Choosing a school
Information about choosing a school to suit your child’s SEN.
Introduction
Most children with special educational needs can be taught in mainstream schools. If your child has more severe or complex needs, you may want to consider a school with an additionally resourced provision or a specialist school.
Whether your child is starting school for the first time, transferring to secondary school, or moving schools for any other reason, there are a number of things you might want to think about when you are looking at schools to help you make your decision.
Things to consider when choosing a school
This is not a definitive list. You may have other questions you wish to ask, but you might like to use these ideas as a starting point.
Before you visit the school, make your own list, or add to this one, and take it with you so that you can discuss your child's needs as fully as possible with the school.
Take a notebook or paper with you when you visit because you may wish to make some notes on the school's answers to your questions.
Moving to the new school
How will the move to the new school be planned?
What is the school’s policy regarding communication with your child’s current school's Special Educational Needs Coordinator (SENCo) and class teacher?
If your child currently has Teaching Assistant (TA) support, how will the new school ensure that TA support is in place when your child starts the new school?
Will your child be able to visit the school on induction days?
If your child's current school is not a feeder school and there are no arrangements in place for group visits, can special arrangements be made for your child?
Getting to school
How will your child travel to and from school?
Can you walk your child to school?
If you child has an EHC plan you can apply for SEN transport, but this is not guaranteed.
Teaching and learning
How will the school ensure that you child is able to access the curriculum as fully as possible?
Consider your child’s difficulties and strengths. What is your child good at and will they have the opportunity to develop their interests in the new school?
Will the school include your child on day and residential trips?
Will your child be able to access any after school activities and lunchtime clubs?
Does the teaching staff who would be working with your child have relevant specialist training or the opportunity to access necessary training?
Are there any other children in the school with similar special educational needs (SEN) to those of your child? If so, has their placement been successful?
Does your child require any specialist resources? If so, can the school provide them?
What size class would your child be placed in?
Does the school set or stream pupils?
How does the SENCo 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.
Managing the school day
If your child needs help with things like collecting lunch at lunch time or changing for PE, how will the school provide this help?
Does your child need any therapy, such as Speech Therapy or Physiotherapy? If so, how would this happen?
Will your child be able to get around the building easily?
Do the classes change for every lesson? If so, does your child need help getting from one to another? What can the school offer if they do?
School policies
What are the school policies on bullying, discipline, uniform and homework? Does the school have any other policies covering this?
If you have any particular concerns, for example that your child may be bullied, ask how the school would deal with this.
Is there a Home-School agreement?
What is the school’s behaviour policy? How does it apply it to children with SEND?
If your child has behaviour difficulties, how would the school respond to this?
What policy does the school have for contact with parents?
Do parents have open access to school staff or are there special arrangements for making appointments?
How does the school involve parents in school life?
Look at the school website. There will be a lot of useful information there including all of the school policies.
General issues
Look at the other children–are they happy and do they get on well with each other?
Do you feel that you are made welcome?
Do staff seem interested in you and your child?
Do you think that your child would be happy here?
If your child has any particular religious or cultural needs, would they be met?
Do the classrooms look like places where children can learn?
Are the displays current and interesting and do they seem to include pupils of all abilities?
After the visit
Make a list of all the things you were happy with and those that you were not.
Keep this list and use it for comparing with any other schools that you look at.
You might like to discuss your feelings about new schools with a someone, such as a friend.
Choosing a school
You should:
visit more than one school so that you have something to compare
start with schools that are local to you
read the latest Ofsted report and parent view feedback
read the school's SEN information report (this should be on their website)
keep an open mind until you have looked at all the possibilities and spoken to the professionals involved with your child
contact the school and make an appointment to speak to the SENCO
Remember, your own experiences of school may affect the way you see the school so try to put these feelings aside and look at the school from your child’s perspective.
Finding a school
If your child has an education, health and care (EHC) plan
If your child has an EHC plan, the law says that you have the right to “express a preference” for the school you wish your son or daughter to attend. If your child is already at school, in Year 4 (first schools), Year 6 (primary schools), Year 8 (middle schools) and Year 11 (secondary schools) an Annual Review meeting should include discussions about which type of school your child should go to for the next stage of their education. The same applies for young people in post 16 provision.
You will be asked to tell the Council your preference for a school and they will then take your views into account when decisions are being made about which school can best meet your child’s needs.
Before naming a school in an EHC plan, the Council must consult with the governing body of the school and allow them 15 days to respond. Sometimes a school will state that it cannot meet the needs of a pupil or refuse to take a child for a variety of reasons. The Council should take account of a school’s views, but the Council has the final say on whether or not to name a school in an EHC plan. In most cases they do not need the agreement of the school, but there are some exceptions to this.
If the Council does not agree to name your preferred school, you may have the right to mediation or to appeal.
Read more guidance on choosing a school with an EHC plan (external link)
Contact us for more information about your options and next steps.
Phase transfer - Webinar aimed at SEND families wanting to learn more about ‘phase transfer’ - the point when children with an EHCP face one of the main transition moments.
What to expect when SEND children move schools age 9 onwards (external link)
If your child does not have an EHC plan or if they are going through the EHC needs assessment process
If your child has SEN and does not have an EHC plan, or you are going through the EHC needs assessment process, you must apply in the usual way for primary and secondary school admissions (external link).
If you don’t apply for a place through the admissions system and your child does not get an EHC plan you may miss out on a place at one of your preferred schools.
Before visiting a school:
make a checklist of all the things that are important to your child and you
arrange to meet with the school's Special Educational Needs Coordinator(SENCo)
meet the Head of Year 7 or Head of Key Stage 3 if your child is transferring to secondary school
check SEND information report on their website
Decide if you want to take someone with you–perhaps your partner, relative or a friend who knows your child well. Take any relevant information about your child, such as any assessments, educational psychology advice and copies of Individual Education Plans or school reports.