A good secondary school for a child entering through Posting Group 1 (PG1), Posting Group 2 (PG2) or Posting Group 3 (PG3) should match the pupil’s actual academic readiness, learning access, social confidence and support needs. A Posting Group is not a diagnosis of dyslexia, ADHD, autism, anxiety or any other condition. Parents should distinguish a missing English or Mathematics foundation from a special educational need, understand what support helps their child, and check directly whether the shortlisted school can provide suitable teaching, personnel, facilities and a safe daily experience.
For the 2027 Secondary 1 intake after PSLE 2026, MOE SchoolFinder can identify eligible schools, but it cannot replace a school-specific support discussion. MOE’s parent guide for children with special educational needs recommends collaboration between the current and receiving schools, including sharing the pupil’s strengths, existing support and practical learning needs. Mainstream and specialised placements serve different needs, and individual professional advice matters. Choose six genuinely suitable schools based on admission eligibility and real support—not a historical cut-off alone.
- Check official PG1, PG2 or PG3 eligibility; do not confuse academic posting with a medical or developmental assessment.
- Describe the child’s independent strengths, specific difficulties and supports that have already worked.
- Ask which mainstream school teaching, SEN personnel, counselling or accessibility arrangements are actually available.
- Use appropriate professional guidance when assessing placement and support needs.
- Plan the transition between primary and secondary schools with privacy and the child’s dignity in mind.
- Check mixed form classes, academic subject levels, school routines, CCA and transport.
- Investigate bullying response and what adults a pupil can approach for help.
- Rank six eligible, acceptable schools with essential support provision verified, not assumed.
Independent parent guide reviewed 14 November 2026. This information supports school-choice questions; it is not an individual diagnosis, assessment or placement decision. The child’s educators and qualified professionals should advise on actual needs.
Different student needs call for different questions
| What parents notice | Useful school question | What not to conclude |
|---|---|---|
| Reading or spelling difficulty | What reading strategies or approved aids can help? | That the child lacks reasoning ability |
| Repeated missed assignments | How are instructions and task-planning supported? | That an ADHD diagnosis follows automatically |
| Crowds, sensory challenges or communication needs | What transition and environment supports exist? | That all pupils with the same diagnosis require one placement |
| Mobility or sensory access need | Can the actual campus and daily route meet the requirement? | That proximity guarantees accessibility |
| Strong ability in one subject | What appropriate challenge or higher subject offer is available? | That all subjects must move to the highest level |
| School anxiety or peer difficulty | How do pupils reach trusted adults and counselling? | That tuition alone will address the concern |
These are conversation prompts. They do not establish clinical conditions and do not guarantee that each school has every resource or arrangement.
School fit begins with the child, not a label
A child’s PSLE Score and Posting Group provide information about an initial academic route. They do not diagnose dyslexia, autism, ADHD, anxiety, hearing difficulty or any other condition. Nor do they tell a parent whether a pupil is creative, resilient or capable of learning new skills. Families should use the official result to understand eligibility and separate information about the pupil’s actual strengths and support needs.
Some children have a formal assessment or existing learning support plan; others simply need help in a particular academic area or with organising school tasks. The right school-choice process begins with concrete observations and appropriate professional advice where needed. Avoid making a medical inference from one test score or treating the child’s need for assistance as a source of shame.
Parent action: Note one example from the child’s actual work or routine, ask the school about a specific support process and record what is confirmed rather than assumed.
Understand the difference between academic foundation and special educational needs
A child can struggle in Mathematics because they have not mastered fractions, misread instructions or practised a method inaccurately. These are educational problems that can occur without a diagnosed special educational need. A child with a diagnosed condition may also be highly capable academically and require only particular access or organisational support.
Ask which tasks the pupil completes independently, which are difficult and what interventions have already helped. When a concern requires clinical or specialist assessment, consult appropriate qualified professionals rather than relying on an online label. For school selection, the key question is what support is actually required in the classroom and whether the institution can provide it.
Parent action: Note one example from the child’s actual work or routine, ask the school about a specific support process and record what is confirmed rather than assumed.
Posting Groups do not determine whether a child has SEN
PG1, PG2 and PG3 are entry arrangements under Full Subject-Based Banding. A pupil in any group may need additional learning or accessibility support, and a child in PG1 does not automatically have a disability. Full SBB also allows eligible students to study some individual subjects at a more demanding level, reflecting uneven academic strengths.
