SEND in Education
Choosing a Primary School
Guidance on choosing the right primary school for your child with SEND.
Information & advice
Questions to ask post-16 settings
Choosing the right post-16 setting for a young person with SEND is an important step, as the environment they move into can play a big role in how they develop, learn, and prepare for adult life.
This guide shares key questions to ask on visits, helping you find a post-16 setting that supports your young person’s needs and future goals.
Transitioning beyond school is a big step for young people with SEND. Whether it’s college, university, an internship, or traineeship, the setting should nurture learning, independence, and preparation for adult life.
Visiting potential settings is a key part of this process. It gives parents and young people the chance to see the environment, meet staff, and understand how a young person will be supported academically, emotionally, and socially.
To help you get the most out of your visits, we’ve put together a list of questions you can ask.
We’ve also created a Questions to Ask post-16 settings guide for young people on our Young People’s Hub – designed to help young people feel confident and involved when deciding what to do after secondary school.
SEND provision and staff expertise
- Do you have a dedicated SENDCO (Special Educational Needs and Disabilities Coordinator) or Learning Support Manager, and what is their role day-to-day?
- What SEND training have staff received, and is ongoing training provided?
- How is inclusive practice embedded across the whole setting – not just within support teams?
- Do you have specialist staff on site (e.g. Speech and Language Therapists, Occupational Therapists) or through partnerships?
- How is SEND provision tailored to meet individual needs?
Learning support and course accessibility
- How do you ensure courses are accessible to students with different learning needs and styles?
- Can learning materials be adapted (e.g., large print, simplified language, digital formats)?
- What support is available in the classroom – is there in-class support, small group sessions, or 1:1 assistance?
- How flexible are course options if a student needs a slower pace, extra time, or alternative ways of learning?
- Do you offer Entry Level or Foundation Learning courses for students who aren’t ready for Level 1 or Level 2 qualifications?
Transition and induction support
- How do you support students in the transition to the new setting?
- Do you offer taster days, transition visits, or personalised induction programmes?
- Can transition plans be adapted for students who may need a more gradual or flexible start?
- Do you liaise with the young person’s current school to ensure a smooth handover of information and support needs?
Emotional wellbeing and mental health
- What mental health and emotional wellbeing support is available?
- Do you have a designated wellbeing officer or counselling service?
- How do you support students with anxiety, emotional regulation, or social communication needs?
- Is there a quiet or safe space students can use?
- How do you promote a positive and inclusive environment?
Communication and partnership with families
- How will you keep us informed about our child’s progress and wellbeing?
- Are there regular review meetings, and how are we involved in setting targets and goals?
- Are you open to different communication methods (e.g. phone, email, meetings)?
- How do you handle concerns or issues raised by parents or carers? Is there a clear point of contact?
Independence and preparation for adulthood
- How does the setting support students in developing independence skills?
- Do you offer life skills or employability programmes alongside academic courses?
- Are there opportunities for work experience, internships, or volunteering placements?
Social support and inclusion
- What opportunities are there for social interaction and building friendships?
- Do you offer supported social groups or clubs for students who may find socialising challenging?
- How do you ensure students with SEND are fully included in the wider life of the setting?
- Are there peer mentoring or buddy schemes to help new students settle in?
- How do you support students with social communication difficulties to develop their skills in a safe and supportive way?
Assessments, qualifications and exams
- What types of qualifications and accreditations do you offer? (e.g. BTECs, Functional Skills, Life Skills Awards)
- What exam access arrangements are in place for students with SEND (e.g., extra time, readers, scribes, separate rooms)?
- How flexible are assessments – can students be assessed through practical work, portfolios, or alternative methods?
- How is progress measured for students on non-academic pathways?
Working with external services
- Do you work closely with external professionals, such as Educational Psychologists, CAMHS, or Social Care?
- How do you support students who have an Education, Health and Care Plan (EHCP)?
- Do you assist families with annual reviews and ensure the EHCP provision is delivered effectively?
- If additional support is needed (e.g., specialist therapies), how is this arranged and funded?
- Do you liaise with local supported employment services or adult social care teams for next-step planning?