Transitioning to Secondary School

The transition to secondary school is one of the milestones that parents of deaf children often worry about. The building is bigger, the lessons move faster, there are multiple teachers instead of one, and the social dynamics of adolescence add another layer of complexity. But with decent preparation, it doesn't have to be a source of anxiety.

When to Start Planning

Ideally, start thinking about secondary school during Year 4 or Year 5, especially if your child has an EHC Plan. The formal application process happens in Year 6 (for entry in Year 7), but visiting schools, talking to SENCOs, and getting a feel for what's available takes time. Rushing the decision in the final year of primary isn't ideal.

If your child has an EHC Plan, the Year 5 annual review is the point at which the transition should be formally discussed. The local authority is required to consult with you about your school preference and begin preparations.

Choosing the Right School

There's no universally right answer. Some deaf children flourish in mainstream schools with appropriate support; others do better in a school with a deaf resource base; a few may benefit from a specialist school for deaf children. Factors to consider include:

• Your child's communication needs. Can the school provide access in BSL if that's your child's language? Do they have experience with radio aids and acoustic modifications?
• The SENCO's knowledge of deafness. A willing but uninformed SENCO is better than an unwilling one, but ideally you want someone who understands (or is ready to learn) the specific impact of hearing loss on learning.
• Teacher of the deaf input. Will your child receive regular visits from a qualified teacher of the deaf? How many hours per week?
• The physical environment. Open-plan classrooms, echoey halls, and noisy corridors make life harder for a deaf child. Look at the acoustics when you visit.
• Pastoral support. Adolescence can be socially challenging for deaf young people. Does the school have strong anti-bullying policies and good pastoral care?
• Other deaf pupils. Having peers who share the experience of deafness can be hugely valuable. Ask whether there are other deaf students at the school.
• Exam arrangements. Deaf students may be entitled to extra time, a BSL interpreter, or modified papers. Check that the school's exams team is experienced in arranging access.

Visiting Schools

Visit during a normal school day, not just at open evenings. Walk the corridors between lessons, sit in on a class, and watch how the school manages noise. Ask to speak to the SENCO and, if possible, the teacher of the deaf. Some schools will arrange for your child to spend a morning there before you make your decision.

Pay attention to how staff respond to your questions about deafness. Vague reassurances ("We cater for all needs") aren't as convincing as specific examples of what they've done for deaf pupils before.

Preparing Your Child

The practical and emotional preparation matters as much as the admin:

Self-Advocacy Skills

In primary school, the class teacher probably knew your child well and managed their hearing technology. In secondary, there are multiple teachers, and your child will need to explain their needs more independently. Practise phrases like "I'm deaf and I use hearing aids — please face me when you talk" and "Could you write instructions on the board?" Confidence comes with rehearsal.

Technology Management

Make sure your child can handle their hearing aids or cochlear implant processor independently: changing batteries, basic troubleshooting, and knowing when to ask for help. If they use a radio aid, they should be comfortable handing it to a teacher and asking for it back at the end of a lesson.

Social Preparation

Secondary school social life can be intense. Talk to your child about how they feel about their deafness, whether they want friends to know, and how they'll handle noisy environments like the canteen. Some deaf young people find it helpful to connect with others their age who share the experience — the NDCS runs events and online communities for deaf teenagers.

Working with the New School

Once a school is chosen, set up a meeting with the SENCO well before your child starts. Bring a summary of your child's needs, what's worked at primary school, and what hasn't. A one-page profile — a concise document about your child's strengths, needs, and communication preferences — is a useful tool that can be shared with all teachers.

Arrange for the school to receive a visit from your child's teacher of the deaf, who can advise on classroom acoustics, seating, and the use of hearing technology. Many schools are receptive to a brief deaf awareness session for staff at the start of the year.

The First Term

Stay in close contact during the first few months. Ask your child how they're finding things, but don't interrogate them — adolescents don't always want to debrief after school. Instead, keep the lines of communication open and watch for signs that they're struggling: withdrawing, falling behind in particular subjects, or seeming unusually tired (listening fatigue is real and often underestimated).

If problems arise, address them early. A quick email to the SENCO is usually enough to resolve small issues. For anything more serious, refer to our educational rights guide to understand your options.

The transition to secondary school is a significant moment, but most deaf children manage it well with the right support. If you'd like to talk to other parents who've been through it, our parent groups are a good place to start.