We act for parents at every stage of a child’s education including nursery, primary school, secondary school,o Post 16 and Post 19 provision.
You may have already approached your child’s school or the Local Authority to attempt to get the support your child needs and not achieved the outcome you had hoped for. We help people overcome these obstacles and secure the right education for their children.
To find out more about:-
- the Statutory Assessment process;
- Education Health and Care Plans (EHCP);
- the SEND Tribunal;
look at our process page that explains them in more detail.
If you are wondering what can be achieved and whether there is light at the end of tunnel, then look at our real results page to see how we have helped people in the past, many of whom will have experienced similar difficulties to you.
We have acted for children and young people with a range of complex Special Educational needs, including:-
- Autism/Autistic Spectrum Disorder
- Asperger’s Syndrome
- Social Communication Disorders
- Specific Learning Difficulties, including Dyslexia and Dyspraxia
- ADD and ADHD
- Moderate Learning Difficulties
- Visual and Hearing impairments
- Infantile Refsums Disease
- Speech and Language disorders/impairment
- Tourette’s Syndrome
- Down’s Syndrome
- Cerebral Palsy
- Proteus Syndrome
- Profound and multiple learning difficulties
- Angelman Syndrome
- Selective mutism
- Sensory processing difficulties
- Smith-Lemli-Opitz Syndrome
- Prader-Willi Syndrome
- Obsessive Compulsive Disorder
- Oppositional Defiant Disorder
- Pervasive Development Disorder-Not Otherwise Specified (PDD-NOS)
- Ehlers-Danlos Syndrome
- Duchenne Muscular-Dystrophy
- Emotional Behavioural Difficulties
- Noonan Syndrome
- Sickle Cell Anaemia
- Worster-Drought Syndrome
Matthew is an able student who has severe Dyslexia, ASD and associated difficulties. He was experiencing significant diffiulties in mainstream primary school and his parents were worried as to how he would cope in a large mainstream school even if he was placed in the specialist ASD Unit. After 3 appeals to the SEND Tribunal Matthew's parents successfully obtained a Statement of SEN naming Northease Manor School, a specialist school for children with Specific Learning Difficulties/Dyslexia and the placement is now funded his local authority.
Max has an Autistic Spectrum Diagnosis and features of ADHD and Asperger's Syndrome. He experiences Speech and Language Difficulties, Motor and Sensory Difficulties and Emotional and Behavioural Difficulties. Max experienced high levels of anxiety at his mainstream primary school and was unable to access the school curriculum, despite receiving a very high level of support within a caring and supportive school setting. Max's parents appealed to the Special Educational Needs and Disability Tribunal (SEND) and were successful in obtaining an Order from the Tribunal amending Max's Statement of SEN to name a specialist ASD school. Max's parents report he is well settled at his new school, Grateley House and that he is enjoying his time in this specialist school setting which caters for children with Aspergers Syndrome and associated difficulties.
Joshua is an academically able, engaging, sociable and active child who also has severe dyslexia/specific learning difficulties and disordered language skills, in addition to fine motor difficulties and sensory processing difficulties. His literacy difficulties in particular are very severe and by the age of 10 he was still unable to read or write, despite his good underlying ability.
Suzy has Infantile Refsums Disease, a rare genetic condition which is life limiting and degnerative. When Suzy's mother first contacted us, Suzy was attending a day special school and was also accommodated in a local care setting. Suzy has partciularly severe and complex needs as explained in more detail in the link below. Following a successful appeal to the Special Educational Needs and Disability Tribunal (SEND), Suzy now attends Chailey Heritage School on a 52 week residential basis where her educational and medical needs are addressed in one specialist setting.
George has an Autistic Spectrum Disorder and attended a day special school from the age of 3. He had severe challenging behaviour relating to his condition and frustration given his lack of communication skills. He was very difficult to manage at home and in public. As he got older, his parents found it more difficult to care for him. At the point of transfer to secondary school, the LA continued to argue that George's difficulties could be met in a day special school, however, George's parents felt that his SEN were so severe and complex that he required a residential placement in a specialist ASD school setting for an extended school year. Following an appeal to the Special Educational Needs and Disability Tribunal (SEND) George is now placed at a specialist school in Berkshire catering for children with Autistic Spectrum Disorders (ASD) on a 52 week placement where his Special Educational Needs are being fully addressed under the terms of his Education Health and Care Plan.