SEND in Education
Questions to Ask Post-16 Settings
Discover key questions to ask when visiting post-16 settings for a young person with SEND.
Information & advice
Questions to ask when visiting a secondary school
Choosing the right secondary school for a child with SEND is a big decision, and the environment they join can shape how they settle and flourish.
This guide gives parents key questions to ask on school visits, helping them find a setting that meets their child’s needs
Moving on to secondary school is a big step for any child, and for children with Special Educational Needs and Disabilities (SEND), it can bring additional questions and emotions. With new routines, a larger environment, more independence, and a wider range of subjects and teachers, it’s important to choose a secondary school that will understand and support your child’s needs.
Visiting a secondary school gives you a vital opportunity to explore how they’re equipped to help your child learn, feel safe, and thrive. Here are some helpful questions you might ask:
SEN provision and expertise
- Is there a full-time SENCO, and how involved are they in daily support and classroom planning?
- What experience does the school have in supporting children with needs similar to my child’s (e.g. autism, ADHD, dyslexia, anxiety)?
- What training do staff receive around inclusive practice and meeting the needs of pupils with SEND?
- Are there specialist staff e.g. learning mentors, pastoral leads, key workers?
- How is the SENCO involved in supporting classroom teachers to make reasonable adjustments?
Learning and classroom support
- How are lessons adapted for students with different learning needs or EHCPs?
- Is there access to one-to-one or small group interventions?
- How does the school support students who struggle with organisation, following instructions, or remembering what they need to do?
- Are teaching assistants available in lessons?
- Is assistive technology used, e.g. laptops, reading pens, dictation software?
Transition support and settling in
- What transition support is offered before Year 7 and throughout secondary school?
- Are additional visits or settling-in sessions available?
- Can you share examples of how you’ve supported a successful transition?
- Is there a transition lead or key contact who oversees SEND transitions from primary school?
- Are parents involved in the transition process, and can support be personalised?
Emotional wellbeing and behaviour support
- How does the school promote emotional wellbeing and positive mental health?
- What support is available for pupils experiencing anxiety, low mood, or difficulties with emotional regulation?
- How are behavioural issues approached, and what support strategies are used?
- Are there safe spaces or quiet rooms?
- How is bullying addressed?
- Are staff trained in trauma-informed practice or mental health first aid?
- Are there mentoring, nurture groups or drop-in support options?
Communication with families
- How often and in what ways does the school communicate with us about our child’s progress or concerns?
- Can we schedule regular reviews or meetings to discuss support plans/EHCPs?
- Who is the key SEND contact for us to reach out to?
- How are we involved in planning or reviewing SEN provision?
- Are support plans or provision maps shared with us, and how often are they reviewed?
- What is the process for raising concerns if I feel my child’s needs aren’t being met?
Independence and life skills
- How does the school help develop independence and prepare for adulthood?
- Are there opportunities to practise life skills?
- How are pupils supported to manage homework, timetables, and changing between subjects or classrooms?
- Are there targeted sessions or programmes for developing skills like travel training, budgeting, or self-advocacy?
Social inclusion and extracurricular activities
- How are all students included in form groups, assemblies, and school-wide activities?
- Are there clubs or activities that offer safe and inclusive environments?
- Are there peer mentoring or buddy systems in place?
- How do staff support students who find social interaction or unstructured time (like lunch/breaks) challenging?
- Is there a lunchtime or quiet club available for students who need a calmer environment?
Exams and assessments
- How are assessments adapted for pupils who need extra time, a reader, or a quiet space?
- What exam access arrangements can the school apply for, and how are these assessed early on?
- Are there regular opportunities to review academic progress and adapt support?
- Is support put in place for in-class tests and mock exams before formal arrangements are made for GCSEs?
- Who manages and applies for access arrangements, and how are parents kept informed of what is agreed?
Working with external services
- Does the school have links with professionals such as speech and language therapists or occupational therapists?
- How do outside specialists contribute to support plans or EHCP reviews?
- Can the school support referrals to CAMHS, educational psychologists, or other local services?
- How often do external professionals visit, and how is their advice used in the classroom?
- Is there support for families navigating referrals or waiting lists for external services?