Invisible Children: How we are sweeping SEND under the carpet

The crisis in SEND has reached epidemic proportions; children and their families are in crisis. There is no money, there are no places, there is no support. In the Statement of SEN and ECH plans published by the DFE in May 2017 it was reported that over 8000 children currently do not have a place in an educational setting. I believe this is just the tip of the iceberg. What about the children who are on reduced timetables, what about the children who are receiving 2 hours a week of tutoring. These children are not counted in these number, these children also deserve a full and balanced curriculum where they can thrive.

I recently carried out a survey of parents with children with SEND and the facts are shocking; within 30 hours of posting the survey on a SEND support page on social media I had received over 100 responses of those responses 59% of parents stated their children where not in the type of setting they wanted. Over 39% of parents reported that it had taken over 2 years for a diagnosis with some reporting over 6 years! But wait here comes the statistics that reduced me to tears 68% of parents stated they did not feel their child was supported and 88% felt they were not given adequate support to help their child. Families are in crisis and there is no-one their to help. My own sons clinical nurse specialist has over 200 children on her caseload; how can they offer support when they are drowning in cases.

Now I would like to introduce you to some of the invisible children who are being let down by a broken, overstretched and underfunded system. Children who want to go to school, who want to have friends who desperately need support.

Charlie is 9; he loves to draw maps, build Lego and makes amazing things with blue tac. Charlie has ASD, SPD, Tourettes, hypermobility and is awaiting an assessment for ADHD. Charlie is struggling in mainstream education and the school have made it clear they cannot meet his academic or social needs. It has taken 17 months for Charlie to be awarded an EHCP and his parents are going to tribunal for a specialist provision. Charlie is working at the level of a 5-6 yr old but the LA states he is academically able because he is making very slow progress.  Charlie’s parents have been told that he is too bright for a specialist provision because there would be no peer group for him.

This is Rudy. Rudy loves building with his Lego and is nearly 6 he has been on the waiting list for an ASD diagnosis for nearly four years. Rudy is on a part time timetable at school and his school have said that they cannot meet his needs and they need to think about the needs of the ‘normal’ children within the school.

Lewis is 11 he loves to read and play Minecraft. Lewis is diagnosed with ADHD, ODD, ASD and learning difficulties. Lewis is currently in year 6 and has been on a reduced timetable for over a year. He was awarded an EHCP in August 2017 which states Lewis needs a specialist provision the LA have been unable to find a provision that fits his needs. He is due to start Secondary education in September and his mother has recently been told that they cannot find him a suitable place.

This is Kaitlyn she is 9 and should be in Year 4; Kaitlyn has been home schooled since December 2016. Kaitlyn loves singing, painting and photography. After numerous exclusions and reductions in timetable and constantly seeking support from CAMHS and paediatrics Kaitlyn’s mam felt that she had no option but to home school due to the threats of permanent exclusion. Kaitlyn left school in January 2016 and was diagnosed with autism in the July. Skip forward to April this Year Kaitlyn is still being home schooled, Kaitlyn’s EHCP is up for review and her mother is preparing for a fight; a fight that no parent should have to undertake, a fight to ensure her child gets a place in a provision suitable for her. Kaitlyn wants to go to school like her brothers and sisters.

This is James. James is 11, he has a diagnosis of ASD and severe ADHD, James is my little boy.  For the past 4 years every ounce of mine and my husbands being has been spent fighting for James. In County Durham Camhs have a waiting time of over two years for an ASD diagnosis during this time James was excluded over 50 times and spent the majority of his time on a reduced timetable on a 1-2-1 basis away from his peers, he was hospitalised due to significant and graphic threats of suicide. James school were fantastic and without their support and the staff’s dedication he would have never finished Year 6 but they would be the first to say they weren’t able to meet his needs.  Due to the delay in receiving his EHCP the LA could not offer James a placement for secondary education so in September when all of his peers excitedly went of to secondary James stayed at home. Now lets fast forward to now after countless heated discussions with the SEND team, a placement which lasted 2 hours, an article in the local paper, my MP’s involvement and using every ounce of knowledge I have of the education system I am over the moon to announce that James will be starting school next week. But it shouldn’t be like this, if it has taken me this amount of time with my knowledge and contacts in education then what chance do other children and families have.

These few children; are a snapshot of the 100s of stories I have been sent by frustrated parents. I wish I could share with you the stories of Sophie, Dominic, Jacob and may more but the red light is imminent.

This is not about data; or a sound bite. Our children spend their lives being a number, its about being their advocate showing the world that they exist, they have a voice, they have a purpose and that their story needs to be told.

I therefore implore you to support these invisible children: if we as educational professionals do not stand up for our most vulnerable learners who will.

Emma is a primary school teacher from Durham.