As a parent or carer of a child with special educational needs, or a child with an educational health & care plan the very idea of moving from primary to secondary school can feel daunting. Here are 5 top tips from an experienced inner city secondary school special educational needs co-ordinator, SENDCo, to help.
Video: A SENCO's guide to starting secondary school
When children move from primary to secondary school, one of the the biggest difficulties that they face is the size of secondary school. Also what's really difficult for children is break and lunchtime, the canteen, queuing up for the canteen, knowing what to do at break and lunchtime when there are so may children around as well - it can be really difficult.
My top tips for parents with children with additional needs when transitioning to a secondary school would be to contact the school as soon as possible. Whether that's via the primary SENDCo or you can contact the SENDCo straight away at the secondary school, but no information is too much information. Come with all the information, all the questions that you have - we will do our best to meet those needs and to answer your questions. I'd rather know more than not enough so we are able to support your child and you know your child best and it's really important that you come and you say all of your concerns.
The key points for the parents should be asking for is that every teacher gets to know their child before they're in that classroom and that the information is put out by SENDCos in school, that they're read and understood and they really understand the child that's gonna be in front of them from day one. Whatever's working in primary school, we will do our best to replicate. It'll be slightly different in secondary school, but we will try to replicate what's working, so it's really important that you come with a list of things, it can be in your mind, it doesn't have to be a physical list, of what's working really well currently.
As a parent, I think it's really important that you push for things, you come in and speak to people, but don't feel that you're being a nuisance or being difficult, it is the role of the SENDCo to support your child and to have those needs met within the school and I'd like to know as much as possible and don't feel that not saying things is better, I'd like to know things, I can always store them for later if they're not important for that transition, but the more information we have is really important. Please contact, phone, email and make sure that information is given to the school as much as possible.
So I think having one key adult that the parent can contact is really important, the parents of children with additional needs are so used to primary school when they can walk up to the gates, speak to that teacher and find out how the day's gone on and then all of a sudden as a parent, you feel a bit lost in this size school, let alone as a child. So you need to be able to hold it together for your child and to have that key person to communicate with. It doesn't have to be the SENDCo, it can be a form tutor, it can be a support worker, it could be head of year and that's part of the transition, as well is working out who the key workers will be for the individual children.
One of the things that parents do that makes it really difficult is having low expectations or low aspirations for their child and not giving it a go, because quite often, starting in secondary school is their chance to get out of the place they've probably had difficulties in at primary school and it's actually a chance to start again. Nobody knows them, no one knows what they were like, and it's a really good, fresh start and sometimes parents can come in with low expectations - they won't go in the classroom, they won't do this, they won't do that. And actually having that fresh mind - yes, it could be difficult and using that language - it could be difficult for them to do this, they can't do this yet rather than saying they can't.
SENCO Trudi's top tips for starting secondary school
1. Create a profile for your child
Create a one page profile about your child noting the difficulties and barriers they face at their primary school, and the strategies that work and that don’t work.
This will help the school understand the world of your child quickly, from the people who understand them best, you. Things to consider when pulling it together; what’s currently working well at primary school? Can these strategies be replicated at the secondary school? Situations for your child to avoid, and main concerns about secondary school?
2. Go on a school visit
Visit the school on a regular school day with, and without, your child.
When there, ask as many questions as you like; the school is new to you so don’t feel anything is silly to ask. What do you see are the barriers when you walk around; take notes if you need to.
3. Request a multi-agency meeting
Request a multi-agency meeting that will bring all key adults and agencies connected to the support and care of your child together in one meeting.
Any key adult involved with the child would attend this meeting; class teacher, TA, parents, educational psychologist, communication interaction team, speech & language therapist etc. Your current primary SENDCo will be able to co-ordinate this with their secondary school equivalent. Bring along the one page profile, multiple copies if possible, so that it can be shared with everyone, and questions following your visit to the school.
Sample questions to ask:
- Where can my child go if they are struggling/anxious/having a meltdown?
- What happens at break and lunch time when it is unstructured time?
- How can my child get help with reading/spelling/maths/homework?
- How will support in assessments work?
- Will my child get a Teaching assistant?
4. Create a contacts list with the school
Ensure you have a named contact at the secondary school and their contact details.
This can be the form tutor, SENDCo or head of year. Ask the school which is the best way of contacting them.
5. Think about what your child will need
Consider what needs to be shared with your child:
- Transition plan - between the professionals. Lists of multiple individuals and agencies could be overwhelming for the child.
- Transition booklet – a go-to guide for the child with named staff and photos of key adults and rooms that they can keep in their bag or locker.
- Avoid making your child anxious by saying things like "I don't know how it works, I don't know who to ask". Hopefully with a named contact this shouldn't happen.
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