Questions to ask all schools The environment How big is the school site – how do pupils move around, is it safe and secure? Will the environment be too overwhelming for a child with sensory sensitivities? Are there quiet spaces for children to work 1:1 or as a ‘chill out’ space? How accessible is the school for children with mobility difficulties/wheelchair users? Is the school on several levels? If my child needs to use a lift, do they need an adult with them? What are the toilets like? Are there facilities for children who need changing? Are the outside space and playground facilities? Are there quiet areas for children who don’t want to run around or play football? Learning and the curriculum How are classes arranged? Is it strictly by age? For younger children – is there a particular pattern to the school day/week? For older children – ask for a sample timetable. How does the school manage changes between classes? How does the school use teaching assistants? How does it involve class teachers if a child has one-to-one support? Is support given within the classroom or by taking children out for one-to-one or small group work? What training do support staff receive? How is work differentiated where necessary? What is the homework policy? Are there homework clubs in school? How does the school set targets and measure progress? What experience does the school have of children with similar needs to my child? Can the school draw on outside specialists or support services? Curriculum and qualifications – are there alternatives to GCSE? Social support and communication How does the school help new children settle in? How is pastoral support organised? Does the school use mentors or have a counselling service? Ask to see the anti-bullying policy. How would the school handle disablist bullying? How does the school manage behaviour linked to a child’s disability? Are sanctions adapted to a child’s SEN or is there a blanket policy? How does the school communicate with parents? Could my child have a home-school book if needed? Are parents able to have a regular catch up, for example with a child’s teaching assistant? What happens at break and lunch times – is there any structure and who is responsible for supervision? Are there lunchtime or after school clubs? Are disabled children fully included in these? Questions to ask special schools In addition to the above, you may want to ask: What areas of need does the school cater for – is there a suitable peer group for my child? Can older children gain qualifications? What about work experience? Do staff have qualifications in teaching children with my child’s particular needs? Therapies – are there therapists on site? Are therapies delivered on an individual or group basis? Is this by therapists or therapy assistants? How is the therapy integrated into the curriculum? Is there medical support on site? What alternative communication methods are used, for example Makaton/PECS? Are staff trained in these? Is assistive technology available for children who need it? Does the school have specialist facilities, such as a hydrotherapy pool or sensory room? How does the school manage behaviour? If they use physical restraint, what is the policy for this? Are there links with mainstream schools? If looking at a special unit, how much time would my child spend in mainstream classes? Questions to ask residential schools How do children maintain contact with home – phone / skype? Can parents and other family members visit? If my child stays at weekends are there specific activities? Is there a choice? Is the accommodation on the main school site or in separate houses? How are children grouped in the residential units? How is the transition made between the school day and leisure time? Is there a handover between education and care staff? Are meals taken in the school or residential houses? Sleeping accommodation – will my child have to share? How is privacy ensured in bathrooms etc, particularly if your child needs help with personal care? What happens if a child is ill? Can children have personal possessions? What happens with pocket money? How does the school integrate day and boarding pupils?
Questions to ask all schools The environment How big is the school site – how do pupils move around, is it safe and secure? Will the environment be too overwhelming for a child with sensory sensitivities? Are there quiet spaces for children to work 1:1 or as a ‘chill out’ space? How accessible is the school for children with mobility difficulties/wheelchair users? Is the school on several levels? If my child needs to use a lift, do they need an adult with them? What are the toilets like? Are there facilities for children who need changing? Are the outside space and playground facilities? Are there quiet areas for children who don’t want to run around or play football? Learning and the curriculum How are classes arranged? Is it strictly by age? For younger children – is there a particular pattern to the school day/week? For older children – ask for a sample timetable. How does the school manage changes between classes? How does the school use teaching assistants? How does it involve class teachers if a child has one-to-one support? Is support given within the classroom or by taking children out for one-to-one or small group work? What training do support staff receive? How is work differentiated where necessary? What is the homework policy? Are there homework clubs in school? How does the school set targets and measure progress? What experience does the school have of children with similar needs to my child? Can the school draw on outside specialists or support services? Curriculum and qualifications – are there alternatives to GCSE? Social support and communication How does the school help new children settle in? How is pastoral support organised? Does the school use mentors or have a counselling service? Ask to see the anti-bullying policy. How would the school handle disablist bullying? How does the school manage behaviour linked to a child’s disability? Are sanctions adapted to a child’s SEN or is there a blanket policy? How does the school communicate with parents? Could my child have a home-school book if needed? Are parents able to have a regular catch up, for example with a child’s teaching assistant? What happens at break and lunch times – is there any structure and who is responsible for supervision? Are there lunchtime or after school clubs? Are disabled children fully included in these?
Questions to ask special schools In addition to the above, you may want to ask: What areas of need does the school cater for – is there a suitable peer group for my child? Can older children gain qualifications? What about work experience? Do staff have qualifications in teaching children with my child’s particular needs? Therapies – are there therapists on site? Are therapies delivered on an individual or group basis? Is this by therapists or therapy assistants? How is the therapy integrated into the curriculum? Is there medical support on site? What alternative communication methods are used, for example Makaton/PECS? Are staff trained in these? Is assistive technology available for children who need it? Does the school have specialist facilities, such as a hydrotherapy pool or sensory room? How does the school manage behaviour? If they use physical restraint, what is the policy for this? Are there links with mainstream schools? If looking at a special unit, how much time would my child spend in mainstream classes?
Questions to ask residential schools How do children maintain contact with home – phone / skype? Can parents and other family members visit? If my child stays at weekends are there specific activities? Is there a choice? Is the accommodation on the main school site or in separate houses? How are children grouped in the residential units? How is the transition made between the school day and leisure time? Is there a handover between education and care staff? Are meals taken in the school or residential houses? Sleeping accommodation – will my child have to share? How is privacy ensured in bathrooms etc, particularly if your child needs help with personal care? What happens if a child is ill? Can children have personal possessions? What happens with pocket money? How does the school integrate day and boarding pupils?
Admissions and school choice Finding the right school Applying for a school place Top tips for to help when your child changes school
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