Looking at secondary schools – some questions to ask

Mainstream schools

---

Inclusion

• What is the anti-bullying policy like?
• Do they promote positive images of children who are different?
• Does the school genuinely care about pupils of all abilities or only about the high fliers?

Environment

• Environment – how is the space arranged – e.g. colour coded areas?
• How many children are in the school?
• How easy is it to find your way around the site? Is it safe and secure?
• How far away is the school? How would your child get there?

Social and communication

• Will there be familiar faces from primary school?
• How does the school support friendships and social interaction?
• What happens at break and lunchtimes? Are there any lunchtime clubs?
• Would the new school work with primary school to settle the child in?
• Communication with parents – how is this done?

Teaching and learning

• How do they keep records – what kind of assessment do they use? How is this differentiated?
• Are children taught in mixed ability groups or in sets? If in sets, how are these organised?
• Speech and language therapy – is this available and how is it delivered?
• How do they differentiate the curriculum – are subject teachers involved or is it left to TAs?
• How do they use TAs? How many – are they subject based or allocated per child?
• Is there a separate learning support unit? Do children with SEN spend all their time in mainstream classes or are they withdrawn for a large part of the day?
• Is there an alternative curriculum at KS4 for young people who can’t manage GCSEs?
• How much homework is there? Is this differentiated?
• Is homework available on the school’s website?
• Experience of children with Down’s syndrome / willingness to undertake training?

Special schools

---

• What is the specialism of the school? Is it set up for particular types of SEN?
• What sort of peer group would there be? This is important in terms of social interaction.
• Is the curriculum at the right level? Can young people gain qualifications?
• Does the school support alternative communication methods?
• Are there opportunities for practical and vocational learning?
• Are there good role models for behaviour?
• Are therapies and medical support available at the school?
• Sensory needs (hearing and vision) – is the environment suitable? Are there specialist teachers at the school?
• Transport – is this provided for all children?