When to move school?

[Jourdain11]

This isn't really an AIBU so much as an inability to make a decision! We are moving to a different part of London in early May (mainly so as to be able to have more space and a garden, but we are renting before looking to buy in the same area). Unfortunately it is too far - although only just - for the kids to be able to continue at their current primary school. If they were all in the upper years, we might consider it (the younger two, particularly, don't want to change school!!) but they are Year 4, 3 and 1. And ultimately, we think it will be nice for them to be in a school with friends in the area where they will be living.

The issue is: we can't decide whether to try for a school move at summer half-term or to continue at the current school till the end of the school year and move them in September. On the plus side, this would allow them to finish the year with their friends and start new in school when everyone else is moving into a new class also. On the other hand, DD2 and DS are not exactly shy and would probably quite enjoy the excitement of starting mid-term. Plus, it would also give them a chance to settle in and make friends locally before the long hols.

To add a further level of difficulty, DD1 is currently in the process of being statemented (as she has been diagnosed with a neuropsychiatric disorder, which I won't bore you by going into detail about). When she's in a good phase, she is happy and calm, can work to a high level and only needs minor considerations. When she is not well, she basically can't function in class without support and she really suffers (physical and verbal tics, OCD-type symptoms, sensory overload and meltdowns and losing bladder control...). It is obviously also a challenge for the teachers and I'm basically concerned about finding the right support and getting her thr level of support she needs.

DH is leaning towards school move in May - I am undecided completely! So I would be very grateful for any thoughts, especially if anyone has had a similar situation.

It is reassuring you have had confirmation. Some schools tell parents they have begun the process when they haven't submitted a formal request to the LA. Also reassuring there are several Y1 places.

Separately to the EHCP, if DD is too unwell to attend school the LA have a duty to provide education (e.g. home tutoring, online or hospital school). This should begin when it becomes clear the pupil will be absent for 15 days. For ongoing conditions the 15 days does not need to be consecutive.

Thanks for all the helpful advice and I will definitely follow up on the helpline option. I feel like I've been a bit clueless about things - but it has been a lot going on and I'm accustomed to the French systems, which are even more convoluted and confusing than those here! And DH is a bit of a putter-offer by nature...

DD has definitely had more than 15 days absent! Although I would need to count up and not consecutively. The thing is, when she is well, she likes being there. It's just not knowing how things will progress. And it's certainly true that when she is not well, she can't cope in the current set up.

Also to say - a lot of my concerns about the school move date are focused on DD1, but also don't want to neglect the needs of the other two! And I do feel that for them, a summer move might be better (even if they think they don't want to!).

I think definitely a May move- a small garden over the summer sounds like it will help all 3 of them, and I agree with a pp that if there is another lockdown in Sept it will be much better for them all to have started. Also, if the new Lea have to validate the echp anyway, there is maybe less to lose by moving before it is finalised?

When DD1 is unable to attend school the LA should be providing education, for ongoing conditions the 15 days don't have to be consecutive. If when you request them to they refuse you can tell them if they don't you will be forced to go down the Judicial Review route. Usually the mere threat works.

It is usually much easier to move once the EHCP has been finalised, otherwise you risk being back at the beginning of the process, potentially with the new LA refusing to assess and you having to appeal. But, the new LA becomes responsible when you move house, not school.

Applying for echp - you have to become the pushy parent. Contact sen sos or ipsea etc.

Basically moves with children with sn are not as simple as they should be! Definitely get advice before you move her.

I had a child who sounds so like yours in my class last year. Her EHCP application was so complex and school do usually take the lead in managing the EHCP application process. The pandemic has slowed down the process too.
Pushing your child's EHCP through to completion may be difficult it if she moves mid-application. School might reasonably want to pass it on to her new setting and doing that in the middle of the application could cause problems or delay. Especially if it's a different local authority too.

Can you ask when they think the EHCP will be finalised? Or if there is a point when all the paperwork has been submitted and it will be safe to move on?

