School want to trial a part time timetable after just 2 weeks at the school - WWYD?

In some cases a child will never be a benefit to society whatever ‘education’ he receives and cost the State and everyone around them. It’s time to be realistic about outcome whatever the input in some cases. MS is not the place to trial this - there needs to be specialist units with the possibility of ms inclusion if appropriate. Education for the majority is being ruined by this idiotic policy.

Do they have a learning support area or quiet area?

Perhaps suggest he goes there after lunch with TA to complete work. Do you collect from school? He could even 10mins early to avoid the rush.

Im also curious as to why mainstream was decided after being excluded from primary and being in a pru. I would have thought a unit or special school would be more logical option

Tbf you may have little other options. I'd sit with school now and consider alternatives, as mainstream secondary is unlikely to work for him at this point.

So if he kicks off in the morning, and is behaving in a way that puts himself or others at risk, they can’t ask for him to be collected? No way would that work. Yes, he has a right to education, however so do the other children, and the teachers have a right to teach in a safe environment.

And I haven’t said otherwise. That doesn’t mean schools (and LAs) should be allowed to act unlawfully. They shouldn’t.

I see you cannot provide quotes where I said that.

Although, of course, everyone should be entitled to an education. The scope of education is wider than you think. Not providing education to DC with SEN will only increase costs to the state in the long run.

That is just awful. No, this type of child couldn’t be left unattended. Hopefully OP’s son isn’t as aggressive. If he is, it’s the parent’s responsibility to remove their child from the school to protect others. It’s unacceptable to keep sending them in when they are a danger to others.

I’m saying that the process is wrong and doesn’t work for anyone.

And why the insistence that these children are ‘entitled to an education’ exactly what are they learning? I can absolutely understand that parent needs to work or have a break from dealing with it but you can’t argue it’s in the name of education!

OP, have they suggested a timeline for getting him back to full time? If not I would tell them you don't think the plan is sufficient or focused on improving DS's situation. I might also tell them what you've said here about him acting up in order to be sent home and suggest persevering with full time but with the afternoons not in with normal classes. If he has a 1:1 he has someone to supervise him in the learning center or whatever other provision they have.

Can you quote where I have said inclusion works. I haven’t. Many parents would love nothing more for SS without the need to fight for it.

Can you also quote where I said that I “think that the insistence on the school having to manage violent, challenging children whilst trying to teach is not detrimental”? I didn’t. Saying the school should follow the correct process isn’t the same.

I have taught lots of children with adhd and some, many even, certainly can learn to cope even enjoy and thrive in mainstresm schools.

Inclusion doesn’t work, everyone knows this - no one benefits. There is a significant cohort of children who are not suitable for inclusion. How can you think that the insistence on the school having to manage violent, challenging children whilst trying to teach is not detrimental. Maybe it will be admitted when teachers leave the profession in even greater numbers than they are now. Legal or not, the reality is that it’s unworkable.

unfortunately it is possible that he is perhaps playing up to be sent home. My dd wasn’t disruptive but would keep asking to go to the medical room and be sent home, at the beginning it was a increased seizures but they settled down and she would fake symptoms, she never had one at home from age 12. It became a learned behaviour I suppose. I can’t say what will help for your son but we got separate provision within her school, basically a private study

I was a 1-1 in secondary. The boy was abusive to me, staff and students. He didn’t want me there but he had no choice as I had to safeguard the other students (he assaulted an innocent student, it went to court, it got cleared, and then he was back in MS terrorising everyone again).

His mother was a professional at the council in children’s services, and the school ran scared of her because they didn’t want the bad PR. She knew every policy and law in the book, and seemed to make it her full time job to excuse every disgusting action her mysoginistic teenage son did. Nothing would ever make that kid behave - he had every support strategy and intervention under the sun. He had occupational therapists, educational psychologists, myself as the 1-1 who tried to build the relationship etc. Just a waste of space. In the end he was permanently excluded when he slammed another boy off a science chair and broke his jaw. For no particular reason. I feel sorry for schools, staff and students who have their hands tied.

OP cannot be in Scotland because EHCPs don’t exist there. There are some schools in England who went back last week.

Who said there can be no consideration for staff and other pupils? That is categorically not true. What schools cannot do, is act unlawfully and expect to get away with it. Schools should follow the correct procedure. Same for LAs.

Please start making arrunaglents to get him into the right placement. Do not wait into he gets some significant trauma from secondary school.

My DS is 7. Last year (yr2) he went part time timetable at the end of September and ended up being on it for the whole year.

he has ADHD and he just can’t cope any longer than 1/1.30pm at school. Ideally he needs to leave at 12 but I can’t pick him up at that time due to work

school said they couldn’t meet his needs so an EHCP has been applied for but not heard anything yet

He started junior school this week and has started part time and even just in a week, it’s looking like he will be at part time hours for the foreseeable

I’m not prepared to force him to stay longer when I know that is putting him in a situation that he just can’t cope with

I'm a bit confused here as to why you thought mainstream secondary school was even an option in the first place. If he was excluded from primary school then he clearly has severe additional needs and secondary school would be even worse for support and meeting his needs. The school seem like they're doing their best, but realistically he shouldn't have gone at all. He needs a special school

His needs sound way too much for his current school. Sometimes local authorities "persuade" schools to take a child even though it's not suitable. I suggest you contact SOS!SEN ASAP to discuss possible options.

In the meantime the staff and other pupils in MS have to be around his ‘ emotional and behavioural difficulties’ that has a negative effect on them - at least in a PRU these kids’ challenges aren’t ruining school for everyone else.

If he’s been back for two weeks, are you in Scotland? I’m guessing rules on EHCPS etc are different in Scotland than in England? In England, I’d be suggesting emergency review of EHCP and look for a specialist placement. I’m not sure of the options in Scotland.

This 100%!

OP, is it going part time in mainstream lessons or that they have a separate provision that offers a smaller classed environment and more support? A lot of secondary schools I work with do this. I doubt it will be a long term solution but it may give your DC some breathing space to ease into school, work with staff who get to know them and also consider and assess if they is a case for a different environment. Secondary schools are brutal, most are academies these days with rigid rules and expectations that are beyond our most vulnerable children.

Possibly not. However I was a 1:1 for 4 years - although at a primary school - and there were a couple of children that clearly didn’t want their 1:1s as they got older. They were given time to sit with their peers away from the 1:1 on the condition they listened to the lesson and did their work. The 1:1 was at the back of the classroom helping others when needed but ready to intervene should there be an issue. They appreciated the space and controlled their behaviour - at least for 99% of the time.