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The Education of Service Children - the boarding option - Introduction
Service Children's Education (SCE)
CEAS
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Special education needs and additional needs
Introduction
If you are concerned about the progress your child is making at
school, it is important that you speak to their teacher. Children
develop at different rates and your child’s teacher may feel that there is
nothing unusual about your child. The teacher will be able to reassure
you, however; he/she may share your concerns and will be able to
explain what they are doing to monitor and help your child make
progress. You should also be given some indication of the timescale to
which the teacher is working. If the teacher needs extra advice or help to
support your child they may discuss your child’s needs with the Special
Educational Needs Co-ordinator (SENCO) and/or head teacher of the
school and agree a plan of action to meet your child’s needs. Again they
should notify you of a reasonable timescale for this. Where this level of
support is provided it is known as School Action and your child will be
the subject of an Individual Education Plan, which should set out clear
targets for progress.
If the school cannot provide all the support your child needs, the
SENCO will seek advice from LEA support services such as the
Educational Psychologist or Learning Support Department, who will
provide additional support to the teacher and the school on how best to
meet your child’s needs. This level of support is known as School Action
Plus and will usually be sufficient to overcome most difficulties. The
support at School Action or School Action Plus may be given for just a
short period of time or it may continue to be given while it is felt by you
and your child’s teacher that they are benefiting from the additional
help. If at some point you or the teacher feel that your child is not
making sufficient progress with the level of support available at School
Action Plus they may request the LEA to carry out a statutory
assessment of your child’s needs. Some children who have long-term
profound special needs may be statutorily assessed before or as soon as
they start school.
Assessing your child’s special needs
Your LEA has a duty to assess all children who have special educational
needs (SEN). CEAS will be informed if your child is to be assessed. The
LEA has a legal duty to assess children from the age of two, although
you can request this earlier if you think your child has SEN. Your social
worker, doctor or health visitor is the best person to talk to if you would
like your child assessed before s/he is two years old. If the LEA (or
SCE, if you are overseas) has decided to assess your child’s needs, they
must write to you, telling you this. This is called a Statutory
Assessment. They must also:
• inform you of the procedure to be followed in making an assessment
• give the name of the officer from whom further information may be
obtained
• explain your right to make representation within 29 days.
If you do not want your child to be assessed,
you can object; however, your objections
may be dismissed. Most parents, though,
find the assessment very useful. For the
assessment, it is necessary for the LEA (SCE
overseas) to gather information or advice
with health and educational professionals,
such as paediatrician, psychologist, speech
therapist, social worker and physiotherapist.
S/he may also see other professionals with specific areas of expertise in particular areas
of disability. If your child is already at
school, his/her teachers will also be
consulted. Your own views, and those of
your child, must be taken into account.
Special education needs in the independent sector
Most independent schools should be able to do a good job with children
who are bright, above average or average. But what about those who do
not fit into this category, who are a bit below average or perhaps have a
special learning need such as dyslexia, dyspraxia or dyscalculia? How do
these children fit into the often high academic standards of independent
schools? Many parents of children with special needs take them out of
the state sector because the class sizes are often too big and their child is
falling behind badly because there is not enough support. These
children need schools whose ethos is to educate the whole child and for
that child to reach his or her full potential, whatever that might be. As
one prospectus says, ‘Many of our most exciting success stories have
concerned those who have overcome a particular learning difficulty.’
Some independent schools have an open admissions policy, which is
normally by interview with the head and perhaps a report from the
child’s present school. Other independent schools test incoming
children to see whether they feel they are able to cope with the
curriculum ahead; while this is OK for average or bright children, for
children with special needs, this can often be a stressful time. There are,
however, schools in the independent sector that provide additional
support units for pupils with learning difficulties, and some that
specialise entirely in providing the additional help needed across the
curriculum.
There are a number of ISC schools catering for pupils with special
educational needs, as outlined below.
DCSF-approved ISC schools
The following schools are approved for specific learning difficulties, and associated language difficulties, dyspraxia and ADHD.
• Appleford School (boarding) www.appleford.wilts.sch.uk: approved
for pupils with emotional and behavioural disorders
• Cotswold Chine School (boarding) www.cotswold-chine.org.uk:
approved for specific learning difficulties and Asperger’s syndrome
• Frewen College (boarding) www.frewencollege.co.uk: approved for
pupils with specific learning difficulties
• Edington and Shapwick School (boarding)
www.edingtonshapwickschool.co.uk
• Maple Hayes Hall School (day) www.dyslexia.gb.com
• Mark College (boarding) www.markcollege.org.uk
• More House (boarding) www.morehouseschool.com
• Northease Manor (weekly boarding) www.northease.co.uk There are also ISC schools that are accredited by the Council for Registration of Schools Teaching Dyslexic Pupils (CReSTeD). These
approved ISC schools are listed on the next page.
Specialist provision schools
The following are schools established primarily to teach pupils
with dyslexia. ISC specialist provision schools are:
• Abingdon House School www.abingdonhouseschool.co.uk
• Appleford School www.appleford.wilts.sch.uk
• Edington and Shapwick School www.edingtonshapwickschool.co.uk
• Fairley House School www.fairleyhouse.org.uk
• Frewen College www.frewencollege.co.uk
• Mark College www.markcollege.org.uk
• Moat School (the) www.moatschool.org.uk
• Moon Hall School www.moonhallschool.co.uk
• More House School www.morehouseschool.com
• Northease Manor School www.northease.co.uk
• Old Rectory School (the), email: oldrectoryschool@aol.com
• Stanbridge Earls School www.stanbridgeearls.co.uk
• Unicorn School (the) www.unicornschool.org.uk
Finally, the best reference is often other parents. Network among
people you know, and ask them where their children go to school
and what they think of it. Ask to talk with parents in your child’s
year at the prospective school, if you feel comfortable! Most of all,
take lots of time choosing a school and, if you are not sure, go back
for a second visit – the school shouldn’t mind and, if it does, is it
the right school for your child?
Further advice and information
Special Needs and Disability Advisor
(SNDA)
SSAFA Forces Help, CHSS
19 Queen Elizabeth Street
London SE1 2LP
Tel: 0207 403 8783
Direct Line to Special Needs and Disability
Advisor: 0207 463 9234
Or visit www.ssafa.org.uk, where your
enquiry will be forwarded to the Special
Needs and Disability Advisor
