Independent Schools Council » Special Educational Needs (SEN)

A public school education for my child?

Liam Butler — Wed, 20 Apr 2011 10:26:59 +0000

You’d be forgiven if the thought of ‘public schools’ still conjured up images of severe headmasters and stodgy lumpy custard but step into an independent school today and you might find yourself pleasantly surprised.

Public school education has evolved into a diverse sector filled with many different types of schools catering for very different pupils. The academically gifted student can easily find a school place in order to challenge him or her to achieve their very best and gain admission to their university of choice with an international student equally able to find a place at a school offering short course GCSEs alongside an intensive English as a Foreign Language course.

Public schools also provide superb support for those with special educational needs with last year’s census (2010) identifying 56,930 pupils at ISC schools as having special educational needs (SEN) ranging from dyslexia to multi-sensory impairment. The expertise in the sector is recognised worldwide and the sector’s innovative approach to teaching is consistently shown at ISC’s annual SEN conference. Each year speakers come from all over the world to share best practice with public school SENCo’s and teachers.

A wealth of teaching expertise and favourable pupil:teacher ratios mean that children benefit from small class sizes and a tailor made education allowing parents to effectively choose the school that best fits with their child’s style of learning. The image of an impersonal one-size-fits-all public school education is a thing of the past with teachers being empowered to use new technologies in order to make the learning process both relevant and interesting. IT is one area where the sector has not only invested heavily in but, over time, has learnt to use effectively in many facets of school life.

The outdated public school image of cold dormitories with stern matrons parading the corridors is a thing of the past with millions being spent on updating boarding accommodation offering students modern, clean and multi-purpose living and study space.

Why not visit a public school today, you might find yourself pleasantly surprised?

Liam Butler

Admissions Conference 2011 – Equality Act technical issues

Melanie Strickland — Tue, 29 Mar 2011 09:13:04 +0000

This year’s admissions conference included much technical content (registrars and admissions staff have a lot to deal with – from complying with the professional Code of Practice for Schools, to the ever changing Tier 4 regime, to the Equality Act 2010). It’s the equality issue I wanted to focus on in this blog.

David Wolfe, barrister at Matrix Chambers, delivered a clear and concise presentation on equality law issues that can arise during the admissions process, with particular focus on disability. To quickly recap on where the law has got to: most of the Equality Act came into force in October 2010 – and at this date the previous anti discrimination legislation was repealed (including the Disability Discrimination Act, the Race Relations Act, the Sex Discrimination Act and other law). The Equality Act (and related Codes of Practice and guidance) is now a single stop shop for discrimination law (although note that the SEN framework as contained in Part 4 of the Education Act 1996 is unaffected).

Schools were reminded that equality law only protects children who have a protected characteristic – including disability, sex, race, religion or belief, gender reassignment, sexual orientation and pregnancy or maternity – age and marriage are also protected characteristics but it is not unlawful for schools to discriminate against pupils because of their age, or, bizarrely, because they are married. So, outside of the school context, a pupil who is discriminated against because he or she goes to an independent school is not protected from discrimination under the Equality Act, as going to an independent school is not a protected characteristic. Note that the position may be different under the European Convention of Human Rights, which includes different (and potentially wider) anti-discrimination provisions to the Equality Act definitions.

Explaining the law on disability discrimination, David reiterated that schools should always consider whether an applicant or pupil has a disability, because this triggers obligations under the Act (most importantly, the duty to make reasonable adjustments). Disabilities can sometimes be hidden – as in the case of cancer, or many mental impairments. A disability is defined as a long term physical/ mental impairment which has a substantial adverse effect on a person’s ability to carry out day to day activities. Long term means lasted or likely to last 12 months. Therefore, a person that has a broken leg is not going to be disabled within the meaning of the Act. Deciding whether a person with a mental impairment is disabled can be very tricky – eg. someone who is dyslexic may be disabled – it would depend on the nature and severity of their condition, the same could be said of someone with a depressive illness.

