The Mind Vault - Unlocked

“I want to change my child’s School, but how do I decide which School would best suit my Child’s needs?”

You’ve been called in to the school again. 

You’re thinking; 

‘What has he done again?’

“How can I face those teachers again?” 

“What are they going to think of us?” 

“How can I make them see that it’s not my sons’ fault?!”

You begrudgingly walk towards reception, filled with dread and woefulness. 

“What’s going to happen to him this time?”

“Will by son be excluded?”

You sign in at the Schools’ reception desk and wait to be called in for sentencing. 

You’re called into a meeting room. Your son’s Head of Year, Form Tutor and a blonde lady, who’s badge reads ‘Pastoral Leader’, all stare at you – waiting awkwardly to break the ice and introduce the meeting. 

Your mind goes blank. 

And then you hear it 

“…. I’m sorry to have to say that due to yesterday’s actions, your son will be excluded from our School….” 

You stare back at them – dumbfounded. 

What do you do now? 

What are your options?

Looking into options for your child can be daunting – and often it can be a mind field. 

Having both worked and supported many different primary, secondary, ESC and SEN schools we have a unique insight into some of the better qualities and not so sought-after qualities schools have. Written in this article is guidance that may be useful to those parents who are considering a new school for their child. This particular article was created to take ADHD into account but there is no reason that the topics covered wouldn’t apply to a child with SEN, behavioural, social or emotional difficulties. 

Once you’ve narrowed your choices, you’re ready to tour the schools — a see-for-yourself and informative experience that will prove invaluable. Most parents visit a couple of schools before deciding on one. Some things to keep in mind when visiting schools can be seen below so that you can make an informed decision that is right for your family. 

What is the average class size?

It is vital not just to meet the headteacher and to read the school policies, but to visit the school in action. Consider issues such class sizes, how the seating is arranged, and whether the children appear motivated, get a sense of the atmosphere of the school – does it feel inclusive or exclusive? Does the school feel right for your child? Trust your instincts!

Do the teaching staff know and understand ADHD?

It is vitally important that you find out in advance that the headteacher, SENCO, and teachers in the school are aware, accept and understand the learning styles of children with ADHD. This includes TAs, midday support and any other member of the school who may come into contact with the children.

How flexible are the teaching and learning arrangements?

Not only do children with ADHD require flexibility in terms of teaching style and management, but many of them may have specific learning difficulties with handwriting, spelling etc. a result, what arrangements does the school have in place to support these issues? e.g. allowing students extra differentiation, movement breaks and fiddle toys for those with ADHD?

How much homework do students have? What is the school’s philosophy/approach to homework?

Studies report that children with ADHD take up to three times longer than traditional learners to complete the same piece of homework, How will the school deal with this issue?

What alternative arrangements are available during unstructured time and times of change?

Children with ADHD feel most at ease with structure and routine. As a result, it is common for most incidents to occur not during class time but break and lunchtime periods. What alternative arrangements are in place during these times that can provide greater structure? For example, are there rooms where specific supervised activities will take place at this time?

It’s very important to prepare children for changes – a supply teacher, or even changing a display. We know from experience that when a child’s regular teacher is not standing in front of them in the morning, this can throw them out for the day. How the school manages changes is something to keep in mind.

How does the school support the issue of difference?

Though most children with ADHD will likely have a range of issues, there are some common traits of fidgeting, disorganization and sometimes frustration that can occur. Be up about this and find out how the school would support these issues.

How does the school handle bullying situations?

Unfortunately, many children with ADHD can have problems with socialization. Because their ‘social radar’ does not always function correctly, they can annoy and irritate their peers and can, therefore, be bullied by other children. Find out in advance what the school would do in these circumstances. Does a peer mentoring arrangement exist? How do they deal with bullying situations? Are there after school clubs or activities that could help develop friendship groups?

What’s the best way to communicate?

Determine who will be your regular school contact and how you will communicate with them, whether it’s by phone, text or email, in this way, you can be quickly and regularly informed of any issues regarding your child. Building up that relationship between parent and school is huge as a parent you need to feel confident that when you need to discuss their child or issues that there is someone there to deal with things and not allow issues to fester. However, you need to be prepared to work with the school to understand the limits of what the school can provide to ensure that relationship works.

Does the school utilize visual timetables in the classroom?

Children with ADHD need routine. Reliable schedules in school (and at home) make a tremendous difference in setting expectations, building good habits, and improving ADD-related behaviour. Visual timetables have huge benefits to all students, some of which are listed below:

·       promote independence

·       give pupils structure to the day

·       reduce anxiety

·       increase confidence

·       build upon pupil's strength as a visual learner

·       build upon pupil's desire for routine, predictability and organization

·       give permanency

Are there after school clubs or activities that could help develop friendship groups and resilience?

Children with ADHD have friendship trouble for all sorts of reasons. Some simply aren't good listeners. Others drive away potential friends by their impulsivity - blurting out unkind comments, for example. ... But as children get older, social interactions become more complicated, and children with ADHD fall behind. Joining structured clubs is a fantastic way to learn social skills, socialize in a structured environment and avoid potential isolation or self-esteem issues. 

How does this school support student who have academic, social or emotional difficulties?

What does the school have in place for children who struggle with their social and emotional development?  It’s very important to look into how active he SENCo. When you’re at the school, do they have Student work displayed? And if so, does it reflect social, emotional or behavioural issues? E.g. Feelings, bulling, growth mindset

If you have a child with suspected or diagnosed special educational needs, it is worth speaking with the SENCo before deciding on a school. Further questions that are important to ask whilst speaking to the SENCo are;

·       Is the SENCo full time or teaching? 

·       Do they take an active role in EHCP applications?

·       What strategies do they utilize to help ADHD children thrive in the classroom and unstructured times?

It’s important to note, that parenting is hard – and choosing the correct school for your child can be challenging. But help is out there. 

In the meanwhile – You’ve got this. 

So, there you have it, The Mind Vault – Unlocked, Volume 1 Issue 5. 

 I hope you’ve enjoyed reading this blog as much as I have enjoyed writing it for you all. 

Peace and Love to you all, 

Michaela Johnson Msc

Co Written by Natashia Leader, Director of Simply-Thriving and Michaela Johnson, Director of Herts Schools Outreach