Are you waiting in the SEND system for diagnosis or support? Let’s start moving things forward.
A four minute read
In the words of common-sense author and philosopher, Bohdi Sanders, ‘There is no such thing as standing still; you either move forward or regress.’
Since I’m confident that I’m not the only SEND leader and parent hoping to avoid regression, I thought it would be useful to suggest what we can be getting on with to move forward, whilst waiting for the system to catch up. Children’s Commissioner, Rachel de Souza recently published ‘Waiting times for assessment and support for autism, ADHD and other neurodevelopmental conditions, and it’s a wrenching yet essential read.
“For the children and families facing crisis in community, mental health and SEN services, it is urgent and real.”
Unfortunately, waiting is currently a huge, and hugely obstructive, part of accessing support for your SEN child and/or the children you work with. I recently attended a consultation meeting where we were told for parents and carers of children with SEND, the waiting for a process to kick in is their greatest source of upset. Whilst families are understandably frustrated with waiting for processes to wake up, it is themselves and their schools which do their best to keep things moving for a child in ‘limbo’. It’s a huge ask of anyone, especially given the limitations of funding, diagnosis, assessment etc. we work within. It’s worth noting that although we work within these limitations, we needn’t always be bound by them.
“Services intended to help families and improve their lives have not been resourced to keep pace with the increasing need for assessment and support for children with neurodevelopmental conditions. It has created an adversarial, disjointed system that is fighting against itself, robbing children of huge chunks of their childhoods as they wait in limbo for a diagnosis or assessment and failing to intervene early enough – meaning children are missing out on major developmental milestones.”
It’s a system which creates problems for itself. Sadly the obstacles it thinks it must put up with then create problems for young people with SEND. Wildly waving a flag, calling for systemic change whilst sitting on the flat bed of a big old clunky truck is a draining course of action - so what can be done?
Well you might be advised to change the tyres on the clunky truck, fit soft leather upholstery, change the air freshener, change the oil or give it a coat of paint and a go-faster stripe. Lets be sensible though - none of that stuff will make things better any time soon nor for the long term. Although I suppose at least the truck owners can say they’re trying to be creative, with what they’ve got left in the old rust bucket.
Parents and schools are not just waiting for the truck to be towed and crushed for scrap - they are waiting for someone to give them a new set of keys and say ‘Do what you know is best and get moving together - oh and here’s the budget you’ll require’. Consultation is underway in local areas which must give us hope that listening is underway and if that’s the case, action might follow.
Right now, whilst children with undiagnosed health issues, awaiting assessment, appointments or EHCPs aren’t able to get to school, a new way of working within the current system is needed because hitting their parents with a fine for non-attendance isn’t helping already fragile relationships.
Beyond Creative Education delivers an adaptive, intuitive and careful way of working together that is precise and impactful for those young people struggling to belong in their current situation or school setting. Get in touch if you’d be interested to know more.
For schools and organisations working with those young people not-yet diagnosed, awaiting assessment or not attending, they could look into:
Partnership with a local provision or stakeholder to develop a bespoke package for a small group of not-yet-reached students.
Reaching out to external specialists to review their inclusion offer and suggest next steps or new alternatives not yet considered.
Provide key staff with training and expertise in the key areas of need which are impacting on attendance, wellbeing and outcomes.
Work with a partner to develop a Belonging Strategy that is designed specifically for your school and context.
Tap into resource and partnerships which will deliver improved relations and collaboration between the school and its SEND parents and carers.
Anna Freud - Mentally Healthy Schools
Education Endowment Foundation - Supporting School Attendance Reflection & Planning Tool
Early Intervention Foundation - Strategies to Support Children’s Social & Emotional Wellbeing
Statutory Guidance - Education for children with health needs who cannot attend school
NSPCC Learning - Child mental health: recognising and responding to issues
For parents, carers and families waiting for the system to help with their child, you might consider:
Engaging a coach or mentor for your child, to begin to develop the social emotional skills and aspirations that will help your child to begin to see things as more manageable and so approach next steps with confidence.
Joining a forum specifically for SEND parents and carers where practical, realistic ideas and strategies are shared and support is provided or signposted.
Consulting with a specialist in education rights for SEN learners and the responsibilities of others for them.
Seeking advice and support from a specialist in pastoral support, education for children with health issues, the SEN Code of Practice or Children and Families Act.
Mind - How to get help and support
Young Minds - Building supportive relationships with young people
SENDIASS - Special Educational Needs and Disabilities Advice and Support Service
Family Hubs - Start for Life Programme
Mencap - How to get SEND support
