The GCSE selection process, often fondly referred to as “GCSE options”, can be a stressful for process for any young person. Naturally, the recent cuts to the education budget have played their part in making the situation even more challenging, particularly in smaller secondary schools, such as those in rural areas. With some subjects being cut out of the curriculum entirely, the name “options” can seem somewhat ironic.

This impacts all students negatively, but the effect on students with additional needs can be profound. So what can schools now do to best support their learners with special educational needs and disability (SEND)?

Consider ‘parallel’ qualifications

At our school, we offer selected students the opportunity to take an Entry Level qualification, alongside their GCSEs. This acts as a safety net, ensuring that the young people who find the demands of GCSEs a challenge will be reassured by the fact that they will walk away with a qualification that will recognise their hard work and effort. At our school, students attend most lessons with their peers and will learn the same curriculum, but will occasionally work separately with a teaching assistant (TA) on particular areas of focus, and will eventually complete a number of assessments. Presently, our school offers Entry Level qualifications in English, mathematics, geography and history. Some exam boards have been forced to withdraw the Entry Level option for particular subjects, because of a lack of take-up. One such subject is RE - however, they offer the short-course, which could be a suitable alternative.

Reduce the number of subjects

At our school, we offer the option of doing one fewer GCSE to a small, select number of targeted students, so that they can have timetabled time to focus on their homework, revision and study skills. We call this “curriculum access”, although other schools may give it alternative names. Sessions are self-directed and are managed by one of the lead TAs. I like to support one session per week, because it gives me an excellent overview and understanding of how our older learners with additional needs are coping with the demands of different GCSE courses.

Curriculum access has proved to be very successful, as it provides our students with an opportunity to seek additional support with the curriculum areas they find challenging, as well as providing a bit of “breathing space”, where they can take time to consolidate learning and organise themselves, making the workload more manageable.

Be positive

If your school offers an options evening, please be sensitive to the fact that it can be disheartening for young people with additional needs and their parents or carers, if they are constantly being advised not to opt for particular subjects. Our school operates a policy of never saying that a student should not take a subject, but I know this isn’t always the case in other schools.

It is important to be frank with students and their parents about the content and demands of the course, but telling students that they can’t do something may lead to them viewing themselves negatively. They have to take some subjects, after all, and if they end up taking a subject they have been discouraged from choosing, then it is going to feel like an uphill struggle from the outset.

Preparation, preparation, preparation

You will need to prepare your most vulnerable learners for the whole options process. Don’t assume they will be able to pick up all necessary information alongside their peers in an assembly. At our school, we aim to provide all Year 9 students who have an EHCP with a careers appointment ahead of the options process and arrange for a TA to accompany our students who struggle to communicate effectively, so that they can get the most from the experience. We also arrange for the Year 9 EHCP annual reviews to take place ahead of the options process beginning, so that the transition from key stage 3 to 4 can be carefully planned.

Additionally, all students with a diagnosis of autism are provided with an information booklet ahead of time, so they can start to prepare for this significant change. Many young people with autism struggle with change, and need time to digest information and discuss any worries they may have.

Gemma Corby is Sendco at Hobart High School, Norfolk. Her Sendco column for Tes runs every second Tuesday during term time

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