What to look for in a mainstream secondary school?

[Croissantsandpistachio]

DD9, going into Y5, has a recent ASD diagnosis (although we've known since she was a toddler). She manages pretty well in mainstream at the moment, but I'm aware this is likely to get more complicated.

We're doing a first pass of secondary schools in the autumn (London so potentially several where we would get in on distance, including 2 girls schools). This will also help us to decide whether to apply for an EHCP assessment - and push hard for it. If we can I'd prefer to stay local- all the schools with a specific unit or nest are a pain to travel to which in itself will be stressful for her and she may not be able to do the journey independently.

Her main needs are the ability to have movement breaks, support with exec functioning, and social support (she doesn't seek out friendships particularly but more for day to day interactions). She's achieving in line with or above expectations at the moment. Great artist.

What should we be asking the school and SENCO? What were the red flags for you at a school or what do you wish you'd known? Any advice from more experienced parents welcome!

I'd look for some or all of the following:
-how does the school provide for movement breaks? Is there, for example, a time out system?
-is there a safe place at social times?
-if you agree with social skills groups or similar, do they provide these?
-can they support with visual timetables, task sheets if your daughter needs them?
-what training does your average class teacher receive around autism and executive functioning difficulties?

It can help to ask around locally to get the opinion of parents of DC with SEN in the local schools. How receptive the school is to communicating with you and having a conversation can sometimes say a lot.

Ask about what support they could provide and what type of support they currently provide for other pupils. Support should be based on what DD needs, but knowing what support others receive will give you a feel for how accommodating and supportive the school is. For example, in your case, do they have other pupils with a time out card, movement breaks, do they have a mentor/key worker that can support DD with organisation, do they have a group/club DD can attend at lunch/breaks if she needs/wants. If schools are dismissive and harp on about “this is the way we do things” without being willing to look at what reasonable adjustments DC need, I would be wary.

If art is DD’s passion, look at what the school’s creative offer is. Some schools offer more than offers. Ask about whether they set &/or stream too and think about whether setting or mixed ability teaching will suit DD better. Also, how they set homework e.g. do teachers put in online or does it rely on DC remembering or writing it down.

@OvertakenByLego is quite right. I'd ask about the sorts of adjustments they have in place for other children, just to get a sense of the extent to which they are tailoring the learning experience to individuals or whether there is a, 'we do it like this here' mentality.

You could ask about the different sorts of adjustments they make for executive functioning difficulties, and see how nuanced a response you get back (do you get a sense they know what might be in play: eg. combinations of challenges with adaptable thinking, planning, self-monitoring, self-control, working memory, time management, and organization?). Do they try and find out more about DD's specific profle?

As Lego says, if you get a whiff of inflexibilty or disinterest in DDs particular needs, then it is is not the school for you.

Thank you- this is super helpful. We've just moved back into the area after some time away so I need to seek out some other parents to ask. It's remarkable how many schools say they are 'inclusive' and their SEN policy is buried on page 503 of their website and looks like it's been copied and pasted.