How to Decide on a Suitable School

How to
Decide on a
Suitable School
FREEPOST RSSL
RSSL--AJEZ
AJEZ--ZSCZ
PARENTS IN PARTNERSHIP SERVICE
ROMFORD
RM1 3SL
Telephone: 01708 433885
Email: pips@havering.gov.uk
Guidelines for Parents / Carers
of Children with
Special Educational Needs (SEN)
Special Educational Needs, (SEN) Social Care and Learning
London Borough of Havering
Mercury House, Mercury Gardens
Romford RM1 3SL
Telephone: 01708 431885
JULY 2008
Your Questions
The purpose of this leaflet is to provide you with the necessary
advice on how to effectively identify a school that can meet your
son or daughter’s needs, whether starting school for the first time
or changing school for any reason. If your child has a Statement
of special educational needs (SEN) and is moving on to a secondary
school please request a copy of the leaflet “Transfer to Secondary
School; A Guide for Parents of a Pupil with a Statement of SEN”
from the Parents in Partnership Service.
How many modern foreign languages will my child be expected to
learn?
What time does the school start and finish? Is it the same
everyday?
One of the questions we are most frequently asked is:
How do I find the best school for my child?”
The answer is that you probably won't know until you have tried it.
There is no "best school" able to meet the needs of every child. All
Havering schools have achieved success with a range of pupils covering
the spectrum of special needs. As you would expect, the way in which
an individual school operates can vary from school to school. This is no
bad thing as it increases the chances of finding a school that is the
“best fit” for your child’s individual learning needs and style.
This question is usually closely followed by:
”Can the Parents in Partnership Service recommend an appropriate
school for my child?”
Of course we are not in a position to do that because we don't know
your child, or have in depth knowledge of the schools in your area, or
know what you are looking for in a school etc. However, we can help by
providing you with guidelines on how to choose the right school. It is
important to remember that a school that is perceived as having a
good reputation for dealing with children with SEN is unlikely to be
able to continue to succeed if it ends up with an imbalance of needs in
its pupil population. The key to a school’s success in managing pupils
with SEN is to keep the correct balance.
2
19
Your Questions
Is there a parents’ group?
What health or medical facilities does the school have?
How would the school get to know my child before he/she starts
there?
How would my child get to know the school, especially in the first
few days after starting?
Are all areas of the school physically accessible or would
adaptations (ramps, handrails etc.) be necessary?
What help and support is available at lunchtimes, break-times and
lesson changeovers?
How easy will it be to get in touch with the school if; I have a
concern? In an emergency?
Does the school have a policy on giving medication?
In line with Havering’s inclusive practice it is the intention of the local
Authority (LA) to try wherever possible to educate children in
mainstream schools. The law says that you have the right to "express a
preference" for the school you wish your son or daughter to attend.
This means that you can tell the LA which of the maintained schools in
your area you would like them to go to. A maintained school is one that
belongs to or is managed by an LA, i.e. your local primary, secondary or
special school, but not an independent or private school. It is
important that you note the difference between expressing a
preference for a school and choosing a school. As a rule of thumb the
LA generally agrees to name the school which is closest to your son/
daughter’s home that can meet his/her needs. In order to make this
decision it is likely you may need help. The information included in this
booklet is based on our experience of helping parents reach this
decision.
We appreciate that starting school for the first time or changing
schools under any circumstances can be a very stressful time for
parents as well as for the child. Havering Parents in Partnership
Service will endeavour to offer support, advice and assistance with any
part of the process BUT cannot get involved with Appeals procedures
apart from providing you with relevant information. Depending on the
circumstances, you will also be advised to contact ACE (Advisory
Centre for Education) who can be contacted by writing to 1b Aberdeen
Studios, 22 Highbury Grove, London N5 2EA; phone: 0808 800 5793;
email: enquiries@ace.dialnet.com or SENDIST (Special Educational
Needs and Disability Tribunal). SENDIST has a website:
www.sendist.gov.uk but you can also obtain further details from us on
how to contact them.
Does the school operate a weekly/fortnightly timetable?
18
3
Other frequently asked questions
Which schools meet which needs?