Parents should avoid introducing a child to prospective schools only by a PG label. Provide the exact official eligibility information and describe learning needs specifically. A school must be assessed for how it teaches the actual subjects and supports the actual student, not for assumptions about a category.
Parent action: Note one example from the child’s actual work or routine, ask the school about a specific support process and record what is confirmed rather than assumed.
MOE distinguishes mainstream and SPED educational placement
MOE explains that students with special educational needs who can access the national curriculum and mainstream learning environment may attend mainstream schools with appropriate support. Students with higher support needs may require a more intensive or specialised environment, including a SPED school. Placement decisions should be informed by appropriate professional assessment and the individual child’s cognitive and adaptive needs.
Parents should not assume that every diagnosed condition requires a SPED placement or that every mainstream school can support every need identically. Ask the primary school and relevant qualified professionals about the recommended setting and the actual transition process. The goal is suitable educational access and dignity, not forcing a child into a school based on prestige.
Parent action: Note one example from the child’s actual work or routine, ask the school about a specific support process and record what is confirmed rather than assumed.
What a SEN Officer may do in a mainstream setting
MOE describes specialised school personnel, including Special Educational Needs Officers and teachers trained in special needs, as part of the support available within mainstream schools. Their work can involve understanding learning barriers, coordinating support and helping pupils access the environment appropriately. Services and staffing arrangements can vary by institution.
Ask how the prospective school identifies a need, who coordinates an agreed support plan and when parents can meet the relevant person. Do not assume the mere existence of a role guarantees a particular intervention, frequency or accommodation. A practical school fit assessment requires the actual provision available for this child.
Parent action: Note one example from the child’s actual work or routine, ask the school about a specific support process and record what is confirmed rather than assumed.
A child with dyslexia may need reading-specific strategies
Some students with dyslexia can reason well but find decoding, spelling, reading fluency or writing tasks difficult. A secondary-school timetable may increase reading demands in Science and Humanities as well as English. Parents should investigate how teachers give instructions, support reading and allow pupils to demonstrate understanding appropriately within current rules.
Ask what school-specific learning aids, interventions or assistive technology may be available and whether the child has an existing support recommendation. A family’s example of success at primary school is valuable information to share with the receiving school. Avoid assuming that extra worksheets alone will address a difficulty with reading access.
Parent action: Note one example from the child’s actual work or routine, ask the school about a specific support process and record what is confirmed rather than assumed.
A child with attention or organisation difficulties may need a consistent routine
A pupil may understand a topic yet forget deadlines, lose materials or struggle when moving between subject rooms. This can occur for several reasons and should not automatically be diagnosed as ADHD. For a child with an established attention-related need, parents should discuss current support plans and recommendations with the school.
Ask whether instructions are given consistently, what platform records assignments and how teachers respond to repeated missed work. A single reliable planner and a short end-of-day packing check can support independence. The family should coordinate with teachers rather than taking over the child’s tasks permanently.
Parent action: Note one example from the child’s actual work or routine, ask the school about a specific support process and record what is confirmed rather than assumed.
Autistic pupils can have very different strengths and needs
Autistic students are not a uniform group. One child may manage academic work well but find crowded transitions and sensory conditions difficult; another may need more substantial communication, social or adaptive support. Placement and assistance should reflect the individual child’s professional assessments and actual functioning.
Parents can share useful information such as what routines help, how the pupil signals distress, which environments are overwhelming and which strengths motivate them. Ask the school about orientation, quiet spaces or other arrangements where relevant and available. Do not assume every request is automatically possible; the school must confirm actual provision.
Parent action: Note one example from the child’s actual work or routine, ask the school about a specific support process and record what is confirmed rather than assumed.
Language confidence is not the same as intelligence
A student may understand a Science concept but hesitate to speak in front of classmates, or explain orally while writing slowly. Parents should distinguish subject knowledge, language fluency, confidence and task organisation rather than label the child ‘weak at school’.
Ask how teachers give pupils opportunities to participate through written preparation, pair discussion, direct explanation and feedback. A child should be encouraged to develop communication gradually without humiliation. Support that makes learning visible can be useful for pupils across G1, G2 and G3.
Parent action: Note one example from the child’s actual work or routine, ask the school about a specific support process and record what is confirmed rather than assumed.
Sensory and physical access should be checked in person
A school that appears close on a map may have routes, stairways, classrooms or other practical features that affect accessibility. A pupil with mobility, vision or hearing needs may require specific arrangements, equipment, communication methods or travel assistance. The actual campus matters.
