Transition to secondary

[Lancrelady80]

Hi,

Not sure where the best place is, so have also posted in SN Children. Hope that's okay.

I have a child in Y6 awaiting assessment for ASD (still!) and an EHCP in place. We deferred his start to school by one year. There is / was a diagnosis of Global Development Delay.

We have to make a choice on secondary schools and have tours of the two possible schools (mainstream - he should be fine with support...I hope) and meetings with the SENCOs next week.

Top tips for things to ask / look out for?

Issues are largely around niche interests and monologuing; not understanding social cues and contexts eg is someone being mean or is it gentle teasing; a lot of issues around changes, sensory things to with noise, bustle, lots of people...he's cried at his own birthday parties before as so overwhelmed; dyspraxia; general social interactions and social communication; issues around food (texture) He's very young in himself and gravitates towards younger children rather than his peers, who accept him well enough but certainly don't seem to consider him as a friend - there's very little common ground.

He does well at his small primary where children stay with the same teacher for two years and everything is very familiar and structured. They all know him and provide a lot of support and reassurance as a matter of course. No 1:1 TA, but she tends to check in on him regularly as he can become lost with a task but is fine when she does that every so often. Little things like pre-warning about fire drills, providing pre-printed tables to reduce faffing drawing with a ruler, calling on him in class rather than waiting for a hand up, using name then giving instruction...these all happen as a matter of course for him and make a huge difference.

Words of wisdom and experience would be very gratefully received!

Thanks

It's great that both Secondary Sencos have agreed to meet with you - many don't as they're so overwhelmed trying to support the pupils they already have.

The step up from primary to secondary is huge so it's good you're thinking about all the right things to ask/secure now.

I would say that the key thing is to ensure his EHCP is fit for purpose. At secondary the students are expected to be so much more independent. They will have something like 12 teachers (and very often supply/cover), not to mention being expected to get to different classes, sit next to several different children a day, manage homework, remember equipment etc.

Is the support your DS needs quantified in his EHCP? Are you happy with it?

Obviously you know your DS best and some DC with additional needs may only require minor adjustments in order to thrive at school.

In terms of what you can ask, I would see what the schools offer in terms of support around unstructured times (break/lunch) for DC who may struggle socially. Some schools have special clubs/a room where they can go. See what sort of after school clubs they offer. This can be a good place for DC to make friends around a shared interest.

I would also ask if they operate a system to allow a DC to leave class if they're feeling overwhelmed - some schools have a 'pass' that DC can show.

Will your DS be able to cope with the uniform expectations? If you think that's going to be an issue, ask what reasonable adjustments they will consider.

Does the school run additional transition days for DC with additional needs?

How can parents contact teaching staff if an issue arises? (At secondary it's normal to have 1 five-minute meeting per year with subject staff for neurotypical kids!)

You don't say what your DS's academic profile is. It may be worth asking if the schools run 'nurture classes' if you think he's going to struggle to access the curriculum.
Ask how they will differentiate homework if you think that's going to be an issue. (Some DC with additional needs refuse to do school work at home or they may need extra time to complete it.)

All this will give you a feel of how supportive a school is likely to be towards your DS.

Your DS sounds very much like mine. I was so, so worried about how he would adjust to secondary school but he actually tells me he prefers it to primary.

Thank you so much for this. It's good to hear positives about transition to high school - all I seem to come across are horror stories!

I wish I'd been more clued up on what to look for in a school when choosing one for dd. As it was I believed the total lies they told about enhanced transition support and ongoing support on starting school. None of it came true and dd stopped attending school completely within 6 weeks (and has never returned). I'd meet with both schools and I'd be keeping an eye out for their proactive suggestions as to how they could work to help your dc transition. I wouldn't feed them the options, instead see what they are suggesting as if they are then it should mean it's par for the course for them to do those things for SEN kids. I'd be looking for a time table being provided in advance if school starting so dd could have time to adjust and prepare. I'd be looking for flex on uniform. Dd has sensory issues and when push came to shove the school didn't budge. I'd want assurances that all dd's teachers would be made aware of additional needs in lessons. I'd want to know that dd was being signposted to what she could do in lessons if she needed to leave to decompress somewhere. Depending on what your dc's needs are, I'd expect a suggestion to connect her with a staff mentor for catch ups, maybe once a week. Had the right scaffolding been put in place for my dd I honestly belive she'd still be getting an education. Good luck op