Full specialist or ASD unit attached to mainstream?

I don't understand how you want the vote to work. Neither option is unreasonable.

My son went to both types of school. The only school that really worked was a specialist school.

It’s really hard to say as each child and setting is unique. What are his communication / language skills like? What sort of support has been recommended such as by the speech and language therapist / educational psychologist ? It would definitely be useful to look around some settings

You really do need to look at the local units and specialist schools, just email and they all still do show rounds. In my town we have 4 specialist primaries but each caters to totally different children- 1 is SEMH, 1 is PMLD, 2 are for children who are more academically able but still use a very adapted curriculum. The units to are varied- some or totally separate, some are a base for children to access in the day or for interventions. It's unusual here for children as young as reception to have the school say they can't meet need. Ultimately it's up to the LA but they will choose the cheapest option, so you will have to do the legwork yourself and potentially fight for your choice. I'm looking at specialist settings and units for my yr5 child atm, it's a minefield.

You really should be able to visit a range of provisions before you are consulted on naming a school/DSP. Speak to your school’s SENCO. Our school SENCO often helps with making appointments and will accompany parents to the visits so that she can support them.

If it were me, I would probably be looking for a DSP attached to a mainstream school. If needs change then you always have the option of considering a different provision at a future annual review. Good luck and I really hope that you find the right place to support your child’s needs.

There are no general principles for whether base or school is better. I've run both.

You need to see what your actual provision is like as they vary enormously. I once worked in a Base and my kids were complex and had very little contact with the mainstream school. The other school in our federation had a Base full of very bright, academic kids who spent most of the day in class. Totally, totally different despite the schools having the same Head.

Mine allocates Feb to allow for appeals before national offer day.
Makes Valentine's extra special!!

@Scissor our LA has a habit of allocating places in the last couple of days of the summer term. Absolutely horrible for DCs' transition, but now would definitely not be too late for this year in our area. Totally agree that kicking off consults asap is key.

Also be aware that all school places will have been allocated for September.
There is definitely a possibility of movement within this but it can be a lot more tricky as it's so late in the academic year.
A review this term should be looking at consultations asap to see which provision feels can meet need.

Depending on where you are provision varies immensely.
Local parent support groups can be invaluable in guiding you through the way your authority meets its obligations.

This is all about the individual settings, not generically whether RP or specialist school is better. Ask for a phone chat with both their SENCos. Make it clear in your email that you have an EHCP and DC is in a placement that cannot meet need - the SENCo needs to see your son as a serious "contender" for a place. I have ruled out several schools with those conversations without seeing the school. If both still sound like a potentially good fit, ask LA to consult with both.

Stage 1 of the consult is a paper exercise but there is usually a stage 2 where they invite you and your child for a visit. Do that, and then withdraw your request for any less preferred schools. State your reasons why in terms of why they can't meet your child's needs.

I understand you're saying no visits until the school is named on the EHCP but I'm finding it difficult to believe that all these settings are accepting children without meeting either them or their parents. That is very different to our experience. I wonder if in practice they will not only let you visit, but require you to visit, once you're over the hurdles of (1) you have asked LA to consult with them, (2) they have seen his EHCP and (3) they think from that that they could potentially meet need. The visit happens before the LA signs it off and names the school on the EHCP. So you don't need to make the final decision blind, you just have to decide who to request consults from.

I would agree the peer group is super important to think about. For an able child it leans me more to inclusion unit as the social aspects are so important

My son who is 18 soon has diagnosis ADHD and ASD. Academically able, his story is as follows. He was excluded from mainstream for behavioural issues at 5 and then got EHCP and went to an inclusion unit in mainstream primary. First two years rarely in mainstream, by end of year 6’managing most of the day. 1 2 1 in mainstream academically selective school with gradual reduction in support, Sixth form no support needed but retains EHCP which allowed for additional support with counselling /exam support. On target for 3 A stars at A level with a large diverse friendship group.
you have to make decisions on what is right today as support is easier to withdraw than increase in the future. You have to be on it all the time working with and supporting school but trust yourself

I would ask which placement has a peer group for him. That would be my deciding factor. (I work in SEND.) He might be far too able for the specialist setting, depending on the cohort.

"he could pick up behavioural issues if he attends a specialist school."

Well it seems he has not "picked up" good behaviour from main stream peers so he might not pick up anything negative in special school ...
A ss might be more structured and geared to supporting him to be in school for whole days

@Ricecakesaremyjam So his ECHP has not been amended and you have a review coming up? Is that right? You don’t have offers of two settings yet but might?

