Choosing A School Without An EHC Plan

Choosing a new school is frequently stressful and the pressure to get it right can be all consuming.  When you are looking for a school for a child with Special Educational Needs and Disabilities (“SEND”) the process can feel completely overwhelming — especially if your child does not have an Education, Health and Care Plan (“EHC Plan”). The rules (and timelines) in England for school admissions for SEND children without an EHC Plan are the same as for all other children,  but there are some important additional considerations to be aware of when thinking about whether a setting is likely to be one in which your child will thrive.

School Size

Many SEND parents/carers gravitate towards smaller schools on the entirely reasonable assumption that they are likely to offer a more nurturing environment, with fewer transitions and more personalised attention. And this can be true. But smaller is not always better when it comes to SEND. Larger schools may well have more resources and more experience of supporting SEND students, as well as a fulltime member of staff fulfilling the role of Special Educational Needs Coordinator ("SENCO.") A small school with a single form intake is also likely to be hampered in its capacity to respond flexibly to social dynamics and some very small schools combine classes across year groups; which may or may not work for individual children. At secondary level, a small school is likely to mean a reduced number of study options and extra-curricular activities.

Location and Accessibility

All families would ideally want a school on their doorstep and for SEND families a shorter commute can be significant factor in reducing stress and potentially supporting attendance. If you think you might be spending a lot of time at the school (as SEND parents not infrequently find themselves doing) then the ease with which this can be accomplished is also worth thinking about. The school’s actual physical space and location are also important, since whilst much can be done to change school’s interiors there are limits, and if a school is on a busy main road or lacks a playground or onsite sports area, these are things that are unlikely to change.

Staff Experience and Training

Ask any SEND parent and they will confirm that the quality of SEND provision varies wildly and depends as much on the attitude of the Senior Leadership Team (“SLT”) as the training and experience of individual staff members. That said, it is usually a good sign if the school has a dedicated SENCO and better still if that SENCO is part of the SLT.  Studies have shown that schools with strong leadership and a clear vision for inclusion consistently outperform others in SEND outcomes—even without extra funding. Know that schools owe a duty to provide SEN Support to all SEND students, and that if they have a disability, they are also protected by the provisions of the Equality Act 2010, including the duty on schools to make reasonable adjustments.

Number of Other SEN Students

Schools that do well with SEND often become victims of their own success as parents flock to them. Ironically this can sometimes result in the school struggling to provide the very thing the families choose them for; particularly as funding is not tied to the number of SEN students at a school in any given year.  That said, a higher-than-average proportion of SEND pupils can indicate experience and inclusive practices and is likely to mean a community of SEND parents to tap into.

Choosing a school without an EHC Plan can feel daunting, but focusing on these practical factors—and trusting your instincts—can make all the difference. Remember: you are your child’s best advocate, so visit the schools, ask the questions and look beyond the carefully curated open evenings to find a setting where your child will feel safe, supported and able to learn in the way that is right for them.

If you need someone in your corner to help you secure the education your child or young person deserves, contact SEND Advocacy today.