A year off school and the first two GCSE exams missed already (anxiety)

[katalex]

To give you some context, DC2 has been out of school for the whole of year 11 so far due to anxiety. They have not been provided with any alternative provision, despite me trying to contact the council to get it arranged. DC2 does not have the motivation to self-study. As it was getting so close to the exams, I had to give up with the LA and hire private tutors for the core subjects but DC has only been able to manage 1 science, 1 English and 2 maths lessons per week since Easter. They have been in therapy for the last 11 months to try to address the anxiety and their therapist has been focusing on exams for the last few weeks. They have anti-anxiety medication but it doesn't make much difference I have been working with the SENCO throughout the year on strategies to get them back to school but nothing worked. EHCP was requested in November and they agreed to issue two months ago but, due to staff sickness and restructuring, I still don't even have a first draft. We are on our third case worker since requesting it.

DC2 was supposed to have a science exam on Tuesday and a maths exam today but they weren't able to attend either of them due to their anxiety. I got a doctor's note for the science exam and I've requested one for the maths exam but I'm wondering if there is any point in continuing. They haven't done any school work this year and no mocks/PPEs so there's no evidence of what they're capable of. They did very badly in the year 10 mocks, only passing one subject.

Bearing in mind, DC has received very little in terms of education this year and has forgotten a lot, even if they had managed to attend all of the maths and science exams, they would probably struggle to pass as they have done no revision. Even if they were to give them an extra 10% of the marks, I can't imagine that's going to be enough to pass. Is it really worth putting them through all this stress and anxiety?

I assume any special provision, such as doing the exams at home, would have had to be arranged months ago. I hope this is an option for the future as I'm struggling to work out how they're going to get any qualifications if I can't even get them to the school to do the exams.

Home invigilation is possible, but extremely unlikely to be able to be arranged at this late stage. Exam centres normally have to submit the alternative site form at least 6 weeks before the examination series.

When DC manage to sit the paper special consideration can be between 1 and 5%. Where DC are absent for part of assessment, as long as they have sat at least 1 component worth at least 15% of the subject they can be given a grace.

The LA are in breach of the statutory EHCP timescales, therefore email the Director of Children’s Services threatening judicial review. If that doesn’t work contact SOSSEN for help with a pre-action letter.

It won’t help you now, but for future reference and anyone else reading you can force the LA to provide alternative education for CSA pupils unable to attend school full time, via judicial review if necessary.

Hi. Thanks for the advice. What do you mean by 'component'? Does that mean that even if they only sit 1 exam out of 3, they will still get a grade?

Yes that’s correct. Tho most GCSEs have two rather than three exams. But for example if they are able to sit the second maths exam, or the Eng Lit next week (not sure if they are taking this) the board is able to assess that 50% to give a grade, as long as it is agreed.

One component could be an exam, it could also be e.g. a NEA. Depending on the weighting of the paper sitting 1 out of 3 can result in a grade still be issued if the other 2 were missed for acceptable reasons. You can read the guidance here.

Thanks. This is really helpful and reassuring.

@katalex I am 2 years further on than you.

DD missed all of y11 (20-21 year) due to anxiety and depression, got onto meds just in time to sit a few assessments at home with very limited prep (think about 2 hrs per subject) which the school turned in to 4 grade 3s.

She is now at college. Y1 she did a Level 1 course ~75% attendance and resat English Lang (got a 3 again). This year is on a slightly harder L1 course, running again at 70-75% attendance, resitting maths. Lasted an hour this morning, but this time yesterday was saying she wouldn't do it at all so going in was a win.

However she managed to go to our small city shopping centre afterwards and go to MacDonalds. That would have been unthinkable 18 months ago.

Slow and steady. Therapy takes time. It is so sad for our DC though isn't it.

Do you have a plan for September?

Hi TeenDivided. I totally agree. They just feel so inadequate when they see their friends get their GCSEs and move on to the next stage and they feel left behind. So much importance is placed on these exams that they end up stuck, unable to move on without them. I'm so glad your DD is making progress. You must be so proud.