In my experience the SEN provision at school is the most important thing. All an EHCP does is legally guarantee additional funding and ring fences it to your child. Which is great but all schools are obliged to meet children's needs within their existing notational SEN funding anyway, regardless of whether they have an EHCP or not.

I would be really frank with the school you are planning to move her to and ask if - EHCP or not - they believe they can meet her needs. Because, with a school, sometimes the will to support a child is more important than the funding.

I don't know of any schools who would 'refuse' a child with a pending or existing EHCP. The only time that might happen is if they already have a child with an EHCP in the class and feel they couldn't meet both children's needs. I'd speak to the potential new school.
Sounds the the other two will be fine whatever happens!

Could I ask, what do you think the main benefits of non-mainstream provision are? I don't know much about it and I don't know anyone who has children at one, so I feel like I need to know how to learn more about it!

When DD isn't well, she tends to be very agitated and clingy and struggles to concentrate or follow instructions. She also suffers a lot with instrusive thoughts, OCD rituals and tics. Often it all gets overwhelming and she ends up getting in a terrible state. Not sure if this is a situation that mainstream with good SEN set up could accommodate, or if looking at specialist provision would be better.

Hello again! Just saw your next question. The little girl in my class ended up in a specialist setting. We all tried desperately to meet her needs but when she was unwell it was terrible and she was struggling so much. Eventually, parents decided a specialist setting would be best. The symptoms you describe in your daughter sound very similar to the girl in my class.

It's great you're so open to it because sometimes parents insist on mainstream provision when it's just not the right thing for a child. There can be an unfair stigma to specialist settings or an assumption it's only for children with learning difficulties but that's not true at all.

I see so many children with complex SEN floundering in my school and parents desperate to keep them in a mainstream school and it's heartbreaking. They'll often move onto specialist settings for secondary when the penny finally drops in year 5 or 6 that there's no way that child will cope in a mainstream secondary.

For this little girl in my class, she needed to be out of a manic busy mainstream setting, she needed smaller class sizes and specialist support. She needed a proper sensory calm space instead of a squishy in the SENCO's office. Mainstream school bended over backwards for her but in the end it just wasn't enough.

Specialist settings usually need an EHCP and, if you go down that route, make sure you look at lots of them as they all have different specialisms. Good luck with whatever you decide.

For the EHCP it is when you move house, rather than school, that is important.

If DD1 doesn't have a finalised EHCP when you move school the school can not legally refuse to admit if there is a place available.

If DD does have a finalised EHCP the LA can only refuse to name your preference if they can prove:
"* The setting is unsuitable for the age, ability, aptitude or special educational needs (“SEN”) of the child or young person; or

• The attendance of the child or young person would be incompatible with the provision of efficient education for others; or
• The attendance of the child or young person would be incompatible with the efficient use of resources." The bar of incompatibility is relatively high. Even if a school objects when they are consulted unless one of the above applies the LA can, and must, name the school.

All an EHCP does is legally guarantee additional funding and ring fences it to your child. Which is great but all schools are obliged to meet children's needs within their existing notational SEN funding anyway, regardless of whether they have an EHCP or not.

This isn't quite accurate. An EHCP can give access to provision and professionals (such as MH therapies e.g. CBT/SALT/OT/physio) that may not ordinarily be available or not available as often, especially in mainstream. An EHCP legally guarantees the support in section F and, as long as it is specific and quantified, can be enforced. Not all EHCPs have additional funding attached.

Without an EHCP schools have to make "best endeavours" to meet a pupil's needs which isn't quite the same as saying they are obliged to meet a child's needs. Sometimes a school will not be able to meet needs whatever they do.

The main advantage of specialist is smaller class sizes, on site specialists and a more sensory friendly environment. There are downsides, it is harder to find a school that caters for academically able pupils and some children struggle to cope with the increased unpredictability of some other pupils. Finding a suitable special school and getting it named in the EHCP isn't always easy, or even possible. There isn't a suitable school for DS1 and he can't cope in mainstream so has an EOTAS package with tutoring and therapies.

