Your child is on the SEN Register - what would you want to know?

[ButterPopcorn]

I am a Primary School SENCO.

I came into post during the last academic year and the previous SENCO had retired two terms before with a period of sickness absence prior to that, so as a result things had been pretty stagnant in SEN across the school. I've reviewed a lot of systems and made changes that I and the rest of the staff are happy with, e.g. the regularity of IEP reviews, the management of SEN provision across the school, types of intervention programmes, built up relationships with outside agencies etc.

After a conversation with a parent who had concerns about her Y2 child, it became clear to me that although the child's IEP had been shared with her at parents' evenings, she hadn't realised this meant that her child was on the school's SEN Register. As a result I decided my new mission for this academic year was to ensure effective and informative communication with parents! I knew it would be scary for some parents, but the first thing I did at the beginning of the year was to send a confidential letter to each of the parents with children on the SEN Register, stating simply and clearly that their child was on our school SEN Register and at what stage they were (School Action, School Action Plus or Statement). With the letter I included a simple booklet I had made, which included explanations of terms such as IEP, SENCO, SA, SA+ etc and brief information about identification, provision etc.

As I expected, a few parents either phoned or popped into school after receiving the letter to say they hadn't known their child was on the SEN Register (terrible practice from last year!!) and either that they were concerned, or that they wanted to know what they could do to further support their child etc. I was happy to chat to these parents, and hope I put their minds at ease about the support their children are getting. Well, the next thing I have decided to do is hold an informal coffee morning type group for parents with children on the SEN Register. I want to keep it relaxed and informal and not get into specific cases with people (I will be happy to discuss specific IEPs/children's provision in an arranged appointment) and I do not want to be standing up making a presentation or anything like that. I want to make it more of a group chat where parents can ask questions about SEN and SEN provision in our school in general and discuss any concerns they may have.

Although we have over 30 children on the SEN Register, I have so far only received reply slips from 4 parents, so although I don't want to make a formal presentation,I'd like to have some bits and pieces ready to talk about to get the ball rolling in case people don't like to speak up initially - e.g. a blank IEP so I can explain what it looks like and how it works, a glossary of terms/abbreviations that parents may not know, an information sheet with suggestions of things parents could do at home to support their child, a list of external agencies that we can refer to from school.

If you had had a letter to say your child was on the SEN Register and you didn't really know much about it, and you had decided to come along to the coffee morning - what would you want to know? Thank you for any suggestions, I really want to set up a good discourse with the parents and make sure they are properly informed while showing them how much I value their input in their children's education.

why are they on the SEN register
what help will they get
what resources will be used
what SEN training do staff have

Coffee morning may not work for some, they may not want others to know their DC is in that SEN club. I mean coffee idea good, but don't be surprised if some people shy away.

DS was on twice, second time for behaviour issues, & I felt surprised when he came off, I didn't know when or how he would be assessed.

Be aware as well that some of the parents may have SN, and might not understand the language or the content of the letter. In the past, I've sent out "easy read" and regulate letters to parents of children with SN.

Yes, lljkk I totally agree that parents may not want to attend due to not wanting others to know their child has SEN.

It sort of came about in a roundabout way - there is already a regular parent group that meets weekly, not exactly a PTA but sort of, run by an HLTA and they help with school fayres, do healthy cooking sessions etc. It was one of the mums from the group that I mention in my OP - that she hadn't realised her dd having an IEP meant she was on the SEN Register. It was after chatting with her at the end of the summer term that I decided to send out the letters, and I asked her how she would feel if she received it - she said it would be a shock but she would want to know, then she said "You know, you should come along to parent group, just for a chat with people to find out what they'd want in terms of communication about their child". There are actually quite a few parents who attend parent group whose children are on the SEN Register.

