EHCP clarity

[Sweetpeasweetpea]

Hi all, I’m looking for some advice — I’d really appreciate input from anyone with experience, as I feel quite stuck and unsure what is reasonable to expect.

My daughter (6) has an EHCP (ASD, ADHD, sensory needs). Her plan was finalised recently and she started a new school 4 weeks ago. Section I names this school as able to meet her needs.

We also went through mediation (the new school SENCo attended). The Local Authority agreed:

• ADHD report to be added
• Section F to reflect ADHD needs (but wording remains broad to allow “flexibility”)
• SALT referral is still pending

We are now in week 4 and I’ve had:

• No communication on Edukey
• No clear idea what support she is actually receiving
• I had to email a few times to share daughter feelings.

My daughter is telling me:

• “The teacher/TA comes if I ask, but then moves away to help other children”
• She mainly mentions phonics daily, that's the only intervention she's had.
• She is now refusing school, crying and saying: “Where is the support mummy, you said there would be help?”
• She says she will only go if they understand her needs.

From what new school senco told me.
She will be sharing a TA which is fine.

• TA support is shared with another child/group with undiagnosed needs.
• My daughter is sat on another table.
• I don’t know who is checking her understanding or supporting her learning. The teacher seems helpful and understanding. I know she has 30 kids in the classroom, honestly I do emphasise with her workload.
• Her EHCP includes learning outcomes, but I don’t understand how these are being monitored or tracked (waiting until December for review feels too long)

In Section F:

• Cognition & learning provision states “daily support”
• Social communication provision says 2–3 times weekly social skills support.

There are some other needs which have quantification.

This feels very vague in practice. I don’t know:

• if support is happening proactively, or only if she asks
• whether I’m expected to request things like social skills support when she struggles .

At the moment, I honestly don’t know what her support looks like day-to-day.

My questions:

• Is it reasonable to ask the school.
• for a weekly outline of support so both I and my daughter know what to expect?
• Should I be told when and how support is happening?
• Is no communication after 4 weeks acceptable?
• How do schools usually evidence that they are implementing Section F when wording is vague?

I am also considering tribunal, but in the meantime I want to understand what I should reasonably expect and be asking for.

At her previous school, the SENCo was very clear about why she needed an EHCP and what support she required to avoid falling behind. This new setting feels very different, and I’m struggling to understand how her needs are being met.

Thank you in advance for any advice.

Hi, could you repost on the EHCP support thread?

www.mumsnet.com/talk/special_educational_needs/5484488-ehcp-support-thread-no-6?utm_campaign=thread&utm_medium=app_share

You can only hope to receive what is specified in the EHCP. Anything more its not going to happen. What did the EP state and how many hours is specified for your daughter for the TA? I mean a TA could be "shared with the entire school" if it doesn't specify hours that the TA will be with your daughter 1 to 1 etc.
What type of school? 30 in a class just a state mainstream?
Equally salt how many hours / sessions per term.
If its final ehcp nothing will change until a tribunal (you have a limited time to appeal) or a AR (but equally then the LA are very reluctant to alter it).

Look up Ipsea website and SOS SEN do some webinars for £10 etc to watch over. All the needs in section B need to be actioned in section F which is all based on professional evidence of the EP/ salt / OT etc which leads to "I" the placement.

The school will only be able to implement based on how much cash they have as that equals a persons hours so if you don't know how many hours unfortunately you cant fight that.

Good luck but anything you don't understand or woolly (not specifying who / where / how long etc) probably wont be implemented - rubbish but true

You can ask the school sendco for a provision map of what’s in place and is it currently happening or going to be out in place soon. No matter how accurate the ehcp is her school experience will only be as good as how organized the school are

• Is it reasonable to ask the school for a weekly outline of support so both I and my daughter know what to expect? Yes, although interventions are liable to change times at primary, so it will be a guideline rather than a fixed timetable
• Should I be told when and how support is happening? Ideally, but in most schools it wouldn't be standard to proactively reach out to a parent with details like a timetable of support
• Is no communication after 4 weeks acceptable? Yes
• How do schools usually evidence that they are implementing Section F when wording is vague? completely varies based on school and child

I think the key for approaching the school is that your daughter is feeling unhappy and unsupported. What can they do to help her, as well as to help you as a parent understand what is in place for her?