Sadly, for many SEND (Special Educational Needs and Disabilities) children, Alice Cooper got it wrong, school may be out for summer, but it’s not out forever, and many of our children may not want to go back at all, but they will have little choice.
Many families decide over the summer holidays (as did I over 15 years ago) that something has got to change, and that change involves ensuring our children have enforceable, needs appropriate educational provision. That decision means application for an EHCP (Education and Health Care Plan), via an EHC NA. https://empowering-families-events.thinkific.com/courses/education-health-and-care-needs-assessments-prerecorded
You put the application in, and then what? School holidays, and it’s the 4-week rule. Don’t panic. Use this time to get your evidence together, our not-for-profit webinar will provide a step-by-step guide. Have all the forms completed and ready to go and have all your evidence ready – again our EHC NA webinar and the resources will give you everything you need for a successful application.
What about those who are further on in their EHCP journey? The 4-week rule can and does cause additional difficulty.
For these families there needs to be preparation, way before School is Out for Summer. It can be challenging enough to get information on schools before a Final EHCP is issued, acquiring any information in the school holidays will be akin to mucking out the playroom because the rocking horse has relieved itself. Add into the mix that many Specialist Independent schools will have longer school holidays than state-maintained schools.
We are always asked how to get insights into how appropriate a school may or may not be, you can read up on websites and prospectuses, but nothing beats seeing the school in action.
This Summer Term can be (if you have thought ahead) the perfect time, it may not be an ‘official’ visit, but there are ways to see how a school works and get an insight into how suitable it may be.
Many Specialist Independent schools will have official open days. Ask well in advance – yes all those with Phase Transitions looming in the next 18 months, I am looking at you! Get on the list for Open Days, ‘I have a child with an EHCP, I’m preparing for Phase Transition, I’d like to book an Open Day slot’. ‘I am considering self-funding; please can I book a visit to discuss’. You ‘may’ in hindsight decide to see if the LA will fund, but ‘considering’ self-funding may just get you the opportunity to visit.
Summer Term is the term for sports days, end of term awards and speeches, and parents and friends can come and watch. Have you a friend with a child at this school, are you a member of a local Forum for SEND children? Could you possibly be a ‘friend’ to a family and go along with them?
School Summer Fetes and fundraising events, go along. Meet other parents, if there are members of staff there, they will be happy for a general chat about the school. It all helps to get a feel of the environment and ethos, even if you do not get to discuss your child’s needs.
Is your child starting at a new school? Are they familiar with the location and journey? Start randomly, just happening to walk past on the way to or from your destination. You do not have to mention anything about ‘school’ just walk or drive past. No big deal. If there is a park, a friend’s house, a café, shop en route, note this. Then introduce the positive element, ‘Oh that’ll be good, after school we’ll be able to go to the park/see Granny/get an ice cream/choose something for supper.’ Try to have a degree of familiarity, if at all possible. Yes, some children’s schools are miles away, my own children’s schools were a 45-minute drive. If you can, make the ‘trial runs’ something that involves the child. Ask them to set the Sat Nav to drive past, with an alternative destination in mind that is a positive one for your child, again this could be a park or somewhere to stop for a snack.
School uniform is another challenge, so plan early. Anxiety racks up at the anticipation of shopping for everyone involved, plus trying anything on and then being told it’s because you are going back to school next week only increases this.
Below are links for clothing, shoes, and sensory supports for those who may find online easier. Both Clarkes and John Lewis have bookable ‘Quiet Time’ appointments for shoe fitting. Many shopping centres also offer this.
What about Summer with Team Empowering Send Families? Well, we’ll still be here, sometimes from a different location – Anna in Cornwall and Sarah in North Norfolk, but we will still be supporting our Families through our free professional support and guidance via our dedicated Facebook Group, and our bespoke 1:1 service, providing everything from support for EHC NA, our highly successful Draft Checking Service, bookable Teams Support, to being there with you throughout the whole SENDIST Appeal process. https://www.empoweringsendfamilies.co.uk/services-6
So, from all of us at Empowering Families of Children with SEND Ltd; Anna, Sarah, Rebecca, Tomasin, Lillie and James, have a lovely Summer – whatever the weather decides to do.
Here is that 4-week rule:
Draft consultation regulations
Clauses 36, 37, 44, 45 and 46
The local authority need not comply with the time limit referred to in paragraph (2) if it is impractical to do so because—
(a) the authority has requested advice from the head teacher or principal of a school or post-16 institution during a period beginning 1 week before any date on which that school or institution was closed for a continuous period of not less than 4 weeks from that date and ending 1 week before the date on which its re-opens;
(b) the authority has requested advice from the head of special educational needs in relation to, or other person responsible for, a child’s education at a provider of relevant early years education during a period beginning 1 week before any date on which that provider was closed for a continuous period of not less than 4 weeks from that date and ending 1 week before the date on which it re-opens;
(c) exceptional personal circumstances affect the child or his parent, or the young person during the time period referred to in paragraph (1); or
(d) the child or his parent, or the young person, are absent from the area of the authority for a continuous period of not less than four weeks during the time period referred to in paragraph one.
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