Parents should contact the relevant school staff about the child’s requirements and visit or review facilities where practical. Ask how lessons, experiments, CCA and emergency procedures can be managed. A school-choice guide cannot certify that a particular campus is suitable without a current individual assessment and confirmation from the school.
Parent action: Note one example from the child’s actual work or routine, ask the school about a specific support process and record what is confirmed rather than assumed.
Assistive technology can support access but needs planning
MOE describes assistive technology such as reader pens and text-to-speech tools among ways of helping pupils with specific needs. A tool is useful only when it suits the learner, can be used appropriately in the school environment and fits the current rules for lessons and assessments.
Ask whether the pupil has tried an aid before, whether school equipment is available and how staff will support its use. Never assume a consumer device or software installation will automatically be approved for an examination. Where an assessment accommodation is relevant, obtain the current official guidance from the school and examination authority.
Parent action: Note one example from the child’s actual work or routine, ask the school about a specific support process and record what is confirmed rather than assumed.
The primary-to-secondary handover should be deliberate
MOE’s parent guidance on special educational needs emphasises collaboration between the current and receiving schools. The family can share strengths, previous support, successful routines and practical difficulties. This helps the secondary school prepare rather than discover important needs only after an avoidable crisis.
Ask who will receive the information, whether a meeting is appropriate and which documents are needed. Share sensitive details through the school’s official channels rather than a public group chat. Parents should also listen to the child about what they are comfortable telling teachers and classmates, recognising the need to provide relevant support information.
Parent action: Note one example from the child’s actual work or routine, ask the school about a specific support process and record what is confirmed rather than assumed.
Make transition planning about strengths as well as difficulties
A support profile that lists only limitations may give teachers an incomplete picture. A pupil might read slowly yet solve visual problems brilliantly, or become anxious in crowds yet show exceptional attention to a favourite subject. Knowing these strengths can help staff engage the learner meaningfully.
Prepare a short one-page profile: interests, successful learning strategies, areas requiring support, communication preferences and a practical contact plan. This is not a medical diagnosis or a substitute for professional assessment. It is a useful parent-school communication aid when prepared with the pupil and relevant educators.
Parent action: Note one example from the child’s actual work or routine, ask the school about a specific support process and record what is confirmed rather than assumed.
Ask how form teachers coordinate across subject teachers
In secondary school a pupil may meet multiple teachers while belonging to a form class. An organisational or learning difficulty can appear in several subjects. Parents should know which staff member will help coordinate information and when a concern should go directly to a subject teacher or specialist.
A consistent form-teacher connection can reduce confusion. Ask how teachers notice repeated missed tasks, how concerns are shared and how parents can raise an issue constructively. The response should involve a workable process rather than merely a general promise of care.
Parent action: Note one example from the child’s actual work or routine, ask the school about a specific support process and record what is confirmed rather than assumed.
Full SBB mixed form classes create both opportunities and transitions
Mixed form classes under Full Subject-Based Banding may bring together pupils from different Posting Groups for common curriculum experiences, while individual academic subjects are taught at the appropriate levels. This can help students make friends beyond one academic label, but may require moving rooms or following different subject timetables.
Some children adjust quickly; others need explicit routines and a clear map or timetable. Ask how orientation is organised and what happens when a pupil gets lost or misses a subject class. A practical response can prevent avoidable stress without implying the child lacks the ability to learn the curriculum.
Parent action: Note one example from the child’s actual work or routine, ask the school about a specific support process and record what is confirmed rather than assumed.
Reading-heavy subjects deserve attention early
A child may manage Mathematics but struggle with written Science explanations, source-based Humanities questions or long English texts. This can reflect comprehension, language, knowledge or assessment technique. The right intervention depends on the cause and should be based on actual work.
Ask a teacher to identify the step where the child’s response breaks down. Does the pupil misread an instruction, misunderstand a concept or have difficulty forming a coherent explanation? A targeted plan is more useful than repeating many uncorrected worksheets. These questions apply across Posting Groups and to pupils without any diagnosed condition.
Parent action: Note one example from the child’s actual work or routine, ask the school about a specific support process and record what is confirmed rather than assumed.
Mathematics support should repair the underlying misconception
A pupil struggling with algebra may lack fluency in fractions, negative numbers or the meaning of an equation. A child who obtains the right answer after repeated prompting may still need independent practice. Parents should ask how the school diagnoses errors and provides feedback before concluding the subject level is wrong.
