they worked towards, but acknowledge that the plan is a bit uncertain right now. Reassure young people that the government and Department for Education are working on a plan.
  • Play – Play is fundamental to children’s wellbeing and development – children of all ages! It’s also a great way to reduce stress in adults.

Advice for Parents & Carers

At SCA we understand the current situation will be a challenging one for the whole household. Not only are the students suddenly at home and trying to continue their learning but you the parents and carers are trying to juggle supporting your child at home as well as keeping other plates spinning too. 

Below we have provided a list of helpful external agencies that may be able to support you with things such as mental health, financial help and also getting essential items such as food and medicine delivered to your home. We have also posted helpful tips and advice to support your childs home learning journey.

If the Academy can do any more to support you please feel free to get in touch with us on

Remember we are in this togther and we will come out stronger the other side.

Team SCA

This document here has been put together by YoungMindsUK to provide support to both parents and students as we continue through the lockdown of the pandemic.



Home-school Survival Toolkit

Educating your children at home can be overwhelming, remember nobody expects you to replace the teacher! Manchester Local Care Organisation and Healthy Schools Manchester have put together a Parent/Carer Home-School Survival Toolkit which they have kindly let us share with Salford parents and carers.

It includes a list of educational resources that are available to you, tips on helping children stay active and burn off energy and good advice on building a routine around working from home and looking after children. Click here to access the toolkit.

Knowledge Organisers

To support you child with their learning during this difficult time, our staff have put together knowledge organisers, which contain all of the key learning required for each subject.   These knowledge organisers can be found by clicking the link below.  They are accessed using your child's regular school log-in, and are organised by subject and year group.

To best utilise the knowledge organisers, can I please direct you to the knowledge organiser section of the website, which contains some videos showing how best to support your child in using them.


Support Guides and Advice

Talk with Trust - Here

Supporting Home Learning Routines - Here 

Reading with Comic Trust - Here

Governtment Information for Parents and CarersHere

Parent Support to engage Home Learning - Here

Parent Guide Supporting your Child with Anxiety - Here

Support you child with Home Learning - Guidance for Parents and Carers HERE

Supporting our Children with social distancing and self isolation - Guidance for Parents and Carers HERE

What to do if your child is unwell of injured during this time - Click Here

Advice to parents from Think U Know, how to keep your child safe on line - Click Here

Dealing with low mood - click here

Teenage Mental Health - click here

Child's guide to Coronavirus - click here


External Support

Financial & Food Support

  • Mustard Tree - Currently offering food parcels/foodclub 2 parcels per week its £2.50 for 10 items and possibly more. They will do emergency food parcels at no cost for families that cannot afford £2.50, will deliver and also the shop is open Mon and Wed 10am for families to collect in Eccles. Contact No is: 0161 505 0974 

    Address for Eccles branch : 16 Southway Eccles M30 0LJ (if you can collect) Ancoats branch is open Mon to Fri 10am 2pm for collections also.

  • Salford Assist - People in crisis who don't have money for food or heating can call for assistance on 0800 694 3695 
  • Spirit of Salford Support to Local families in Salford with money and/or food worries
  • Salford Loaves & Fishes – 0161 737 8775  Support for families, Monday to Thursday each week.
  • Salford foodbank website:

St.John’s Church - Clifton. Contact  Kim  07435156151

St.Thomas’ Church – can deliver in the afternoon to your door). Contact Avis  07544058011

  • Salvation Army Office, Station Road, Swinton - Present between 10am and 12pm and collect from there
  • Benefits (jobcentre plus) 0845 608 8531
  • Universal Credit Help 


Mental Health & Safeguarding

  • How to support a child after a pandemic - Click here to read article
  • 42nd Street – 0161 228 7321 – stress, anxiety, self-harm, eating disorders, they have a long waiting list but the website is good for self-help.
  • Samaritans - call free 116 123
  • Childline - 0800 1111   1-2-1 counsellor online
  • Runaway Helpline – call or text – 116 000 free even if you have no credit.
  • Mind –   Tel: 0300 123 3393 – Anger, Mental Health, Anxiety.
  • DV – ChildLine 0800 1111 or
  • BEAT charity for eating disorders – 0345 634 7650
  • Victim Support – 0845 3030 900
  • Alcohol & Drugs – Achieve – confidential advice, support to those who need help with drug, alcohol. 0161 358 1858
  • Hopelineuk 08000 684141 Papyrus prevention of suicide in young people.
  • Salford Bridge  Children’s Social Services – 0161 603 4500 (8.30am – 4.30pm) / Duty Team out of hours 0161 794 8888  Make a referral on line if necessary
  • Salford CAMHs  - 0161 518 5400
  • Salford Royal Hospital – have a PANDA unit for children who express or present a serious risk to taking their own life, parents turn up and wait to be seen.
  • Gaddum Centre – Young Carers – 0161 8346069
  • School Nurse – Liz Halliwell – Tuesday to Thursdays – 0161 206 3819  website:
  • Early Break, Young People & Family Service, help with Alcohol & Drugs  0161 723 3880 or
  • Rapid Response Team – NHS Crisis Care Pathway via Salford CAMHs – 0161 211 7260 (urgent support) or advice from 111


