EDUCATION
All You Need To Know
NAVIGATING THE SYSTEM
Navigating the education system, when your child/young person, may have additional needs, can feel like trying to map uncharted territory. From understanding individual education plans, to securing the appropriate classroom accommodations, endless paperwork, meetings and new terminology, can all quickly become very overwhelming.
You don’t have to work it out by yourself. Our Pathway Team are available to help you translate the jargon, understand the route for assessment, diagnosis and support, for your children and young people.
From pregnancy and birth to early years education.
EARLY YEARS
The early years are a time of incredible discovery, but they can also bring unique challenges.
From the moment your baby is born , you may have questions, concerns, or simply need someone to talk to. Around 90% of a child’s brain development happens in the first 5 years of life, so finding ways to support your child’s development early on can make a real difference to your family’s piece of mind.
Every child develops at their own pace, and comparing your child’s development with that of others isn’t always helpful. A little guidance is sometimes all that is needed, but if you have any concerns we are here to help. This is especially important if your child may be showing signs of neurodiversity or disability.
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Physical and sensory needs
Communication and Interaction
Emotional and Social
Cognition and Learning
Click here to find out more (Developmnetal Milestones By Age)
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Sensory Differences
e.g. A strong dislike of certain sounds (hand dryers are a common one) / Differences with touch preference (may not be a “cuddly” child and dislike unexpected contact; or may need extra firm and frequent touch input)
Social and Communication Differences
e.g. Seem overly clingy at social events; or become overly hyperactive and disruptive / May miss subtle social cues from other children / Social anxiety and situational mutism that goes past “being shy”
Emotional Regulation and Meltdowns
e.g. Frequent meltdowns after school/nursery (“restraint collapse”, where child holds it together all day and lets go at home) / Biting, head-banging, and lashing out when upset / Low frustration tolerance: not coping well with losing games or getting things wrong
Routines, Rigidity, and Repetition
e.g. Wanting to watch/read the same thing repeatedly; repeating phrases and “ear worms” / May make repeated movements that seem to express joy or self-soothe (pacing, skin picking, rubbing hands, many others – this is called “stimming”) / Become easily dysregulated if things change; struggle to move between one activity/place/season to the next
Attention Differences
e.g. Can focus well on things they are interested in, but struggle to pay attention to other tasks, easily distracted / May not always respond to their name; others may question their hearing / Struggle to follow more than one instruction step at a time; problems “listening”, difficulty keeping on track
Impulsivity and Hyperactivity
e.g. May talk faster, louder, more often, and interrupts / Can make lots of little noises while playing or concentrating / Fidgets and appears restless when asked to sit still
Strengths to Watch For
e.g. Advanced vocabulary, using “grown-up” language, sounding wise beyond their years / Amazing attention to detail (noticing things others miss) and strong memory for small or unusual things, even from a young age / General ability to “think outside the box” – to see things differently
Other “Clues” to Neurodivergence
e.g. Going outside without proper clothing (not realising when cold due to interoception differences) / Needing constant parental attention (finding it hard to play independently, or no amount of attention seems to “fill them up”) / Tends to make friends most easily with other children who are or appear neurodivergent
For more information, please click here.
PRIMARY EDUCATION
Primary education is the first stage of formal education. Here children begin to develop the essential skills and knowledge that will form the basis of their learning. It focuses on fostering a love for learning, developing key academic abilities, and supporting social and emotional development.
Primary education typically covers children between the ages of 4 and 11, which means it includes Reception through to Year 6. Children start primary school in Reception at age 4 and complete it at age 11 when they transition to secondary school. For many children they will experience challenges in their school career. For children with SEND this can be especially profound and they may need adjustments to help them learn, additional support, provision for equipment or changes to the building to help them move around.
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The Leeds SEND Local Offer provides information for children and young people with special educational needs and disabilities (SEND) and their parents or carers in a single place. It shows families what they can expect from a range of local agencies including education, health and social care. The Leeds SEND Local Offer is about providing families with information to make informed choices about services they chose to use.
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The North Yorkshire SEND Local Offer provides useful information for children and young people with special educational needs and disabilities (SEND) and their families. It is here to help families, individuals, groups and organisations find information, so you have more choice and control over what support is right. The local offer covers services available within: education; health and social care; support and services in the voluntary and private sector across North Yorkshire. The local offer is intended to help you make informed choices about things important to you, such as: independent living, transport, social activities, education, apprenticeships and supported employment, making the transition from services provided for children to those for adults
SECONDARY EDUCATION
Secondary school in England are for students aged 11 to 16, from Year 7 to Year 11. It is divided into Key Stage 3 (Years 7–9) and Key Stage 4 (Years 10–11). In the final two years, most students study towards their GCSEs — the central academic qualification at 16 and the gateway to Sixth Form, College and further education.
Transition from primary to secondary at age 11 is one of the biggest changes a child experiences. Mainstream secondary schools are significantly larger, and pupils move between specialist subject teachers rather than a single class teacher.
For many children, especially those with SEND, the transition to secondary school brings a whole new set of challenge e.g. moving between classrooms/buildings, managing a timetable, navigating complex teenage social dynamics, and understanding how to independently study. For a neurodivergent young person, this sudden shift in environment, and the increased demands of executive functioning, can feel incredibly intense and overwhelming.
Specialist Inclusive Learning Centres (SILCs) or Special Schools may be other options to explore for some children with SEND at this point in their education journey.
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These are links to the Leeds Local Offer and North Yorkshire Local Offer for Mainstream Secondary options; explaining the process for children with SEND transferring to mainstream secondary schools.
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Specialist SEND settings are for children who require more support than can normally be provided in mainstream schools. To be offered a place at a specialist provision, a child must have an ECHP. This is because they fall outside of the usual admissions protocol.
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This useful website offers you advise and guidance on thinking about which school would be best for your child and the questions you could ask.
FURTHER EDUCATION
Every young person must continue in some form of education or training until their 18th birthday. Students should follow a study programme which stretches them, prepares them for adulthood and supports their progression into work or other successful destination. For students with SEND who have an EHCP, this could apply up to the age of 25.
Some students benefit from programmes which concentrate on high-quality work experience and other non-qualification activities to help them prepare for employment and adult life. As young people move into Further Education (FE), sixth form, or vocational training, the landscape of support changes. Transitioning into these later teenage years brings a new set of challenges but equally milestones to celebrate.
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This useful site includes this booklet ‘Preparation for Adulthood Guide’.
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