In the admissions context, schools need to make sure that they are not applying unjustified discriminatory criteria to applicants. Disability discrimination can be direct, indirect or discrimination can be related to someone’s disability. An example of discrimination related to someone’s disability is a school having a policy of not admitting applicants as pupils who need extra support in class. David’s central message was: think about what you are doing (and not doing), and think about why you are doing it. If it cannot be justified, as a ‘proportionate means of achieving a legitimate aim,’ it’s probably unlawful.

Schools were encouraged to adopt a ‘can do’ attitude and be open and supportive of people with disabilities. One way to do this is to encourage parents of applicants to discuss their learning needs with the school in advance so that it can consider what adjustments it can make. A school can also ask about reasonable adjustments it can make for applicants during the admissions process on its application form (note – this is not the position in the employment context). Making a reasonable adjustment during the entrance exam may include allowing an applicant some extra time to complete the test, or allowing them to sit the test in a separate room, or on a ground floor.

Schools can avoid falling foul of the disability provisions of the Equality Act by following this thought process in every case:

-      is the duty to make reasonable adjustments triggered? (is the pupil at a disadvantage?)
-      if yes, what reasonable steps could be taken to remove the disadvantage?
-      is it reasonable for the school to do that for this pupil?

‘Reasonableness’ is to be considered in light of a range of circumstance-specific factors – including the impact on the child, cost, the financial position of the school, the impact on other children, classroom organisation and health and safety. This means that what is a reasonable adjustment will vary from school to school and child to child.

The as-yet-not-in-force provision requiring schools to provide auxiliary aids and services as part of the reasonable adjustments duty was also discussed. Auxiliary aids and services are often referred to as ‘expensive’ adjustments, like hiring teaching assistants and providing specialist equipment like laptops. ISC is engaged in ongoing dialogue with the DfE about how and when this duty on schools will be implemented.

They are what you feed them

KellieDare-Williams — Mon, 22 Nov 2010 16:38:38 +0000

Last week ISC held its 5th Annual SEN conference, where a number of speakers discussed the many and varied Special Educational Needs with which pupils in our schools are being helped with every day. Learning difficulties such as dyslexia (reading), dyspraxia (co-ordination), dyscalculia (number), poor reading comprehension, Aspergers and Autism are now commonplace amongst children, with 1 in 5 having some form of special educational need.

At the conference we heard about the symptoms and how children present with these conditions or more usually with a combination of them. We learnt a little about the assessments used to diagnose learning difficulties and about various methods used within schools’ Learning Support departments to help children to cope. The work being done to help children is as varied their needs, from occupational therapy, to using coloured lenses in glasses to correct problems with vision. We heard about how musical training, oral language training, text training and speech therapy can all help with improving communication and comprehension skills which are vital to learning.

The main message of the day came across as “Focus on the child not the label or the problem”. Each child is an individual. Special educational needs come in every degree of severity and all possible combinations. Therefore, help and support must be tailored to suit each individual case. Focus on the achievements and “what the child can do, not what they can’t”. Reinforce small improvements and gain the support and understanding of parents, teachers and pupils.

Another key point that made a real impression from the day, was about nutrition and its vital role in child development. Thankfully most people know that eating a poor diet full of processed foods, sugar and fat can damage your health and we can see the physical effects of eating too much of the “wrong” kinds of food on our bodies. However, how much do we know about how a poor diet can damage our mental health, affecting our behaviour, learning abilities and mood? Dr Alex Richardson, gave an empowering speech about nutrition and the positive effects on brain development of eating a good, varied diet, rich in the “right” kinds of fats. She spoke of how this can be beneficial to all of us and especially to children with learning difficulties.

Dr Richardson informed us that our brains are made up of 60% fat and that we need to consume the essential fatty acids Omega 3 and Omega 6 for brain cell growth and to maintain hormone balance, vision, circulation and to boost our immune systems. It has been found that our diets are generally lacking in these essential fatty acids which may contribute to the many and varied causes of learning difficulties found in children.