Children with Special Educational Needs or Disabilities (SEND) will have had some extra support or been working in a slightly different way at school, so it’s helpful to speak to your child’s teacher or the school’s SENCO (Special Educational Needs Co-ordinator) about what worked best for them when learning in school. If you do not already have it, their individual learning profile/ plan may help you understand the skills they were working on. Try not to put too much pressure on yourself or your child to complete a full day of learning, as this is not realistic or possible for most families. This could be a great opportunity to work on specific skills, or learning linked to their interests.

General Guidance to Support Learning

Work in short bursts – three separate 5 minute activities with a short break in between might work much better than one longer 15 minute activity.

Build in breaks and lots of praise and rewards, this will make it fun for both of you. Try to use little rewards (e.g. stickers, smiley faces, high fives) that can be traded in for a ‘bigger’ reward at the end of the day or week (such as time playing a favourite game, or completing a chosen activity with you).

Try to set up a routine of work then play and keep general routines consistent. Routine is helpful for children, so try to keep bedtimes, mealtimes the same and add in some structure to the day. It may help to create a visual timetable. See this template for an example: .

Having a work then play system might include one, two or three learning activities before play, depending on your child’s ability and age. Don’t worry if things don’t always go to plan – leave it and come back to it later - tomorrow is another day!

Try to have some variety to the activities, but repetition is a great way to learn, so don’t worry about working on the same skills or activities a number of times; especially if your child enjoys them. This can help them remember.

Encourage learning through play and follow your child’s interests– children learn best when they are happy, relaxed and engaged. Practical activities may work much better than worksheets for your child (e.g. playing counting games, letter hunts, drawing around shapes, baking, writing a shopping list, working out how much money is needed for the shopping, etc.). Multisensory approaches are often helpful for children with learning needs – this means learning through seeing, hearing and doing. Remember children in school are not following the curriculum, so try not to feel under pressure to replicate a school day.

If the work you are being provided with feels too hard for your child, speak to your child’s teacher or their school SENCO; they should be able to provide you with different/ adapted activities.

Twinkl has online resources developed specifically for children with Special Educational Needs and is currently free to access for parents. Ask your child’s teacher what level to look at if you don’t already know (e.g. they may be working at an earlier key stage than their year group)

Look after your own wellbeing. The following link is to a community chat room where people who have or support someone with learning difficulties can ask questions, discuss issues and share ideas and resources:

Managing feelings
Children and young people with SEND may feel a loss of control in times of uncertainty such
as the coronavirus (COVID-19) outbreak. They may need extra words of reassurance, more
explanations or adapted explanations about the event, and more comfort and other positive
physical contact from loved ones.

Where possible, it can be helpful to explain any upcoming changes to routine and
circumstances before they happen and help them to plan and come up with solutions, such
as finding a hobby or doing exercises to relax and cope with anxiety.

It may help to support your child to create their own toolbox of strategies that they can use
if they are feeling upset, worried, confused or angry.

Managing Feelings
Toolkit. Coronavirus strategies.docx

For useful tips for talking about feelings, see Skills for Care advice.

The Special Needs Jungle has produced an article about staying calm and supporting children’s concerns about coronavirus:

There are also a number of easy to read resources and social stories explaining coronavirus for children and young people, such as:
Covibook: https://660919d3-b85b-43c3-a3ad-

Social story for younger and primary aged children:
Easy read guide for older children/ young people:

For further guidance on coronavirus (COVID19) for those with learning difficulties please see
the Mencap website (includes easy read materials).

Further information
The Special Needs Jungle website has advice and guidance to support parents of children
with SEND at home (e.g. starting gently, ways to address the challenges of learning at

The website also includes links to lots of visual resources, social stories, and multi-sensory
learning and wellbeing resources:

The Sensory Projects website includes lots of links to educational activities at home,
including those specifically for children and young people with additional educational needs
and those specific to learning about COVID 19 and the changes to our lives:

Inclusive Teach A to Z of sensory learning activities:

Education Otherwise Includes lots of ideas and links to support practical learning at home:

Story massage have put together a free resource booklet of 36 stories, email them to be sent a copy:

GOV. UK - Government guidance on supporting children and young people’s mental health and wellbeing during coronavirus, which includes further advice and links:



The Current Situation

The coronavirus pandemic is impacting on all our educational settings, families, communities and way of life. This is coupled with a collective raised level of anxiety due to uncertainty around the coronavirus crisis and the additional complication of the nationwide closure of schools and other educational settings. There is also an increased risk of unexpected bereavement and feelings of loss in the community.


