i am still really unclear as to what provision is written in his EHCP
because that is going to be the crux of whether other colleges will or wont take him.
In our area for example (and by this I mean colleges which are easily gettable to, there are a few specialist schools that do a kind of day release into local sixth forms, but they are not very high attaining and are really for kids who have been with them since year 7/9 - they are places likely to have been named in an EHCP at an earlier point
there are 3 or 4 of state schools with sixth forms attached - some are very picky about who stays on/ who comes but one has a good Autism unit so supports kids with that
There are three local FE colleges who have accessibility depts who have done really well with kids who have come from local state schools with EHCPs, or kids who have been home ed, or just come through a different way.
And then there are likely specialist smaller provision, but as DD and DS went to a selection of the above, we dont know about that.
At each point we met with the college directly and spoke to the access dept to discuss the EHCP and what it entailed, and basically thrashed out how that would look before we then approached the LA to rewrite/adapt at the review process. In the interim the colleges created their own independant plan, which covered what we had discussed, and made sure it was passed to any teachers.
You need to be proactive. You need to totally understand what is written in stone in the EHCP - things that are a MUST, not a 'might benefit from' - and to remember that only the MUSTS must be followed.
However if some of those MUSTS are creating a barrier to him accessing a placement which you feel might benefit him more, then you are free to say that to the college - it may be that you dont feel its a neccesity now, as maybe he has matyured and is more able to deal with the needs he had when younger. Without knowing what needs and requirements are in the EHCP
You say that he was bored - was he causing trouble due to boredom - I think you say that he used to leave the premisis? As a previous poster said, colleges can fill holes in the curriculum with study periods or perhaps something like an EPQ where he could design his own project around his interests. Or it may be that he doesnt even need to be in college at all - so for example he may leave and come home on a Friday afternoon, or not start until midday. These are all skills around developing idependance, because if he is hoping to go to university there are alot of self study and free time.
My ASD son is on the absolute dream of his uni course now, but even so, he is finding it 'boring' because they are at the point of making sure everyone is up to speed on the coding side, and he has done work which is equivilent to working directly in industry, due to his own self study. Being able to deal with things which are boring is a skill thats going to be needed going forwards.