Secondary school is then very complicated if you have a child with a learning disability. They go from having a relationship with one teacher to 10 to 12 teachers they meet during the week. Every year, around two teachers got it and eight or nine didn’t. It really depended on which individual teacher had brought into her actually being a valued member in that classroom.
It got really tricky in Years 10 and 11 because the whole year group is focused on GCSEs, which my daughter wasn’t doing. She spent a lot more time in learning support in a segregated building. But we were still keen for her to be in that space, at least some of the time, and not be in specialist provision.
Then came Covid. Schools closed and we were homeschooling, which was hell on earth. I had to become her teacher because the school basically forgot about her.
I’ve gone on training courses to learn the law around the SEND system. I’ve gone to SEND tribunal twice and both times I have done all the paperwork. I think it is grossly unfair that firstly any parent should have to do that but I’m also very very aware that my husband has got a decent job which has allowed me to work part-time since my daughter was born.
I am somebody who is articulate and educated. People claim that pushy parents are to blame for this SEND crisis and they are not. They are surviving and they are coping and they’re the only ones securing the things that their children need because they’re the only ones who can but they’re also getting broken in the process. And I have to say, my first reaction is always: ‘I blame myself. I’ve not done enough. I should have done more. How did I let it get to this?’ And then I sleep and realise: ‘No, actually, I’m not to blame.’ But the amount of tears that I’ve cried for my daughter that I have never cried for my son… It’s really, really unfair.
I know local authority staff are working under incredibly stressful conditions. I would not want to be a SEND caseworker. I think their caseload is far too large. I think they’re not empowered and enabled to make decisions. They’re not empowered to have that meeting with a parent and to come to an agreement.
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If some of these systemic issues were addressed, if accountability was improved, if funding was adequate, and if those professionals actually really valued the voice of parents and young people, I don’t think we need this whole scale sort of legislative reform that potentially is coming down the line.
I want to see greater accountability for and frankly recognition of the continued breaches in statutory duties that come from local authorities in particular, but also actually schools. Schools are breaking the law in relation to the Equality Act, left, right and centre, and it’s really hard as a parent to do anything about that.
One of the things that certainly Special Needs Jungle is suggesting, and I agree with, is bringing back independent supporters, which were used during the last reforms to help with that transition from the old system to the new. They were really valued by parents because it was somebody who would do that emailing and phone calls for you. You weren’t the person having to phone the local authority. You just would have somebody who was your key worker, your advocate, someone on your side. And that would make things a lot more equitable as well, if every family can access an independent supporter.
If some of the systemic issues were addressed, if accountability was improved, if funding was adequate, and if those professionals actually really valued the voice of parents and young people, I don’t think we need this wholescale legislative reform that potentially is coming down the line.
The government keeps saying that children with severe and complex needs will still have legal entitlement to specialist provision. I think this could be a backwards step for inclusion. I believe that children like my daughter would fall into that category of severe and complex needs, suggesting she’s a child that belongs in specialist provision. I think it could have a really negative impact on those families that want their children to be included in mainstream education.
Tanzie has been in college for the last four and a half years. She’ll be leaving this year and her Education, Health and Care Plan (EHCP) will be coming to an end.
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Nearly three years ago, we managed to secure her part time work through the Down’s Syndrome Association WorkFit programme. She’s been working at H&M since then, and when she leaves college in the summer, she’ll have two paid jobs. She’ll be working in Nando’s and H&M. Work has been the making of her. Her confidence has grown. Her communication skills have grown.
Tanzie has achieved and has done really well because of who her parents are and what we’ve been able to do and it’s been painful and it’s been hard, but she’ll be OK. I worry so much for those families where English is not their first language, where there are different cultures, and where a parent might have a learning disability themselves. It is just a very toxic system.
Response from the Department for Education
Responding to the Big Issue’s series around the SEND system, a Department for Education spokesperson said: ”These heartbreaking cases show why it’s so crucial we strengthen support for children with SEND and ensure families get help earlier and closer to home.
”We know too many parents are forced to fight for support, with rising demand meaning children’s needs can escalate to crisis point before help arrives. That is not good enough – and our reforms will mean more support for children, not less.
“Our reforms are designed to strengthen support for children and ensure help is delivered earlier and more consistently. We have already committed to unprecedented long-term investment, including £200 million to train teachers in SEND and at least £3 billion to create 50,000 new specialist places, and there will always be a legal right to additional support for children with SEND.”
Despite these reassurances, there remain fears that SEND support will be reduced rather than enhanced.
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