In Havering there are a number of specially equipped schools to support
children with particular needs. For further information about such schools
you should ask the educational psychologist who is involved with your child.
My child has SEN but is not Statemented, how do I go about choosing
a school?
This means they are on School Action or School Action Plus, you must apply
in the usual way as all other children without statements. Applications to
any school will be considered on the basis of the school's published
admissions criteria (where applicable). They cannot refuse to admit any
child on the grounds that he or she has SEN or does not have a Statement
of SEN. Once you know which school your child will be going to, it is good
practice for the SENCo of the new school to contact the SENCo of the
current school (if applicable) to find out about the pupil's needs but that
doesn’t mean you cannot meet with the new SENCo too. Of course if your
child is starting school for the first time you may wish to make contact
with the SENCo at the new school in order to give and receive information
about your child's transition. If you need a Havering schools information
brochure and application form you should contact Pupil Services at
Scimitar House, 23 Eastern Rd, Romford, RM1 3NH on 01708 433928
What information would be helpful (ideally) before I visit a school?
You may find it helpful to read some of the documents the school
produces, for example:
the School Brochure or Prospectus
the Special Educational Needs Policy
other school policies such as the Behaviour
Policy or Equal Opportunities Policy
the home/school agreement
the Governors’ Annual Report to Parents
a summary of the latest Ofsted Inspectors’ report.
Reading through written information will give you an idea of what the
school is like and help you identify any particular issues you might want to
4
Your Questions
How would my child be encouraged to take part in out-of-class or
school activities i.e. clubs and sports events?
When and where do the above take place? Are the activities
accessible? When? At lunchtime or after school?
Is there a homework club? Is it lunchtime or after school? Is it
everyday? Is it staffed?
How often are written reports sent home?
How would I be involved in the individual planning for my child’s
special educational needs?
How would I be kept up to date about what is happening in school?
How are parents involved in school life?
Does the school produce newsletters for parents?
What sort of support and guidance does the school offer for
parents?
17
Your Questions
Other frequently asked questions
How would the school make sure my child has the chance to take
part in all areas of the curriculum?
How does the school assess work and monitor progress?
How regularly would my child’s progress be reviewed? Who will be
involved in this?
What happens if school staff feel my child is not making progress?
What would happen if I feel my child is not making progress or if I
have any concerns?
What special arrangements are there for internal exams, tests and
SATs?
Think long-term. Does the school offer alternatives to GCSEs?
What is the success rate?
talk about. Think about the values and beliefs that you and your family
hold and whether they fit with those of the school. Think about your
views on discipline and your religious beliefs and practices. Talking to other
parents and friends can also be helpful in giving you a general picture.
You should use all of this information to help decide which schools are
likely to best suit your child.
How can I get the most out of visiting a school?
There is no need to visit all schools (or go to all of the secondary open
evenings) only those that you have a genuine interest in based on
preference e.g. faith, single sex, “catchment area” etc. Try not to write
off any schools based on rumour, reputation etc. but try to keep an open
mind. Some schools follow up open evenings by organising a visit during a
normal school day when you, and if possible your child, can see the day-today routine in action. Things to look out for and ask:
a positive attitude from the staff towards the pupils
how the pupils behave in class and around the school
how classes are organised
to see the class or year group your son
or daughter would be in
how much of the school is accessible, would
adaptations be necessary (hand-rails, ramps, etc)
any questions that occur to you
how easy is it to get to the school
How does the school make sure that all the children have equal
opportunities to take part in school trips?
Before you visit it maybe helpful to list the questions that you would like
to ask. (See the back of the booklet, only select the ones that apply to
your child’s individual needs) Schools that demonstrate an “I can”
attitude, an enthusiasm to want to learn and be flexible, can sometimes
work out even better than a school that has experienced a child with
similar needs. Hopefully you will be able to get a "feel" for the school.
Try to visit more than one school so that you are able to compare what
each has to offer.
16
5
Other things to look out for
On your first contact with the school and during the visit did you feel
welcomed?
Were the children looking busy and happy? Were they helpful and
friendly?
Did the classrooms look like bright and pleasant places where children
can learn?
Did the whole school look orderly and cared for and a safe place for
your child?
Were the corridor and toilet areas clean and tidy and accessible to your
child?
