Full time 1:1 - your thoughts - aibu?

[Tainbri]

My DS's EHCP specifies "full time 1:1" I do understand that this is unlikely to be the same person and, like in previous years two people share the role so the child isn't reliant if someone's ill etc. I also get that in some lessons it may be appropriate that the 1:1 is overseeing other children at the same time for "small group work" etc but this term DS's school hasn't allocated him the (lovely) LSA he had last year (she is also upset as she's fond of DS and it worked well, but she has to do what she's told by school) anyway, my issue is that there is nobody attached specifically to DS. That's not to say that there isn't an LSA, it just could be whoever happens to be free. So no consistency and even more worrying no knowledge of my sons needs. I am seeing the senco later this week, but AIBU?

You are getting awful replies!

I'm an experienced senco and I think you are being quite reasonable! At the very least a regular timetable is needed. Staff will have different training etc.

Regarding 50k though I wouldn't read into that too much if it's a special school, places will be far far higher than mainstream and this is the bulk. Also OT etc is expensive. None of this means he shouldn't have support though x

Regarding 1:1 funding as a school we found it, from the sen block, pupil premium and general budget etc if it was needed. Not just we get 'x' amount so they will miss out. It was a needs driven budget. When appropriate this would include small group support too etc, but with trained staff who were the right person. Sometimes we got creative with multi-year group withdrawal at times, but it happened

My son has a single, named, full time 1:1 in a mainstream school.

There are at least another half dozen 1:1 teaching assistants there.

I feel for you, as it seems as though your son isn't being given any stability at all with the current routine.

If the EHCP isn't being delivered the LA are legally responsible. If they are giving the school the money to cover it and the school are not delivering they will want to know what the money is being spent on. If they are not giving the school enough to cover it then you can challenge that (see IPSEA for advice ) but either way YANBU. The point of an EHCP is to protect your child's access to the support that everyone has agreed is necessary - ask the school what is going on and take it from there....

Hello OP

My DS has 1:1 support at school.
It's important for him to know who will be providing this on any given day or he gets very stressed/anxious. If staff are absent he is told when he arrives, or before if absences are planned, and who will be looking after him instead. I was informed of staff reshuffling on the first day back this term. It's pretty basic IMO that a child should know who is going to be looking after them and of changes in routine, as this can obviously cause a lot of unnecessary stress if things are sprung on them without explanation/keep changing/are inconsistent.
I disagree with a lot of what some PPs have said. If you have any concerns about your child's needs being met you should feel at liberty to talk to school and ask them what is happening and why things have changed. In my experience not all staff have been made aware of my DS's needs and this has made school much much harder for him if random staff are with him who don't understand him

A good school would surely be at pains to be transparent about what is going on and be happy to reassure you

Thank you for your replies, it really helps it gives me a lot of food for thought for the meeting with Senco.
Regards to funding, I am aware it's a lot but the bottom line is I wish he didn't need it at all! I wish he hadn't had a brain haemorage and doesn't have SEN but I never take it for granted that we live in a first world country where help is out there, but I do feel strongly that the money (which I have fought for and the evidence says is to pay for the help he needs) should be for HIM. I am glad that most people here think there should be some consistency and a certain level of knowledge required for the 1:1

I have two kids in mainstream with ft 1:1 funding. My oldest dc had two LSAs as I agree it's intense so we have a split works well. My youngest also has two. I wouldn't want a rotation. Some schools are sneaky and use kids with Sen's money and don't provide the support.

Does your son still need a specific 1:1?
I am a 1:1, the eventual aim is for my child not to need me anymore, so next year they might be working in a small group with a TA rather than 1:1 with me (if they are ready) we will transition to that by another adult that isn't me being available in my place for a while to sort of wean them off me, then very gradually reducing the support, could the school be doing a similar thing?

I have a son who is in a complex needs school- did I read right that you said your child is in special school? Sorry if I've got that wrong. In our area they don't usually use the terms 1 to 1 in an ehcp where a child attends complex needs or special school as the staff ratios are so high generally the level of support is enough to provide adequate support, allocating 1 to 1 as necessary. Generally the term 1 to 1 is used for a child attending mainstream school (again this may be specific to our area) and if this is specified then it should absolutely be adhered to. As someone mentioned upthread definitely contact ipsea for advice.

OP the funding is what is needed for your child to access the education that is their right. You don't need to justify it.
I hope the school will work with you to ensure your child gets the provision they NEED and are ENTITLED TO.
Makes me sad and cross that parents still have to fight tooth and nail for this. Can't they see that enabling a child to access education means a better future.
Sorry. Rant over.

Some schools are sneaky and use kids with Sen's money and don't provide the support.

This. My friend's son was allocated 1:1 assistance (mainstream school), but the TA ended up helping out in an entire class, as a general teacher's aide, rather than a dedicated help to one pupil.

As a result he never achieved his potential, which was sad.

Yes it is a special school. He needs a reader and scribe and I've been battling (and I don't use the phrase lightly) to get appropriate assistive technology as one of his outcomes is to gain some functional literacy independence. He needs support with using this and he also needs a 1:1 who is able to show him/help him with it and my gut feeling is "random" LSA's are sufficiently clued up with his needs or the appropriate assistive support.

I don't know about what you are entitled to expect but my daughter has been fortunate enough to have the same 1:1 for 12 years at her special school. She isn't always there, but 90% of the time. She is amazing and my daughter's life and attainments wouldn't be what they are without her. We will miss her so much when my daughter leaves next year, although we are going to stay in touch.
Try not to be antagonistic in approach but do query it.

Regarding someone's comment about this child worth (£££) more than this child...is highly unfair.

Speech and language therapy, plus occupational therapy, plus specialist teaching ...dyslexic etc. Is very expressive !! Most children who are neurotypical don't need these types of interventions and can manage pretty well. Some children, depending on the SEN, will most likely need all of the above to consolidate the foundation skills (which neurotypical children have already mastered long time ago).

I don't think the OP should feel guilty for her child receiving X amount.

My DD has two named TAs for her one to one support, and that's just covering 20 hours a week. She doesn't have very complex needs, but does need someone who is experienced with her so they can tell when she is about to melt down and divert her before it becomes a problem. Also so they can tell if she has zoned out or not heard what the class is doing and make sure she understands what she is supposed to be doing. I wouldn't be happy if she didn't have consistent TAs and I completely agree with you that it is a problem. There's a difference between sharing a TA at lunchtime or in small group work, and having any random TA 'keeping an eye' on your child, who has been assessed as needing one to one support.

vivavaslagas as a headteacher you are surely aware that all children are entitled to a fulltime education that meets their needs?

My son has full time one to one. Last year he had 3 TA's that worked with him. This year he has one,

The funding needed for a child to complete their state-mandated education in no way reflects their 'worth'.

Op, I think you need to be asking a few tough questions. Having more than one support in itself isn't a bad thing, but you do need to be clear about how they manage handover/information sharing and how the timetable is designed so you can prepare your son as to who he'll be with all day.