Fruit, vegetables, whole foods, along with Omega 3 and 6 are in short supply in our diets. High quality supplements can help but we are told that eating green leafy vegetables, seaweed, fish and sea food will boost Omega 3 levels, and that Omega 6 can be found in vegetable oils, nuts, seeds, grains, meat, eggs and dairy products. Dr Richardson is convinced that improving our children’s diets and eating more of these foods can only help with improving brain development and learning abilities. In her book, “They are what you feed them”, Dr Richardson explains her experiences in working with children with special educational needs and the role that nutrition plays. The book also contains many recipes for foods rich in Omega 3 and 6. I’m persuaded; I bought the book and fed my 2 year old son fish pie for dinner.

Special Educational Needs (SEN) and Independent Schools

Ian Summersgill — Wed, 22 Jul 2009 14:13:56 +0000

It has been estimated that around 20% of children will need some form of extra support during their time at school. For many this will be relatively short-lived, for others it will affect their entire school – and home – lives. Thankfully, SEN is very well-regulated in English law and every child – including those in independent schools – is covered equally.

A child can be considered to have SEN if he or she has a significantly greater difficulty in learning than the majority of children of the same age, or has a difficulty preventing him or her from making use of educational facilities generally provided for children of the same age by the Local Education Authority (LEA). Also, if a child is under the age of five, they can still have a SEN Statement if they are, or would be, likely to fall into the above category once they reached five years old unless special provision were made.

The first step in identifying what extra provision a school should make for a pupil is a Statutory Assessment (SA). SAs are the diagnosis to a SEN Statement’s prescription, and can be requested by both parents and schools, and are carried out by your Local Education Authority. The LEA will seek parental, educational, medical and psychological advice, as well as advice from Social Services and others. The key question to be answered here is whether there is evidence that – despite a school taking action to meet a child’s learning difficulties – the difficulties have not been sufficiently remedied and require the LEA do determine what special provision must be made.

A SEN Statement is much like a contract between the State and the parents of a child with SEN, outlining what extra support a school is obliged to give a child in its care. The Statement will identify the extra educational and non-educational provision is necessary, the school at which the provision is going to take place, and how the provision is going to be made. If extra funding is necessary to fulfil the Statement, the Local Authority will meet the cost. You should receive a draft Statement from your Local Authority before any final decision is made. This is your opportunity to request a particular school that you want your child to go to, if you have one in mind.

Some of the best Special Educational Needs schools in the country are in membership of ISC (for the complete list of ISC SEN schools, please click here). If you have any questions about SEN schools, or special educational needs in independent schools generally, you can contact the ISC Information & Advice Service on 0845 SCHOOLS (7246657), or information@isc.co.uk.

For information on the appeals process for both statutory assessments and statements, you might also like to contact the First-tier Tribunal (Special Educational Needs and Disability), part of the government Tribunals Service. Their telephone number is 0870 241 2555.

Further information on Special Educational Needs (SEN)
More information on special educational needs is available here
including a list of ISC SEN accredited schools, including those approved for:
specific learning difficulties and associated language difficulties, schools for dyspraxia and ADHA
pupils with emotional and behavioural disorders
specific learning difficulties and Asperger’s syndrome
pupils with specific learning difficulties
As well as ISC schools for pupils with Dyslexia, accredited by the Council for Registration of Schools Teaching Dyslexic Pupils (CReSTeD).

More information on special educational needs (SEN) is available here.

A Bright Spark: ‘Gifted and Talented’ in the Independent Sector

Liam Butler — Wed, 08 Apr 2009 14:14:26 +0000

‘Gifted and Talented’ (G&T) children are defined as those who have one or more abilities developed significantly ahead of their year group or have the potential to develop these abilities. Helping Students achieve their full potential is certainly nothing new to Independent Schools but it seems that many are employing new and innovative ways to constantly challenge and engage those classed as ‘gifted and talented’. Provision for G&T pupils in schools, including those represented by the Independent Schools Council (ISC), can consist of master classes and competitions which are often separate from classroom provision, and mostly centred on mathematics, sport and music.

