As the secondary school application deadline looms at the end of the month, many parents are making final decisions about which secondary schools to apply for. For a parent of a child with additional needs, navigating educational pathways can present even more challenges. With October being a month of awareness for a number of special educational needs including ADHD (Awareness Month) Dyslexia (Awareness Week 7-13th) and Developmental Language Disorder (Day 18th), we ask experts at the Good Schools Guide, what makes a ‘good’ school for children with additional learning needs.
With almost 40 years’ experience of visiting schools, Good Schools Guide experts stress that one size doesn’t fit all when it comes to education but say there are some key considerations when choosing a mainstream school for a child with SEN.
Mary Pegler, the guide’s senior editor for SEN explains: “When choosing a school, don’t rely on a standard open day to find out all you need. Always ask for an opportunity to meet the special needs co-ordinator (SENCo) who will be key to the school’s approach to supporting additional needs. The first priority must always be whether the school can support your child’s needs. Academic results and league tables must come second, because if your child does not feel safe and happy in the school, they will learn nothing, no matter how bright they are.”
She suggests focusing on the following areas:
Atmosphere
Simply, how does the school feel? Try to visit during a normal school day, when the children are not expecting a visitor or showing you a rehearsed performance. Observe teaching methods, e.g. Is it one whole group, or does the teacher differentiate for learning styles? How many staff are in the classroom? Watch during break or lunchtimes when auxiliary staff may be present. Are children relaxed and happy? Are they purposeful and interested in their work? Talk to a Teaching Assistant who works with pupils with additional needs to find out how they spend their day. Ask to be put in contact with current and recent parents who have first hand experience of the support at that school.
Behaviour
Find out how the school’s sanction/reward system flexes to take account of poor choices. Is positive behaviour celebrated? How? What behaviour management programmes are in operation? You can find the school’s values on their website, do these include kindness, tolerance and respect? How are these promoted in the day to day running? Perhaps the school celebrates neurodivergence or disabilities – look for displays on the walls!
Academics
Mainstream schools with strong special needs support integrate support throughout the school with a two-way flow of information between specialists and subject teachers. How does the school communicate internally between staff, and how often? Is there, for example, a weekly catch up between TAs and the Senco? How is progress then relayed to parents? Some schools use IT programmes, with up-to-the-minute news, others find a home/school book or regular email is the best way.
Enquire about specialist facilities, equipment and resources the school uses for SEN. Dyslexia support has benefitted massively from the tech revolution, with specialist reading, writing and spelling programmes at the click of a mouse. Are these available in the classroom? Are children using calming or self-soothing resources like fidget toys or wearing ear defenders if the sensory aspect of a class is too overwhelming?
Look for small-study rooms for one-to-one or small group work. A child with a language disorder may need somewhere to access speech and language sessions. Are the SEN areas a long way from the classroom – will your child feel different and self-conscious by attending them?
Ask how the timetable is adapted for those children who may have difficulty concentrating for long periods? Are there arrangements for sensory or movement breaks? How does a child access these when they need one?
The curriculum will need to be differentiated for different or slower learners. Individualised learning programmes with appropriate targets can be developed to take account of a SEN pupil’s needs. How are these monitored and shared with the parents? How does the school integrate therapy targets and Ed Psych recommendations into the teaching ? Children with DLD frequently require help with comprehension, does the teacher know how to break instructions down?
When it comes to public exams like GCSEs can the options be adjusted if need be? Some schools timetable extra English or maths instead of an additional GCSE. SEN pupils taking public exams may be eligible for special access arrangements. Is the school alert to these, such as providing a separate room, laptop or extra time?
Location
Many secondary schools will be further away than local primaries and may require public transport. Can your child cope with the journey? Find out and pace out the journey with them, beforehand, if possible. Many schools run mobility training for children with special needs, to teach about travel on public buses and trains. Your child may qualify for school transport support too.
A more indepth version of this article can be found on The Good Schools Guide website which provides lots of expert advice on all aspects of education to help parents choose the best school for their child, whatever their learning style.
