MS or Specialist for secondary

[Bewarethejubjubbird]

How do you decide?

I have an autistic child in Y5, who also has Meares Irlen syndrome, ADHD, Dyslexia. They are about 4 years behind in most subjects, their weakest being literacy. They are strongest in maths and only a small bit behind in that. They have assistive technology for reading and 'writing'. Capable of writing about one or two sentences a lesson (sometimes 3 apparently).

Primary school is tiny and gentle, manage needs v well, provide accommodation around allowing their safe toys in all lessons, their own comfy version of uniform, a "safe" morning drop off. History of EBSA which started at previous, much bigger primary school and continued until they felt regulated at the new school. Took about 9 mos.

They do need to have opportunities for friendships wherever they go for secondary as they do form friendships particularly when bonding over shared special interests. Despite their academic challenges they are clever (I think) particularly in visual spatial profile and in terms of ability to understand some physics/engineering concepts.

Very challenging decision. Can anyone help?

They do have an EHCP x

If DS struggled with a bigger primary school he will probably struggle with a mainstream secondary. Even the smallest, calmest secondary can still be overwhelming and a sensory nightmare.

Have you visited the potential schools, both MS and SS?

I have seen our local mainstream and didn't feel he would cope. Their Sen offer is basic woeful.

I'm trying to get in to the other for a visit but finding them unhelpful regarding this.

I'm going round in circles regarding schools for him. It's just painful.

Did anyone else find SEN schools had a difficult and gate keeper style of communication. They must be so in demand they dread the next parent calling to enquire.....

My boy manages to write a sentence or two each lesson. Is he going to cope in Secondary?!?

Some days I think let's just let him have a crack at mainstream and then other days I feel he will be school avoiding after weeks and refusing by the first October half term. I'm also worried it will be harder to move him to specialist later on if we don't do it for y7....won't all the spaces be filled by then?

In all areas of literacy he is "working below age related expectations" and his , EHCP goal is to get him decoding at the level of a child in Y2 by the end of KS2 (y6). We are currently not on track for this goal.

In all other subjects he is "working towards age related expectations" but obviously hugely struggles to express himself with handwritten responses. He also uses speech to text technology for recording his answers or his teacher my scribe for him. Writing is difficult due to dyslexia, possible Dcd and also HUGE sensory issues around touching paper and pen.

It doesn’t sound like DS will manage MS even with support.

For schools other than wholly independent being full on its own isn’t enough of a reason to refuse to name your preference. The LA has to prove the school is so full placing DS there is incompatible. The bar is higher than many LAs admit, but obviously there is a point where they can demonstrate that and that is more likely outside of the typical admission points.

Thanks for this.

Have you placed a child in specialist yourself? At what point did you know it was the right thing to do?

No professional has told me what to do.....they hmm and haw and suggest what characteristics a school for him needs to have, but never outright say you need to consider specialist.

So I know he needs:
Small setting, small class sizes.
Dyslexia and AsD informed teaching.
Ability to modify uniform for sensory needs.
He hates to feel "different" so interventions within the actual lessons would be ideal, as opposed to him being removed from the classroom.

Look at your list, re-read your posts here about DS’s struggles and think is that compatible with a mainstream secondary? IMO they aren’t.

I have 2 DC with EHCPs (and another we are awaiting the outcome of an EHCNA request). 2 are in MS (although 1 has a completely bespoke timetable, attends an AP 2 days a week and we are mid appeal for more support in the EHCP). 1 has EOTAS (Education Otherwise Than At School) - one of my biggest regrets is leaving DS1 in MS as long as I did. His placement completely broke down. If I knew then what I know now I would see his sensory needs and MH needs aren’t compatible with a MS even a supportive one.