'Good support is when someone listens to you and understands your needs' - FLARE member
Flexible, responsive support at school and beyond can make a vast difference in a child or young person’s life. Not only does it enable them to develop their skills and knowledge, but also empowers them to become confident, independent individuals with an active and fulfilling role in their community.
We want to hear from children and young people with SEND about how school staff work with them to ensure that the right support is in place and working effectively.
The below questions are just a suggestion of how you may want to approach the discussion with your group, but please adapt them as you see fit. You may also be interested in our suggested session plan and resources, but again please work with your group members in the way that suits them best.
Please submit your feedback on this topic to Joanna Carr at firstname.lastname@example.org by 27th May.
1. Who is involved in your support at school/college/university?
- Rank these people from who is most involved to the least
- Is your order the same as your friends? Why?
- Does this change at different stages i.e. as you get older/ at different key stages/ progression?
- How and when should your support change? Why?
2. How can teachers work with students to record their learning and set them new tasks and skills builders?
- What skills do you think are really important for children and young people to develop?
- Why do you think these are the most important skills we need to learn?
3. What do teachers need to think about when they are planning a lesson for their class?
- Is this the same for all classes or will it depend?
- If so, what will it depend on?
4. How comfortable do you feel about talking to teaching/ support staff about your learning and/or support needs?
- What can teaching/ support staff do to make it easier for you to talk about your needs and support?
- What can schools/colleges do to make it easier for students to change their support or ask for help?
5. What do teaching/ support staff do to involve you in checking how well your support is working?
- Is there anything you would change about this process?
- If yes, what would you change and why?
- If not, what is it about the way you are involved that you like?