Resource base or special school…

[RAR5454]

My son has been in a mainstream primary school where he has recieved regular speech and language therapy and small group provision for part of the day. He is also meant to receive support with social interactions but the school has not implemented it. After years of frustrating meetings, I have decided to move him to a special school but I’m also keeping an open mind for resource base provision… can anyone outline the pros and cons of each?

Resource base:

• Access to mainstream curriculum, though this varies between provisions. Ask what % children typically spend on mainstream, and with what support
• socialising with peers with and without sen. Whether that's a pro or con depends on the child.
• balance between specialist teaching and mainstream teaching
• teachers typically have less specialist training than mainstream. Their training is with mainstream colleagues and isn't typically send focused, though again, this varies
• per pupil funding tends to be less than special schools

This really depends on the resource provision and special school you are talking about. They can vary a lot. For some, one massive con of resource provisions that can’t be overcome is the fact the resource provision is still part of a mainstream school with the sensory environment that entails that some find overwhelming despite all the adjustments in the world. Visit all the options. Ask lots of questions.

Some examples of questions you could ask the resource provision include:

• How many students in the provision?
• Ratio (and type) of staff - some rely on support staff to deliver teaching sessions.
• What proportion of the week are DC expected to integrate into MS? Does this % change as DC move up the school?
• What lessons do DC typically have in the RP and what lessons do they attend MS lessons for? Is there any flexibility in this?
• Do pupils have the opportunity to mix with pupils from MS outside of lesson time e.g. extra-curricular or lunchtime if they wish?
• Do they have professionals on site or visiting? If visiting, how often do they visit and how many DC do they see?
• Do they have a sensory room/quiet room?
• How does the school reduce/prevent sensory overwhelm?
• How do you manage dysregulated behaviour?
• Do pupils in the RP start/finish at the same time as the pupils in mainstream?
• Do they have DC who have reasonable adjustments to the uniform policy?
• Where do the pupils move on to afterwards?
• If you are looking ready for secondary phase transfer, what qualifications do DC in the RP typically sit? Is there any flexibility in this?

Ask the SS questions such as:

• How many pupils in a class?
• How do they organise classes?
• Ratio (and type) of staff in each class?
• Ask about the curriculum they offer - some follow the full national curriculum, others don’t. And ask if there is any flexibility in that.
• If you are looking ready for secondary transfer, what qualifications do DC typically sit? Is there any flexibility in this?
• Do they have professionals on site or visiting? If visiting, how often do they visit and how many DC do they see?
• Do they embedded interventions into the curriculum?
• Do they have a sensory room?
• How does the school reduce/prevent sensory overwhelm?
• How do you manage dysregulated behaviour?
• Where do the pupils move on to afterwards?
• If it is wholly independent, what is the availability of places currently?
• If an independent/NMSS, does your LA fund any pupils currently there? (An answer of no doesn’t mean it can be funded, but an answer of yes will however prevent the LA lying to you by saying ‘we don’t fund that school’.)
• If wholly independent, if you have to appeal, how long would they hold the place for?

As an aside, if provision detailed, specified and quantified in F isn’t being provided, have you contacted the LA? It is the LA’s who is ultimately responsible.

Thank you, these questions are insightful.

in regards to elements of the EHCP that are not implemented, I have not contacted the LA. I have asked the school for a breakdown of how my son’s funding is being allocated. It’s very frustrating dealing with the SENDCO as she’s constantly in the defence.

Focus on the provision detailed, specified and quantified in F rather than the funding. Speak to the LA about provision not being provided.

The penultimate bullet point in my pp should have said “An answer of no doesn’t mean it can’t be funded…” sorry about that.