Parent FAQs

Glossary

SENDCO: Special Educational Needs and Disabilities Coordinator
SEND: Special Educational Needs and Disabilities
SENDO: Special Educational Needs and Disabilities Officer
QTVI: Qualified Teacher of children with a Vision Impairment
LA: Local Authority
EHCP: Education Health and Care Plan
INSET: In Service Educational Training
IEP: Individual Education Plan

My child is due to start secondary school in September, but I haven’t been able to get hold of my Qualified Teacher of children with a Vision Impairment (QTVI) and I’m starting to worry? What shall I do?

Before the lockdown, my child’s school talked to me about a transition plan. It looks like this won’t happen now. What can I do?

The first step is to ask your school’s Special Educational Needs and Disabilities Coordinator (SENDCO) what steps have been taken so far.

They may have shared supporting documents like your child’s Individual Education Plan (IEP), Education, Health and Care Plan (EHCP), pen portrait (sometimes referred to as a ‘passport of need’), or care plan with the new school. They may have also provided remote guidance via video conferencing, or organised specialist training to take place during an In Service Educational Training (INSET) day later in the year.

Start by contacting your school to find out what’s already happened. You can then identify and discuss what else may need to be done.

I wanted to visit my child’s school before they go there – what are my options now this isn’t going to happen?

Transition plans normally include pre-visits to the new school or extra sessions with a mobility or habilitation officer. Many schools can’t offer a visit this year, so we recommend you contact your specialist teacher (QTVI or habilitation specialist) to find out what they are planning as an alternative. They may be able to offer a phone call or video meeting.

Also try exploring the school’s website for key information, like:

Photos of key areas
School site map
Online video tours
Guides to where facilities like toilets and canteens are
Canteen menus
Typical timetables
Guides to extra-curricular activities
Staff lists
School publications
Any content specific to Covid-19

If you can’t find any of this information, make a note of what’s missing and ask the school to fill the gaps.

How will the transition to out of authority placements work for children during the pandemic?

If your local authority has offered you an out of authority placement and agreed to fund this option, you should hear more about the transition and start dates soon.

If you are currently working through the appeals process, this will continue. The First Tier Tribunal has amended its way of working for the current period, but this shouldn’t impact the outcome of an appeal. This letter from the Tribunals Judiciary explains what’s happening in more detail.

In March, I was asked to look at local authority schools for my child but I couldn’t visit them because of Covid-19. How will I know the school we’ve been allocated will be able to meet my child’s needs?

If your child has an EHCP, reports from their previous school or professional reports from specialists, such as a Qualified Teacher for children and young people with a Vision Impairment (QTVI), these can now be shared with the potential new school.

You can choose to speak to the Headteacher, the Head of Year, your child’s potential tutor and/or the school’s Special Educational Needs and Disabilities Co-ordinator (SENDCO) to ensure that they are aware of your child’s holistic needs and to confirm that they will be able to aid your child’s learning, development and inclusion.

My child has recently been diagnosed with a vision impairment, but the QTVI has been unable to carry out an assessment and update my child’s (Education Health and Care Plan) EHCP. What can I do?

A professional would usually assess your child’s visual access in their learning environment to create a full picture of your child’s functional vision. As this isn’t possible right now, you may need to rely on other supporting evidence, such as clinical information from your child’s ophthalmologist. Although this will not be as helpful to a school as an assessment by a QTVI, it will help the school to research the specific vision impairment of your child and what they will need to put in place to support your child’s learning.

You could also create a document for the school that describes your child’s vision impairment and what you do to make daily life easier. Your document could include:

Preferred font type and size
The colour of paper and font your child finds most accessible
Occasions where your child needs additional lighting or access to natural light
Where they like to sit in the classroom
Information on any low vision aids or specialist technology they use

It’s also a good idea to request that your QTVI carries out a functional vision assessment as soon as possible.

When the schools closed, my child was sent home without their specialist equipment. This is still locked away at school. Will this equipment be ready for my child to use at their new school in September, and how will they get the training we were promised?

If your local authority purchased and owns the specialist equipment, then they should transfer it the new school. Your existing QTVI may be able to arrange collection, check and transport the equipment. Your QTVI should also recommend appropriate training for the new school on how the equipment works.

If your child still needs training on how to use the equipment, ask your QTVI about arranging appropriate support sessions at the beginning of term.

It’s also worth asking if it will be possible to have the equipment at home to practice with. Some of the companies that make the equipment are also offering free online tutorials that could help – please free to call us on 0800 781 1444 if you want to find out more.

If your school paid for your child’s equipment and your child is moving to a different school, you will need to check if the school is keeping the equipment. In this case, check that your child’s new school knows and that they are aware they need to provide new equipment.

We had started the annual review process but now this is on hold. Will the EHCP be updated and ready for the staff at my child’s new school?

Many local authorities are continuing to work on EHCPs during this time. They might update your plan ready for the start of term, but there could also be a delay. The legal requirements around timescales which usually apply to EHCP processes have been relaxed during the COVID-19 pandemic and authorities now only need to complete processes ‘as soon as is reasonably practical’. Ask your local authority if they will prioritise your child’s EHCP because they are transitioning between schools. The school SENDCO may also be able to support you with this request.

Further information on temporary changes to EHCP provision is available from the government.

What training will my child’s new school receive - and will technology be able to facilitate this?

In theory, all staff who will have contact with your child should be trained appropriately. Normally, this would take place on a school INSET day, or as part of a staff meeting. At this time it’s unlikely that this will be able to take place – but some schools may carry out some staff training remotely through video conferencing. It’s worth approaching your QTVI and the school your child is moving to for an update.

My child is transitioning to secondary school. It was suggested that they would have transport provided. How do I know this will still go ahead?

The government is encouraging local authorities to work collaboratively with transport providers to provide transport that reflects local needs, and promotes safe working practices.

There is no one-size-fits-all plan though. We recommend you contact your local authority transport team to explain your personal circumstances, what has been agreed, and ask what be done to meet your child’s needs under Covid-19 restrictions.

Further information is available on the government website.

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