Education: choosing a school in England and Wales

Many parents of children with an autism spectrum disorder (ASD) have difficulties finding the right school. This can happen for several reasons:

• your local authority may not provide the type of educational provision you would like for your child
• you may disagree with your local authority about which is the best school for your child
• your child may not have, or need, a statement of special educational needs. Children usually need a statement to access a placement at a special school, so those without statements may find that their choices are more limited. See the 'Statements' section for more information.

Your local authority (LA) only has a duty to provide an 'adequate' education for your child - it does not have to provide the best education. However, they are obliged to offer you information about schools which are available locally and to explain their decision about where to place your child if necessary.

The following information is a guide to the different types of school available and how you can decide which is the most appropriate for your child. Everyone with autism is different and each family's circumstances will be different, so this information is not intended to be a definitive guide to making the right decision. However, we hope it will answer some questions you may have.

This information sheet covers England and Wales; for help in Scotland or Northern Ireland please contact our Advocacy for Education Service on 0845 070 4002.

What schools are available locally?

If your child is of pre-school age and undergoing statutory assessment, your local authority should provide you with a list of suitable schools that are close to you. They may provide you with a complete list of mainstream and specialist provision with guidance on which are the right places to look, or they may give you a select list of schools that they feel are right for your child. You can ask for a more comprehensive list if you feel you don't have enough information.

We publish Schools, units and classes for children with autism and Asperger syndrome, which lists all the autism-specific provision that we are aware of in the UK. This is available from our online shop: www.autism.org.uk/pubs/education

Our Autism Services Directory also contains details of schools that cater for children and young people with autism. Visit www.autism.org.uk/directory to search for schools in your area.

If you are considering sending your child to an independent school, you can find information on those that take children with autism or Asperger syndrome in the Gabbitas guide to schools for special needs, which will probably be available through your local library, or from an information service such as Gabbitas or the Independent Schools Information Service (ISIS). Other disability charities such as I-CAN and AFASIC can provide information on schools for children with speech and language impairments. Contact details for all of these information services and charities can be found in the 'Useful contacts' section.

Some schools may have autism accreditation, which is a quality assurance programme which some services, like schools, choose to be a part of. However, a school which suits one child with autism may not suit another, so don't discount schools which aren't accredited they may be the most appropriate for your child.

What different types of schools are there?

The following types of schools are available (although not all these types of school will necessarily be available in your local area).

• Mainstream schools: some children with autism are educated in mainstream primary and secondary schools. If your child has a statement of special educational needs, they may have extra support in school for a set number of hours a week. It is unlawful under the Disability Discrimination Act 1995 (as amended by the Special Educational Needs Disability Act 2001) for schools in England and Wales to discriminate against children or young people with a disability with regard to admissions, education and associated services, and exclusions. See the 'Disability Discrimination Act' section for more information.
• A base or unit within a mainstream school: some mainstream primary and secondary schools have classes for pupils with an ASD within them. The pupils access the mainstream school when appropriate and are educated in the base or unit for the rest of the time. 
• Special schools: these are schools specifically for children with special educational needs. The pupils they cater for vary: some are just for pupils with an ASD while others are for pupils with moderate or severe learning difficulties, pupils with physical difficulties, or a mixture of the two.
• Residential schools: these schools can be for children with varying needs or specific needs. Pupils stay overnight and have a 24-hour curriculum - meaning there is support available 24 hours a day. Some have a 52-week placement, others go home at weekends or during the holidays. A multi-agency plan should be put into place that establishes joint or tripartite funding, but it remains the responsibility of the local authority to be legally responsible for ensuring education. Parents and local authorities should agree any arrangements for a pupil's contact with their family and for any special help, such as transport.
• Independent or non-maintained schools: these schools can be mainstream, special or residential, but none of them will be maintained by the local authority. Parents can choose to place their child at their own expense or to make representation to their local authority for a placement at an independent or non-maintained school (see the 'Parental preference' section for more details).

Visiting schools

You don't need to visit every school you hear about (and it would not be possible anyway) but it's a good idea to visit as many different types of school as possible. This will give you a better idea of what is available and which features you think are important. You may find that a type of school you wouldn't have considered may, in fact, be right for your child. For example, one parent was told by her son's educational psychologist that he would not be able to cope in a mainstream school. However, when she visited her local primary school she decided that it was actually suitable because it was quite small and had a very calm and caring ethos.