Our daily lives have changed dramatically. Whilst huge efforts are being made to stay in regular contact with children, communities are likely to feel less connected whilst educational settings are closed or operating under restrictions. The effects of social distancing, isolating vulnerable individuals and disruption to our day-to-day routines will require a different approach to how settings support their communities.


General Bereavement Guidance

Key points to support best practice following a bereavement:

•          Remember that help and support for those impacted are best provided by a trusted,  familiar adult.

•          Be as honest and open as you can with children, appropriate to their developmental level.

•          Remember that children are all different and they will all react to the loss, trauma and bereavement in their own unique way. The differences in their levels of awareness, understanding, age, emotional maturity, security and not least, their relationship with the deceased, will also have significant effects.  For further information on children’s developmental understanding of death

•          When someone dies, use the words dead or died, not euphemisms like "passed away".

•          Be guided by the family in terms of information they are happy to share and ensure these wishes are updated as things go along.

•          Think about how the family can support children to share memories, perhaps through the creation of a memory box the setting can support the family to do this.


Things to consider following a bereavement during Covid-19

•          Bereavements linked to Covid-19 are likely to be less expected and the family will have had little time to prepare.

•          Family members of the person who has died may have particularly strong emotions around feelings of guilt as well as feelings of loss. 

•          They may have been socially isolated from the person who has died, and not had recent or usual levels of contact. 

•          The person may have died in hospital and the family may not have been able to say goodbye.

•          There may have been restrictions on the funeral and so the bereaved may have had this healing ritual denied to them.

•          There may also be other members of the family who have become ill and there may be fears about their health.

•          The people and routines that usually support people following a bereavement e.g. friends and the routine of school or other educational setting may not be accessible whilst social distancing measures are in place.

•          The bereaved may feel anger and blame, e.g. towards others who may not have self-isolated quickly.

•          It may be difficult to avoid reminders such as the news.

•          If there are many deaths linked to Covid-19, the bereaved may struggle with the lack of specialness that their loved one receives.

•          It will be important to consider many of the points above in relation to any bereavement at this time.

•          It is also important to be aware that staff themselves may have bereavement and loss of their own to process. This means that a team approach will be required. The guidance in this document should also be considered and applied when responding to staff bereavements.

•          The key focus with families is to listen to their worries, exploring the impact on the various members of their family. Relatively small-sounding issues may be overwhelming. They might be wondering; Should they be doing anything differently now to protect other members of the family? Are any family members feeling in any way responsible? Are they dwelling on what they might have done differently, for example to protect the person who has died from infection? 

















Resources     Helpline telephone numbers:

Winston’s Wish

(08088 020 021)

Child Bereavement UK

(0800 02 888 40)


Websites with information and guidance for schools and families to support bereaved children:

Winston’s Wish

Coronavirus: information and guidance for supporting bereaved children and young people.  

Information and scripts to use if someone the child knows has died from Covid-19.

Saying goodbye when children cannot attend the funeral.


Grief Encounter

Support for bereaved children and their families. Includes downloadable documents at the bottom of the webpage on the following:

  • Children’s cncepts of death by age
    • Supporting a Grieving Child in the Classroom
    • Informing the School Community of a Death
    • Download grieftalk Posters
    • Preparing Students for the Return of Grieving Classmate


Child Bereavement UK

Downloadable information sheet with tips for supporting bereaved children through difficult times.

Child Bereavement UK also have a drop-in facility for families and professionals in the Salford Royal Hospital on the fourth Thursday of each month.  However, these have been suspended and online support is instead available.



Support, advice and information to children, young people and adults when someone dies. There’s a section for schools


Gaddum  Gaddum provides a needs-led therapeutic service for Manchester and Salford children and families. The Gaddum Centre offers Children’s Bereavement Counselling and works with individuals following a bereavement. Initially it has to be a young person who is referred. Once that referral has been accepted, they can also provide support to the adults who are caring for the child or young person. - Online services are only being provided at present.

The school is part of United Learning. United Learning comprises: UCST (Registered in England No: 2780748. Charity No. 1016538) and ULT (Registered in England No. 4439859. An Exempt Charity). Companies limited by guarantee. VAT number 834 8515 12.
Registered address: United Learning, Worldwide House, Thorpe Wood, Peterborough, PE3 6SB. Tel: 01832 864 444

Financial Accountability and Freedom of Information
Website Terms, Cookies and Privacy

United Learning