In the state sector students identified under the G&T programme qualify for extra support in their particular subject, whilst academically able students may be fast-tracked to GCSEs a year or so early. In the Independent sector pupils already receive more hours of direct teaching and many schools, especially those with large boarding numbers, have school on a Saturday morning. “Gifted” is generally defined as the top 5-10% of the school population in academic subjects and “Talented” the top 5-10% in other subjects. It should be remembered that these terms do not relate entirely to mainstream academic subjects. They can also refer to ability in such things as expressive arts, sport and music. ISC schools have some of the best theatres, sports facilities and music centres in the country so it comes as no shock to hear of pupils achieving a high standard in the expressive arts. Independent schools have been encouraged in recent years to develop their own G&T policies alongside their own curricula in order to make sure pupils are being supported and nurtured from an early age.

It is interesting to consider how schools around the world deal with G&T pupils. In the US, the model is based firmly on test scores whereas China takes the opposite approach, as did eastern European countries before the collapse of the Soviet Union. There, “children’s palaces” provide free after school tuition in music, art and academic subjects to everyone. This approach uses the children’s natural enthusiasm, and ensures that it is not just those with ambitious families who receive extra help. In western terms, Britain’s interest is comparatively unusual because many European countries, including Italy, France and the Netherlands, don’t do much at all. The Scandinavians appear to do very little yet they always score well in international comparisons of academic performance.

It is not statutory for schools to have a policy on G&T children. However, many do as they are useful reference points when supported by all staff and the Governing Body in a school.

Independent schools will often run their own initiatives enabling students to develop their skills outside the normal GSCE and A-Level curriculums. ISC schools have fantastic facilities and small class sizes allowing for a more bespoke tailor-made education for each pupil. This means that independent schools are leading the way when it comes to nurturing those deemed ‘Gifted’ or ‘Talented’.

One of the reasons parents continue to choose an independent education for their child is thanks to high teaching standards and this clearly reflects in the exam grades that our schools post year after year. In 2008 over half of A Level entries from pupils at ISC schools were awarded a grade A. Also, pupil/teacher ratios continue to fall in ISC schools reflecting many schools’ commitment to teaching a wide range of subjects even if class sizes are small. There is now one teacher to every ten pupils allowing children to receive a uniquely supported and bespoke education. Independent schools are excellent at providing breadth of education as well as flexibility. It is evident that Independent schools are keen to support all of their pupils and not just the top 5%. The unique and flexible approach to education is demonstrated by choice of more than one curriculum in the 6th form such as the International Baccalaureate and Pre-U, allowing parents to pick the school and style of education that best suits their child. Thanks to the flexibility of not being tied to the national curriculum or Local Authorities ISC schools have been some of the first to adopt the IB and Pre-U qualifications, the latter being is a 16+ course designed to prepare students for university. Independent schools offer an array of choices for parents when it comes to curricula and qualifications as well as ‘Gifted and Talented’ programmes and it’s up to parents to do the research and pick the one that will best suit their child. The one-size-fits-all approach to education is long gone in the independent sector and it’s now up to the parent to choose the right school for their child.

For free impartial information from ISCias (ISC information and advice service) on all types of independent schools including both day and boarding schools, you can call 0845 SCHOOLS (7246657) or email information@isc.co.uk. We are available to help week-days 9-5.

By Liam Butler – Senior Information Officer

Liam Butler works for ISCias (Independent Schools Council information & advice service) giving information to parents about Independent schools.

SEN2008 – another successful ISC special educational needs conference

Hayley Dunlop — Tue, 09 Dec 2008 12:05:55 +0000

One of the most popular dates in the busy ISC events calendar is the annual SEN conference for Learning Support Workers, SENCos and Heads from UK independent schools. Feedback for previous ISC SEN events has always been exceptional, and SEN2008, which took place on Tuesday 4th November at Hotel Russell in London, was consequently a sell-out, with over 250 delegates and more than 20 exhibitors making this year’s SEN event the most popular yet.

