We are excited to announce that we have added some new guide pages to our website.
These guides build on our existing leaflets to provide more in depth information and advice on various SEN & EHC Plan related topics as well as new ones that we have not previously covered.
When you call or email our service looking for information and advice, we work hard to provide this as quickly as possible. However, we are aware that it can sometimes take a few days before we are able to contact you and we know that this can be frustrating, especially if you are just wanting to know something quickly (for example, what your options are, check information you are being given is correct or how to go about doing something specific).
These pages have been created with this in mind – to empower you by giving access to information and advice without having to wait for an adviser to contact you. Of course, if you feel that these are not for you or you need some specific advice about your situation that these pages do not cover, then you can continue to contact us directly.
Image you will see on our ‘Guides’ page.
You can access the pages via ‘Guides’ (under our ‘Resources’ tab).
As always, the information we provide is based on the what the Law and Statutory Guidance says, but in addition, (depending on the subject), we will also provide some local information and practical tips that we hope will be of help (such as how to write a parental EHC needs assessment request or appeal, how to check your draft EHC plan or how to share concerns about your child’s SEN with your school).
New pages will continue to be added and existing ones will be updated as time allows so please let us know if we haven’t covered anything that you think would be helpful.
Please note: As we want to create a website that is accessible and as helpful as possible, we welcome any comments or feedback from you that will help us achieve this. If there are any areas of the website that you feel we can improve on, please do let us know by either commenting on the page, or contacting us directly.
Thank you from the SENDIASS team here in West Sussex.
Top Tips for sharing concerns with your child’s school
If you are a parent of a child in education, then you don’t need anyone stating how difficult this past year has been. After nearly a year of lockdowns and changes in the way your child or young person (‘child’ for rest of the blog) is being taught, you will be more than aware of the impact on all involved. You may have found a routine that works (even if not ideal), with good communication happening and although you may have concerns, school are aware of these and all are working together to address them.
But what if you have new or increasing concerns about your child’s learning? Should you be talking to school now or waiting for things to be more ‘normal’ (especially with ‘normal’ now seemingly within our grasp). Do school still have a duty to support your child’s SEN even if your child is not yet back at school? And what is the best way to share those concerns, knowing how topsy turvy things are?
Legal Duties
Duties on Schools
We know that most schools are doing everything they can despite the immense challenges they face. The legal duty on schools and colleges to use their ‘best endeavours’ to meet the special educational needs of their pupils and students still continues. This applies whether they are attending school or college or are at home for any period and includes those with EHCPs or on SEN Support (Part 3, section 66 Children & Families Act 2014).
Vicky Ford, MP Parliamentary Under-Secretary of State for Children and Families stated in her letter dated 14th January 2021 for those whose child is not able to attend school:
“all pupils and students not receiving face-to-face education for whatever reason should be provided with suitable remote education. Education settings should work collaboratively with families, putting in place reasonable adjustments as necessary, so that pupils with SEND can successfully access remote education alongside their peers.”
The bottom line therefore is that schools continue to be very much responsible for offering SEN support to those that need it (even if it looks different to usual) whether your child attends school physically or receives remote education at home.
Here then are some Top Tips on what to consider if you want to share your concerns.
Top tips
Thinking through a maze of ideas
Think about the reasons you are considering contacting the school now
Before contacting the school, think about whether you are just informing them or whether you are asking for something. Is there an urgency or escalation about your concerns or have the concerns been on-going and you just think they should know? Is the situation hitting crisis point or do you want the school to know ahead of time for when more ‘normality’ is in place?
Establish who the best person to talk to is
Because of the changes that most schools have had to make during this pandemic, it is worth contacting your child’s teacher / form teacher or head of year to find out who best to share your concerns with. Although you used to speak with your child’s teacher or SENCO, this may have now changed. At the same time find out whether a phone call or email is best (if you are happy to do either). It may be beneficial to put everything into an email initially and then phone / face to face discussion can be held to discuss further.
