SEND and EHCP Applications: Transition from Primary to Secondary School
As a parent of a child born with Osteogenesis Imperfecta (OI), I know first-hand how important it is to secure the right support at school. My son is now 16 and preparing for college, but the journey here has been full of lessons, some learned the hard way. This blog post shares our experience of navigating the SEND (Special Educational Needs and Disabilities) system and managing an Education, Health and Care Plan (EHCP), particularly during the transition
from primary to secondary school. I will also share the lessons we learned and our top tips to help other families prepare for this vital milestone.
What an EHCP Means for Our Children
An EHCP is a legally binding document for children and young people (0–25 years) with significant SEND in England. It is more than just a piece of paper—it’s a lifeline. It sets out exactly what support a child with substantial needs should receive in education, health, and social care.
For a child with brittle bones, it can include everything from safe transport to school, the presence of a teaching assistant, adjustments to furniture, physiotherapy, and even emotional well-being support. Your local authority coordinates assessments and issues the EHCP, but you and your child’s school, health professionals, and any other relevant practitioners must contribute to its content and annual reviews.
In my case, when my son was very young, his EHCP was written with his early medical needs in mind. At that stage, the focus was very much on mobility and personal care. It included provisions such as a one-to-one Learning Support Assistant (LSA), wheelchair accessibility, and regular input from health professionals, including his consultant, physiotherapist, occupational therapist, and community nurses. Over the years, his needs have evolved as he has grown stronger and become more independent, which is why keeping the EHCP updated is crucial.
Primary School Years: Laying the Groundwork
When my son first started primary school, we worked with the school and local authority to develop a comprehensive healthcare and education plan. We had meetings with his SENCO (Special Educational Needs Coordinator), healthcare professionals, physiotherapist, and occupational therapist to ensure the right adaptations were in place. Features such as ramps, accessible toilets, and safe furniture were essential. The school made the necessary adjustments and ensured that his physical and educational needs were met.
We attend annual reviews of his EHCP at least once every 12 months. This became a key opportunity to update the plan. Annual reviews were held with the school SENCO and health professionals to monitor progress and adjust the plan as needed. During these reviews, the teachers, LSAs, therapists, and, most importantly, I, along with my child, contribute to the review. I ensure that all his new or evolving needs, such as growth spurts, increased strength, and changing stamina, are taken into account. Although the paperwork felt endless at times, it is vital to keep every report, letter, and email in a designated folder.
Transition to Secondary School: A Critical Stage
The move from primary to secondary school was a significant milestone. Secondary schools are larger, busier, and less personal than primary schools, which can be intimidating for a child with OI.
We started planning early, in Year 5. I arranged meetings with the SENCO at his primary school to discuss his transition to secondary school. We visited the secondary school to assess accessibility. I carefully examined aspects such as corridors, lifts, and whether he could move safely between classrooms. At his Year 6 annual review, I advocated to ensure the EHCP reflected not only his physical needs but also his increasing independence. I also made sure his voice was heard. He was able to share what made him feel safe and included.
However, our transition was disrupted by the COVID-19 pandemic. When school fully resumed after the lockdowns, the SENCO at the secondary school did not implement all that was outlined in the EHCP. This included an accessible toilet and manual handling training for his LSA. These issues were addressed later, with the explanation being the impact of the lockdowns.
Lessons Learned the Hard Way
Fast forward to now, as my son applies to college, I’ve encountered one of the biggest challenges yet. His college applications were refused twice. The reason? The EHCP on file with the local authority was out of date. Surprisingly, it was still the original version drafted when he was just two years old, and none of the annual review updates had been incorporated.
On paper, it seemed he was far more dependent than he is now. The college doubted they could meet his needs, as the plan didn’t reflect the independent, motivated young man he has become. This was frustrating and disheartening, but it taught me some valuable lessons:
- Always check the version of the EHCP the local authority holds.
- Never assume review reports are automatically added—follow up and request confirmation.
- Keep your own full record of all documents.
- Ensure that the SENCO at your child’s current school is in direct contact with the SENCO or EHCP officer at the new school or college.
Practical Advice for Parents
Here are some personal tips from my journey for parents of children with OI, especially during transitions from primary to secondary school or from secondary to college.
- Ensure the EHCP is Current
Request a copy from your local authority and verify that it reflects your child’s most recent needs and progress.
- Build Relationships
Introduce yourself and your child to the SENCO, key teachers, and pastoral leads as soon as possible.
- Plan Transport and Personal Care
- Apply to your local authority’s transport department as soon as college/school placement is confirmed.
- Check if personal budgets are available to cover additional support costs.
- Peer Support and External Resources
- Connect with other parents via the Brittle Bone Society’s network or online forums—real-time tips often prove invaluable.
- Contact SEND Information, Advice and Support Services (SENDIASS) for impartial guidance on processes, appeals, and mediation.
Looking Ahead
As my son prepares for college, I’m proud of how far we’ve come as a family navigating the SEND system. Despite frustrations, moments of triumph have shown me that proper support helps him thrive.
My advice to those transitioning from primary to secondary school is to plan early, stay organised, and advocate tirelessly. With persistence, our children with OI can confidently move forward in education.