So I arranged with the HLTA who runs the group for me to drop in for a chat as the SENCO - whether their children were on the SEN Register or not - e.g. the group sometimes has visits from the School Nurse or other local community members. However, when I told the Head about this arrangement, she wanted me to invite all parents of children on the SEN Register along to the group that particular week, whether they are regular attenders of the group or not, so I did that.

I totally understand that people may not want to attend a public group to discuss these matters and I hope they would still come and speak to me in a confidential way if they wanted to. I have actually had two parents already come to see me after receiving the invitation to the group saying they were unable to make it but wanted to have a quick chat anyway.

Cornzy - great ideas thanks, I hadn't thought about giving information on what SEN training staff have had, that will be really useful. Your other suggestions are great too.

Thank you, AgentProvocateur, that is a really good point and more that likely in some cases. In fact one of the parents who has already been in to see me stated, "I don't want her to end up like me" and "I always tell her to stick in at school so she can get a good job not like me and her Dad". I hope to keep things simple but informative. Anyone got any further tips relating to this in particular? I have been trying to make sure I always say "Individual Education Plan" or "Special Educational Needs Register" and the like rather than IEP and SEN Register when I am speaking to parents - it seems so forced to me as I suppose I am so used to reeling them off quickly! But I hope it is helpful.

I think its lovely that you are reaching out to the parents of children on the special needs register in this way.

Prehaps its important to get the message across that the children on the special needs register cover the entire ablity range. Often having an IEP is to help with temporary problem. A five year old who struggles with phonics due to glue ear may well do very well academically in year 6.

Prehaps give statistics of how many children are on the SEN register in the school and how many children have SEN nationally.

I prefer to only communicate 1:1. I spread my parents over the term, one per assembly (easy to get relevant staff there). Most turn up, those who don't I contact by phone about an alternative time, eg after school. Everything I relay is in these meetings, I'd aim to meet all 30 individually by the end of the term and see getting them informed and on board as a long process. I've picked up a messy SEN register too. In these sessions I then communicate my number, the best times to see me and the days they can find me at the gate. Some email me too (working parents mainly). Trust is built up through these little contacts and getting to know people over time, even if they don't turn up for the formal reviews!

How big is your school out of interest? I found I trimmed my register from 42 to 18 very quickly once I started, it was full of 'SPLD' (over half), ie. 'requires differentiation in class'. I renamed 'school action' 'class action' too to make it clear that ALL children's learning was a responsibility of their teacher. I had a culture of a large neglected register which anyone not making average progress was stuffed onto as a 'solution'. Often learning was related to other pastoral needs rather than SEN, e.g. poor attendance or bullying etc and needed to be dealt with properly or the child was making good progress from a low starting point.

Reallytired, I agree. I always start with positive stories and tell parents how an SEN register shrinks in the older classes, the aim is the support works and the children no longer require it.

I think what you're doing is great. I wish it happened in more schools...

OK, my son is on the radar for SN.

I want to know how he is doing in school. I cannot expect him to tell me.
I want to know how he is doing in relation to the rest of the class.
I want to know what you are doing to lessen his 'differences'
I want you to know that you can tell me anything.
I would like to know (but possibly out of your remit, and sounds like you've got your hands full!) if there are things I can be doing out of the classroom that would help in it (For example, the school and I have agreed to have consistency with DS's visual diary. It helps that I am using the same pictures, phrases and terms at home)

Also, a big ask and again one you can't do because of other reasons, I want to know which other kids are being mean to him. Just so I can steer clear of them. Not going to kick off about it, just would like to know.

You do sound very comitted to your job, so I am sure you will be great at it

FWIW, Even though I'm quite open about my DS's SN, I wouldn't be up for a coffee morning / group with all the other SN parents.

I do not want his SN to be what defines him.

This sounds great, it's important that you are accessible and that you get the parents on side. I say this as both a parent of a child with SEN and as a primary teacher.

