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Getting ready for school

young girl with blond hair sitting in her wheelchair reading a book in a library.

Getting ready for school

Last checked: June 2026

Thank you to the parents, carers and professionals who helped us put these pages together.

The information in the tabs below can be downloaded as a ‘pack’. Or we can send you printed copies.

Download or order a ‘Getting Ready for School’ pack >

If you have questions we haven’t answered or need additional support, please contact our Support Team > 

England

Contact > the charity for families with disabled children. Provides detailed information and also have an advice line.

Special Education Needs & Disabilities Information, Advice & Support (SENDIAS) >  a free, impartial and confidential service, independent from local councils.

IPSEA >  a charity providing detailed information about any educational issue that is a result of a child’s Special Educational Needs and Disability (SEND). You can also book an individual appointment.

SOS!SEN >  a charity with a free, independent and confidential helpline for parents and others looking for information and advice on Special Educational Needs and Disability (SEND).

 

Northern Ireland

Contact > the charity for families with disabled children, provides detailed information and also have an advice line:

SENAC > gives information and advice about getting help and support for children with special educational needs.

 

Scotland

Contact > the charity for families with disabled children, provides detailed information and also have an advice line.

Enquire > the Scottish advice service for additional support for learning.

 

Wales

Contact > the charity for families with disabled children, provides detailed information and also have an advice line.

SNAP Cymru > provides information, advice and support to parents, children and young people (0-25), who have, or may have, special educational needs or disabilities.

 

Parents and carers we have worked with came up with this ‘checklist’:

  • Which schools are your children’s friends or any siblings going to?
  • Which schools link to any early years’ settings your child is going to?
  • What do local parents say about which schools are good?
  • What does OFSTED say about schools in your area, including about their SEND provision?
  • Have you a definite preference for:
    • mainstream
    • mainstream with specialist physical disability provision (where they exist)
    • special school

or are you looking at all options?

It’s a good idea to start exploring options in plenty of time.
  • How far away from home is OK? Think about:
    • your daily routine and commitments (e.g. other children, work?)
    • how long it takes to get your child up and ready
    • how tired they get
    • what travel time is reasonable to add on to their day
    • how they will get there
    • making friends with children who can come and play
  • If you have to choose, what’s more important to you:
    • a headteacher and SENCo with experience of including disabled children
    • a ‘can do’ attitude?
  • If you get a commitment to making the building accessible, are you confident it will happen?
  • Or do you want the certainty of a school where the building is already accessible (e.g. for wheelchair access in toilets, changing areas and classrooms)?
It’s important to ask how willing the school seem to make necessary adaptations. If they seem negative, how important is it to you that your child goes to this school? Will you continue to have battles?
  • Is it important for your child to be in a school that will make it possible for them to have regular input from:
    • a physio or occupational therapist (OT)
    • a speech and language therapist (SALT)?
  • If your child needs to use equipment or needs to be lifted, is it important that staff are already trained and / or that they have a commitment to appropriate training?
Visiting schools and meeting staff can give you a ‘feel’ for a school that you cannot get in any other way.

Parents  and carers came up with this ‘checklist’:

Look out for open days when the school is ‘on show’. But it’s also possible to request a quieter visit and, for example, ask to meet whoever is in  charge of support for children with additional needs and the reception teacher.
  • Does the school already have (or has it had) children with similar access needs to your child?
  • How good is physical access? (e.g. for wheelchair access in toilets, changing areas and classrooms)
  • How many children would be in the reception class?
  • How do new children get settled in?
It can be good to visit during school hours, when children are there and ask to speak to the SEN Coordinator
  • How much space is there in classrooms and out of doors?
  • What happens at break and lunch times? How would they work for your child?
  • How would your child access trips or outdoor visits?
  • What is the school’s attitude, SEND Policy and set up?
  • How do they usually organise support so that your child would be fully included in all the classroom and other possible activities?
  • How would the school go about organising and making room for any specialist equipment that your child needs?. For example, specialist seating, a height adjustable table, a hoist and slings, computer equipment. Ask the SENCo how access to equipment works and whether they will liaise with your child’s physio or OT.
  • What are the options for your child to get to school?
    • If needed, would the local authority provide transport
    • What are the eligibility criteria and how would this work?
  • What sort of outings, clubs or other activities like music and sports do they offer?
    • Do they have experience of adapting them if needed?
  • If your child needs support from a teaching assistant, how does this get set up and how will it work?

Parents, carers and professionals said:

We went through all our questions and priorities, especially, how welcoming the school was and how they reacted to our child’s support needs. Most had no previous experience of SMA, but we looked for the ones who showed a willingness to learn.
Whatever it said about inclusivity, it was important for us how staff spoke to our child when we visited.
Many primary schools will have experience of working with children who have extra learning, or communication, needs. Physical disability is relatively “low incidence” but look out for a can-do, inclusive attitude from all staff.
I looked at lots of primary schools and accessibility was very poor at most of them. For me, the attitude of staff is the MOST important thing, though. It didn’t matter if they have previous experience with disabled pupils but they need to have a can-do attitude and not be afraid of them. They need to see the child as a human and not a problem! They need to be able to think outside the box and ensure inclusion.

5qSMA – Information for Schools> – may be useful when talking to schools. It gives a general overview of the condition, its causes, potential impact, treatment and care. 
Most schools will have their own ways of finding out about your child.

If your child needs more additional help than the school can provide you will be guided and supported to outline their educational and any health care needs.

No two children are the same but these examples may be helpful. They are fictional but not unlike children we know:

Liam has SMA Type 3 > He is able to walk but gets tired and may need support.

Aash has SMA Type 2 > He uses a Wizzybug to get around and does not have regular breathing support needs.

Evelyn has SMA Type 1 >  She has more complex health needs, including regular breathing support needs.

Any family affected by SMA and living in the UK, can request a free copy of each of these books:

Our SMArt World. Written for children age 7 – 11, it’s all about SMA and living with the condition. It includes a lot of the information on this page.

Smasheroo written for younger children. 

You can order these and other items through our shop > 

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