Short, precise practice and explanation can be effective. A more-demanding subject offer should be considered with readiness and overall workload in mind. A student can show progress at the current level without needing every test to justify a change in subject label.
Parent action: Note one example from the child’s actual work or routine, ask the school about a specific support process and record what is confirmed rather than assumed.
The student who learns quickly still deserves appropriate challenge
Some children need enrichment rather than remediation in a particular subject. They may finish routine tasks rapidly but enjoy unfamiliar problems and deeper inquiry. This can occur in any Posting Group, although actual subject offers and enrichment availability follow school and MOE conditions.
Ask whether the school provides appropriate stretch, feedback on complex work and opportunities to pursue a genuine interest. A good programme should not merely give the fastest pupil more repetitive questions. Likewise, an enrichment programme should not force every other subject to the same difficulty level.
Parent action: Note one example from the child’s actual work or routine, ask the school about a specific support process and record what is confirmed rather than assumed.
School counselling and pastoral support are separate from tuition
A student may experience friendship difficulties, strong worry about school, grief or other emotional challenges. Academic tutoring alone does not address every such issue. Parents should know how pupils access the school counsellor, form teacher and other pastoral support, and when qualified mental-health care outside school may be appropriate.
Ask for current support and escalation procedures without expecting a school to guarantee the absence of distress. A pupil who feels unsafe or persistently overwhelmed should be taken seriously, with appropriate assistance sought promptly. School fit includes reliable adults and practical communication, not just subject results.
Parent action: Note one example from the child’s actual work or routine, ask the school about a specific support process and record what is confirmed rather than assumed.
Bullying response should be clear and non-stigmatising
Children who are different in communication, learning pace or interests can be vulnerable to exclusion, but no school type can promise that bullying will never occur. The responsible question is how reports are handled and how pupils are protected and supported.
Ask who receives a report, how the school follows up and how the child can seek help safely. Teach the pupil whom to contact and encourage them to report concerning behaviour. Avoid blaming the child for needing assistance or assuming a change of school will automatically solve every peer problem.
Parent action: Note one example from the child’s actual work or routine, ask the school about a specific support process and record what is confirmed rather than assumed.
CCA participation should support the whole pupil
Sport, music, clubs and service may provide friendships, confidence and opportunities to show strengths not measured by PSLE. A pupil with specific physical or learning needs may require reasonable practical adjustments, which must be discussed with the school. A child who needs academic support should not automatically be excluded from activities they enjoy.
Ask whether the school’s CCA selection and supervision arrangements suit the child, whether there are alternative roles and how the timetable fits rest and homework. A meaningful CCA can support wellbeing, but participation should be sustainable and safe for the individual.
Parent action: Note one example from the child’s actual work or routine, ask the school about a specific support process and record what is confirmed rather than assumed.
The family should examine transport under actual conditions
Accessibility begins before the child reaches school. A direct, predictable route can make attendance easier for a pupil with sensory, mobility or organisational needs. A complicated commute may create difficulty even when the school is nearby on a map.
Test the morning and late-activity journey. Identify a simple contingency for delays or missed connections, and discuss how the child can communicate with home. Where a transport accommodation is necessary, check the actual options rather than assume a general service exists at every school.
Parent action: Note one example from the child’s actual work or routine, ask the school about a specific support process and record what is confirmed rather than assumed.
Compare individual school resources rather than slogans
A school may advertise inclusiveness or pastoral care, but families need information about staff, support processes, facilities and current resources. The needs of a child with a reading difficulty can be very different from those of a pupil requiring physical access or social communication support.
Make a concise list of essential support, useful but optional provision and questions that require a direct answer from the school. This keeps the shortlist realistic without demanding an identical solution from every institution. A good fit is an arrangement the school can actually deliver.
Parent action: Note one example from the child’s actual work or routine, ask the school about a specific support process and record what is confirmed rather than assumed.
Do not share private assessments unnecessarily
Parents may hold sensitive educational or health reports. Relevant school staff may need particular information to plan support, but these records should not be distributed through public messaging groups or to unrelated advisers. Use official channels and ask about how the information will be handled.
The child’s privacy and dignity matter. Families can discuss the level of detail appropriate for teachers and classmates while ensuring the school receives enough information to provide support. Parents should never use a diagnosis as a public explanation for why a child belongs in a particular Posting Group.
Parent action: Note one example from the child’s actual work or routine, ask the school about a specific support process and record what is confirmed rather than assumed.
