@MugShout my questions are, I think, robust, but these are difficult things when you have a child so alienated from institutionalised education, so it's good to hear you're keeping things open. Thing is though, the better a child does, the more options are open to them.
At my place (RG, strong in Humanities), and in my discipline, we do accept what were BTECs in a relevant field (No idea what BTECs are now) - but at DDD results level. And we warn students that if they don't have reading, writing, and research heavy A Levels alongside, they will find our degree quite an adjustment, and may need to be happy with a well-earned 2, ii and a lot of really useful learning ad a great experience (we do well in NSS results for that). I'm in a discipline cognate to music, so the practice-based element of your DC's music qualification would be OK, but my programme is quite tough to get into - and certainly for our Joint Honours degrees, the other disciplines usually require 3 A levels.
More generally, I just wish there were more time for our young people to grown up & breathe a bit more. The years 17 - 25 are known to be peak years for mental illness - not of the chronic kind, but the kinds of intense concerns that we all have but do actually grow out of (I think we call it "maturing"
. For some children, that normal agonising becomes pathologised, and seeing up to a third of my undergrads in this state, I really wush we would all do something about it. If it were me, I'd send them off into the wilderness, or riding horses, or ploughing field, then to care homes or nurseries or soup kitchens of food banks - a combination of physical work, learning manual physical skills, and service to others. There is time for learning throughout life. I wish our university system (as world-leading as it is) had better exit & entry routes for mature learners.