Implications of a SEND statement

[ParentingDiscussions]

• DS has been recommended to be in the school SEND register. This has come as a surprise to us. Although we have noticed some deficiencies, we are not sure if his needs are high to be added to SEND. We are also unclear about the implications e.g.,
• potentially subsequent transitioning him to a special school (we would ideally like him to keep him in mainstream school in Y6 and in high school potentially considering independent & grammar)
• social integration and stigma
• academics (due to lowered expectations)
• We would appreciate feedback/inputs on potential implications of adding a child to SEND. Whilst we would like to get him the support he needs but are concerned about his future including learning / future school admission and social integration. We also wonder if we have not worked hard enough with him leading to his deficiencies in reading, writing and vocabulary and with more effort from us (along with school’s), his may be able to meet his age related expectations.
• In addition, we would appreciate the feedback on potential criteria for searching high school for him.
• I have noted further context below in case helpful.

Further context

• DS has been struggling with English (and a few other subjects). In year 4, he was assessed below average in both reading and writing, and working towards in many other subjects (science, computing, RS, art, D&T, language, PE). He was assessed as meeting age related expectations in others and exceeding in Maths.
• After requesting the school’s SENCO in year 5, the school got him assessed via an Education Psychologist. The report suggested issues with Working Memory with t-score of 62 (not sure what that means). In addition, the report also notes concerns in verbal ability (underdeveloped repetitive memory, ability to understand complex sentences and expressive vocabulary). He has also been assessed below average in areas such as auditory comprehension. He is struggling most with inferential comprehension.
• Reading accuracy, fluency and non-verbal were assessed at normal level.
• He is suspected to have ADHD. We are not able to relate to it from genetics perspective.
• DD is in a Grammar school.

Being on the SEN register is just a low level first step.
It isn't an EHCP, nor heading for a special school.

My DD2 bounced on and off the SEN lists for all her schooling to y10.

No other pupils at school will need to know.

Do you mean Statement of SEN (if you are in NI) or the SEN register?

Being added to the SEN register means the pupil needs additional SEN support, which sounds accurate from your posts. It isn’t just about academic ability. Some DC who are able are on the SEN register. Being added doesn’t result in social isolation. Being on the SEN register alone won’t result in someone attending a special school. It doesn’t prevent you applying to grammar. Some independent schools will ask you to declare any SEN, but that will apply whether DS is on the SEN register or not. Some independent schools are more supportive of pupils with SEN than others.

If you are in NI and mean a statement, that is for DC who need more support that can typically be provided in at a school level. It is a legal document that sets out a child’s needs, the provision they require and the placement (including a special school if required) they will attend. For schools that aren’t independent there are limited reasons the EA can refuse to name your preference. For independent schools there are slightly different rules.

A t-score of 62 would be above average. Are you sure it is a T-score?

Both my kids are on the sen register. School gets around 6k funding per child for kids on sen. They get extra support etc. That helps them bring grades up.

My eldest age 14 has been on it for a while. She has dyscalculia which is like dyslexia with maths. At comp she gets weekly tuition for maths on a 1 to 1 basis.

My.youngest I asked for her to be on it. She's been on it since y1 and that's due to her being volatile to others anyways waiting for cahms as think she has adhd due to the emotional dysregulation. It won't affect life choices it enables the school to give them extra support.

The notional SEN budget is rarely £6k in reality, and adding a pupil to the SEN register doesn’t mean the school will get an additional £6k, the notional SEN budget doesn’t work like that.

Your views as a parent should have been sought during the assessment that has led up to your DC being determined to have SEN. Did School talk to you? Did you talk to the EP (hope they sought your consent?)?

You should also be involved in discussions about how your DC's needs are met. If you are in England or Wales have a look at chapter 6 of the SEND Code of Practice.

https://assets.publishing.service.gov.uk/media/5a7dcb85ed915d2ac884d995/SEND_Code_of_Practice_January_2015.pdf

That SENCOP only applies in England. It doesn’t apply in Wales. In Wales it is The Additional Learning Needs Code for Wales 2021.

Thank you!

Which country are you in OP?

All, thank you very much for your very helpful replies.

We are in England.

Headfirstintothewild - The school is asking whether we would like DS to be added to SEND register (sorry for the confusion regarding SEND statement).

FleurdeLiane - the school indeed sought our consent and feedback during the process. We did not discuss with the EP directly, however, we did provide written feedback for the assessment.

You should have been given the opportunity to speak to the EP, both as part of the assessment and also afterwards about the report. Do you have their contact details?

Accept it I really would as your child will get extra support.

Strictly speaking, if they have concluded an assessment and determined that you child does have special educational needs, I think they are legally bound to address them? @Headfirstintothewild will know for sure.

@FleurdeLiane you are right. Parents should be informed and involved in the APDR process, but schools should be supporting pupils anyway (as you will know, some things require parental consent but more general SEN support doesn’t).

Which is why professionals should be actively engaging parents during the assessment phase so family context, insights and values can be taken due account of.

I completely agree, it’s why I asked the OP if she had the EP’s contact details because she should have been given the opportunity to speak to the EP during the assessment process and afterwards. It is poor practice not to, but sadly all too common.