Dozens of SEND families responded to our call for evidence. They told us that the lack of support in school means that their children find it impossible to attend school regularly
Following the Children’s Commissioners ‘Voices of England’s Missing Children – The findings of the Children’s Commissioner’s Attendance Audit June 2022’ that was published on 26 June, we launched a call for evidence to collect parent carers experiences on their child’s school attendance.
You can find the report and our initial response by following this link: Children’s Commissioner’s Attendance Audit – National Network of Parent Carer Forums C.I.C (nnpcf.org.uk))
When the audit report was released, it stated that 100% of children must attend school on the first day back in September.
Unfortunately, the report was not well received within our community. Many parents felt that, in a lot of cases, children were missing education through no fault of their own, due to lack of support and understanding within their school.
We asked parent carers, whose children were not attending school, to share their experiences with us.
Despite only limited publicity we received dozens of responses.
In most cases, parents describe situations where their child wants to attend school, but because their concerns are not listened to, and there is inadequate or no support in place, they are unable to do so.
Too often, parents describe their children as becoming suicidal when they were forced to attend without the correct understanding and support:
“By the end of year 6 he was 3 years behind in his learning, but school had not picked up on this. He had spent so much time in emotional turmoil in school he learnt nothing. He went to high school and lasted 3 months. Due to Covid SATs had not taken place and primary school failed to inform high school of his struggles both emotionally and academically. He expressed his wish to die and he was suicidal. High school failed to recognise this despite me pleading for help. They told me all Sen children say they want to die but none act on it. My son attempted suicide 3 times before we received any support from school or CAMHS.”
“Decision makers showing compassion, after an overdose was taken by my child, they didn’t even ask if we were ok. Straight into risk assessments and how our child would no longer be allowed to go to the toilet on her own. We were dismissed, patronised, ignored with little co-operation from senior leaders/decision makers”
“She started suffering from anxiety around school at the end of year 5 when they first took mock SATS. Year 6 was difficult but school did not recognise her anxiety… The end of year 6 was the first time she was admitted to hospital for suicidal behaviour. The new school however chose to ignore the provision summary. They did not accept my daughter’s needs. By November, she was admitted to hospital again”
“Primary school refused to listen to our concerns which we started to raise in Year 1. No help from health services for mental health despite us reporting from age 6 that she was highly distressed and saying she wanted to die… Primary school treated her school anxiety and distress as an attendance issue and offered no support to deal with bullying or reasonable adjustments. Headteacher repeatedly tried to strong arm us into sending her to school only two weeks after a serious mental health crisis.”
The lens approach to the findings are as follows:
We asked ‘is your child in Primary, secondary, specialist, independent or college or not placed’ 44% of all respondents said Secondary.
When asked
- is your child on a reduced timetable
- is someone educating them at home (with school supplied learning or EOTAS) or
- or home educating that is not selective/elected
Our respondents told us of their children’s part-time timetables.
One parent told us that their child, who is in a mainstream primary, only attends school 8 hours per week at an alternative provision which was provided by the school where the child is on roll.
Another parent reported that their child at a mainstream secondary school attends mornings only. This was after experiencing and receiving school related trauma from CAMHS, when the child was attending primary school.
This case is not in isolation, other parents have had similar experiences, with many children not receiving any education at all.
Parents were also asked how long their child’s attendance had been affected. The range was 8 months to 9 years, with 63% respondents saying that their child’s attendance had been affected for more than a year.
We then asked ‘what things or chain of events had got them to where they are now?’ 79% of respondents said it was school. Some of the issues they reported were:
- Lack of support from Key leaders in school
- Lack of diagnosis so schools could appropriately support
- Lack of evidence for an EHCP – therefore specialist support couldn’t be put into place
- Poor communication
- Poor knowledge by teachers in regard to SEN
- Schools couldn’t meet the needs of the children
- Lack of training
- Poor or no transitions
In line with our solution focused way of working, we asked ‘what could have made it different?’
66% responded with school, the main points being:
- Suitable placements/provision being available in local area
- no exclusions
- an acknowledgement of needs
- earlier intervention
- believing medical evidence when presented
- meet legal obligations
- updating school records and staff reading them
- more awareness of anxiety and mental health.
We asked parents ‘what did they want for their child?’
41% responded said school in their response.
Not surprisingly, all parents said that they wanted their child to be happy. And almost every parent said that they wanted an education for their child.
Some parents commented that they knew what their child wanted to do as a career.
Our final question asked about the needs of their child.
54% responded that their children had anxiety. With a lot of parents waiting for a formal diagnosis of Autism or ADHD.
Below you can read more quotes from the responses we received. This illustrates the situations that our families continue to experience:
“Anxiety (presenting as stomach aches), medical investigations, bullying at school. Pandemic showed up existing issues more clearly. Occasional absences which became more frequent, no support from school without diagnosis and long waiting lists for help. Full school phobia (panic attacks and suicidal ideation) then threats of fines and prison were the last straw.”
“X developed serious mental health issues at start of final lockdown after walking past previous primary school and experiencing a flashback and panic attack, which led to further eating issues requiring [received] dietician input after dropping 2 centiles and losing 2&1/2 stone. Told he has experienced school related trauma by CAMHS but no further help or support.”
“He needed somewhere that understood anxiety, there’s no placements that have that ability unless very rare spaces become available. Lack of suitable education has failed him.”
“School failed our child who has significant disabilities and SEN, couldn’t meet needs, child was on a part time timetable. Head teacher didn’t believe our child is disabled (two specialist teachers told me the head teacher kept calling them to check/ask/clarify) and was a nightmare to deal with!”
“Anxiety for my daughter (15) started at the beginning of Year 10 – Sept 2021. School were unsupportive – offering to support attendance but nothing to actually support mental health. Year Head was dismissive and access to SEMH/ABSA support was initially blocked/denied. Pressure from school about attendance and refusal to authorise absence to a mental health ‘crisis’. Evidence from GP and CAMHS was provided & then School reconsidered. They then offered Early Help – May this year (several months too late)”
“I wanted him to be able to go to school and be happy. But now I want him to receive funded EOTAS via tutors etc. We are currently funding this ourselves on top of me having to quit my senior management job in the NHS to care for him.”
“No one was interested in what was best for my child. They only were bothered about their school. The research is really clear, that children with Down Syndrome will reach better academic outcomes in mainstream school. Article 24 of the UNCRPD also says children have the right to a mainstream education. The law though, gives the schools the right to refuse. The LA insisted on consulting with special schools, even though they knew they would end up losing at tribunal if they named one.”
“[We wanted] Compassion, empathy and understanding from school, not judgment and threats. Proper, consistent SEN support, not stop-start interventions, that were what my child described as ‘the wrong help.’ After access to diagnosis, listening to parents and our child, instead of dismissing concerns. Prevention of bullying of SEND children.”
“[We want]To be healthy, happy and enjoy life. An education in a system which appreciates and accepts them for who they are and what they are capable of.”