Are there any additionally/enhanced resourced provisions/units/bases within travelling distance of your new home? These would allow DD to access mainstream classes when she can but spend time in the ARP when necessary.

@10brokengreenbottles
Are there any additionally/enhanced resourced provisions/units/bases within travelling distance of your new home? These would allow DD to access mainstream classes when she can but spend time in the ARP when necessary.

Yes, although DH has looked into this in more detail than me - the borough actually has very varied and extensive SEN provision and it does appear that there may be more scope for mixed provision like you describe. Also, looking to the future, one of the local secondaries also has an SEN unit onsite and it seems that where appropriate pupils can be in mainstream but receiving support there.

Unfortunately the move is going to happen in May whether the EHCP is complete or not - as it is already arranged and I actually don't think any of us can cope like this much longer! For Easter weekend DD2 and DS have gone with DH to their grandparents in the West Country (not "allowed" but I feel like I couldn't care less atm!). They needed a break from it, but DD1 couldn't have coped with the trip or the visit so we stayed here. This morning was a nightmare - I got annoyed because she wouldn't eat, which was wrong of me, and she went into an absolute meltdown, screaming, howling, trying to self-harm. The grumpy downstairs neighbour (who I'll admit has reasons to be grumpy, but he is in any case an artist and photographer who works at home and doesn't appreciate even normal noise!) now informs me he is going to call the social services, so I've no doubt got some drama to look forward to. At least DD has dropped off to sleep now, poor thing.

Ignore the neighbour.

Completely separate to your school question, and feel free to ignore, but does DD have medication such as melatonin to help with her sleep?

Do you receive DLA? And have you asked social care for assessments - an assessment for DD via the disabled children's team and carer's assessments for you and DH? Also look to see if there's a young carers group nearby.

She does, but is hard to get her to take anything when she's in a state because she can't/won't swallow!

We haven't yet looked into the things you've suggested Basically this situation did arise very suddenly last summer and the hope was that the inflammation which causes her neuro symptoms would decrease and that her overall condition would improve, but sadly this hasn't proved to be the case.

@HappyGoPlucky thanks for sharing all your thoughts and advice! It is really useful to hear about it from the school perspective.

Unfortunately I don't think DCs' current school is the best place for her to be. It's quite a traditional RC school, with emphasis on discipline and academic attainment. I think their SEN provision is much more geared towards helping the kids who are struggling academically than helping those who have issues like DD. The irony is that DD is perfectly academically able when well and loves learning. But when she is unwell, her concentration and finemotor / cognitive, memory skills go out of the window and she isn't psychologically in a place where she's able to engage with academic support.

I clicked on this thread because I’ve moved my kids a few times, but I don’t know anything about EHCP etc and your DD1’s needs - all I can say is that from your younger kids POV the sooner the better is easiest I think.

I remember you from other threads last year (about your own health) and you sound like such a lovely parent. I hope you are well.

Hiya, that's so nice of you to post! I am actually really well (fingers crossed full remission so far and back at work part time) but it has been a horrible year with my illness and then DD's issues (which we originally thought were likely purely MH due to stress but turned out to be something quite different) and, oh yes, the pandemic...! But it's so nice of you to remember and ask after us.

I'm also learning towards a May move for the younger two, although they're a bit resistant! But DD2 is the type of kid who makes new friends within minutes and DS is quite happy as long as he has a band of little boys to charge around with - so I think the sooner they settle in to the new school and neighbourhood, the happier they will be.

The Cerebra guide is helpful when filling in the DLA form.

DS1 sounds similar. When he reaches crisis point we have Lorazepam to give him. Once he reaches that point he can't be reasoned with and isn't rational. If we can't get him to take it we syringe it slowly between his back teeth and cheek, that way we don't need him to actively swallow and he can't spit it out.

You can get melatonin as a fast acting liquid that you could add to a drink or syringe in the same way.

That is helpful to know about - thank you!