Tips wanted for viewing new mainstream schools for statemented child

[gigglewizz]

hi Ds1 is going to mainstream and we are looking at local schools. Do I just go an see them and not say anything about his statement? The SEN team say we should pick the one we like even if full they will make theschool take him. Is this right?

We saw a lovely school today, which was full and from the first phone call, to being kept waiting 20 mins then the disdain and condescending attitude of the head teacher, I walked out crying. Please tell me there is an easier way?

You'll probably get divided opinions, but there is no way I would view a MS school as if my child was 'typical'. Darling Mirabel will get (in some schools) a very different reception to 'child who needs support'.

I also would not visit a school without taking my child. Because Head Teachers can wax lyrical about their inclusive stance, their resources for children who need support, etc., but they can't hide their body language and natural instincts when faced with a real child with SN.

The first school I looked at (MS), the one I was certain would be good for DD1 if she was indeed going MS, was awful. Darling 'Eleeeaaannnooorrr', whose Daddy had been educated in 'Bahhhraiiiinnn' was given a beaming smile, handshake and direct eye contact with a 'we're going to see if we can find you a nice school place'. DD1, who was climbing the walls from having been kept waiting for over 20 minutes and couldn't cope with being booked at the same time as another family (which was explained quite clearly during our long telephone conversation) got a cursory 'Ah you must be Lougle's DD. Hello.'

I was even told off by a staff member for parking on double yellow lines, until I pointed out that the blue badge on the dashboard meant that I could. The head teacher told me that unless I got her a maximum statement he wouldn't be able to help her.

The second school, which I wasn't too keen on (but turns out to be outstanding and DD2 now goes there!) were amazing. Waiting at the door for DD1, changed the route of the tour to allow her to see something that had caught her eye. Found a friend to play with while we went for the rest of a look around. Offered a meeting with the SENCO to discuss the sort of things DD1 might need and what ideas they had. At that later meeting, the deputy head came from her classroom, having heard DD1 kicking off in the SENCO's office, and simply said 'we are just about to have fruit and milk for snack time; would you mind if I take her down to join us?' She wasn't even 'theirs' yet, but they were already accomodating her. They told me that even if for some bizarre reason DD1 didn't get a statement, they would give her the (full) 1:1 that she needed while they fought the decision with me. They were already providing full 1:1 for a child whose mother had resisted the SN process because she couldn't cope with the implications, but suddenly realised how much support her child would need. They were waiting for assessment, but had already met his needs because he needed it.

As it turns out, she was given a Special School place. But I know that while not appropriate, the second school would have done their absolute best to make her time their as good as it could be.

What Lougle said, - and ask to see an example IEP. The reaction to this question (defensive or proud) will tell you loads about the reality of inclusion and also the quality of their IEPs.

We have just moved DS4 to SS from MS Reception. He just couldn't cope with the amount of dc in the class. They had gone from 30 when DS3 was there the year before to 56! His ASD went into overdrive, and he started to school refuse at the age of 4! We made changes to the routine which worked up to a point. The realisation came that he was never going to cope with Year 1 environment. That's when I made the decision that he had to move, so I requested that we bring his Annual Review slightly forward, and we all agreed after that meeting with the school, ASD Specialist Teacher, SALT, TofD and LA that a change of school was best.

I had seen the MS IEPs they were reasonable, and they had made huge changes to the classroom, they had done as much as they could for him as a school, but the simple and unavoidable truth was that his ASD meant that he needed a smaller environment. Second week at Special School and I have a much happier child.

So in essence, be realistic about the environment, the sensory issues that may upset your dc, what provision they will make to accommodate his/her needs etc. And yes DO take your dc with you. Only then will you see if it's the right fit.

Thanks for the replies. That is really helpful and those suggestions will be used on my next visit. I think today was just esp. Difficult as I had forgotten how terrible 'normal' schools can be with their attitude and I just happened to find a bad one first. Lougle that second school sounds fantasic. Thanks again both of you for the advice.

Well I would always mention the statement in the first phone call (insist on speaking to the head) You can tell an awful lot about the attitude of the place just by the HT's reaction to hearing your child has a statement.
I really pissed two HT's off by insisting I had a look round (threatened them with LEA ) when they said they were full and didn't take SEN children. I told them if I looked round and wanted dd there then LEA would force them anyway. Went looked round and then told them that I had seen far superior schools and they hadn't made it onto my shortlist
I personally didn't take dd because I wanted to give the schools my full attention and dd only worked on definites so it would have been confusing for her.
The school I eventually chose I went and had a chat with the head and we talked about dd and I showed him her statement and made arrangements for me to come back with dd if I felt I wanted to look again.
On dd's visit the HT was spot on, got her attention showed her things of interest , got her to operate the lift, showed her some tai chi etc. At the end he asked if she had any questions "Yes" said dd "Why is milk white when cows eat green grass?" He never blinked just said I don't know but if you'd like to come again we'll go on the computer and find out.
Then he offered a week of taster sessions with his TA's giving dd full support with no obligation on either side. On the first visit true to his word he took Lucy to find out why milk is white.
By the end of the week dd had settled like she'd always been there and she started the following week because he told the LEA he thought it was discriminatory to make a SEN child wait whilst the paperwork was done so he was admitting her and the paperwork would have to catch up.
Dd has been very happy there from the beginning and they support her and include her incredibly well.

I was very upfront about dd's difficulties and it was actually obvious which schools were not interested. if possible see the head as the head sets the ethos of the school. If they are unsupportive it is unlikely to be a success. The one I went for listened, took notes and then brought the senco and class teacher out to talk to me. they visited her at nursery and generally went to a great deal of effort to accomodate her needs. Others were condescending and actively encouraged me 'to keep looking around'!

My DS went to the local secondary to begin with. Head gave all the 'inclusive' rubbish at the welcoming parents evening. It sounded fantastic.

We had to meet with him about 2 months into the term saying how disappointed we were with what they were providing for DS2. He said 'no money, sorry we can't do anything'.

The very next day, I was meeting with EP, waiting in reception when a new teacher arrived, greeted by the HT and introduced to someone else there as the teacher who will be teaching a (free) after school club in - Japanese!!!!

All I wanted was a little extra help for my DS with english!!!

My point is that a HT can spend the money how they choose. You need to weedle out the one who is prepared to spend on DC with SEN.

Went to look at another school, met with the SENCO, he understood the difficulties immediately (its a specialist language resource). I looked around myself first, then took DS and DH to look, plus took DS another time as well.

Although we have had a couple of wobbles, I am convinced that whatever DS needs, they will provide him with the best they can.