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

They are easing him out. Which is understandable because if he isn't going to engage, there is no point in him being there. For him or them. Mainstream doesn't seem like the right setting.

I agree with you, half days are not going to help.

But also, he's 12? He puts his hands on you, you put him on his fucking arse! Don't tolerate that shit for a second. Where is his father? He needs to sort his son out if he's being aggressive towards his mother.

Secondary school will be good for him, he's no longer the big fish in the little pond.

I would agree with you except the OP says in her first post that he's rejecting the 1 to 1 support as he doesn't want a baby sitter.

So this suggests to me that he really does have a 1 to 1 TA which, as we both know, is really unusual at secondary - usually the ehc funding is pooled to pay for subject specific TAs who are there to support a range of children.

So this suggests to me that this boy is not suitable for mainstream and the LA is trying a sticking plaster type approach which is never going to work.

Suggest you have a look at the techniques I'm advocating then. Not reacting to aggression but linking good behaviour to rewards is at the core of NVR.
The only place I'd differ is the "announcement" which would be totally pointless in a teen with ADHD who has little conscious access to their own internal regulation.

I don't disagree with the techniques you suggested per se - I just think we need to be careful about giving advice to people who may not be in a good place to implement them. We don't know the family background or current set up- is there a dad, other children, social services involvement, that sort of thing. Is there a chance her son could really harm her? It's really hard for some people to do what others can do relatively easily.

In terms of 1:1, it depends on the wording in F rather than what the school normally provides or wants to provide. If any child has a consistent dedicated 1:1 detailed, specified and quantified in F or 2/3 consistent dedicated 1:1s, a school who doesn’t provide that and instead swaps 1:1s every lesson is leaving themselves and the LA open to a disability discrimination claim and JR proceedings.

Yes but most parents just go along with whatever the school or LA says. That's how they end up in this situation in the first place. They have no clue about JR for example.

Anyway sounds like the boy IS getting the 1 to 1. But of course if he isn't in school in the afternoons, and it's all being done informally, well that TA will be doing other things. School has no incentive to change his provision.

Have read your latest post and note you are being told his needs aren’t complicated enough to have a special provision. This will be their attempt at minimise costs on your son to save the LA money. This is a regular strategy used with SEN kids and does not centre children’s needs. So, with this in mind, DO NOT have him home in the afternoons, allow the school situation to hit rock bottom so that they are cornered into putting the right provision in place and begin the process of updating his EHCP to reflect his needs. If you have him home in the afternoons, it will likely end up long term and will absolve the school and LA of resolving provisions issues.

I would do it if they think it might help. As I understand it they can't do more than a couple of weeks anyway, maybe they see it as a transition aid. I might be biased though as I think DS could have done with this to help him settle, but school refused.

I agree. All parents should be supported to advocate for their child and enforce their child’s rights rather than blindly follow what LAs and schools say and do.

Parents not knowing the law, not knowing they can enforce the provision &/or not knowing how to enforce provision doesn’t make such behaviour from schools acceptable, though.

This sounds so difficult. My DS is 5.5, just started year 1. In reception from October until the end he has been on reduced days, starting with 1pm finish and currently he’s on 2pm finish. Even now he’s gone back hes still on 2pm finish. His issues were hair pulling/hitting/shouting/ running down corridors/taking clothes off/getting triggered by other people’s birthdays and ‘not winning’. He has an ehcp, diagnosed ASD and i want to get him assessed for ADHD as I strongly believe he has it.
the shorter days- I feel they help in the way that there’s less time in the school day for them to do the naughty thing, therefore more positive days. But I am concerned about the amount of school work my DS is missing. Then again if he stays in class acting disruptive he’s not learning anyway, and school need to keep the other children safe too. It’s really difficult to know what’s best. I suggest trying it but have a clear end date. Which we currently don’t have

How many hours of TA time does he have? If they run out at 2pm, then call for an emergency review of his ehc and ask for full time support. School may have their own agenda here - maybe the current TA wants to finish at 2 so school are enabling that. Not your problem. Go back to the LA, get an emergency review, get full time support.

Have you requested an early review of the EHCP?

Has alternative provison been in place?

If you want an end date to the reduced timetable, you can send DS full-time when you what to unless the school is formally suspending DS.

I believe it has to reviewed every six weeks and you have to consent. My son is going until 11:15 tomorrow starting reception. I am keeping an eye on it because I don't want it to go on for too long. He is diagnosed ASD.

If he is five technically he has to be in full time.

Although not all 5 year olds are CSA, the pp’s DS is CSA so is entitled to a suitable full-time education. Although that isn’t always in school full-time. A full-time education isn’t the same thing as full-time school.

Even if pp’s DS wasn’t 5, he would still be entitled to attend school full-time from the September following his fourth birthday (i.e. the start of reception) unless formally suspended if the pp wanted him to. Parents can choose to send DC part-time until CSA (or not at all until CSA or the beginning of the summer term whichever is first) but it is the parent’s decision.

Have you ever tried or considered home Ed? It is completely different from work sent home as you don’t have to follow a timetable and curriculum and there is learning in everything. It’s not worksheets at a table or google classroom. Now it doesn’t work for everyone but I have one with ASD with PDA profile and we use a completely different approach to learning and it has cut the battles down completely. I’m not saying there’s no meltdowns ever but most importantly she’s learning which she didn’t in school or until I changed my approach. My other child learns completely differently and we make that work too. We also worked late through a fair bit of summer and are off September now the muggles are back. This works for us most years sometimes we swap holiday times around a bit.

I have a lot of respect for those who can do it. I tried but I'm AuDHD myself and it was mentally and emotionally exhausting for me. But we persevered with an ehcp application, and my son is currently in the other room with the tutor the LEA provide, as the EP's said that given his age (year 11) and difficulties a school setting wasn't appropriate

My son lasted 6 weeks in year 7 (ASD with EHCP for 1:1 which he also rejected) and it broke my heart but he has been in an SEN school since year 8 (now in year 11) and it’s been the absolute best thing for him and us! Give the part time a go (we weren’t given that option) and see how it goes then look at longer term options based on how that goes.