You may not think that some schools are suitable for your child, but find that they still have elements that appeal to you. For example, a speech and language therapy unit in a mainstream school might not suit your child, but the fact that the children there spend a lot of time in mainstream classes could be something that they would benefit from. As a result, you might choose to look at the arrangements that are made for inclusion of pupils with disabilities in mainstream classes at the other schools you visit.

Decide which features are crucial to you

Although children's and families' needs will vary, there are a few features that are likely to be important for all families affected by autism.

• Parents should feel they are able to feed back any concerns they have to the school and vice versa, so it is important that the staff seem approachable and open.
• Schools should be able to respond to the varying needs of children with autism. They should be aware that the approaches which work for one child may not work for another and that flexibility is crucial.
• Children with special educational needs are statistically more likely to be involved in bullying than those without. They may be the perpetrators or victims of bullying; either way, it is crucial that all schools have a clear policy on bullying.
• Careful and consistent planning is vital for children with an ASD, as mixed messages can cause them acute anxiety. Communication between staff, which can ensure a consistent approach to teaching and supporting pupils with autism, is as important as the school communicating effectively with parents. Ask about arrangements for staff meetings and how often teachers and learning support staff are able to meet to discuss children's progress.

There are many more features of a school that will be equally important, but perhaps specific to your child. You could ask family and friends to help draw up a list of such features. This may prove very helpful, as people outside of your immediate family may see your child's needs very differently to you.

Tips on visiting schools

Decide exactly what you need to know in advance and take a list of questions to make sure you ask everything you want to. Here are some suggested tips when visiting a school.

• Where possible try to speak to the class teachers and classroom assistants as well as the person who is showing you round (usually the head teacher).
• It can be helpful to observe the children in the playground as well as during lessons. This way you can find out how involved the staff are in the children's play, what activities are available and whether there are any potential bullying spots (places in the playground which are isolated and hard for teachers to observe).
• Try and see some paperwork as well. The school will probably tell you about how they plan each child's education and what kind of assessments they do, but looking at some actual paperwork will help you to see how relevant it is to your child and how seriously it is taken. 
• If you can, take your child with you to visit at least one school. Pre-schoolers won't have been to a school before and it may be the first opportunity you get to see how they cope in a school environment. We realise that for some parents, taking their young child with them will add to any stress involved and make evaluating the school difficult. Most schools will, however, want to meet your child before offering him or her a place.
• It might be helpful to take a partner, or a friend or relative who knows your child, with you when you visit schools.   
• If you get the chance to talk to other parents of children at the school at the end of the day, then make use of it; ask questions about their experience of talking with teachers and other staff and having their concerns addressed. Be aware that some parents will have had negative experiences but these won't necessarily be relevant to you or your child.
• Some families live in remote areas where few schools are accessible to them. Alternatively, if parents live apart they may want to choose a school that is accessible to both of them. These are valid considerations as lengthy journeys will have a major impact on your child's education.
• Some families want their child to attend a school that will have awareness of their cultural needs. All schools special and mainstream are required by law to have regard to a child's cultural background. They must not discriminate against them on the basis of this.

Make a shortlist

Try and narrow your choice down to just two or three schools which you feel are acceptable. They don't all have to be perfect, so long as you can see your child being happy or settled there, and you feel that you can communicate effectively with the school should problems arise. Very few parents feel totally happy about their child's school and most placements are the result of a compromise between the school and the family. This is true for children without special educational needs as well.

It is better to focus on two or three schools rather than just one in case you are unable to get your child a place at your preferred school. It is also better to be open-minded about the future: if the school doesn't suit your child you have the option of moving them at a later date. Although change is difficult for children with autism this does not necessarily mean that it should always be avoided; learning to handle change is a part of growing up.

Parental preference

"In exercising or performing all their respective powers and duties under the Education Acts, the Secretary of State, local education authorities and the funding authorities shall have regard to the general principle that pupils are to be educated in accordance with the wishes of their parents, so far as that is compatible with the provision of efficient instruction and training and the avoidance of unreasonable public expenditure." (Section 9, Education Act 1996)

When deciding which school to send their child to, parents may:

• express a preference for a maintained mainstream or special school
• make a representation for an independent or non-maintained mainstream or special school.

