SEND in Education
Choosing a Secondary School
Guidance on choosing the right secondary school for your child with SEND.
Information & advice
Questions to ask when visiting a primary school
Choosing a primary school for a child with SEND is an important step, and the right environment can make a big difference to how they settle and thrive.
This guide helps parents know what to ask during school visits to find a setting that truly supports their child’s needs.
Every child deserves a nurturing, inclusive, and well-prepared learning environment. For younger children, especially those just starting in Reception or Key Stage 1, the school’s approach to SEND support can make a real difference to how they settle into the start of their education – even if there is no formal diagnosis yet.
Visiting a primary school is a great opportunity to get a feel for the environment and get to know the staff. Here are some helpful questions you might ask:
SEN provision and expertise
- Does the school have experience supporting children with needs similar to my child’s (e.g. speech delay, autism, ADHD, developmental delay)?
- What additional support (e.g. teaching assistants) is available in Reception and Key Stage 1 classrooms?
- What training do teachers and support staff receive to help meet the needs of children with SEND?
- Does the SENCO have dedicated time to carry out their role, or are they also a class teacher?
- What is the process for identifying and supporting needs if my child doesn’t yet have a formal diagnosis? Can you give examples of your process?
Inclusion and learning support
- How many pupils are in a class?
- Can you share examples of how younger children with SEND are included in everyday lessons and play?
- How do you adapt teaching for different learning styles and developmental stages?
- How do you create an inclusive classroom environment?
- Are visual supports (like timetables or social stories) used in classrooms?
- What does a typical day look like for a child who needs a bit more support?
Communication and collaboration
- How will we be updated about our child’s progress?
- Can we arrange regular meetings to discuss concerns or review support plans?
- How are we involved in setting targets or contributing to EHCPs (Education, Health and Care Plans)?
- Is there support for anyone who may be new to SEND processes or unsure where to begin?
- Will I be given a main point of contact for questions or concerns outside of scheduled meetings?
- How quickly do staff typically respond to emails or calls regarding SEND issues?
- How are we involved in setting targets or contributing to EHCPs (Education, Health and Care Plans)?
- What happens if I have concerns about the support my child is receiving?
Emotional wellbeing and safety
- How does the school approach behaviour in a positive and supportive way?
- What strategies are in place to support children who become overwhelmed or anxious at school?
- Are there quiet areas, sensory corners, or calm spaces?
- How do you help children recognise and communicate their emotions if they struggle verbally?
- Are staff trained in trauma-informed or emotionally regulated approaches to behaviour?
Transitions and adaptations
- What support is offered to help children with SEND settle into Reception or move from nursery to school?
- Are assessments (like phonics or early maths) adapted for children who need a different pace or approach?
- How accessible are the classrooms, toilets, and playgrounds?
- Can we arrange additional visits or a gradual start?
- Is there a transition plan or document shared with families before the school year begins?
- What happens if the school placement isn’t working – what is the process, what support is offered, and how is provision moved?
- Do you offer support with transition to secondary school?
- What experience do your feeder secondary schools have in meeting SEND needs?
- Can you give examples of how you support children with EHCPs through Year 6 transition?
Support services and external partnerships
- Does the school work closely with external professionals like speech and language therapists or occupational therapists?
- Are there links with local services or support groups?
- How often do specialist professionals visit the school, and how is their advice implemented in the classroom?
- Is there a referral process if my child needs to be seen by an outside professional through school?
Social inclusion and extracurricular activities
- How do you help children with SEND take part in playtime, school trips, and class events?
- Are there any clubs or activities designed to support the interests of children with additional needs?
- How do you support social skills and friendships?
- Is there a buddy system or peer support to help children feel included and confident?
- What happens if a child struggles to join in during play or group time – how is that managed?
- Do staff intervene to help resolve friendship issues in a positive way?