I think the coffee morning is a good idea, but you should be prepared for a low turnout. There is a certain stigma that is attached to having a child with SEN, but it can also be incredibly lonely, knowing that there were other parents to talk to who have children with similar needs might be nice for some parents. I'm quite open about ds1's needs, I have no reason to hide it, it is what it is, but it can come as a huge shock and parents will need time to come to terms with it. When I was teaching I didn't realise what a devastating blow announcing someone's child needed to be on the SEN register could be, as a teacher it was a solution to a problem, but for parents this is their child, it's a huge thing. Please try and keep this in mind.

I think explaining the terms is a great idea, I still have to recap for dh sometimes!! Also explaining which outside agencies, if any, maybe involved with their child and what their role is. 'We're getting such and such a body to assess him', is quite frightening if you don't know what their role is.

Please remember to fill in the child's strengths box on IEPs. DS's SENCO never does and I know it's because she's busy, but it is disheartening.

Good luck!

I think people may shy away from the coffee morning because of other people finding out. I know of quite a few other children with SEN in my school, but I am selective about who I tell, I sound people out to gauge likely response, so sone know he has problems, some know the full extent and some know nothing.

I actually think greater awareness in the parent population at large would be a good thing. Those of us with children on the SEN register are inhabiting a parallel universe to the rest of them, terms like IEP, statement, SA+, SENCO are totally unheard of to a lot of parents but the stuff of every day for some of us. I have heard parents moaning that such and such child takes up far too much TA time without knowing why etc.

I have almost no idea who else was on SEN register. One official stat is 17% (here), but I can only think of enough obvious cases to get up to about 3% at DC school (normally very average for everything). Might have been interesting to swap notes, but then... mine was on for behaviour, and Lord Knows MN has taught me how people like to judge, would be happy to assume it's all my fault. Could do without that.

Thank you for all your replies! They are really useful to me and have given me lots of food for thought. I do really like the idea about having individual slots and spreading parents out across the year so that everyone has the chance at a confidential meeting at one point through the year.

Kate2boysandabump- thank you for saying about the strengths box on the IEPs. We do have those boxes and you're right, it is important to keep those things in mind rather than forgetting them.

Onceortwice- that is one I find really tricky, when parents ask about other children, e.g. "Where is he in relation to the rest of the class?", "How many others in the class have SEN?" etc. Any other SENCOs have advice about how to answer these types of questions diplomatically but reassuringly?

Thank you for the point about the ultimate goal is that the intervention/support means that the child can go on to manage without it, I will ensure parents know this. A SENCO at a local school that have recently had ofsted told me the inspectors asked "How many children have left your SEN Register in the past year?"

My friend is setting up a charity in part to address a lot of your questions, BP. I agree- there is not enough information. I have 2 children with autism, one pending dx, an almost complete MA in ASD and several year's relevant work experience- and I still struggle to find out so many of the options we have!

Some of the problems we face are down to the sheer distance schools that can cope with the boys can be from us, the horrors of balancing 4 schools (1 ms primary, 1 ms comp, 1 SN primary, 1 sn comp) and the fact that we pretty much have to travel en masse but there is nothing that we can access that covers all of them (ds2 is the only one that can be left for any time at all).

I wouldn't get to a coffee morning for example because they are usually scheduled at 9am so parents can be there for drop off, but I will be dropping off one of the others or awaiting taxis; and evening things are completely out, or anything approaching 3pm as we have 2 taxis and a school pick up to do at EXACTLY the same time. Impossible as it is.

As for what I want to know- the truth. None of mine really carry info between home and school, two simply can't. We have link books but there is a culture of positivity that doesn't help- for example today's link book for ds4 (stated school 2 weeks ago, statement applied for) said 'participated in most things. Eh? Doesn't he normally? What doesn't he do then? How much does he refuse? I have learned that I should not ask at the school gates- other parents do not always take kindly to SEN kids where we are- so will have to wait for an IEP at some point, or then planned MDT in 6 weeks. For ds1 we gave in and started home - school emails as DS1 would bin link books in case we communicated (for example the 'wonderful models' he had decorated his base with, except they were in fact concealed weapons- swords- as he boasted to his sibling who fed it back).