The difference between expressing a preference for a maintained school and making a representation for an independent or non-maintained school is who has to make a case for choosing, or refusing, the choice of school. 

If parents express a preference for a maintained school, the onus is on their local authority to prove a case if the request is refused, ie to prove that there is a valid reason for not sending a child to this type of school.

If the parents make a representation for an independent or non-maintained school the onus is on them to prove the case if the request is refused, ie to prove that there is a strong case for their child attending that particular school, or type of school. 

Choosing a school for a child with a statement

Some children with autism have statements of special education needs before they start school, others will go through the statementing process once they're in school and some do not have, or need, a statement at all. For a placement in a special school, pupils usually need a statement. If your child does not have a statement, you may find that your options are schools in your catchment area or an independent school, which will need to be funded by you or your local authority.

Statements are issued by local authorities when the needs of a pupil are above those which a mainstream school could support in terms of funding for specialist support. They are legally binding documents which outline a child's needs and how their local authority is going to meet those needs.

Children go through a statutory assessment to determine whether or not they need a statement. A statement should be based on need, not diagnosis, and the assessment process usually takes 26 weeks in total. For more information about the assessment process, contact one of the helplines listed in the 'Useful contacts' section or download our free information sheet, Statutory assessment, from www.autism.org.uk/a-z

Schools, nurseries, parents or professionals involved with a child can request a statutory assessment from the local authority if they think a child may need a statement.

Once a child receives a final statement, section 4 of the document will name a school for them to attend. However, section 4 of a proposed statement (a copy of the statement sent out before the document is finalised) will be blank. Before the local authority names a school in the statement they need to check that the school is willing to accept your child. 

If the local authority refuses to name the school of your choice, you are entitled to know why and to ask for a review of the decision. If you are having problems in any of these areas we would recommend seeking specialist advice from your local Parent Partnership Service or from one of the helplines listed in the 'Useful contacts' section before you sign the final statement. However, please be aware of the time limits involved in preparing and finalising statements: you may not have long to seek advice and follow up with your local authority. 

The Disability Discrimination Act

The Disability Discrimination Act 1995 was extended in 2002 to cover every aspect of education. The Special Educational Needs Disability Act 2001 amends the Disability Discrimination Act part 4 to prevent discrimination against disabled people in education, including during the admissions process.

The Act defines a disability as a physical or mental impairment which has a substantial and long-term adverse effect on the ability to carry out normal day-to-day activities.

The Act has made it unlawful for all schools - independent, maintained, mainstream and special, non-maintained, pupil referral units, nursery, primary and secondary schools - to discriminate against a pupil with a disability with regard to admissions. A school cannot refuse or deliberately omit an application for admission from a prospective pupil due to their disability, unless it would be detrimental to the education of the pupil or the other pupils in the school.

The full Disability Discrimination Act 1995 can be found at: www.opsi.gov.uk/acts/acts1995/1995050.htm

The Government and the Disability Rights Commission (now part of the Equality and Human Rights Commission) have produced a number of codes of practice explaining legal rights and requirements under the Disability Discrimination Act 1995. These codes are practical guidance rather than definitive statements of the law. However, courts and tribunals must take them into account. Further information about the codes of practice can be found on the Equality and Human Rights Commission's website.

A school admission code has also been produced, with reference to the Disability Discrimination Act. This can be found online at: www.dfes.gov.uk/sacode/

Moving from primary to secondary school

Pupils moving from primary to secondary school, who have a statement, do not follow the usual admissions route. Their local authority must amend their statement to name their new school by 15 February in the year of transfer. This is detailed in the Special Education Needs Code of Practice sections 5:72 and 8:132.

It is suggested in the Code of Practice that the annual review in Year 5 gives clear recommendations on the type of provision which will best suit your child after they leave primary school. It would, therefore, be beneficial for you and your child to have visited the secondary schools you are considering before the Year 5 annual review, so that you can make your wishes known.

There is no deadline to amend a statement when a child is moving from an early years setting to primary school.

Useful contacts

Helplines

There are a number of helplines available to parents seeking advice and support on education for children with autism or special educational needs.

