Education

A child of school age with Medulloblastoma or any other form of cancer is entitled to education in the same way as a healthy child. Education can help maintain some element of normality in a very uncertain and worrying time. William enjoyed some of his happiest times during his illness and treatment when he was in the school room at one of the hospitals or when working at home with a Tutor.

Because the nature of cancers and their development varies, it is impossible to be categorical as to how best for a child to access their education. In some cases, during or after treatment a child may be able to return to school, either on a full or part-time basis; in others it may be impossible because of the risk of infection. What is crucial is the relationship between the home and the school. For both parties, it will be a difficult situation to manage. For parents and carers, having a child with a life threatening disease will be devastating and will cause a range of concerns, not least child care; the long term consequences; the effect on siblings; the sense of wanting to protect their child. For the school, the situation may be a rare, even unique, one for them to face and they may need guidance as to what best to do.

Whilst all schools will have experience of supporting students who have long term absences, they may not have had a student with cancer. The organisation Cancer Research UK publishes an invaluable booklet, ‘Children with a brain tumour in the classroom’. This sets out what brain tumours are; the effects of the tumour; the effect of treatment and the impact on learning and possible long term effects. It gives practical points for teachers and parents and includes a model letter that can be sent to parents of other students warning of the infection risk should their child have measles, chicken pox or shingles. The Royal Marsden Hospital also publishes a very helpful booklet, ‘Returning to school – a teachers’ guide – for pupils with brain tumours’. Parents may want to draw the school’s attention to these publications.

Schools will need to help other children understand about a child who has cancer and what may have happened to them. Sending cards and letters to keep the child involved is important as will be visits, subject to avoiding infection. Schools may also need to ensure the parents of other children understand that a child with cancer is no risk to their children but, because of the risk of infection, their child could endanger the other child.

Providing appropriate work, particularly if the child has long term absence, needs to be done in conjunction with the parents and the delivering Service, and schools are responsible for this. In the case of a known long term absence, e.g. hospitalisation, the work should be available from day one. Schools will know the capability of the child and should set work accordingly. Because the effects of cancer vary from individual to individual, assumptions should not be made about the child’s educational progress after diagnosis and treatment. ‘Children with a brain tumour in the classroom’ sets out various outcomes.

The Law supports children who cannot attend school because of medical needs. ‘Access to education for children and young people with Medical needs’, issued by the Department for Education and Skills/Department of Health in November 2001 sets out minimum national standards of education and the roles of Local Authorities and schools. It clearly states ‘that children and young people who are unable to attend school because of medical needs have access to as much education as their medical condition allows.’

The amount of education is unspecified however ‘All pupils should continue to have access to as much education as their medical condition allows so that they are able to maintain the momentum of their education and to keep up with their studies.’

Some important points for parents when dealing with the school/Local Authority are:

Education in whatever form it is delivered, e.g. part time; home; hospital, should be part of a strategic planned programme;
Local Authorities have a statutory responsibility to ensure pupils are not at home without access to education for more that 15 working days and, in the case of pupils with long term illnesses, access to education should be available from day one;
Local Authorities are responsible for ensuring there is a personal education plan for pupils with a long term medical condition;
The education provided should be of a similar quality to that available in school, including a broad and balanced curriculum;
The minimum entitlement is 5 hours teaching a week but this should be increased where necessary to help a pupil keep up with their studies. (Schools provide at least 25 taught hours per week.)
Schools and the Local Authority should have a written policy and procedures for dealing with the education of pupils with medical needs;
Schools should have a named person responsible for dealing with pupils who are unable to attend because of medical reasons;
Schools should keep the Education Welfare Officer informed of the situation;
Schools should provide the education provider, e.g. Hospital School Service, Home Tuition Service, with information about the pupil’s capabilities; progress and a programme of work for them;
Schools should monitor progress and be actively involved in reintegration; liaising with other agencies;
Schools should keep the pupil informed about ongoing school activities;
Schools should encourage other pupils to keep in contact with the sick child.

Finally, schools should consider the need for assessment under the Code of Practice on the Identification and Assessment of Pupils with Special Education Needs of pupils with a medical need. This is important as it will lead to a Statement of Educational Needs and ensure, with legal support, that the child will get their full educational entitlement, essential if they are likely to be long term absentees from school. Schools are experienced at this process but usually in the context of learning and behavioural needs. A child with cancer, irrespective of ability, should be entitled to a Statement however the parent may need to persuade the school to begin the process. Most Local Authorities have Parent Partnerships which will support parents through this process. Either the school, the Local Authority or the national Parent Partnership should be able to provide details of how to contact them. It is then the school’s responsibility to prepare the case.

Education

Recommended Reading and Websites