ISC schools recognise that providing children who have special educational needs (SEN) with high-quality learning appropriate to their needs is vital for these pupils’ long-term success and development. The ISC SEN events are therefore crucial for independent schools, to ensure they remain updated on the latest legislation, and also providing a rare and valuable opportunity for delegates to network and share best practice on topics such as dyslexia and ADHD. The lively exhibition area also enables practitioners to view the latest resources, materials and techniques to aid and improve their specialist teaching.

For the third year in a row, delegates were provided with much food for thought from a variety of high-quality speakers through a series of engaging, interactive sessions. Speakers ranged from educational psychologists, lawyers specialising in SEN, and representatives from the Department for Children, Schools and Families (DCSF). Topics on the agenda included a valuable overview of the Disability and Discrimination Act, the controversial children’s database ContactPoint, dyspraxia, speech and language difficulties and school inspections.

Further information about choosing an independent school for a child with special educational needs (SEN) is available on the ISC website here

SEN2008 was strongly supported by five sponsors. Details of each can be found in the downloadable conference programme

SEN2008 was followed the next day by the first ever ISC Marketing Conference, Marketing2008 Aimed at Heads, Marketing Managers, Development Directors and Registrars, the inaugural event advised schools on the importance of improving and adapting marketing activity in the light of the many economic, social and technological changes faced by independent school marketers. The event proved to be the largest one-day marketing event in the independent education sector, and following excellent feedback from attendees and exhibitors, ISC hopes to run a similar event again next year.

The SEN2008 programme is available here.

For more information on SEN view our special educational needs section in our Parent Zone

The Fonz: Not too cool for school

Hayley Dunlop — Tue, 11 Nov 2008 14:04:52 +0000

When ISC staff members Hayley Dunlop, Alex Caish and Buffy Sansom attended the Teaching Awards this summer, little did they know they would be meeting The Fonz – AKA Happy Days actor and dyslexia campaigner Henry Winkler. ISC Press Officer Hayley later caught up with the star to find out why he is so passionate about teaching…

“I think The Fonz is over there…”

Not the phrase I had imagined uttering at the London Teaching Awards in July. My colleagues and I had been expecting an afternoon of celebration and feel-good teaching stories. However, in addition to that, we had a star encounter with American actor Henry Winkler – most famous for his role as ‘The Fonz’ in Happy Days

“At school I was constantly told that I was ‘slow’ and ‘not living up to my potential’. But inside I thought I was trying to live up to my potential. Inside I thought ‘I don’t think I am stupid.’ A child hearing those around them saying they are not good enough, start to believe that maybe they are dumb.”

Winkler believes the key to unlocking the potential of every child is to instil in them a sense of self-confidence, and is therefore full of praise for Special Educational Needs Coordinators (SENCos) at private schools in the UK: “Thank goodness they understand and help their students to stay strong. There is nothing more important than that and there is no better gift than their warmth and understanding.”

While, for us, Winkler will always be synonymous with Fonzie, today he has a whole new generation of fans thanks to his series of children’s books, which follow the adventures of dyslexic character Hank Zipzer – ‘the world’s greatest underachiever’.

“In 2002 my agent suggested that I write a children’s book about my dyslexia. Well, that was out of the question. I was positive that this was a task I could absolutely not do. Two years later he asked me the same question. I don’t know why but I said ‘okay’. He introduced me to my co-author, Lin Oliver, over lunch. The fish was horrible but the meeting was good and we quickly came up with the character.

“There are now 15 books and children everywhere react the same way. They relate to Hank’s humour and resourcefulness. They love that his friends and fellow school pupils, who do not have a learning problems, do not judge him.

“At the very first meeting I had with the publishers I looked down on the table and there was a copy of the first book. My mind turned to cream cheese. I just could not imagine that I had helped to create this thing.

