School age children
Resources
- Choosing a school
- Types of school
- The SEN Code of Practice and school age children
- How to get extra help
Choosing a school
Most children with special needs go to a local mainstream school. Even children with complex needs may be happily included with the right support. In Brighton & Hove there are also a number of special schools as well as special units attached to mainstream schools which some parents consider to be the best option for their child.
In reality, parents rarely get to 'choose' a school. Rather they get to say which school they would prefer for their child, when they first go to school and when they move to juniors or secondary school, but this does not guarantee they get their first choice. If your child has special needs that 'choice' can seem even more limited, particularly if their needs can only be met in a special school or unit.
There are local rules that are used to decide who gets places at each school and the admissions booklet from the Admissions department of the Children & Young People's Trust explains how this works. You may be able to argue that your child's needs are a special reason why they should get priority for a place at your chosen school. You will need a professional to back up your argument, for example your GP.
If your child has a Statement
If your child gets a Statement of Special Educational Needs, you will be asked to say which school you would prefer or what type of school you would like your child to go to when you get the proposed Statement. If you ask for a local maintained school (a state school, mainstream or special) the Children & Young People's Trust have to agree this, unless the school is unsuitable for your child, it would prevent the efficient education of other children in the school (for example the school is full) or it would not be good use of their resources. When your child moves from primary to secondary school, their Statement will be amended and you again get to say what school you prefer. If your child has a Statement or is being assessed for one, it is very important to send back the normal admissions form anyway. Things may not work out as you expect and your child is likely to miss the chance of a place at the mainstream school you would have chosen.
Admissions and disability discrimination
Schools can't refuse to take your child just because they have special needs, unless they can show it would have a negative effect on other pupils and there is no reasonable way they could avoid this. The Disability Discrimination Act applies to schools and admissions. If you feel your child is being discriminated against for something to do with their disability, ask Amaze for advice, e.g. if you are told they can't start school because they are still in nappies.
For more information, take a look at Amaze's 'Choosing a school' factsheet.
Types of school
In Brighton & Hove the options are as follows:
- Mainstream schools: most children in Brighton & Hove are educated in mainstream schools and this includes most children with statements.
- Local authority (LA) special schools: there are seven special schools in Brighton & Hove, each catering for a slightly different kind of special need. There are schools for children with moderate or severe learning difficulties, physical disabilities and emotional and behavioural difficulties. Most children at special schools go there fulltime but some may have a dual placement with a mainstream school.
- Specialist units: a few mainstream schools have special units or facilities which cater for children with certain types of special needs such as autism, speech and language difficulties, hearing impairment, specific learning difficulties or dyslexia. Children spend some of their time in mainstream classes and some in the unit or facility.
- Agency placements: very occasionally a child is placed in a special school not run by the LA. These schools may be in or out of the area, and may be residential. They are a very expensive option for the LA, and are considered only when a child's needs cannot be met in a Brighton & Hove school.
“I was ever so upset. It was such a change from what we had imagined for her. But once she got there and we'd gone round with the staff, they were just so thorough in finding out what would suit her, and what they could do to accommodate her. They bought extra equipment for her and were so supportive...They were just tremendous and she's flourished.”
The SEN Code of Practice and school age children
The SEN Code of Practice sets out a graduated approach to SEN that recognises that children and their needs vary widely. Parents have a right to be informed and involved at every stage.
The National Curriculum and Differentiation
All schools have to follow the National Curriculum and the National Literacy and Numeracy strategies. Children make progress at different rates and have different ways in which they learn best. Teachers are expected to draw on different materials and activities to suit each child. This is known as 'differentiation' and some children who have difficulties in particular areas or at particular times in their school life will get the help they need through this process, without being identified as having special educational needs. However, if the school decides your child has special educational needs and that they should give your child more or different help, they must tell you.
Decisions about what level of help a child should get are based on the progress they are making, what help they are getting already and thresholds drawn up by the Children & Young People's Trust. These thresholds describe different levels of needs or difficulties a child might have, matched to levels of help.
School Action
When your child's class teacher or form tutor identifies your child's special educational needs, together with the SENCO they should consult you, gather information and find ways in which the school can help. This could be a special programme of work, particular equipment, time with a teaching assistant or teacher individually or in a group. This help should be written up either on a provision map or as an Individual Education Plan (IEP). In either case this should show the extra provision for your child and the targets they will be working on with your child. The IEP or provision map should be discussed with you and with your child, and be reviewed at least twice a year.
School Action Plus
At this level the school will draw on the advice and support of outside specialists such as an Educational Psychologist, one of the local learning support services, or other professionals such as a Speech and Language Therapist. At this level your child should have an IEP with targets, which is reviewed at least twice a year with input from you and your child.
Statutory Assessment and Statements
If your child has been receiving support on School Action Plus and doesn't seem to be making enough progress, the Children & Young People's Trust (CYPT), the local education authority, can be asked to make a statutory assessment. Only a small proportion of children with special needs have Statements. Either the school or you as parent can request assessment. The CYPT considers whether your child needs a statutory assessment, and if appropriate, makes an assessment involving a range of professionals. On the basis of this assessment the LA decides whether your child needs a Statement. A Statement describes a child's needs, outlines the help they should get and how they will be helped and where. Once it is done, it should be reviewed at least once a year.
The Statutory Assessment process takes about six months from the initial request to getting a final Statement. Parents often say it can seem like a marathon. Find out more about the process of Statutory Assessment and Statements here. Contact the Helpline for support and advice about working through this process. This may be a time when an Independent Parental Supporter could be a help. We can also help if you are unhappy with a CYPT decision, and give initial advice on how to appeal or make use of the local Disagreement Resolution process.
The Department for Children, Schools and Families (DCSF) produce a useful booklet for parent carers about assessment and statements. It's called 'Special Educational Needs (SEN) - A guide for parents and carers' and you can download it from http://publications.teachernet.gov.uk/ or call 0845 6022260 and request a copy.
How to get extra help
If you are worried about how your child is getting on at school, start by talking to their class teacher or form tutor. They may share your worries and you can discuss how to help your child make progress, what extra help they can offer and whether some expert advice is needed. You can also ask to speak to the SENCO – the teacher who has responsibility for special needs (see Who's Who in SEN?). Often it helps to ask for a meeting with the SENCO so you can spell out your concerns and clarify what action the school will take. All schools have to follow the guidance in the SEN Code of practice. Sometimes you might also want to contact the head teacher. It is a good idea to put things in writing and keep a record of all your contacts with the school. If you don't feel things are working out, ring the Amaze helpline for advice.
Confused by any of the terms or abbreviations used in this page? If so, check out our jargon buster for clear definitions.