To want my autistic DC to start reception in mainstream?

[Ambern7]

DC gets on well at mainstream nursery but is developmentally behind peers. I am not happy with the special needs provisions in our area so have opted for mainstream with good support in place through EHCP, which we fought hard for.
However, professionals involved keep asking me if we are sure we don’t want to go with the special provisions, they have listed lots of things they think are great about the school, however I don’t think the facilities will benefit my DC personally.
These unwanted opinions have got me second guessing something I was so sure of previously. I just don’t see the problem of starting off in mainstream and seeing how it goes, AIBU?

I also think people need to be aware that the 1.1 who will be largely dealing with their chil is often an unqualified person.

It doesn’t have to be like that though. A good EHCP will state qualifications, training and experience.

Many can only cope for short periods so will do a morning or a lesson before swapping with someone else.

If it is needed a good EHCP can include the need for consistent support. DS3’s includes his support is to be provided by 2 1:1s.

What I am saying is that in a situation of actual physical danger to a child, it is likely that a 1:1 TA will deal with that as a priority, whatever the legal position, for a short period until any other adult present has finished dealing with another dangerous situation and is available to take over.

No, I am not expecting parents of children with specified EHCPs to think this is acceptable. It isn’t. I didn’t say it was. I just said that in today’s climate, it happens.

Placement in an unsuitable special school can be incredibly traumatising. Don't misunderstand me - there is no way I'd put DS3 back in a mainstream - but the secondary options are so awful we may well have to see if we'll be allowed to EHE.
The OP here does not believe the special schools that take from reception in his/her area are suitable, but has identified one/some that would be from Yr3, so won't have the "full" barrier to overcome. The OP has engaged a solicitor so would hope it is a properly written EHCP. I really would be going for mainstream with a watertight EHCP rather than an unsuitable SEN school.

I think that depends on whether mainstream to preferred specialist school or specialist school A to specialist school B is the more normal and smoothest path.

In my LA they definitely resist moving between Special Schools, this also requires a tribunal, even with the currently placed school supporting the move. Whereas mainstream to MLD for Yr3 has a much better chance of just a transition, without an appeal.

My LA actually puts on the letters now that there is a shortage of special school places for those who would be suitable and tries to make everyone name a mainstream. If you don't, they issue the EHCP with mainstream as a type, then it's up to you to appeal.

This is how mine do it too. My child is a v late summerborn so I decided to defer him and spend that extra year doing the appeal. LA capitulated in late July, just before tribunal. Most stressful year of my life. Worth it though.

An EHCP can say that the 1:1 support needs qualifications/experience etc. Last time we advertised for a 1:1 we had 3 applicants, one was a carer for old people, one worked in a garden centre and one was a dog Walker.
The dog Walker was the best of the three!

In my LA they definitely resist moving between Special Schools, this also requires a tribunal, even with the currently placed school supporting the move. Whereas mainstream to MLD for Yr3 has a much better chance of just a transition, without an appeal.

That is really interesting, and if true of the OP’s preferred 7+ destination, would absolutely influence the advice given. However, against this is the obvious potential for trauma of a pre-verbal child spending 3 years in a possibly unsuitable mainstream setting, having mussed the chance to enter specialist schooling at 4+ and then being unable to move.

Exactly. You can only appoint people who apply - and with a specific deadline of a child arriving in September, if repeated advertisements only result in ‘unqualified’ applicants who don’t meet the specific wording if the EHCP, what should the Head do?

A look at my LA job vacancies site reveals 57 advertised vacancies for TAs for January - not traditionally a huge recruitment point compared with September. Only a few years ago, such jobs were rare.

The HT should go back to the LA since it is the LA who are ultimately responsible for ensuring provision in EHCPs is provided. A 1:1 funded at a higher rate, potentially a much higher rate, will attract more applicants.

Dissapointing to hear that, assuming we are in different countries. Many academic able and gifted ASN children struggle so much to handle all the extraneous stressor in a school setting that if their regulation/emotional we being needs are not made a priority in early years settings they struggle to fulfill academic potential due to not being able to learn to self regulate to cope with the anxieties. Something that if not addressed early on opens the child up to pressures of masking or distress of anxiety build up. If it's an option a specialist provision with adequately trained, qualified and paid staff is a great option. It's sad to see the woeful state of SEN provision in the UK. No wonder CAMHS is queued round the block.

I think this ignores the workforce scenario in schools. The 57 TA vacancies were in the context of over 180 advertisements in a single county - from Deputy Head to Midday Supervisor - at a time of year when recruitment used to be relatively slow. People are leaving schools in droves, and recruitment at all levels is difficult. Money is only one element where working conditions and morale are at an all time low.

Yes, money is only one element of the problems in schools, but higher pay will mean there are more applicants for 1:1 positions. I have supported many parents both on MN and IRL to force the LA to fund the 1:1 at a higher rate where the school say they can’t recruit and every single time it has resulted in an appropriate appointment.

Perhaps parents requested. However it sounds like a v odd set up.

No wonder CAMHS is queued round the block.