Were the displays current and interesting and did they seem to include
work by pupils of all abilities?
Did the staff seem interested in you and your child and in answering
your questions?
Would you like your child to spend his or her school days there?
Your Questions
How would other children be helped to understand my child’s special
needs?
How would my child be helped to make friends?
When and how often are children taught out of the classroom?
Is there a separate room for special needs? What equipment and
resources are there?
How does the school arrange extra support for children who need
it?
Is the extra support usually provided in the classroom, individually
or in small groups?
If your child has visited the school, how do they feel about being a pupil
there?
How does the school help children to learn how to behave and make
the school a happy place?
Does the behaviour system reward effort as well as success?
What is the school’s experience of bullying? How would the school
prevent my child from being bullied?
6
15
Your Questions
Following up
Does the school have any experience of helping children with
similar difficulties to my child?
How many other children in the school have special educational
needs? What kinds of needs do they have?
How is the school organised? By age? By ability? Subject groups?
How might this change as my child gets older?
How often would my child change class or move around the school?
How many staff are there in the school? Teaching/support staff
for SEN support?
What specific training have staff had about; SEN? Specific
medical conditions?
What does the school do to make sure that all the staff know
about my child’s individual needs?
How many children would be in my child’s class?
14
It is unlikely that there would have been an opportunity to discuss your son
or daughter’s individual needs with the school during an open evening or
day. This being the case make a follow up appointment with the SENCo.
You need to think carefully about whether you want to take your son or
daughter along to this meeting. You may wish to take someone else with
you such as a friend/relative or, alternatively, you could contact the
Parents in Partnership Service to see if they can provide you with an
Independent Parental Supporter (IPS) or Choice Adviser (for secondary
transfer only). The role of the IPS or Choice Adviser is not to influence
your decision, but to help you to think through the options and clarify your
own thoughts. They can help you prepare for a visit, go with you and talk it
over afterwards. Please contact the Parents in Partnership Service if
you would like this kind of support.
The school may wish to receive the relevant paperwork relating to your
child’s special educational needs (SEN), including medical conditions to
read through in advance of this. Don’t forget to include what you find
helpful at home in working with them, and what tends to cause problems.
This will enable the school to have a better understanding of your child's
needs and together you can assess whether the provision they offer is
appropriate. You will need to feel confident that your child will be able to
learn in that environment and that the school will be able to support your
son or daughter and meet their needs outside of the classroom as well as
inside it. It also helps if you are able to picture how it will work. Many
parents worry about the pace of schoolwork and that it maybe too
stressful for their child. Although this is a fairly common fear it is mostly
unfounded.
You need to come away feeling that your child would fit in to the school
and would thrive. Ideally parents should be treated as partners in a team
working together with the professionals in the school for the good of their
children. Your views and involvement should be equally valued. Is that the
impression you came away with?
7
Following up
Additional Tips
Parents want different things from their child’s school, but it is useful to
think about your visit afterwards and jot down impressions. These
questions may help you:
Do you feel that the staff have a positive attitude towards your son or
daughter and that they will make the most of your child’s strengths and
help them through any difficulties?
Are you sure that the school can meet your child’s particular special
educational needs?
How confident was the school that they could meet your child’s
particular special educational needs?
Would the school be able to support your child’s strengths or interests?
What did you feel positive about?
Did the school’s way of working with parents seem close to the way you
would like to work?
Would you feel comfortable about approaching the school with any ideas
or concerns?
From the many discussions regarding this subject with parents over the
past years, it appears that there are as many, if not more, concerns and
anxieties on what happens outside the classroom as there are inside it.
They include:
Changing classes
Getting lost
Being late
Getting detentions
Meeting new people/making friends
Homework
Bullying
Lunchtimes
Break-times/playtimes
Make sure you have found out about these too if they are of concern to
you or your child.
8
When your child starts at the school
Encourage him or her to talk to the family and friends about what has
been happening at school, but pick your moment! When your child gets
home from school, he or she is likely to be tired, hungry and ready for a
break
Show you’re pleased with any achievements
If there are problems, talk about them with the school and try to work
together to overcome them
Be positive with the school about things that are going well
Starting at school or changing school can be difficult for some children
– try to keep the familiar routine going at home so that there is not too
much change to cope with
Establish a routine for week-days – checking the timetable, kit and any
homework the night before, making sure your child gets enough sleep
and is up in time for breakfast!