Let them know about any important developments in your child’s life.
These may include new medical diagnoses, results of health investigations, tests or assessments; changes in family life which may have an effect on your child’s behaviour or mood; new behaviours you have noticed at home and which you think may be important. This will help the school consider what strategies or interventions may be needed. This would apply regardless of whether your child is still at home or attending school.
Face of concern
Explain your concerns clearly and concisely
Sometimes we think people should understand what’s behind the words we speak or write i.e. the hidden desperations or worries, but this shouldn’t be presumed.
Whilst the teacher / Senco etc do not need a long history of what has been happening previously, it may be helpful to give a concise picture of before and now. For example:
“**** used to love learning and would talk for hours about what she had done at school, now all I get is one word responses and she tells me she hates school” Or
“As you know, *** had a lot of 1:1 and group support to help keep him on track. I have tried doing this myself but he is not responding well to me being there whilst he learns and he gets so distracted that he isn’t really learning”.
Explain what you have already done (and the effects of those things)
If you have tried some strategies already to help your child’s difficulties, explain what you have tried and what happened. Did they work or not? Did they work for some of it but not other parts? This can be helpful for several reasons.
1) The school can see the kind of things you have been doing and steer you onto the right track if they have other suggestions
2) They can keep a record of what you have tried to build a holistic picture which will help when reviewing your child’s needs etc.
3) It will prevent school suggesting things you have already done.
4) It may help make a smoother transition back to school (if your child is still being educated at home)
State what you are wanting from the school clearly and concisely
Now that you have shared your concerns, is there anything you would like to see the school do about them?
Perhaps you are just happy to simply inform them. On the other hand, you may be looking for a positive outcome.
Ask yourself what would it look like if the concern was addressed and no longer an issue? Using the situations above as examples: ‘**** would talk positively about school again’ or ‘**** is able to focus on a piece of work without being distracted’
If you have ideas about how things could be improved, it is important to share these.
Even if school cannot agree to them, it gives a platform for possible compromise or a diving board to perhaps other more suitable suggestions.
Last but not least – Remember we are all in the same storm
All in the same storm
Our experiences of the past year have been likened to us all being in the same storm, but not necessarily in the same boat. Whether you are a parent, child or teacher, lives have been challenged. Some will have embraced their particular challenges, but some will be holding on by their fingernails.
Never has there been a more important time for empathy (the ability to understand and share the feelings of another). It is important to share your concerns about your child, as the school still has a duty to support where this is needed. An empathetic, collaborative approach with those you share these concerns with, will be far more effective for all concerned as you work together.
By changing the ‘them and us’ barrier to a collective ‘we’, a partnership is formed, which can only have a beneficial result for your child, yourself and the teachers involved.
For more general tips about talking with professionals, including the use of Effective Communication please see our leaflet (found through the resources page of our website)
What next?
What next
If despite sharing your concerns with the school, you feel unhappy with the response then consider putting these in writing in the following way:
For those being educated by school at home
Write to the school stating that you believe the remote education currently being offered is insufficient to meet your child’sneeds:
Give your reasons why you think the education / support is insufficient
Detail the support you feel is needed, and why
Outline any reasons you have been given already by the school/college as to why this is not being made. See also remote education guidance and OSFTED good practice]
Acknowledge that the current situation means provision cannot always be made exactly as it was previously, but then explain how you believe the required support could be made instead.
For those at nursery/school/college
Write to the nursery / school / college stating that you believe they are not fulfilling their legal duty, because:
Describe the support that the child or young person should be getting,
Explain that this is not happening or give details about what is happening.
Outline any reasons given by the nursery/school/college as to why this support is not being provided.]
Acknowledge that the current situation means provision cannot always be made exactly as it was previously, but then explain how you believe the required support could be made instead.