Another thing to point out is with an EHCP MH provision can be specified and quantified in section F, therefore must be provided without the need to sit on the normal waiting lists. If the NHS can’t or won’t the LA have to commission independent provision. Many don’t realise this.

Thanks everyone for the input. There’s so much information and experience on this thread. I really hope it can be of help to others going forward as well.
As mentioned before, I will be doing a lot of research on how to get into the preferred school for age 7 and going the best route possible.
A lot of people have mentioned about the quality of the EHCP having a big impact on how mainstream works out. Currently I’m happy with what ours states. We asked for a lot and managed to get most of what we wanted/needed without ending up in court(although we very nearly did).
Also, it’s a misconception that if you have secured an EHCP early, it’s a reflection on the severity of the child’s needs. It really isn’t. We wanted to have it done before school applications. We started the process early, unsupported by nursery and every other professional we came into contact with, but we still went ahead and did it, giving the school more time to recruit the appropriate 1-2-1 support. There are specifications detailed in our EHCP as to what qualifications that person should have. I do worry they won’t find the right person and I know it probably won’t go as smoothly as we would hope.
I think this thread has highlighted the importance of knowing the system and what families are entitled to and often just aren’t getting.
We haven’t made a final decision yet. Like others have said, it would be hard to go with a Sen school that we weren’t happy with.
Unfortunately the area we live in has an extreme lack of special provisions, nothing which wouldn’t involve travelling across the county. Which we’d rather avoid at this point.

There aren’t any good areas for Sen provision. I would say the ehcp (assuming it attracts enough funding) is less important than your relationship with the people in direct contact with your child. I would also say qualification’s and experience are less important in early years than aspiration and expectation and that persons ability to connect with your child. You are better with more than one TA working with your child so they can support each other towards best practice. Give staff as much support and encouragement as you can. Tell them when they help and lift their spirits on days when progress seems far away. You will be exhausted and you will crave the holidays and PJ days more than most. Apply for DLA and blue badges and any other support that is available. Some of this support is harder to get when the child is older so better to do while you have lots of visibility to his difference.

My DD has 2 1-1s. Her 1-1s were recruited and start their contract the July each year. They start with her fully in September. They spend July ensuring they've done the training stipulated and are introduced to DD and her needs. She has 2 1-1s who cover each other. She is kept familiar with 1 other and the pastoral lady who are back up for the perhaps 3 occasions when both 1-1s have been unwell. Her school's job is to forsee issues and prepare for them, part of that is ensuring the LA fund them for what they need. They do their job incredibly well.

Some children, like my DD actually found school easier as it has got more formal. She couldn't handle the reception and preschool free flow style.

good EHCP will state qualifications, training and experience.

And if nobody applies for the role whoos suitably qualified? My school is losing 50% of its TAs this term. All are going to better paid roles outside of education. We have advertised and advertised but hardly any response. There is even less interest in 1:1 roles which are very intensive and can be challenging.

Getting money out of the LA is like blood out of a stone. Quite a lot of the time, LAs don't have any money, which is of course down to a dire failure in government funding.

Quite a lot of the time, LAs don't have any money

And yet LAs find the money to spend ££££ on representation to defend indefensible cases against unrepresented parents.

Then the position needs funding at a higher rate. Having the 1:1 funded at a higher level will mean more stay and more apply. I didn’t say it was easy but LAs are the ones who are ultimately responsible for ensuring provision in EHCPs is provided, so if the EHCP is written correctly it will be enforceable.

Thatsnotmycar
Schools cannot afford to pay for a 1.1 that costs the same as a teacher unless they are funded that amount for the pupil which they aren't. Saying it should be paid at a higher rate won't mean that it is. Saying that it should then be more attractive to someone to apply doesn't mean it will. You don't seem to be talking about the real world here more what you think it should be like. It should also be said that many people with the higher qualifications you describe do not necessarily want to be assistants to young people with very challenging behavioural needs. They may not want the responsibility of managing said you person in a busy mainstream environment. They tend to prefer to be part of a team in specialist provisions where they have support in their role.

The answer does not lie in trying to make mainstream schools specialist. It lies in providing more specialist places.

My DD, in the real world, is funded in excess of 30k per year in mainstream and for her the answer did lie in bringing specialist services to her in mainstream.

And she doesn't have challenging behaviour precisely because her needs are being met.

I have a child with autism and global delay who started special school aged 3.

In my experience the local authority are very reluctant to offer a special school place unless it is need, so many parents have to really fight for a place.

If the mainstream place breaks down it will not be easy to then get a special school place.
Special schools work to ensure a child meets their full potential, the earlier a child gets specialist input the better.
Just because a child starts in a special school it doesn't mean that they will not return to mainstream in the future.

LAs can and do funded 1:1 provision at a higher rate, including at the same level as the teaching main pay scale. They won’t do so unless forced to, but it is possible to force the LA’s hand. That is the real world, parents can force them to by beginning legal proceedings. DS3’s 1:1s in secondary MS are funded at a higher level. I know several others that are, including one at the level of a teacher. A higher wage will attract more applicants.

The answer does not lie in trying to make mainstream schools specialist. It lies in providing more specialist places.

I haven’t said otherwise. Although many of the provisions in SS can be provided in MS.