Prep School Expectations for SEN child

[CannotSitStill]

I have a child with Autism and ADHD in a mainstream school who was until last year performing above expectations in several subjects and considered high functioning. His inattention (we're struggling to get the meds right), sensory issues (with noise/constant chatter from others that he cannot filter out) and anxiety issues are the biggest challenge currently and have seen his last report as meeting expectations (which I suspect included some boiler plate content that was likely a 'positive stretch' given some of the SEN interventions required during the year). I highly suspect he is now below expectations in some areas but know he is capable of so much more. I am applying for an EHCP but also very seriously considering private education, for both the academic opportunity, but also the smaller class sizes and greater teacher:child ratio, in hope this will help him thrive.

My ignorance exists around the admissions for public school. I was foolish enough to expect it was as simple as 'you get in if you can afford the fees', but I now understand there is an admissions process, which in my DS case would be a taster day for them to assess him (for entry to Year 6 next Sept).

With that for context, my question is how much allowance for SEN needs do prep schools truly afford in this assessment process (especially when they pride themselves on Pastoral/SEN care)? I worry a single day of several assessment based discussions will trigger anxiety and will not show him in his true light / capability.

What should I expect them to be assessing him on and how, with a SEN awareness in mind?

Sorry if my question seems vague - I'm still trying to educate myself on the opportunities and challenges of private education.

Mine are a bit younger than your ds, but we are y2 in a Sen friendly mainstream indie. One of mine is pretty clearly neurodiverse, but no diagnosis at this stage - characteristics of sad and adhd present.

from our understanding the taster day is about assessing how well the child will fit in with the existing cohort and how confident the school is that they can support any SEN. Mine were probably lower end of academic performance when they entered, probably not meeting expectations for age, but young and eager to engage. I know some children have been turned away when the school felt they couldn’t meet the child’s needs within the current staffing (one child would have needed 1:1 support, for example) or when a child is perceived as likely to be disruptive to other children’s education (mine has fairly regular meltdowns which they happily and effectively manage, but I am aware of other children being turned away for more aggressive behaviour)

mine have absolutely thrived at our indie - smaller, quieter classrooms make a massive difference, but we have also found a school that is experienced with and embracing of neurodiversity and find the teaching staff very capable in preemptively managing dd. That said, do be aware that when extra support is needed, you are expected to pay for it. We were connected with a specialist for our daughter, who is absolutely brilliant and drives a lot of broader support initiatives for SEN dd, but costs £80/hr. Other dd is potentially dyslexic and gets 1:1 support at £25/hr. If they were in state school they probably wouldn’t meet threshold for a referral, so on balance I am grateful for early, high quality specialist intervention, but it is an extra cost on top of fees.

Also to add - the taster day is typically just joining the class and seeing how they get on. It isn’t a day of assessments. When we have taster day children in, someone from the class will be assigned as a buddy (a much coveted position) and generally try to make it a positive experience. Generally children don’t feel assessed, though the change in routine may bring out worse behaviour in some Sen children

Some independent schools are fee paying. One they often take 'quirky' children who may or may not have additional needs. They do not always have as much emphasis on entrance exams and attainment, but smaller class sizes often mean children make good progress. Selective schools can pick and choose their children. They don't have to make any allowances, if your child cannot cope with the rigours of what is expected, they may decide they cannot meet need and won't offer. Some independent schools will offer and parents have to pay fees for therapists/assessments/support etc on top of typical fees. Whether or not an LA will place and fund a child with an EHCP in an independent school is variable. However, some children thrive on smaller settings and high expectations, whereas it is definitely not appropriate for others.

Hi OP. I have two boys at a boys' prep school that feeds the main public schools as well as a range of others.
Slightly confused when you mention assessment for public school as those are are 13+'entry and entry to those is via ISEB and interview etc which starts in Y6. If you're planning to enter him into a prep at Y6 that's what they'll be doing in the first term. So I'd say it's worth having an idea of where you're aiming for him to go after prep, to see what the best prep environment would be.
As for the SEN, there are lots of boys at our school who sound similar to your DS and who thrive.
What kind of locations are you open to? Would he be open to flexi boarding?

It massively depends on the school. Some are very academically selective, some are “ish” and some are not selective at all. Similarly, ability and willingness to accommodate SEN will vary. Be transparent and see what they say. As pp has mentioned, support like a 1-1 TA would usually be charged to you directly but sounds like this wouldn’t be needed in your son’s case. My dc’s school is non- selective and there are several children with ASD and ADHD diagnoses who cope in the setting ( 2 form entry of 15-17 per class).

A word of warning would be that some prep schools are struggling at the moment and this is likely to get worse when school fees become VATable. Be wary of schools with classes way below capacity. It may seem like a good thing but financial viability may be stretched plus if theyre desperate to keep bums on seats it can mean that kids who should get expelled aren’t. Ideally you want a school that is almost full or has a waitlist even if that means a slightly busier environment.

Also what is your plan going forward? Are you looking at through schools or would he need to move for year 7/9.

If you are applying for an EHCP, the school will have to agree to be named on it and many private schools are reluctant. EHCPs indicate a very high level of need combined with inadequate funding and a lot of admin. As far as the entrance assessment goes they will provide the concessions that he is eligible for but you need evidence for these e.g. diagnosis letter or report done by a relevant professional. Some schools don’t do a formal assessment and will be more accommodating.

That’s really helpful info and advice, thank you.

@Labraradabrador That’s super helpful thank you. I suspect he’d benefit from some 1:1 TA support at times. Good to know this may be charged - a question I can now ask.

Joining in with a class for the day gives me no worries at all regarding his manners and behaviour, but the subject material, if new to him for instance, could well trigger a sensory meltdown which would be disastrous as it would all feel 10 times worse for him in those circumstances with a strange class etc. something for us to bear in mind and set his expectations around, thanks.

@Legoninjago1 Thanks for your reply. I’m looking Harrogate /Wetherby / York area. He would remain at the same establishment beyond year 6 hopefully. The place I’m researching currently said he would be invited for the day with them so they could informally assess him in class. I’m not open to flexi boarding as my work life balance thankfully works well.

His behaviour in class would be fine - he’s very polite and well mannered and his meltdowns are quiet and reflective. But if he became overwhelmed, his sensory capability takes a dive and can result in him freezing and being unable to carry on with work until he’s regulated again. There would be a big risk of that in a class full of strangers and if they happened to be moving on to a new topic that was entirely new to them. That’s panic territory.

@Sparehair There’s some really interesting stuff in your reply, thanks.

Plan is to target a pro-SEN prep school where he could continue through to end of GCSEs.

I’ll look out for financial stability and class sizes, thank you.