It's also worth remembering the variety of children- for example ds3 lost his TA annually in MS as the LEA policy was not to develop bonds so that, as you say, children can let go of support- except for ds3 that will never happen, not in his lifetime. Children need to be taken as individuals and what suits a child with dyslexia won't suit one with autism who is borderline for SNU transfer or like ds3 awaiting a place, for example. Standard questions on IEP forms such as 'would your child be able to leave the register now?' 9we have that) does nothing except inspire panic in me!

Can you come and be the SenCo at my DS's primary??

I don't think our current one (who runs a system similar to the one that used to happen where you are before you took the post) will ever retire. She has been there since the school opened 22 years ago. She doesn't believe in Autism, for starters.

I'll ply you with homemade cakes...

butterpopcorn- in answer to 'where my child is in the class?' I keep handy a table of expected levels in each year group. This helps parents put into perspective their equivalent year group. I'd only get this out though if asked directly. You just can't give a place in the class, although I may say 'x works in a group with others working at a similar level' or 'x requires 1:1 tailored work' as a guide. I stress every class is different, I have the issue that I'm in a generally very high achieving school, so a child one sub level below national expectations may have a knock to their confidence comparing themselves to peers, whereas in other local schools they'd be in the middle group.

Ofsted where very big on monitoring the register when they visited last year, I faced a lot of questions about why my register did NOT taper off in the upper years (good and unusual reasons and they were fine with the answer). What they really don't like is kids sitting for years at school action level, neither getting outside support or leaving the register. SA+ and statements do tend to be more static due to the nature of needs that require external support.

I certainly agree with the point about being honest, I have been SHOCKED to realise the extent parents have been kept in the dark. In the worse cases this has led to them happily planning for inappropriate secondary placements based on a lack of information about school needs. I've only ever had parents grateful for the truth, however hard it is. Working in open partnership with parents in the ONLY way imo to ever make any difference to a child's learning.

BTW I meant I meet parents individually every term (for SA+ and ST) and sometimes for SA too. I know it's a lot of time but it saves major headaches later, I've done annual reviews in 15 min because all the infos there and we're in agreement. In comparison to the early days where they would take up to 2 hours while we tried to communicate and agree a way forward. Also as mine and parent opinions/ requests are co-supportive I've never had the SEN panel refuse any wordings/ requests I've submitted.

firstly .. < waves Hi to those who remember me> secondly for those names I don't know.. i'm an oldie as such.. but was directed here by Peachy. < waves hi to Peachy>.

okay not sure if this is going to help in such a short answer, however I'll try:

Firstly it's ALL about communication, not only between you and the parents, but also how class teachers and SMT's communicate with parents. So try not to get too involved with individual child 'cases' as such in the meeting. ( this is going to be hard, because each parent that turns up is going to want to know about their child.
so make it clear that you will be holding meetings for individuals through the year, and that you are contactable anytime. If you can let those SEN reg parents know your e-mail. because sometimes little niggles can end up as big problems if they arent heard or dealt with.

Secondly, parents in general don't know or understand what teachers/ Senco's are able to do or what they don't have much control over.

Thirdly : Some parents will be aware of what an SEN register is.. but others not.. some may not understand or have never come across our world as such. so explain what the register is and how it works and how it benefits the children. how they may come off the register and what SA, SA+ and statements actually are. ( again.. how this can benefit the children).

Have a chat about the abbreviations ( this is really important), and a general expected level chat. ( maybe if your school uses APPs you could explain very briefly how those work).

Try and bring down the 'education professional' terms to plain english, without being condisending ( sp) .. because actually.. a 30 minute chat about apps, IEPs, OTs, SALT intervention and SEN registers.. will probably be quite overwhelming to some parents... and they will either be put off by your attempts to communicate ( thus causing a communication problem).. or they will just stop listening.

keep it breif and general, tell them what your roll is.. let them know you are on their child's side and that you work as a team with the parents for the child/ren.

and good luck !

