Gate Keeping

Keepers of the Gate.

By Tessa Philbert, SEND Advisor/Manger

If the title of this article sounds like something from a horror movie, then it rightly depicts many of the experiences of families who have children and Young people with Special Educational Needs and Disability (SEND), when trying to access their right to mainstream schools and much needed provision that supports aspirational learning. In 2015, in the final year of studying for my degree in special educational needs/inclusive education, whilst writing my dissertation, I came across the concept of ‘Gate Keeping’. As an undergraduate carrying out research, with no legal rights to access educational settings, it made sense that for me to gain access, I would be met with a ‘Gate keeper’. This person would be required to understand my research proposal and ensure that my access to the school would not pose any safeguarding issues or breach confidentiality policies. In my experience as a special educational needs practitioner, advisor and now manager, supporting children/Young people with SEND and their families, I have witnessed this concept of ‘Gate Keeping’ being implemented in a way that, unlawfully, denies pupils access to their right to mainstream education. Conversations with parents, who have experienced arriving at the school gate with their child, only to be turned away by the SENCO, are becoming all too familiar. The sound of parents crying, because they have been told that the school ‘cannot meet their child’s needs’, is one that permeates too many families experiences of the education system. It is a heart-breaking and disheartening cry, one that illuminates a reality faced by children and Young people with SEND, which changes in law and statue have not been able to address. The Children and Families Act 2014, coupled with the SEND Code of Practice 2015, were implemented to address the significant deficiencies within the previous laws and statue, that prevented parents, children, and Young people from being at the centre of change and having their voices heard. The amendments to SEN Law, amongst many other processes, were designed to improve communication between families and professionals within a ‘person centred’ context, thus improving professional accountability. However, these reforms have not initiated the culture change that is needed to provide children and Young people with SEND the support they need and are entitled to - only human beings can action what is written in law. A change in law, even one as significant as SEND reforms 2014, cannot teach respect or value for the lives and rights, of ALL children and Young people with SEND. We can only learn that through believing that we all have equal value. There are many parents agreeing to placing their children in special schools or ‘alternative settings’, because the concept of inclusion feels like a fantasy of law, unwilling to be practiced and the rhetoric of ‘not being able to meet needs’, has thousands of families feeling like their children are unwelcome in mainstream schools and safer in ‘specialised’ settings. Perhaps there is a simple question that every head teacher, teacher, and SENCO, who may find themselves in, ‘what would I want if this were my child?’ I considered including statistics that highlight the increasing number of children and Young people, with a wide range of SEND, receiving their formal education in special schools, resource bases and pupil referral units compared to mainstream. I decided against this, because I believe that although we can use facts and figures to demonstrate good practice as well as highlight issues, it is this same quantitative lens that prevents the wider stories being unearthed, and hinders the need for more qualitative research that truly captures the voices of the people and their day to day experiences of injustice and discrimination at ground level.