SEN 1-1 support in school

[lettshaveaniicecupoftea]

Posting for traffic.

My daughter is autistic and in reception. She has a diagnosis and an EHCP.

She currently has a keyworker and a lot of 1-1 interventions and targets but doesn't have an allocated 1-1 person. She has a keyworker who seems to support a small group of children with varying additonal needs.

She is due an ehcp review early 2022 to start preparing her for year 1 and make any necessary changes to her plan in time for then.

I'm just curious to know what happens if a child needs their own 1-1 TA. Is this something the school has to agree to? Can I stipulate this needs to happen? Is it upto the local authority? Does it need to be specifically written into the plan to make it happen?

She needs a lot of personal care. She's still in pull ups (not incontinent at all - but has a fear of using the toilet). Needs support at lunch time as she's uneasy about eating and needs gentle encouragement. She would find it hard on a typical classroom set up of being seated most of the day with one teacher and a TA, she would definitely need more close attention to carry out tasks and understand the work.

She is showing lots of progress with actual learning after the nursery year of not much progress at all. I am confident she will be fine in mainstream with additional support.

What I was asking is, if it's deemed necessary that she needs someone 1-1 to her, how that happens.

It would have to be explicitly written into the plan.

I think finding a professional to state that must happen though, might be difficult.

We had had children with severe physical needs who have a 1:1 stated but this is often on only a temporary basis and reviewed after a year. We would staff this using 3/4 different members of staff.

[quote friedeggandsauce]@lettshaveaniicecupoftea you sound so sensible!!

Be really specific with your senco and where you feel support is needed. The money that the children get isn't enough to cover a 1:1 TA even if it's stated in their EHCP (don't get me started) and what some parents don't realise is that if I have to provide 1:1 for every minute I am taking it away from another child.

If you feel lunch etc is needed then her support can have her break before and after lunch so they are available which is much more doable.

The whole SEN system can be a nightmare as there just isn't enough money to provide what we should 😔. We have to end up being creative to make sure everyone gets the best deal possible. [/quote]
Thank you

I just want the best for her and I know she is in the best place, it's just making sure the level of support is right.

I feel depressed at the presumption that the need for 1:1 means the child really needs a specialist setting. For our child, he is happy in mainstream with the appropriate support. A specialist school would not be right for him at this point, although I’m sure he would be OK as they tend to offer such individual support. But he’d be taking a place from a child that really needed it when he thrives in mainstream with the right 1:1 support.

This!!!!!! This is exactly how I feel.

@WhiteJellycat I know it's the law and legally binding, just wish they came with adequate money!

I think it's very different have 1:1 stated but the teacher feels having a peer with the child would actually support rather than having a group with a TA leading and the child being forgotten about. It's not cut and dry.

I also wish the people who wrote EHCPs had some idea, in my authority it's is shit. I have to literally type out which should be in it and strike through what shouldn't as if I didn't then the child would still have, they like to ride a tricycle, even at the age of 11 🙄. They just don't seem to read the evidence sent in with the review. It really makes me cross as that isn't my job!!!

Maybe my authority is just rubbish and not all areas are the same! I spend hours fighting for the needs of my children to make sure they get what they should legally have and what they deserve to have.

I do feel more and more though that some children who need full time 1:1 aren't suitable for mainstream and would thrive in a better provision, the trouble is these provisions don't exist.

I think the key is the right 1:1 support and from what you are saying having small group work for learning would be ok therefore mainstream does sound suitable!! It's when a child needs a member of staff glued to them at all times that I'm concerned that it's the right place

I would add that I hope that my child’s need for 1:1 eases as they get older and gain more of the skills they need. This is starting to happen and although the move is likely to set them back, their emotional regulation and ability to cope with the demands of mainstream are far greater than they used to be, thanks to the way they’ve had the right support so far.

They’ve had a dedicated 1:1 and also two 1:1s (AM/PM) as totally agree that’s better if resources allow. The new school seems to have one dedicated to each child but enough of them that I expect there may be some changing about when required.

@friedeggandsauce as someone who done 7 appeals I know what you mean.

There is money. In my LA who are spectacularly shit and who more SEN kids than any other LA they waste money but it's there. For example repeatedly blocking my son ehcp support in school that cost maybe 6k a year meant i moved him out of mainstream where he could have coped well ( without 1:1 which he never had) into a 20k PA indi SEN school plus taxi. So that's one example of where 30k plus per year was thrown away. He only needed two weekly speech therapy and half termly OT. But the LA and school was do against it I had no choice but leave. My son has a IQ of 135 but very dyspraxic with a language disorder.

At the end of the day no parent can solve anyone budget issues. My LA is evil and hates SEN kids I'm sure. 😂

In order to get 1:1 written in to section F you will need evidence DD needs 1:1. It is possible to get full time 1:1, many schools and LAs don’t like it, but it is possible.

