Ok so bear with me...
DS has ADHD and is very behind in a lot of aspects of his learning. He's in Y3 and we looked at 8 schools for him and there's no special school that is suitable so he moved in Sept to a village school (we are edge of a small city, which doesn't help the issue of school choice as it's a small place anyway). PAN 15 so he's in a mixed year 3/4 class.
We are appealing his EHCP and we need to work out what should go in it as school don't really seem to be able to work out how to deal with him, he's hardly ever in the class and the original provision was things like "role model for good behaviours" and the outcomes for year 6 are all things he can already do.
So questions:
What would you recommend for a child who gets easily wound up, though school doesn't help him (his desk is in a corridor, they hold him still when a group goes past because it winds him up but he hates being held so it winds him up more.
What would you suggest for specialist help for phonics (he's passed his Y1 screening in Y1 but his old school then didn't teach him much more so he's about at that point now).
What's your favourite way to teach a child of this age to type?
His writing is still quite poor but we have a good scheme that he loves and school is on board with using it and he's making good progress in Maths (he's at Y2 level which is right for a child that did no maths to speak of in his actual Y2!)
He's seen the OT who's recommended lots of sensory stuff.
He hardly ever goes in the classroom but we think they give up on trying.
He's very anxious especially around noises/busyness.
We just need to work out what we/school should ask for.
He has 1:1 but it's been a revolving door (one lasted a morning) and they are now advertising for a full time one.
They keep excluding him (and they don't record properly what happens to cause his outbursts so we don't really know but we think it's busyness, noise, cumulative effect of these but mainly being held by staff) and we have a solicitor who is writing to say this is discriminatory. We have tried to point them to alternative behaviour schemes. He's not learning from the exclusions and they will never prevent this behaviour.
So if you were SENCO what would you be asking for? As the solicitor has said "we will ask for what school needs" but school aren't too sure!
Whether you're a permanent teacher, supply teacher or student teacher, you'll find others in the same situation on our Staffroom forum.
The staffroom
SENCO advice needed re EHCP
drspouse · 29/11/2019 20:15
My Dd yr2 has 1 to 1 support.
Each year a local charitable autisim organization comes out and assesses her needs. They have said she is in the high range of "challenging behaviour" We also had a high turnover of 1 to 1s (6 in 1 year) until we found one who clicked.
It's a really individualistic approach to her specific needs.
The recomedations have been really helpful, such as positioning her desk in a such a way to face a wall, but not at the back of the room so shes not isolated. She already had safe space tent, but apparently the design wasnt dark enough. Sensory breaks, alternitive approaches to engage her in work etc.
She has her lunch with her friends and a short play outside, and then moves to the library. This stops her getting over stimulated and avoids the after lunch meltdown.
Class routine changed, so reading is straight after break (her favourite thing in school) so it calms her down. Its a minor adjustments for the class but a huge impact on her behaviour.
Some of the suggestions were crazy! like asking the teacher not to wear red or yellow or buzy patterns 
as my dd associated this with poison and danger! so moving cloak pegs doesn't seem unreasonable!
She is the first to come in from break and her 1 to 1 takes her coat off in the classroom to avoid the hurley burley of the cloakroom.
www.autisminitiatives.org is the one local to us, but they have contacts all over the country and if they cant help they might be able to point you in the right direction.
Good luck! Her twin brother is also autistic but only needs minor tweeks, so what works for one is not necessarily going to work for another. In fact what works for her one day, can be useless the next!
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