If you have a child in year 5, with an Education Health & Care Plan (EHCP), you will have recently received a letter from SENAT (Special Educational Needs Assessment Team) asking you to let them know your school preference for year 7. Or perhaps you are expecting or have just received your draft EHC Plan and have been asked to state your preference for a school on the form.
Once a child has an EHC Plan (or it has been agreed that one will be issued) the process for choosing a school changes and instead of going through the admissions department, decisions are made between yourselves and the Local Authority (SENAT are the representatives for the LA where an EHCP is involved).
The decision about which school to choose can often be a very difficult one, especially as there are wider considerations other than just your mainstream catchment school. This can be made even harder depending on the age of your child and their special educational need(s).
We hope the following information and advice will help make your decision process easier.
What type of setting can be accessed for those with an Education, Health & Care Plan (EHCP)?
Having an EHCP means your child or young person has a higher level of need in terms of Special educational provision than those without. Although the majority of children with EHCPs can be supported within a mainstream school (and parents have the right to request this), some may need more specialist provision (like a Special School). Special schools can only be accessed with an EHC Plan.
Education settings sit within 1 of 3 categories of control (ownership/ responsibility)
those controlled by a local authority (“LA”) – referred to as maintained – shorthand for “maintained by a local authority”;
those controlled by the Secretary of State – referred to generically as Academies;
those which are neither of the above, which are usually controlled by private contracts between the parties.
Within these categories there are then different types of educational settings:
Mainstream schools (maintained or Academies)
Mainstream schools with Special Support Centres (SSCs) or units (maintained or Academies)
Maintained Special schools / Academy Special Schools
Non-maintained special schools – all charitable foundations and “not for profit”. (This type of school can take a mixture of children and young people with and without Plans but in practice almost 100% of their pupils are publicly funded through EHC plans)
Section 41 Independent schools – These are independent special schools which have been approved by the Secretary of State under section 41 of the Children and Families Act (“CAFA”) 2014 as schools which a parent or young person can request to be named in an EHC plan. This means parents or young people have a right to request this type of school is named in an EHC plan in the same way they can request a maintained school
Non section 41 independent schools – these are mostly controlled by charities (and therefore, “not for profit”) but there are some private “for-profit” owners. Due to their independence their SEN provision will be very different school to school. They include prep schools, public schools, and private nurseries (early years provision). Some private schools are registered as “specially organised to make provision with pupils for SEN”. However, for legal purposes independent schools are neither special nor mainstream, but all simply “independent”
Private post-16 institutions. These may also opt for section 41 status
To find out what specific type a setting is, you may find the following helpful:
Department for Education: The Department for Education website has a database which you can search by the name of the school, the location, or the local authority. It lists information about the type of school and other basic details such as the age of pupils and the name of the head teacher.
Ofsted: Inspection reports, obtainable from the Ofsted website, also give a brief outline of the type and characteristics of educational institutions.
How do I choose a school when they are closed (either due to the coronavirus or because it is the summer holidays)?
Understandably, the coronavirus pandemic has made school visits very tricky for some schools to accommodate, even more so if you are particularly wanting to look around any of the special schools or independent schools. This can also be difficult to arrange if you receive your draft EHC Plan leading up to and during the summer holidays when all the schools are closed.
However, there are still a number of things you can do whilst you are waiting or not able to visit the school.
Virtual tours – a growing number of settings have now created a ‘virtual tour’ which allows you to look round the school online. Whilst you don’t get to physically experience how it operates when it is working ‘normally’, you may get a sense of the classroom layouts, areas for therapies and SEND provision etc.
Website – Sometimes by looking at a setting’s website you will be able to get a good sense of how inclusive it is, the type of support staff there are (ie teaching assistants, Specialist learning support assistance, counsellors, inclusion staff etc), how the different year groups are set out, as well as the different activities that the school engage with etc.
SEN Information Report – schools should publish their SEN Information Report on their website. This report should set out how they as a setting have specifically supported those with SEN and whether anything has changed (or is likely to) within this provision.