For what it’s worth, your primary is not trying that hard! 1:1 and he’s not even in school? They are taking the money and using it where? Not on him.

If you get offered a special school, I would take it if it’s good or outstanding. I am slightly surprised you are worried about the behaviour of other dc when your school won’t have your DS in school full time. You would expect a special school to meet his needs.

DC in units within mainstream won’t get such high level staff/teacher ratio. The units tend to work closely with classroom teachers and integration is encouraged. It’s still mainstream but should be more tailored to his needs. The classroom teachers won’t be specialist though so it’s a half way house really. I’d take the special school first if you are offered it.

Your village primary is looking to offload and will be doing everything they can to say they cannot meet his needs. They would have been forced to have him in the first place I expect and village schools are often seen as havens for Sen and cannot cope. Therefore go to a school where they can cope! A special school and use future reviews to move to mainstream if it’s appropriate.

I think a lot depends on what area you’re in as some have great specialist schools, whereas as some are more like a babysitting service. Equally - the same goes for unit, where some are better than others. I’d agree that you need to fight to view them. It sounds like you need somewhere that will still push him academically but in a way that suits his needs.

There won’t be one right decision for all, especially because a large part depends on the specific schools you are comparing. Special schools vary massively. As do units within mainstreams.

Not all special schools allow visits. Some do at any time. Some don’t until the LA has formally consulted them. Some don’t.

Full specialist
When he ready for mainstream they will encourage him onwards

Specialist provisions do allow look rounds, both special schools I work in do. They prefer to do them on scheduled open days rather than for each family individually, but they will do seperate ones in specific circumstances.

It's such a shock and tough going when you realise your young, lively and lovely dc are going to be following a different path than the expected mainstream.

And then it gets a bit more tougher when you're trying to find the right school and then have to fight some to get the LEA to agree to funding it if it means an Independent SS.

All I can say, from my own experience, is that the LEA will try and get him in the cheapest place - with space available. DS had to go through that and being segregated, excluded and permanently excluded more than once did some serious damage...which he eventually recovered from, by attending an Independent SS for a few years. We had to move 200 miles to even get close to having that as an option.

He became the boy he was born to be again.

When he was ready, we moved back and after some LEA shenanigans he spent his pre and GCSE years in a Free School - chosen specifically by me due to it's natural environment. Then to the nearest College for some mediocre post-16 education and a bit of casual work and an Apprenticeship later he's off to Uni in Sept to study his passion, History. He's now 23.

It's a long road but one worth taking, fight with all your might, if you have to.

How integrated is the unit into the school?

DS is in an ASN provision attached to a school but it is almost 100% separate.

The kids who can might attend the weekly assembly and DS is involved in this year’s gala float but others he’s in a class of 8 kids either a teacher and two learning assistants.

In two years he’s gone from non-verbal to short sentences. He is learning to read and is excellent with numbers.
His only problem academically is he struggles to press a pencil hard enough to write so he uses a pen.

Outsode of academia he’s gotten better at identifying his emotions and interacting with others.

DD's primary was a mainstream with specialised unit attached, three classes Reception - Y2, Y3/4 and Y5/6.

At that time she wasn't diagnosed and her ASD symptoms were managable so that for her mainstream was doable.

The school really worked hard to integrate the SEN children with the maintream classes. Where possible academically they attended some lessons, often English/maths and science, depending on their level of disability.
They also were included in activities like work shops and sports day.

Secondary wise the majority went to a specialist secondary, it was rare that they went to mainstream.

I would push to see both schools and have an in-depth talk with the mainstream senco. Can you try to find out from other parents locally via FB groups or a local SEN group?

You really need to battle to go and view these places or take advice from the LA. I have recently done supply teaching in special schools and the difference in them is enormous. My closest special school was mainly pupils who could communicate and didn’t have any major medical issues. The curriculum was very low level and no chance of achieving GCSEs which was appropriate. I then worked at another where pupils had significant communication difficulties and medical needs as well. I’m now at a school with a group that is very high functioning and I’m teaching GCSE level. They each cater for significantly different types of young people.

I would get the names of local SS and start a thread asking for current parent opinions.

I'm a bit biased as i tried out a private SS with DS and tbh although they said they were teaching the NC, they werent and it was a bit shit. He's thriving in MS now.

I do think units are good as it's the best of both worlds