Once the 1:1 is specified and quantified in section F it must be provided. If it is not you can enforce it via Judicial Review, if necessary. JR is against the LA as it is them who are ultimately responsible for ensuring provision in section F is provided, not the school. However, if the 1:1 in section F is vague and woolly, as it often is, it cannot be enforced - look out for wording such as “access to” or “would benefit from” or “or equivalent”.

If you want/need the 1:1 to be a consistent person you need that written in to section F otherwise it could be any number of people. Same for the 1:1’s training/experience/qualifications etc. and what they are going to be doing/when/why/where…

If after the annual review the LA won’t amend or won’t amend to include 1:1 you can appeal.

friedeggandsauce funding is not the parents concern, if the school needs more funding that is between the school and the LA. The pupil is legally entitled to provision detailed, specified and quantified in section F. If the school does not provide that it leaves the school and the LA open to legal proceedings.

When I timetable support I like to have one person in the morning and a different person in the afternoon, this allows for continuity but not too much reliance.

If the pupil’s EHCP specifies otherwise this is unlawful. A good, trained, qualified and experienced 1:1 does not breed dependence, rather they build independence.

I also like to make sure (especially in reception) that the child has some time with 'access to' support rather than a TA glued to the child.

If 1:1 is specified and quantified this is unlawful. “Access to” is woolly and vague, and unlawful.

Just one piece of advice. There’s already talk of “fighting” on this thread. Of course parents wish the best for their children and that is absolutely right. However some parents get really whipped and riled up by others into “fight mode” and start their relationship with the school / LA on an unhappy footing straight away because they have decided they are going to fight them rather than trust them.

These sentences stuck out to me:

“Everything feels like a bit of a battle and your child’s education is in the hands of people who don't know them”

“I'm just feeling stressed about her leaving early years, 7 months will go so fast, its going to be a lot of change.”

I don’t know you or your child, but my advice would be to check really thoroughly with yourself exactly WHY you feel your daughter needs support before you begin your fight.

I have seen and been involved in many many ‘battles’ over provision.
Sometimes they are truly necessary and the child’s provision in school was inadequate and causing them to suffer. So, I absolutely do applaud parents who fight for their children in these circumstances. They often occur higher up the school - but they can and do arise in the Early Years too.

But also, I have seen relationships sour between parents schools and LAs because of a fight based on what is really a foundation of parental stress and anxiety. In other words a parent wants the reassurance of the designated contact person and 1:1 to calm their own stress and worries about how their child will cope / is coping in school. They want to be sure that their child is understood and that there is a parental stand in/surrogate for them while their child is in school.

Which is all very understandable, but sometimes (in fact quite often) the child is actually educationally and socially managing just fine without a 1:1 - often a bit of extra support here and there is all that is needed, and therefore all that can be justified and agreed to by the school / LA. But the frantic parent who is worried about their child starts pursuing a 1:1 even though it is not necessary, (often backed up and egged on by an army of online parents) because:

• they are stressed and anxious
• they feel that this is an expression of love for their child and that anything less than maximum support would be letting them down
• they need an outlet for anger and grief.

The parent needs emotional support, but this is often not identified.

It can become quite toxic and unhappy for everyone, relationships can break down and unless there is a solid educational reason for the support it will not get anywhere.

I don’t know you or your child, so I don’t know how relevant this is for you, but I hope it’s helpful for you or others to think about.

I give evidence and work with children with ehcps. If you feel she needs 1 to q to transition that's fine. So the provision can say 1 to 1 for x number of hours for the first 2 terms or something like that. This works well as the LA doesn't view it as a permanent correction but it also builds evidence if it is needed for it to continue for you as a parent.

I have a child with additional needs no ehcp and found sendiass really helpful and lots of my parents have accessed ipsea too. It's a minefield so seek help to get you through it

@Imitatingdory I totally agree that funding is not the parents concern. I'm just stating it how it is. The high needs funding does not add up, it's a shit system and we cannot get anymore money from out LA. I hate it!

One positive recently though is I managed to get a change of school for an SEN child to out of county provision (wanted by parents and I supported) without tribunal!!! I was amazed. Just wish they'd give us adequate funding in school now.

I completely agree with @Sparklepants53 and at the same time urge you to check out some of the parent support guides on Autism Education Trust and National Autistic Society Your daughter has a legal right to mainstream if that is what you feel is best for her, and the school must accommodate that but I'd try to work alongside them if possible when it comes to 1:1.

I work 1:1 with a child who also needs break and lunchtime support, and although I am there primarily for that child, I do interventions in small groups and when possible support other children in the class. It is a very tricky balancing act, but my first priority is always the 1:1 - and sometimes they are best served by me stepping back. I drop everything though when they need support with eg toileting, or anxiety (which is often).