You may find the questions at the back of this
booklet helpful. Please just choose the ones that
are relevant to your son or daughter’s particular
needs and remember the SENCo may not have time
to answer all your questions at the open evening. It
may be worthwhile making a separate appointment.
13
Additional Tips
Following up
When you are shortlisting
Take your child for a walk or drive to the school to point it out
Go at different times, to see the children going in, playing outside,
coming out
If your child has a brother, sister or friend who goes or has been to
the school, get them to talk about the good things about it
Talk about the things that go on in the school that you know will
interest your child – computers, music etc
Before your child starts at the school
If the school has a uniform, try to get everything that will be needed.
If this is a problem, discuss it with the school – they may be able to
help
If you have any doubts, you might find it helps
to write these down too. You can always talk to
the school again about these points, asking
different questions to gain more information.
It is important to keep an open mind and consider several possibilities
when trying to decide on a school. Talk to people who know you and your
child before you make up your mind.
There are advantages and
disadvantages to most arrangements. There may not be an ideal school but
there will be a best match. Although it may seem difficult to make the
right decision in the end it may be that a very unscientific gut reaction is
what’s called for i.e. trusting your instincts as a parent.
Be positive about the school with your child – your attitude will be very
important. If you have any serious concerns, discuss them with the
school
Keep calm and cheerful! If you are anxious, your child’s anxiety will
increase
If your child is nervous, reassure him or her that this is only natural
Talk through any worries your child may have and what to do if things
go wrong - practice particular scenarios
Look through the school prospectus together and check out any rules
and regulations
Practice the journey a few times beforehand
12
9
Will my child get transport?
How your son or daughter is going to get to and from school is an
important part of considering the possible alternatives.
The LA has to apply the same rules about transport to children with
Statements as to all other children. In general transport is not provided
for children with Statements unless it is specified in the Statement in
Part 6 i.e. it is due to a need of the child rather than the family
circumstances.
If you live outside the LA’s walking distance, you could be provided with
transport to what they regard as the nearest school able to meet your
son or daughter’s needs. If in doubt the LA will be able to tell you which
is the nearest school for your home address.
Walking distance is measured by the shortest available route and is:
Two miles for children under eight
Three miles for children over eight
If your child has a Statement and:
the new school is the local secondary school, free transport will not be
provided, unless he/she has such severe or profound difficulties that
he/she is unable to walk/cycle or use public transport.
your child has been allocated a school because you have stated a
particular preference, other than the school recommended by the LA,
free transport will not be provided.
the new school is not the local secondary school, but has been
recommended by the LA, it is likely that transport will be provided in
line with Havering’s transport policy, copies of which are available
from the SEN Section who can be contacted on 01708 431885.
What else aids a successful transfer?
A primary school which is proactive in identifying pupils who have high
levels of anxieties regarding changing schools. Schools should plan how to
overcome and allay such fears thus enabling the children to make a
successful transition. For some pupils with very complex needs this
process may need to start in Year 5 and indeed some parents may find it
easier to look at secondary schools a year ahead for the same reasons.
Good communication during Year 6 between the primary
and the secondary school along with opportunities for
pupils to familiarise themselves with the physical
aspects of the new school and observe routines. This
may help dispel some of the myths. Some secondary
schools provide summer schools usually focussing on
English and/or Maths. This can provide a sort of
stepping stone and helps the new pupils familiarise
themselves with certain aspects at least of their new
school. In September they will be the leaders, as they
will know where things are.
It is important for parents to remember that if school doesn’t know
there’s a problem or a concern they can’t help. Parents can expect schools
to be proactive where frequent or prolonged absences occur in case they
are anxiety linked to any aspect of school.
It is our belief that every parent wants the best for their child and will
strive to achieve that.
If the Education Department agrees to provide transport, you will receive
verification of this when you receive confirmation about which school has
been allocated. If this is the case, shortly before the beginning of the
Autumn Term you should receive details, in writing, of who will be
transporting your child to his/her new school.
10
11