SN school with no peer group. Is it such a problem?

[WorriedSenMummy]

DD is in Year 7 but never started at her MS secondary after a full year of missed school in Year 6. She has autism and sensory impairments along with severe anxiety.

It took 3 years of applications and appeals to be awarded an ehcp in year 6. I have then spent time looking at suitable schools for her.

DD needs a small and caring school with small class sizes, but a school
who can also give her opportunities for gcse attainment. The local and out of area MS schools all rejected DDs ehcp saying they can’t meet her needs. It’s true, she can’t go to MS because she can’t cope in there.

The independent schools are huge and very pressured. There are no independent SN schools who cater to academic children.

I looked at SN schools both in our area and out of it , and found one which would be perfect for her. Our authority agreed to name it in section I and I had a meeting last week with the new school.

At this meeting, I found out that the class that DD will be in, has children working way way below age related expectations. All the children are the same age as my DD but are working academically around 5-6 years below their age. They reassured me that they are confident in meeting DDs academic needs as the curriculum is individualised.

It’s the only suitable school I’ve found so if she doesn’t go here, there is nowhere else. Home Ed is not an option. DD also wants to go to school.
How much of an impact is this likely to have?

There are mitigating factors in that DD is a friendly child and is a “helper”. She has always been noted to get along better with children who are less able than her. She also attends two different youth groups 4 nights per week with peers who are more academically on her level. I talked to DD about it and she doesn’t think it will be a problem.

DD is excited to start the new school after half term but now I am worried.

I should add. DD finds it very difficult to make friends so when she did attend MS, she had no friendships and she stuck out like a sore thumb with her clothing adjustments, lack of interaction with other DC and always being at the back of the group.

It depends on the child, I think. For some, it isn’t a problem especially if the school can cater to the pupil’s individual academic needs, they have social opportunities outside of school &/or there are similar pupils to mix with even if they aren’t at the same academic level. The fact DD is positive about starting and wants to go is a huge benefit. For other DC, a lack of peer group makes the school unsuitable and inappropriate.

Just because you mention home ed isn’t an option, if the school doesn’t work and there isn’t another suitable school you can look at EOTAS.

@SearchingForSolitude The DC in her new class has a good mix of girls and boys so there are people to mix with, it’s just that they won’t be as academically able as DD.

With the gap being so big, I’m not sure what to think. I did consider EOTAS but DD insists she wants to be in a school.

My child is in a SN school where classes are grouped by ability rather than age. My child is one of the younger children in a set of children aged around two years older. They all get on very well emotionally and play and laugh together brilliantly. If your DD is happy in the setting, she’ll learn well. I can understand it’s daunting, I felt the same way too.

@HausMaus123 TY for sharing. I’m more reassured after reading the replies.

I think give it a go. It might be great. She might end up feeling very clever and special! I think if pastoral needs are met then academic differentiation's not too difficult, but if a child's miserable and overwhelmed, they won't learn anything at all.

If she is excited to go to school, you've got your answer. She sounds very much like a girl I used to teach in special school. The girl loved class, as she was the 'helper,' both academically and emotionally, for some others. But our lessons also reinforced some of the basic skills that she had missed due to being so anxious in class previously. And she got lots of 1:1 attention with the learning at her level. She thrived and went on to get GCSEs.

So it's a Moderate Learning Difficulties setting, and she is a little more able.

I work in a MLD and sometimes you can get to Year 9 or 10 and the pupil suddenly absorbs the fact their peers are working below, or they can get bored. Sometimes the "behaviour" or SEMH can set in, or not.

Some more "mainstream" presenting kids will be unsettled by some of the traits and habits that can accompany an MLD profile.

They really only need one or two peers they gel with, and and a good classroom team each year to avoid these scenarios, particularly during social times.

If she's been out of school I'd be tempted to give it a try and see.