The education of pupils with medical needs either as a one-off incident or as a chronic condition is a partnership. In this partnership education, heath and other agencies must work closely together. This is necessary if we are to provide the support to enable a pupil with medical needs to receive their entitlement to an appropriate education.

Things to consider in the education of a sick child

• Physical Problems
• Timetable
• Curriculum
• SEN
• Pastoral and Social Issues
• Extra-Curricular Activities

The school is responsible for all pupils on role who have medical and mental health problems, to ensure access to education. Each school must designate a teacher for the education of pupils with medical needs and name that person or post in their policy. It is that member of staff's role to facilitate communication with the hospital school unit, the parents and the medical team. The school should be aware of RBK&C's Policy and follow the guidelines, for ensuring continuity of education. The designated teacher will be responsible for collecting half termly plans of work, curriculum assessment information, work resources and the compiling of a personal education plan. In order to ensure that children have continuity of education whilst they are in either a hospital school or unit or at home, it is essential that the school or parents receive work from the school. This can be done by fax, e-mail or telephone.

For those children who have long-term and chronic conditions, it is essential that there is regular communication with both parents and the hospital. It will be necessary to liase with the hospital or individual tutor to pass on details of the child's special education needs and if relevant a copy of the current Individual Education Plan. Pupils who are off school for more than 15 days will remain on the school role during the period of their alternative education. The principle EWO will be informed of the child's absence and this will be recorded on the register using the symbol 'E' as specified in registration guidelines 'Education Otherwise', from the date of admission into hospital. The school will be responsible for requesting special arrangements in advance of pupil examinations / SATS. The designated teacher will contact the tutor and make clear arrangements giving teacher assessments where possible. The named teacher will also be responsible for liaison at regular intervals to discuss progress, set future objectives and exchange work and resources. Fax, and E-mail contact with the pupil will be encouraged wherever possible.

It is vital that contact between the school and the pupil is maintained through the period of absence. Parents must fully informed of any initiative undertaken by the school and the pupil's view will be taken into consideration and recorded in their Personal Education Plan. The School, Pupil, Parent, Carer, Tutor and any professional involved will jointly plan an individual re-integration programme for the pupil. Re-integration will be successful if parents, carers, staff and the child are fully involved in the process. Peer support is vital throughout the inclusion period. If necessary the hospital teacher or tutor will continue support during this transitional period. Schools policy for the education of pupils with medical needs forms part of the SEN Policy and will be included in the prospectus. It will be presented to staff and governors and reviewed.

How can school help?

In addition to your school's policy on the matter there are some simple considerations you can make, and practical tasks you can do to assist children in such circumstances.

Find out what their condition is and identify the difficulties which a child might face. The families and carers of children with a chronic condition should supply the school with relevant information about the nature of the condition and how it may potentially affect a child's education.

Here is a list of questions and things to think about, when you are considering the education of a sick child, or the reintegration of a child back into school after a long illness.

Physical Problems

Will the child have access to all necessary room?
Will carrying a bag be a problem?
Can they write / draw, do practical tasks?
Does any subject area pose a particular problem?
Is it possible for child to have two sets of text books, one for school and one for home?
Is there medication that a child needs to take while at school?
How is this provided for?
Is the child taking medication which may have an affect on their mood, concentration?
If not do they need to bring a note from home every week or can a different arrangement be made?

Timetable

Have rooms changed or teachers changed?
Are pupils on a different module from when absence began?
Do some days involve more travel and staircases than others?
Do these problems affect the child?

Curriculum

What have they missed?
What work have they done in hospital or at home?
How will teachers be able to check on them without leaving the rest of the class?
Does what they have missed affect the new topics they are doing?
Are there any tests due to happen that they have not been warned of?
For SATS, GCSE and A Level pupils with a chronic illness, has the Examinations Officer informed the Examination Boards?
Will a pupil be in hospital during exam time?
If yes, how can we ensure that they take their exams, if it is appropriate?
For long term children or children with a chronic condition are all appropriate staff aware of the systems in place to facilitate a child's continuity of education while in hospital or during re-integration back to school?

SEN

Is the SENCO aware of this child?
Is it necessary to place the child on the Code of Practice?
What stage should the child be placed on?
Have the parents or carers been involved in this discussion?
Would an Individual Education Plan be appropriate?

Pastoral and Social Issues

Have friendship groups changed so they are isolated?
Have seating arrangements in their base room changed?
Has the child in question been asked if they want their peers to know about their illness or condition?
Has their appearance changed (e.g. from radiotherapy or steroid treatment?
Have their class been prepared for their return to school?
Did the class maintain some contact while the child was away?
Get well cards, letters, e-mails, etc., are especially important for those with long term absences and are an excellent motivator for a sick child.
Everyone likes to feel that they are important and are being remembered.
Is their recovery permanent, or is there to be further treatment?
Are there any signs of teasing or bullying?
Does the child have siblings at school?
In more serious cases the siblings' teachers should be informed in order to a keep a watchful eye.

Extra-Curricular Activities

Will clubs and teams welcome them back?
Even if they have missed practice, can they still be in the squad, choir, band or orchestra?
If they are not yet physically fit for the activity, will it worsen their isolation?
Coming back to school even after an illness or even a short absence, is a worrying experience for a child. It is most important that the school have clear communication policies within this area, so that all staff concerned are made aware of the circumstances of the particular child and the support systems which are in place for them.