And that's just the start. Could this new bill make a difference? It has some old ideas (more mainstream inclusion) and some new ways of trying to support this. There are a few years before it all happens but schools may start looking a bit different and if you currently have a child in primary with SEND or an EHCP you'll be thinking about secondary schools sooner than everyone else. What can you do to help with your decision?
Define your child's SEN and think of how these may be met in a secondary setting
Whether it's your new individual support plan, via the final or draft EHCP, or it is based on medical, therapy and psychological reports, start by getting an understanding of what your child's educational needs are. Then consider how this could be met in a mainstream secondary setting? Will they need extra space, access to specific facilities or people? What extra support will they need in school either to access education or for emotional well being?
Visit all your local schools
Lots of people assume that as you get to pick the school for your SEN child if they have an EHCP that you will just pick the best performing school in the area. This may be your final choice but don't assume the best performing school in the area is the right one for your child. Look at your child's SEN and think about what suits them. Would a smaller school be better? Is outside space really important? Or is natural lighting important. What about access? Drop off? School experience with areas of your child's needs?
We'd like every school to have everything but it's more often like buying a house. Perhaps we'd like lots of bedrooms, and a big garden, modern kitchen and a garage and a drive etc etc. But there are things we would like to have, and things we need. Which things at school are most important to your child?
For example, we knew Anthony would need a low distraction learning environment - two schools we visited had glass walls out to the corridor. They were great for letting in natural light but we knew Anthony would be distracted by not only anyone in the corridor during lessons but by being able to see any other classroom. Another school had separate dining and lunch areas for the Year 7 and this would have been helpful for him at break time. Seems like a small thing but it could make a big difference if it's important.
If you can't find one that fits locally - look around. A SEN child is not restricted by distance but you may find that if the LA thinks your child could go to a closer school then you won't get any additional help with their transport.
Define your child's SEN and think of how these may be met in a secondary setting
Whether it's your new individual support plan, via the final or draft EHCP, or it is based on medical, therapy and psychological reports, start by getting an understanding of what your child's educational needs are. Then consider how this could be met in a mainstream secondary setting? Will they need extra space, access to specific facilities or people? What extra support will they need in school either to access education or for emotional well being?
Visit all your local schools
Lots of people assume that as you get to pick the school for your SEN child if they have an EHCP that you will just pick the best performing school in the area. This may be your final choice but don't assume the best performing school in the area is the right one for your child. Look at your child's SEN and think about what suits them. Would a smaller school be better? Is outside space really important? Or is natural lighting important. What about access? Drop off? School experience with areas of your child's needs?
We'd like every school to have everything but it's more often like buying a house. Perhaps we'd like lots of bedrooms, and a big garden, modern kitchen and a garage and a drive etc etc. But there are things we would like to have, and things we need. Which things at school are most important to your child?
For example, we knew Anthony would need a low distraction learning environment - two schools we visited had glass walls out to the corridor. They were great for letting in natural light but we knew Anthony would be distracted by not only anyone in the corridor during lessons but by being able to see any other classroom. Another school had separate dining and lunch areas for the Year 7 and this would have been helpful for him at break time. Seems like a small thing but it could make a big difference if it's important.
If you can't find one that fits locally - look around. A SEN child is not restricted by distance but you may find that if the LA thinks your child could go to a closer school then you won't get any additional help with their transport.
Look for an inclusion base
One of the new things in the Education for All bill for children with 'Targeted' and 'Targeted Plus' support is the introduction of an inclusion base. This dedicated space in a mainstream school which are flexible spaces to serve different levels of need. They could be used for small group work such as reading and writing, or for children struggling with a busy school environment. They may also be used for more specialist spaces such as for teaching an adapted curriculum or for 1-2-1 personal care.
One of the new things in the Education for All bill for children with 'Targeted' and 'Targeted Plus' support is the introduction of an inclusion base. This dedicated space in a mainstream school which are flexible spaces to serve different levels of need. They could be used for small group work such as reading and writing, or for children struggling with a busy school environment. They may also be used for more specialist spaces such as for teaching an adapted curriculum or for 1-2-1 personal care.
The government has set an expectation that in time, every secondary school will have an inclusion base, alongside the same number of places in primary schools. Some secondary schools already offer this kind of facility but they could become more widespread and more resourced. Schools may be exploring options such as the demountable classrooms which can give schools additional ways in which they can provide supportive learning environments for students that have varying needs.
Talk to the school's SENCOs
The Special Educational Needs Coordinator or SENCO, will probably be responsible for developing the school’s SEN policy to make sure all children get appropriate support and high quality teaching and coordinating all the provision for children with special educational needs or disabilities (SEN).
You will be working with this person, so meet them and see how they work. Talk to them about your child and see what thoughts they have on meeting their educational needs. Share your concerns and see if you feel they have facilities at their disposal that can help. It's worth baring in mind that not all schools have a full time SENCO as it depends on their needs. What we liked is someone who at least appeared organised, knowledgeable and above all seemed to care.
Visit a specialist unit or school
What, but I'm talking about mainstream? The new bill and the LA's preference is for mainstream if it is suitable. It's inclusive and gives children a greater possibility of functioning in society sooner. Looking at specialist units or schools, however, is a great way to think about what the other schools offer in comparison. What bits about the units do you or don't you like and how are these characteristics represented in the mainstream schools. And what if mainstream schools can't meet the EHCP requirements? The jump from primary to secondary school is a bigger one than people often think. At least you have an idea of alternatives.
I know it's a big decision and the more information you have the better. Ultimately you know your child best so you are the best person to decide where they will be happiest and most productive. If you've been through choosing a mainstream secondary school what advice would you pass on?
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