• Replies 7 replies
  • Subscribers 72 subscribers
  • Views 995 views
  • Users 0 members are here
Options
Related
Hints and tips
  • To quote someone's message, first select/highlight the relevant text, and then use the Quote button that appears
  • To "mention" someone, type @ followed by the start of the forum name, and choose from the list; that person will get a notification of being mentioned

Mainstream school suggesting a move to SEN school.

NAS96662

Hello Everyone,

Our little one (ASD, suspected AuDHD) has been at a mainstream primary school for just over a year. He recently started year 1 with an EHCP but not enough funding for a full time one to one. As a result, his set up is that he spends part of the day in a group of four SEN children and attends the parts of the main class that he enjoys (PE for example).

Yesterday was parents' evening and instead of a teacher the SenCo turned up and told us that his attention issues are so bad that he is essentially blocked from learning and is a barrier to the other kids in his group's learning. We have been told in no uncertain terms that he should be in a specialist educational setting as soon as possible.

Emotions aside, I feel like I'm at the foot of a big hill with no clue how to start climbing.

I do plan to ask the school to request a higher level of funding, given that what they are proposing is a far more expensive solution, but would be very interested in hearing other parents' experiences on the following:

What is it like in a SEN primary school?

How do you begin to find and apply for these schools?

Thanks in advance for anything you might have to share.

  • in reply to profdanger

    I think this happens for a lot of parents. Whereas in actual fact a lot of the time academic achievement and opportunities for socialisation actually go up once in the right setting.

    But there is huge variation in SEN schools and all kids are different. Some kids are very academic and a lot of SEN schools can struggle to manage that.

    I don't think any decisions can be made until people have had a chance to see what's on offer 

    I'm very glad an SEN school was the right fit for your daughter.

  • in reply to Expecto_Patronum
    Expecto_Patronum said:
    I would go and visit the SEN schools in your area and see what you think of them.

    I think this is excellent advice. My wife and I were initially opposed to placing our daughter in a special education classroom because we were afraid how that would impact her education/socialization, but once we toured a potential class we knew it was the right fit for her. She went from struggling desperately to thriving just because the classroom size was much smaller. I think touring potential schools is a great idea.

  • I would go and visit the SEN schools in your area and see what you think of them. You should be able to Google this information. Your schools SENCO may also be able to give you the information.

    I am personally a massive advocate for SEN schools and think they actually make education far more inclusive than mainstream can ever. Children are part of smaller groups and don't have to deal with the anxiety of busy classrooms/corridors etc. There are for more sensory resources and specialised support. Children are actually far less reliant on adult support because they don't need to be with one adult all day in order to cope.

    You know your child best though. You absolutely are entitled to request higher funding for a one to one (there can be downsides to a full time one to one though) but the school don't make this decision, they have to request the funding from the local authority. Same for a SEN placement. So that decision massively lies on the local authority.

    As far as applying, your child's current school should deal with that part. It usually involves the annual review being brought forward and the paperwork changed to say the provision isn't suitable and then naming the provisions that are wanted. You shouldn't need to deal with the applying part.

  • in reply to Ian

    Thanks very much for the food for thought.

  • in reply to NAS96675

    Thankyou. I greatly appreciate your input.

  • Hi,

    SENCO here...I would be asking the following questions of the SENCO:

    - if you have identified these barriers and needs, what reasonable adjustments have you made for my child?

    - have you consulted with the Ed Psych for further information (I assume not or you'd know about this?) An Ed Psych will be able to offer far more detail into why you child should either move or remain in his current setting.

    - Have you sought advice from an OT to explore whether there are any underlying sensory difficulties driving these difficulties?

    - What training have the teachers and support staff received specific to the needs of my child?

    - Have you investigated any 'hot spots' to understand the underlying issues here... is it my child's needs or is it linked to a particular room, time in the day, staff member, pupil etc - and once this assessment has been completed what reasonable adjustments have been made to cater to these? 

    There are many more, but these are a good starting point for you to go back to school with. In my borough it is not a straight forward process to move to specialist provision and I know that there are issues with capacity nationwide so I don't imagine it will be straightforward wherever you are based. There is a lengthy process to go through. If the ultimate decision is to move to specialist provision, this could take up to and beyond 12 months so it's important that the school start to unpick further and see what else they can put in place for your child while he is on role with them.

  • All SEND provision should start on the basis that wherever possible, SEND kids should be mainstreamed.  The school can review your child's EHCP and make a case why they cannot meet his needs. The school needs to to have tried all other reasonable measures before asking for a transfer to a special school.  Contact the parent support service at your local education authority for further advice, or a specialist advice service.