The first six weeks should be a period of learning and adjustment
The transition to Secondary 1 can bring new teachers, longer days, unfamiliar classmates and different platforms for work. A child may need to practise organisational skills even when their academic ability is strong. Families should monitor attendance, subject understanding, friendships, rest and whether the pupil can ask for help.
Set a small number of realistic routines and review them with school staff where necessary. If a problem persists, identify the cause rather than instantly deciding the Posting Group or school was wrong. An appropriate adjustment may involve teaching, timetable organisation, pastoral support or a further professional review.
Parent action: Note one example from the child’s actual work or routine, ask the school about a specific support process and record what is confirmed rather than assumed.
A six-choice list should account for essential support
SchoolFinder and historical cut-offs help parents discover eligible institutions, but the family’s final six should be genuinely acceptable in terms of educational support and daily access. A school with a numerically less selective previous cutoff is not a suitable backup if it cannot meet an essential provision.
Rank by true preference after verifying eligibility, support arrangements, programmes and transport. Use the correct previous-year score reference only as historical context, not a guarantee. If the family cannot identify enough suitable options, seek guidance from the primary school and relevant MOE channels rather than inventing a safe choice.
Parent action: Note one example from the child’s actual work or routine, ask the school about a specific support process and record what is confirmed rather than assumed.
Progress should be measured through what the child can now do
After school begins, celebrate concrete evidence of progress: a reading task completed independently, a correct mathematical explanation, a calmer journey or a new friendship. These outcomes matter across PG1, PG2 and PG3 and may be especially meaningful when a child has had to overcome access or adjustment difficulties.
Ask the student what helps them learn and what they would like to improve next. Review support plans when needed and keep expectations challenging but realistic. The ultimate school-fit question is whether the child is developing knowledge, independence, participation and a sense of belonging over time.
Parent action: Note one example from the child’s actual work or routine, ask the school about a specific support process and record what is confirmed rather than assumed.
Ten family cases: school fit for different learning profiles
A child with dyslexia and strong Science reasoning
The pupil understands experiments but finds long written tasks difficult. Parents consult relevant educators and ask prospective mainstream schools about reading support and the use of approved assistive tools. They also consider Science opportunities and actual subject-level offers. A school that combines access with appropriate challenge may be a better fit than one chosen only for its cutoff.
This case is illustrative rather than diagnostic. The family should follow appropriate school and professional guidance, verify the child’s actual support and admission requirements and keep the pupil’s dignity central.
A student who loses assignments but understands lessons
The child regularly misplaces homework and forgets due dates. Rather than make an unsupported diagnosis, the family asks teachers what has been observed and trials a simple planner with school guidance. If attention concerns are persistent, qualified assessment can be sought. School fit includes consistent task systems and a supportive transition.
This case is illustrative rather than diagnostic. The family should follow appropriate school and professional guidance, verify the child’s actual support and admission requirements and keep the pupil’s dignity central.
A PG1 pupil excels in visual problem-solving
The pupil’s overall PSLE result leads to PG1 but their visual and practical strengths are evident in projects. Parents investigate programmes that allow hands-on learning while ensuring strong language and numeracy instruction. They do not equate PG1 with disability or the absence of academic potential.
This case is illustrative rather than diagnostic. The family should follow appropriate school and professional guidance, verify the child’s actual support and admission requirements and keep the pupil’s dignity central.
A PG3 pupil struggles with anxiety about an unfamiliar campus
The child is academically prepared but becomes worried by crowds and new routines. The family asks about orientation, trusted school adults and pastoral support, and rehearses the campus and journey when possible. Appropriate assistance can be more useful than switching to a different school simply for a more prestigious name.
This case is illustrative rather than diagnostic. The family should follow appropriate school and professional guidance, verify the child’s actual support and admission requirements and keep the pupil’s dignity central.
An autistic pupil needs specific transition preparation
The family has a professional assessment and knows that predictable routines and clear instructions help. They collaborate with the primary school and prospective receiving school, checking whether the environment and available support suit the child. They do not assume that every autistic learner requires the same placement or accommodations.
This case is illustrative rather than diagnostic. The family should follow appropriate school and professional guidance, verify the child’s actual support and admission requirements and keep the pupil’s dignity central.
A pupil requires step-free access
The family researches eligible schools but discovers that the nearest transport route and a particular campus area need checking. They speak directly with school staff about access and actual arrangements. The choice is made on verified physical and educational provision, not only distance or a historical entry score.
This case is illustrative rather than diagnostic. The family should follow appropriate school and professional guidance, verify the child’s actual support and admission requirements and keep the pupil’s dignity central.
