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

Lots of people confuse learning disabled and learning difficulties- adhd would count as a learning difficulty. If he was learning disabled he would already be in a specialist setting.

There is nothing in law that requires DC to try and fail in MS first. The problem is it isn’t uncommon for LAs act unlawfully. Even if parents challenge the decision, it can take time. There is also the problem that, for some DC, there isn’t a special school that is suitable.

There are DC in mainstream with learning disabilities.

The pp didn’t mention learning disability, she said disabled. ADHD is a disability under the Equality Act.

I don’t disagree with any of that and I agree that many parents would much prefer specialist provision for their child and that specialist provision can be beneficial to outcomes but MS is not the place for this provision. We should have people who have real life experience in education, planning policy and people with real life experience in charge of policy making in all areas of public life, not career politicians, whose children in all likelihood aren’t in classrooms where poor behaviour is constant due to inclusion.

I’m saying difficulty as technically it’s neither. But it’s most definitely not a disability.

It isn’t a learning disability but it absolutely is a disability.

Not necessarily, it CAN be classed as a disability.

What is he having for lunch?

I preface this comment with saying I have zero first hand experience of any such situations. However, I did watch educating Yorkshire (bear with me) and there was a kid there who was fine in the morning but difficult in the afternoon but he was having caffeinated energy drinks at lunch time and when they stopped that his afternoon behaviour massively improved.

In OP’s DS’s case, which I was talking about since that is what this thread is about, it absolutely is a disability. Although in general any child meeting the diagnostic criteria for ADHD would also meet the criteria for having a disability under the Equality Act.

Sometimes it is and sometimes elements of it manifest as a learned behaviour. She implies this herself saying perhaps he does it so he can get sent home.

OP’s DS’s ADHD clearly meets the threshold for a disability. It clearly has “a substantial and long-term adverse effect on his or her ability to carry out normal day-to-day activities”.

What about agreeing but on the proviso that if he kicks off in the morning thus not ending the day on a happy note they keep him (in isolation?) until the end of the day? That way he's not as you think learning that kicking off gets you sent home.

This. Legally he is entitled to a full time education. I'd look this up on Ipsea or sossen websites.

If they can not meet his needs, eventually they need to state this.

My dd is in a ASD unit in mainstream and the unit point blank refuse 1:1 in ehcps ( this is also wrong btw) but they say that level of need in all secondaries within ten mile radius they say "can't meet need".

As an aside, SEN school isn't the end of the world for so many reasons. It can be extremely positive.

It absolutely IS a disability - and is treated as such in law.

How does a mornings-only TT work? So if Maths is two afternoons a week, does he just not achieve? When he sees that (a lot of) schools timetable the less-mentally challenging classes in the afternoon, will he demand to switch so he can do PE or whatever?

It's not just about what's best for your son - he has a whole classroom of children that are having their learning disrupted because of him. Part time may or may not be best for him, only time will tell, but it sounds like the only fair solution for everyone else.

Maybe you could also spare a moment to think of the other 29 children in the class who are having their learning disrupted by your son. Do his rights trump all of theirs?

Sensory issues?
rigid behaviour
issues with change?

could it be asd rather than odd?

re meds we are trialling and they do help
with motivation but not so much with impulse behaviour for my kid.

start y7 incredibly stressful before even the pru unit first!

i think secondary is bad for adhd as its more freedom and seeing worse behaviour to copy.
how was the pru? Might it be the better option as smaller etc.

i would just explain to him he is likely to be perm ex again like this.
But possibly he dislikes school?

Also coming in known as a kid from a pru to the teachers isnt going to start the best way.

Probably slower transition to start of half days would have worked better. Y7 is just too different.

are there no schools with a sen unit? As sounds like learning is an issue anyway if a 1-2-1

My mum was a TA for a little boy that was permanently excluded from his first school. He was primary age, but had learnt that kicking off meant going home and so that's what he did, day after day, until eventually they permanently excluded him. When he started at the school where my mum worked, they did the opposite. If he was well behaved, he was rewarded. If he misbehaved, the behaviour was ignored as much as reasonably possible or removed to regulate and then returned to class. The praise and lack of sending him home built trust and he went on to not need any support after the first year and went through the rest of primary and secondary with no issues.
I agree with you, I think a part time timetable is not the answer. If he is taking medication, is it wearing off by lunchtime - does it need reviewing? What other methods have the school tried? Have they tried positive reinforcement? Does he have somewhere safe he can go to regulate? Have they tried getting the TA to completely back off and only intervene if necessary (my son has TA support in his EHCP, but he hates it, so it is discrete and they help all children in the class and he is unaware that they are there for him)? Do you think they can meet needs?

Was your son reassessed last year? It sounds as if it is necessary. If not, I would suggest asking for a full reassessment now, and/or an early annual review.

He has a disability. They don’t. So how about pipe down a bit yeah?

That (thank goodness) is not how dealing with a child with a disability works. Your ablist horrible nonsense doesn’t help anyone. Thankfully disabilities are protected rather than thrown in under “greatest good for greatest number.” Seriously cop on.

He’s entitled to a full time education.

I say this gently (I have a child with high needs) I would be punishing behaviour that he is displaying at school very harshly. If my child were refusing lessons and swearing at teachers then they would be allowed zero Access to all electronic devices, zero access to sweets, zero playing out and for for prolonged amounts of time. I do not care how that sounds or if people don’t like it. I would stamp some of this out in the short term because this is going to go from bad to worse and you know it. I know all about deregulation and inability to control themselves. I also know how let down our children are, they don’t belong where they are and they need help, all of which you should still advocate for. However, I absolutely would be able to stop my child from displaying some of these behaviours with the right punishments at home and I believe from what you’ve said about your son’s understanding that you could too. Get tough for your sake and his.

Pipe down ? Mainstream isn’t the right environment for a child who can’t cope with other children. Teachers can refuse to teach a child who swears at them and is possibly violent. Do you think they should just suck it up?
Your child deserves an education in a setting suitable for his neurological condition. He does not deserve an education at the expense of countless other children . Teachers deserve to work in an environment where they feel safe.

And if a school cannot cope with a child’s behaviour? Should they just suck it up? Should the children just get on with it?
How much verbal abuse should the staff take before they start calling in sick?