You will have a long relationship with the school. Know your rights and have a clear view of what you want first and foremost but also bear in mind that they are in school with her daily and may see a slightly different picture.

Do read the parent support guides though - they are fantastic.

She has one person that is there for her most of the time but as part of a small group of other children with SEN. I'm not sure how it will work in year one as she definitely won't cope with all the change going from play based learning to classroom setting without additional support.

I think she would be expected to try and manage with the same small group support initially, then if not coping they may consider 1:1? You seem certain she won’t cope but maybe she will?

Afaiaw

Schools have to pay the first £6000 of a special 1:1? Could be wrong but as a result they will do everything to stop you trying to get ehcp.

@Newyearoldyou

Afaiaw

Schools have to pay the first £6000 of a special 1:1? Could be wrong but as a result they will do everything to stop you trying to get ehcp.

That hasn’t been our experience at all.

@Imitatingdory interesting what you say about dependence on 1:1s. I think training plays a big part and I wonder how many highly trained staff there are. We certainly noticed a huge difference in the change from a very caring and dedicated but training in progress TA to two highly trained TAs working AM and PM. I had been thinking that having two of them helped as the second one could ‘replay’ some of the issues of the morning and often resolve them differently, which has led to quite a few breakthroughs on things that never happened before, but actually I suspect decent training and experience made a big difference.

I think she would be expected to try and manage with the same small group support initially, then if not coping they may consider 1:1? You seem certain she won’t cope but maybe she will?

She struggles to sit down, prefers to stand on the outskirts of the class, needs adult encouragement and support to join in, little things like that concern me if there isn't a person there to hold her hand so to speak.

I would also like to add she is august born (26th!) so also has being the youngest to contend with too aswell as SEN.

She struggles to sit down, prefers to stand on the outskirts of the class, needs adult encouragement and support to join in, little things like that concern me if there isn't a person there to hold her hand so to speak

Does she need 1:1 encouragement and support to do these things, if she’s been managing to do them with shared support in a small group?

Many children with SEN (and without) would benefit from 1:1 support and encouragement to cope with changes and the school day, but resources are limited to those who cannot manage without 1:1 support normally.

@FateHasRedesignedMost

She struggles to sit down, prefers to stand on the outskirts of the class, needs adult encouragement and support to join in, little things like that concern me if there isn't a person there to hold her hand so to speak

Does she need 1:1 encouragement and support to do these things, if she’s been managing to do them with shared support in a small group?

Many children with SEN (and without) would benefit from 1:1 support and encouragement to cope with changes and the school day, but resources are limited to those who cannot manage without 1:1 support normally.

Yes she needs an adult to help her to do these things. If she didn't have a key worker supporting her she would stand in the background and not join in.

Both my DC (reception and year 2) have full time 1-1. The section F needs to detail the provision. One of my DC does need her 1-1 glued to her all day everyday, the other doesn't but their 1-1 is there to intervene asap

Ds is in year 7 and has had full 1-1 since year 3. Coping amazingly in mainstream with it.

It’s a battle to get it. You will need reports (ideally Ed psychologist) which state that 1-1 support is needed.

You will then need to make sure the ehcp is written in a clear specific way so DS says he has 25 hours per week 1-1 from a TA in lessons and that he needs 1-1 throughout lunchtime and break times. It also makes it clear that the person is there to support him and only him.

Ds Ehcp has never specified 1-1 he's always received it though, including breaks / lunch, he needs someone as his shadow every minute, couldn't not. He's in special school now were 1-1 isn't not the norm but he's still on it.

You will need evidence and will probably have to pay for a private Ed Psych report stating this. It’s very unlikely that any professional commissioned by your LA will write reports specifying 1-1 even if there is a need.

DS had a 1-1 throughout primary but it wasn’t written into his EHCP. When he started secondary despite getting funding they were sharing his 1-1 so I then had a battle to get it written in, but the time it was written in in yr8 DS hated having a 1-1 but couldn’t manage without!

If your child does need a 1-1 I’m mainstream I would really carefully consider whether specialist school would be a better option particularly at secondary level if they haven’t managed to get weaned off the support.

I suppose the other thing is that she is getting older, changing due to age development, and her needs re the specific things you've mentioned may change over the next few months. Can you prepare her for year 1 changes, maybe by making a story book for her about those specific changes, so they don't come as a surprise for her, and she has some strategies of her own in place, giving her some confidence in herself? Little mini-role-plays?

I work in SEN but in FE, so am no expert in early years, but we have many students with EHCPs who don't need, want or utilise the 1:1 support their EHCP tells us they must have. I do think sometimes children become a little reliant on no longer needed 1:1, and (totally understandable) parental anxiety is often a driver in this.

Obviously I don't know specifics of every learner and am generalising a little.