A child is quiet but academically capable
An open-house demonstration makes the parent worry the child will never speak in class. Rather than make assumptions, the family asks how teachers support gradual participation through preparation, pair work and feedback. A respectful school community can help confidence develop without requiring a dramatic personality change.
This case is illustrative rather than diagnostic. The family should follow appropriate school and professional guidance, verify the child’s actual support and admission requirements and keep the pupil’s dignity central.
A parent expects tuition to solve all difficulties
The child has missed work, friendship stress and a weak Mathematics assessment. The parent initially plans extra lessons in every subject. A discussion with the school reveals three distinct problems requiring different support: organisation, pastoral care and a number-concept gap. A coordinated plan is more useful than treating every difficulty as a need for more worksheets.
This case is illustrative rather than diagnostic. The family should follow appropriate school and professional guidance, verify the child’s actual support and admission requirements and keep the pupil’s dignity central.
A family with an existing support plan chooses six schools
The family has clear information about essential support and works with the primary school to identify appropriate secondary options. They verify academic eligibility, staff provision, facilities and transport. Each final choice is genuinely acceptable, rather than merely a school with a less selective historic cut-off.
This case is illustrative rather than diagnostic. The family should follow appropriate school and professional guidance, verify the child’s actual support and admission requirements and keep the pupil’s dignity central.
After one semester the pupil shows unexpected progress
The student has learned to organise work, asks teachers for help and independently solves problems previously found difficult. The family revisits the support plan and discusses suitable next learning challenges with the school. The original PSLE Posting Group did not capture the full range of future progress.
This case is illustrative rather than diagnostic. The family should follow appropriate school and professional guidance, verify the child’s actual support and admission requirements and keep the pupil’s dignity central.
Common parent questions about learning support and SEN
Does PG1 mean the child has special educational needs?
No. PG1 is an admission and initial curriculum category, not a diagnosis.
Can a pupil with SEN attend mainstream secondary school?
MOE describes mainstream placement for pupils who can access the national curriculum and school environment with appropriate support; individual placement advice matters.
Do all mainstream schools provide identical interventions?
No. Ask each school about its current personnel, resources, programmes and the child’s actual needs.
Does dyslexia mean the child cannot succeed in G3?
No blanket conclusion follows from a diagnosis. Academic level and access needs should be evaluated individually.
Should parents diagnose ADHD from missed homework?
No. Multiple causes are possible; ask the school about observed needs and seek qualified assessment when appropriate.
Who should parents contact about school support?
Start with the primary or receiving school’s relevant teachers, SEN personnel or school leadership according to the actual issue.
Can a school guarantee that bullying will never happen?
No. Ask about reporting, follow-up and support processes.
Do assistive devices automatically qualify for examinations?
No. Current rules and individual school or examination arrangements must be confirmed.
Is SEN support the same as academic tuition?
No. It can involve learning access, specialised strategies, pastoral coordination and other supports, depending on the need.
How should a family share reports?
Use appropriate official channels and share relevant information with authorised school staff.
Must a family choose a SPED school after any diagnosis?
No. Educational placement depends on individual cognitive, adaptive and support needs and appropriate professional advice.
What is the strongest measure of school fit?
Evidence that the child can access learning, make progress, participate safely and develop independence in the actual school environment.
A one-page school support profile for parents
- Official PSLE eligibility, chosen Posting Group and actual individual subject levels.
- Three observable strengths, interests or activities that help the child engage.
- Specific difficulties described as tasks or situations rather than unsupported labels.
- Strategies and adjustments that have already worked in primary school.
- Relevant professional recommendations or school plans shared securely with authorised staff.
- Prospective school’s named contact for academic, SEN, counselling or welfare issues.
- Accessibility, transport and CCA arrangements checked with the actual campus.
- A realistic transition and review plan for the first six weeks.
The strongest secondary school is one where the pupil can participate safely, understand what is being taught, receive appropriate challenge and build independence over time. Parents can make a good school decision without treating either a PSLE score or a diagnosis as a permanent description of the child.
MOE sources and companion parent guides
- MOE — Secondary 1 Posting
- MOE — SchoolFinder
- MOE — parent guide to special educational needs and transition
- MOE — special educational needs information
- MOE — educational support information
- MOE — Full Subject-Based Banding
- MOE — parent resources
- PG1 PG2 PG3 six-choice roadmap
- Open house, school culture and wellbeing questions
- Full SBB learning and academic support
- School affordability and financial assistance