Speak to or email the Senco / Inclusion Manager – even though the setting may be closed, you may find that some staff are still accessible by phone or email. If so, a phone call could be arranged to discuss the contents of the EHC Plan, specifically your child’s needs and provision available. It may be worth asking them to do an informal ‘virtual tour’ round the school for you or even have a webchat via phone so you can have a chat whilst you see the school through their phone’s camera.
What questions can I ask when speaking with a school/setting?
SEND IAS services are not in a position to recommend educational settings for your child. That is a decision that rightly must be left to parent carers, as you know your child best. However, there are several questions you might want to ask when visiting or speaking with a school or setting in order to build up a picture of what support etc is available and help you compare one with another:
Please can I have a copy of your school’s SEN Information report? – (this will explain how the individual school manages the provision for pupils with special educational needs (SEN))
Are there any spaces in my child’s year group?
What is the average class size in my child’s year?
Do you have many pupils with special educational needs/EHC Plans?
How do parents receive copies of the child’s inclusion plans and information on their child’s general progress? Is this done automatically?
How regularly are children’s individual learning plans reviewed? How would I be involved in the review of my child’s plan?
How is support for children with special needs organised?
How is the curriculum adapted to meet the needs of children with special educational needs?
How does the school ensure children with special needs/disabilities are fully included in school life?
What opportunities for parents to come into school to discuss their child’s progress?
I have particular needs myself which are …… how will you be able to help me take part in my child’s education? (if applicable)
Have you/your staff had experience of working with children with similar needs to my child?
What is the structure and timetable for the school day?
How do the school access support for/manage challenging behaviour? (If applicable)
Are all areas of the school accessible to my child? Are adaptations required? (if applicable)
What clubs or activities might the pupil get involved in (e.g. supported homework, after-school clubs, specific activity groups, etc.)
How does the SENCO (Special Educational Needs Co-ordinator) communicate information about individual pupils to teachers? (This is especially important at secondary school where a pupil might be taught by 13 – 14 different teachers in a week).
Ask for a school prospectus/governors report.
Additional questions you could ask a special school:
Does the school cater for Moderate Learning Difficulties (MLD) / Severe Learning Difficulties (SLD) or both?
What special equipment / therapies are available for my child’s particular needs?
How is each child’s support co-ordinated/arranged?
What is the staff/pupil ratio in each class?
Have any of your children returned to mainstream education?
Have the Learning Support Assistants (LSA) had experience of working with children with similar needs to my child? If not would training be available to them so that they can support my child?
Things school might ask you:
Child’s name, date of birth and address.
The name of the school your child currently attends.
Is your child on SEN support, going through an EHC Needs assessment or does he/she have an EHC Plan?
Does your child currently have an Inclusion Plan?
Is your child involved with any other agencies/therapies?
What are your child’s needs?
What are your (or your child’s) aspirations for the future?
What sort of support is your child receiving at the moment?
Why are you thinking of changing schools?
Questions you may want to ask yourself after the visit/conversation:
What kind of a welcome did I/we receive at the school?
Is the peer group appropriate for my/our child? This can be important in a Special School.
Did the school seem confident that they could meet my/our child’s needs?
Did the school answer our questions to my/our satisfaction?
Did I/we have a general positive or negative “gut instinct” about the school?
It is important that when you discuss the contents of the EHC Plan, it is an accurate reflection of your child/ young person’s needs. Legally this should be reviewed at least annually, and a request made to the local authority if the EHC Plan needs amending or there needs to be a re-assessment of your child’s needs. You can find further information about this in our blog on Annual Reviews.
If you still have questions about any aspect of choosing a school, please contact us at the SENDIAS service by calling our main helpline: 0330 222 8555 or by emailing: send.ias@westsussex.gov.uk
Following on from this,look out for our future blog – ‘How my school preference should be considered by the Local Authority’