How many others in the class have SEN?

Why would anyone want to know that? Is it a reassurance, "Thank goodness Not only me" kind of thing? Or "My child may have SEN but is so clever I don't want them held back by bratty turnip brains" concern? Honestly, I can't imagine why I'd ever ask that. Is it funding, wondering how spread out the funding will be? Don't kids on SEN only get funding if they are statemented, and then only for so many hours?

If you email general letters/notices, make sure to BCC to each person, so that they don't see each other's email addies.

I agree with all the previous posters... Good idea about BCC the emails etc but then surely all emails from school would use this/
The additional piece of information I would want would be regarding SA+ and outside agencies especially when an Ed psych or SALT is involved. IME many parents are told that their DC will be assessed but due to the waiting lists it will probably never happen. This is because even if the DC creeps up the list another DC may be viewed as having a higher need for assessment. It is sole destroying as a parent to be made to feel that your DC is not as important as there are a high number of DCs in their particular school needing to be assessed.
So please be honest with parents...

Agree with the BCC thing.

But also- some parents will want to know other parents in a similar position. if you have any that are perhaps at the other end of the process- maybe already have a good statement, child has come off register, child has gone on to another school or is simply thriving- and the sort to work well with others, it can be food to ask if they'd act as a contact for other parents entering the whole confusing arena.

WRT to how many SEN children there are in a class- how relevant this is varies. My experience is that a class with several kids with SEN can have issues with other parents. When ds3 was in MS, he had a TA allocated. There was also a child with cancer and as that isn't enough to get a TA funded, they often shared ds3's TA; I'd have had to be a piece of work to mind, and I didn't. DS3 was and is a very gentle, passive child but all certain parents could think was 'how come two kids get TA' help and my baby does not?'. DS3 needed a very set routine just to get into class- TA would meet him somewhere quiet, she would take ds3's hand and take him in the back door so he'd miss the cloakroom scrum. Other parents took to congregating there, and it escalated to some making their (NT) child forcibly grab the TAs hand of a morning whilst shouting 'why should THAT child get all the help, we pay taxes too'. Not only did it eman we'd have to take ds3 home and try again hourly until he would go back in the room, I ended up feeling incredibly upset. We transferred ds3 to a SN Base as soon as we could but it all takes time.

Now, don't get me wrong- I know not all kid with SEN are angels- ds1 isn't for a start! Even there though- we had no idea when he started school that he had AS; he'd attended a Montessori and thrived, they thought he was very bright and wanted him assessed for scholarships. he struggled with a bigger setting though and was fine in lessons but would spend breaktimes running about growling; the parents got a petition up to have him removed. Now, a friend tipped me off and I rather tearfully asked his wonderful, rugby - playing, child - centric class teacher at pick up if she's had said petition: she stood in the centre of the yard and shouted 'anyone who tried to raise a petition against any child here has to come through me, and better have another school lined up for their own child' (she didn't do PC!). Now, we had to move away not long after but that meant a LOT. Had the parents raised concerns fine, but nobody ever did, went straight to lynch mob. Not to emotion the time ds1 hurt another child at school, none of the teachers warned us, and I arrived to be screeched at with a newborn baby by Angry, Violent Dad; I ended up with PTSD and couldn't do pick up alone for 6 months, still have a panic attack when anyone asks to see teacher in an annoyed voice, and ds1 left infants 5 years ago (DS4 just started).

Sorry am wittering but I think it's important to know how things can go awry when badly dealt with.

(Going you'd be amazed- after X years of being in the system and having some prof knowledge, I could at one point name every child with an IEP or assessment in p;ace! from bad email security, through to IEPs fromprevious kids left in front of me at meetings....... on one occasion I even found the free school meals list lying in the road when walking past!- I did hand that straight back in).