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

Is he in a MS school?

I doubt any MS school could manage his needs, excluded from Primary, only two week in and already there are issues - what do you expect the school to do?

It's been a difficult two weeks. Lots of refusing lessons, swearing at staff, walking out of class and generally refusing instructions. He's got a 1:1 but at the moment he's rejecting a lot of the support because he says he doesn't need a "babysitter".

Do you think things are going to improve? Really?
Do you not think staff deserve to work in such conditions?
You really can't believe that its taken them 2 weeks?

Will you be able to get someone to be with him, though? From what you say, he won't be able to be home alone and it won't be easy to find a carer (most childminders/babysitters wouldn't be suitable). Even if you wfh, will it be ok, depending how much support he will need while you're trying to work?
It might be you or your partner have flexible jobs, but it's just one of the things I would look at before agreeing.

What do you think the solution would be? As something isn't working at the moment.
If it is the afternoon's that are the issue according to the school then I would work with them to have a trial of the early finish.

Is he on medication for his ADHD?

On your point, I think that the idea of preplanning the part time will make things more predictable and more decided by the adults rather than being either in response to him kicking off, or keeping him there and ending up reinforcing bad patterns that don't work for anyone.
Based on what you've written it does seem like a reasonable suggestion. I've done that kind of thing informally before in order to reinforce the morning routine of getting ready and going in, and then as a parent I can decide the pickup time based on an objective assessment of how he's going that week rather than trying to do a full day and not even making it in the next day.

Do make sure the PTTT is time limited though (it should be anyway) with built in review. It will presumably have to go via the local authority for approval anyway. The way I did it caused a load of unauthorized absence on paper, but saved on paperwork up front.

Have the school put this suggestion in writing OP? If they have, you could request they split their EHCP funding with you for the duration or fund tuition/activitues/therapies etc.

it sounds like the beginnings of Unlawful Offrolling & yes, they effectively saying they’re not able to meet needs.

Requesting an Emergency Annual Review is probably your best shout, I would push for them to put all their observations in writing for an AR meeting and request this is attended by all specialists involved.

If you accept slashing his education in half at this early stage, things will only become further challenging. If this school is the wrong setting for your son, then a suitable alternative must be consulted with.

This is so hard, but keep pushing, you will get support needed in the end.

IPSEA have a free helpline & lots of guidance on reduced timetables and the best parent approaches, also helpful templates for requesting early reviews and more.

If you’re worried it’ll teach him that misbehaving leads to rewards, why not make him do some studying when he gets home? Then he’ll learn that the “school” day hasn’t actually ended, he’s just working in a different place in the afternoons.

It would be a hard and fast no from me. The school should utilise the 1:1 to do more sensory activities near or inside the school during afternoon sessions. Potentially a mix of basket ball or footy, nature walks, board games, art projects, gardening, baking, crafts, errands for teachers or whatever, allowing him to make decisions between limited number of activities and build positive relationships with staff. Critically activities need to meet his need for a sensory diet and be of interest to him. Gradually reintroducing him to the afternoon sessions he enjoys. If this is successful, steadily increase timetable engagement further.

However it maybe that this school is not the right environment for your son to thrive - in which case the school should look at alternative provisions. Something farm based, craft based or land based might work better than a PRU which can be more classroom based. Ask your LEA whats available in your area.

sadly things often need to come to a head and hit rock bottom before the right provision is put in place. If you allow a part time timetable, you're in effect propping up a poor solution instead of allowing the school to take full responsibility and explore how best to provide education.

Yes and be mindful of the school trying to Off-role your son. Get everything in writing. Speak to the LA who will not approve of off-rolling.

You want input from an OT re sensory diets - our teachers tried to implement sensory activities but it was very hit and miss. It was all fun and child led but the OT will make suggestions that prepare your child for regulation and learning.

I think it's worth trialling mornings only - if he carries on this way it's likely he's going to end up permanently excluded. The school sound like they are trying to avoid this and make his time in school more positive so they can build on that. I would be willing to try it in order to keep him in mainstream if possible. There are some excellent PRUs and they can provide a supportive environment for some young people who really cannot cope in mainstream. But there's no getting away from the fact that if he goes to a PRU, he will be amongst other young people with emotional and behavioural difficulties and that can have a negative influence.

I was going to say exactly the same.

Early EHCp review. Maybe mainstream isn't for him. Maybe he needs independent specialist school.

Just the school suggesting PT timetable when they have a fully funded 1:1 shows they can’t meet need.

Also when does he take his adhd meds? (If he’s on them?) It maybe that he needs a meds review and needs the timings adjusted so he can have a Rio up at lunch to help him through the afternoon.

Hmm! It's fine if you and he want to do this (they can't make you) and as other posters have said it must be short term with a plan to return to full time. I wouldn't accept unless they give you the full plan now so you can see when he will be back full time. What does he want? Sometimes 1:1 just doesn't work for older students as it makes them stand out from their peers and they dislike that so won't use the support anyway.

if he as full time 1:1 why does he need to come home? They could literally do anything with him in the afternoon in school, work in the library or whatever.

his old school and PRU should not have sent him home to cool off, that's unlawful exclusion.

If you haven't already, I'd suggest researching PDA autism as a lot of ODD is misdiagnosed PDA.

The strategies that are needed for "ODD" and PDA are the diametric opposites of each other. For example, knowing that they can always go home whenever you get upset at school would be one of the ways you'd help a PDA child be able to stay at school.

I think there reasoning is ok but I doubt it will work.

If he has an EHCP, went from mainstream primary to a PRU, why is he in mainstream secondary?

I’m not criticising, Im a SEN parent.

Was this school your preference? It sounds like he needs specialists with a more flexible timetable. Then he can be full time.

God I feel sorry for that 1-1. Are people for real on this post? Asking what adjustments the school have made? He has a 1-1 staff member Ffs and he still cannot behave. I feel for the other year 7s who have to put up with this shit. He will never last in mainstream.

@PinkPandaas could you try without the 1:1 (his babysitter)? Use that as a negotiation for good behaviour. He’s at the age where it may just be embarrassing him.

He’s swearing at teachers and walking out of lessons, do you really think that’s because he doesn’t want his 1-1?
He’s clearly totally unsuited to mainstream.

How on earth do schools even begin to manage the range of needs in MS nowadays with stretched resources and there can be no consideration for staff and other pupils in this situation either! What about their right to an education with all this going on each day?

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.

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.

This 100%!

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.

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.

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.