Advocacy for Education Service
Tel: 0845 070 4002
Website: www.autism.org.uk/advocacy
Our Advocacy for Education Service offers advice to parents on how to get the most appropriate education for their child with autism, and support for parents of children with autism who are appealing to Tribunal. When contacting the Advocacy for Education Service you will need to leave a message and your contact details on the answerphone; one of our trained volunteers will call you back within a week or so.

AFASIC
Tel: 0845 355 5577
Open from 10am-2pm, Tuesday and Wednesday; 10am-noon Thursday.
AFASIC offers advice and information on schools to parents of children and young people who have a speech and language impairment. 

IPSEA (Independent Panel for Special Education Advice)
Tel: 0800 018 4016
This helpline is staffed by professionals and offers advice on all areas of special needs education.

ACE (Advisory Centre for Education)
Tel: 0808 800 5793 (general advice)
Tel: 0808 800 0327 (advice on school exclusions)
Open from 10pm-5pm, Monday to Friday.
This is a helpline for all parents and professionals which offers information and advice on a wide range of education issues. 

Network 81
Tel: 0870 770 3306
Website: www.network81.org/
Open from10am-2pm, Monday to Friday.
Advice on all matters relating to special educational needs.

Disability rights

The Equality and Human Rights Commission Helpline
Tel (England): 0845 604 6610
Tel (Wales): 0845 604 8810
Website: www.equalityhumanrights.com

Education advice services

Gabbitas Educational Consultants
Carrington House
126-130 Regent Street
London W1R 6EE
Tel: 020 7734 0161
Fax: 020 7437 1764
Email: market@gabbitas.co.uk
Website: www.gabbitas.co.uk

Gabbitas Educational Consultants provide a service to parents wanting to find an independent school suitable for their child. They will charge for this service.

They also produce the Gabbitas guide to schools for special needs (ISBN: 0749429984, published by Kogan Paul) which lists all special schools in Britain as well as independent schools prepared to take students with special educational needs. This can be ordered from your local library or bookshop.

National ISIS
Grosvenor Gardens House
35-37 Grosvenor Gardens
London SW1W 0BS
Tel: 020 7798 1500
Email: national@isis.org.uk
Website: www.isis.org.uk

The Independent Schools Information Service (ISIS) offers a similar service to Gabbitas. 

National Parent Partnership Network (NPPN)
Website: www.parentpartnership.org.uk/Templates/index.htm (follow the link to find the NPPN in your area)

Independent advice services for parents of children with special educational needs, funded by central Government; the network offers support around all aspects of finding an appropriate school placement and education support for your child.

Invalid Childrens Aid Network (I-CAN)
I-CAN publishes a list of school provision for children with speech and language impairments. You can order a copy from them on 0870 010 4066.

Useful publications

The National Autistic Society (2004). Schools, units and classes for children with autism and Asperger syndrome. London: The National Autistic Society. Available to order from NAS Publications.

Useful information sheets available from our Autism Helpline include:

• Education jargon (England and Wales)
• Individual education plan (IEP) (England and Wales)
• Education: getting extra help at school (England and Wales)
• Statements of special educational needs (England and Wales)
• Statutory assessment (England and Wales)
• Education: advocacy tips for parents (England and Wales)
• Bullying
• Exclusion: fixed term (England and Wales)
• Exclusion: permanent (England and Wales)
• Home education (this information sheet should be ordered from our Autism Helpline on 0845 070 4004)
• Environment and surroundings: making them autism-friendly
• Asperger syndrome: a school's guide
• Transition planning at the age of 14.

You can call our Helpline on 0845 070 4004 tp request free copies of any of these information sheets. They are also available to download from our website at www.autism.org.uk/a-z

If an item is marked as available from the NAS please contact:
NAS Publications
Central Books Ltd
99 Wallis Road
London E9 5LN
Tel: +44 (0)845 458 9911
Fax: +44 (0)845 458 9912
Email: nas@centralbooks.com
Online orders: www.autism.org.uk/pubs

If you require further information please contact the
NAS Autism Helpline
Tel: 0845 070 4004
autismhelpline@nas.org.uk

Last updated: March 2008
© The National Autistic Society 2008
The National Autistic Society is the UKs leading charity for people affected by autism

Related resources

• Schools, units and classes: for children with autism and Asperger syndrome Author: The National Autistic Society Code: NAS 545 Was £8.00 Now £5.00 excl. vat £5.00 incl. vat