“Now I tell children that they have no idea about the greatness inside them, and that they must dig down deep, find their gift and give it to the world. Thank goodness there are now teachers out there who also understand this.”

Some of the best specialist schools in the country for pupils with dyslexia, dyspraxia and associated difficulties are ISC schools. For further information and advice about choosing a private school for a child with special educational needs, click here.

More information
View our section on special educational needs in the Parent Zone as well as information on ISC schools, accredited for pupils with Dyslexia

ISCias Information Officer – Helping parents find independent day and boarding schools

Liam Butler — Wed, 29 Oct 2008 13:23:46 +0000

ISCias is a FREE information and advice service for parents giving general information about accredited independent schools. ISCias deals with around 800 queries each month and that figure continues to grow!

My role as ISCias Information officer is to answer queries from parents and schools on the 0845 SCHOOLS (7246657) number as well as respond to email enquiries from information@isc.co.uk. Anyone can call or email ISCias about Independent Schools, boarding schools, preparatory schools as well as to gather information regarding scholarships and bursaries.

The ISC website, particularly the Parents Zone section, is a great resource that all parents are encouraged to access – why not have a look yourself!

As well as a vast amount of written material from prep schools to special educational needs it is also home to the ‘Find an ISC school’ search facility. Parents can use this to find appropriate accredited ISC schools that meet their requirements. Each school has a unique page with a link to their school inspection report, contact details as well as subjects taught, activities, facilities and much more. There is plenty of information to help a parent as they start to look for schools for their child. The advanced personalised school search is very popular

Whether you need information about preparatory schools or schools catering for pupils who are slightly older, perhaps schools with sixth forms, ISCias can help by giving you a list for you to consider. There are currently over 66,000 boarders in ISC schools and ISCias are happy to provide advice about boarding schools as well as day schools.

So whether you need general information about ISC schools, Common Entrance Exams, Scholarships or a list of specific independent schools that meet your needs then don’t hesitate to give us a call on 0845 SCHOOLS (7246657) or send an email to information@isc.co.uk - it’s FREE and impartial.

SEN pupil gets support needed at independent school

Sarah McKimm — Fri, 11 Apr 2008 09:54:12 +0000

Independent schools are often branded the preserve of the rich and talented. But, in fact the sector caters for those of all levels of ability and often provides ideal settings for those with special educational needs.

I am touched to have received thankyou letters and flowers from a grateful parent, head and SENCo of an ISC girls school in South London.

The school had given a full bursary, a few years ago, to a brilliant, potentially high achieving, young woman with Asperger’s syndrome. As she grew into adolescence, however, she also developed a severe eating disorder. The combination of obsessive perfectionism and depression led to a pattern of self-harming behaviours, even at school.

The school was able to provide a small, nurturing, single-sex environment with a low staff:pupil ratio that would not have been available in local state schools. They were convinced that they were the best place for this very vulnerable child. But, while 100% committed to meeting her devastating combination of special educational needs, they were struggling to fund the additional support the pupil needed to stay safe and to access the curriculum.

An application was made for a Statement of SEN with a view to the local authority providing “top-up” funding for a one-to-one supporter. The authority was extremely reluctant to recognise any duty towards the young person, despite her high level of need, as she was in an independent school.

Having met the SENCo and head over coffee at the ISC SEN Conference in November, I was able to be on hand to guide them through the ensuing dispute which has now been settled without recourse to the courts. The authority continues to insist that “we don’t have to do this,” but nonetheless has agreed to fund a full-time one-to-one assistant for the pupil through a Statement of SEN.

Speaking to the SENCo this week, she said that they have managed to recruit a marvellous assistant and the whole situation has “lifted”.

The Head wrote: “ I am quite sure that we would not have achieved this result without you. It is good to know that we have such professionalism supporting us.”

Sarah McKimm
Education Counsel

More information on special educational needs
View our section on special educational needs in our Parent Zone
SEN accredited schools
An introduction to SEN law