Choosing a secondary school when your child stammers

However, all parents do now have the right to make a choice of school and are able to express a preference for a school outside the LEA. Once a parent expresses a preference for an out-of-zone school the process does get more complicated, as each authority is obliged to set out its admissions procedures. In the case of voluntary or aided schools such criteria must made available by the governors (England and Wales), or the School Board (Scotland).

These criteria may vary in some detail from authority to authority, or from school to school in the cases where that applies. Typical criteria to be applied in the cases of more places being requested than are available in a school are: distance from the school and the presence of siblings in the school. If special needs are considered to be a criterion, then that need would have to be established through the Code of Practice and the pupil consequently registered at the primary school on the SEN register. Parents whose child is not on the register may express concern about the youngster's need for support as a result of the stammer. However, in terms of the education system, their only way to express this concern is to register the child. Only children on the register will have received some assessment of their special needs and have a right to special consideration. A child who is not on the register might still get extra resources allocated but this is purely at the discretion of the school.

Undoubtedly, this major family decision should be planned for and considered well before the transfer. This is particularly necessary when a parent chooses an oversubscribed out-of-zone school, possibly even in a different education authority. Early planning is even more essential in such a case, as the final decision may be to move house into the catchment area!

The best starting point for a discussion about transfer is the Headteacher of the present primary school, who will understand the concerns that are raised, and be in a position to explain how the process operates. Furthermore, the Head and the staff will be able to discuss the individual needs of your child, are likely to be in touch with the staff of the local secondary schools and should therefore know what each school can offer.

Additionally, the local education office will normally have a member of staff specialising in secondary transfer who supplies information leaflets on how admissions are planned in that area. It is as well to contact your local office before the year of transfer if you are concerned about the availability of places at your chosen school. The staff there will have accurate information about the position, which may not be known in detail outside the office. Some authorities also operate a parent partnership scheme and, in this case, the officer responsible can give specific advice, or put you in touch with a voluntary adviser who will support you if the admissions process becomes complicated and goes to Appeal.

Even if the local grapevine does not favour the zoned school, it is always a good idea to find out more for yourself before refusing a place there. Sometimes a school develops a bad reputation as a result of one incident, or suffers from the comments of people who live near to it and have stories to pass on about the behaviour of senior pupils etc. Remember that you may not hear the rumours about a school that is some distance away.

When you contact a school to arrange a visit, request copies of the prospectus and all other relevant information. Nowadays, schools are obliged to supply full details of their curriculum, attendance levels, examination results and policies on issues such as SEN provision. It will take you some time to plough through all this, particularly if you are planning to visit several schools. Try to arrange a visit during the school day so you can see the pupils working.

As you speak with staff, and go on a tour, you will notice the general ethos of the school and the willingness of the teachers to allow you into lessons as you go round. In the lessons you visit, develop general impressions about uniform, discipline and the attitude of the pupils to their teachers and their own learning. Take note also of the standards of wall displays, of general maintenance and in particular the good order of toilets and social areas where pupils are more likely to be out of sight of teachers. Clean and well maintained areas suggest good relationships between staff and pupils and show a school that is working hard to look after its pupils. A number of schools now have camera surveillance in social areas and this may be of interest to you if you are concerned about bullying.

Take the time to ask specific questions, particularly about the support that will be available for the child whose stammer could grow more severe as s/he reaches adolescence. Check to see which member of staff would have immediate pastoral responsibility for your child, usually the form tutor, and ask what arrangements are made about meeting this teacher before the child starts at the school. Most secondary schools have a very well planned procedure of school visits for pupils and meetings for parents. You should expect details of these.

When talking to staff you need to ascertain how information about your child's stammer will be disseminated. Do not be afraid to make your views known and stress how important you consider it to be that every teacher is aware of it, and will deal with it in the manner that you have requested. Check to see that the form tutor will take a particular interest and talk with your child regularly to ensure that no problems are arising.

While at the moment your child may not have any learning problems arising from stammering, you should ask how the school organises its support for children with special needs. Seek assurances that you would be contacted under these procedures, which are laid out generally by statute in the Code of Practice. If your child is receiving speech and language therapy, make sure that the therapist would be welcome in the school and be able to meet an appropriate teacher, usually the special needs co-ordinator, and that advice supplied will be passed on.

The question of good communication between teachers is an issue for all schools, but especially for large secondary school, where it is easier for information to fall down a black hole. As a parent you need to judge by the attitude of all the staff you meet, including office staff, how confident you would feel about approaching the school with worries about your child, or about information not being passed on.

If you are visiting a number of schools be methodical: ask similar questions, and keep records of information given. Many parents take their child with them on these visits, but being involved at this level may cause anxiety for a youngster and is not always a good idea.

The final decision should be informed by all the information you have, and you should now know if the school is likely to be oversubscribed and how to cope if it is. Your knowledge of all the likely secondary schools should be such that you feel yourself in a position to make the best possible decision.

When you receive the offer of a secondary school place early in the last year of primary school, follow the instructions for replying and keep copies of your replies. If you refuse a place in your zoned school and express another preference the placing will still be sorted out for you through the education authority, and hopefully you will secure your choice. If you do not, there are procedures for appealing against the decision and these must be adhered to scrupulously.

The education authority will inform you on request if there is any adviser whom you can approach for support in planning an Appeal or you may employ a private adviser. If your Appeal fails the authority should do its best to accommodate your second preference, but that may not be possible if your choice is oversubscribed. In the worst scenario, you could be offered a place some distance away because even your zoned school is full. This happens infrequently and, having planned your school choice and taken advice from the authority at an early stage, you should be able to avoid it.

At the end of the day, caring parents know their own child best and the final choice of school may be made according to the parents' instincts based on the considerable homework they have done. Time and trouble spent on this decision should ensure that your child settles happily at the new school and, supported by staff, copes well with stammering so that both academically and personally the child achieves the standard of which you know s/he is capable.

If you have any enquiries relating to school issues for your child, please do contact Cherry on 01606 77374 or email her on ch@stammering.org

From Speaking Out, Autumn 1998