Sadly this is all deja vu for me. DC1 is 18, has autism and ADHD and hasn't been to school due to anxiety since the middle of year 10. I think they were in year 11 the same year as your DD, the second year the exams were replaced by teacher assessments. They were unable to sit any assessments as the school said it had to be witnessed by a teacher and DC1 just couldn't go to school. They tried college but could only manage to attend for two weeks. They have an EHCP but the college was extremely inflexible. They then tried home tuition but it was too stressful for them, even just once a week. It didn't help that next door was building an extension and the noise was just horrendous and they couldn't concentrate. They've had a year and a half off and the tuition is about to start again but only one lesson per fortnight to start off with. Annoyingly, the builders are back again doing more work so who knows if it will work out this time. They've been in therapy for a couple of years now and they're currently doing EMDR to work on the trauma that was caused by school. Their diagnoses came at age 16 but, because they are bright and able and a master of masking their difficulties, the schools just wouldn't believe me that there were any problems. At primary school they were just seen as lazy and just needed to focus more. The secondary school said there was nothing wrong and I was 'pandering' to them.

I just can't believe I'm going through this again with DC2. I actually saw it coming in years 8 and 9 and I tried to persuade them to do online schooling for years 10 and 11 but they refused. I just wish I'd insisted as I don't think we'd be in this situation now.

DC2's plan for September is to do an apprenticeship at the local college because they want to start earning money ASAP. Unfortunately, I know from experience with DC1 that they will take one look at their EHCP and say they can't cater for them. I've been trying to get in touch with the subject head for a couple of months and I just keep being told that she'll get back to me. I'm not confident that it's the best place for them anyway.

My preference for them for September is either to do a part time L1 course at a SEN college or to do a supported internship. I found a college that seems like it would be great for them but they don't have any places left on the course for next year. I'm waiting for the SEND team at the LA to get back to me to help me find something. I just don't think DC2 will be able to manage to go from being at home for a year, too anxious to even think about going to school, to being in work and college full time with no support. They seem to think that college will be so different to school but DC1 says it's exactly the same but with no uniform and you can use your phones at lunchtime.

The good thing about the L1 course DD is doing, is the academic work is easier than GCSEs so as long as she tries hard the days she makes it in, she can have wobbly attendance and still keep up. Last year's was 'portfolio based' this year is assignment based with 2 mini exams (that you get 3 attempts at and she passed both first time).
Next year the plan is a part time L2 course, plus maths & English and work based volunteering if we can find somewhere.

We don' think DD could cope with work yet full time, the anxiety uses up a lot of effort so she wouldn't have the stamina, hence the tailored plan for next year.

Sounds like your DD is doing really well. Are you doing this all via an EHCP or is the college just really supportive? It was like banging my head against a brick wall trying to get the LA to agree to home tuition for DC1. Apparently school is the best place for all children. They still won't agree to put EOTAS as their placement in the EHCP, despite their therapist joining the review meeting, explaining why they needed it and writing a report. At least they have another 6 years left to work on their education and build up slowly. DC1 is the same in that they can't do much without getting exhausted, mentally and physically. They always have to have at least 1-2 days off after doing anything outside of the house.

It sounds like DC1’s EHCP needs amending, so you should request an early review. Even if DC can’t engage with formal tuition and learning there is lots of other therapies, provision and support etc. that can be included.

I found a college that seems like it would be great for them but they don't have any places left on the course for next year.

Is this college wholly independent? If not and you get an EHCP it being full is not enough of a reason on its own to refuse your/DC’s preference.

X post.

EOTAS isn’t put as the placement in section I. For EOTAS section I should be blank and the provision detailed, specified and quantified in F. When you next have the right of appeal you can appeal.

Via the EHCP.

We didn't have it when she started college (school didn't suggest it and I was too dragged down to think straight). Every time I asked for flexibility from college the first response was 'does she have an EHCP?' It was obvious within a week that she wasn't coping so we bumped her right down from her L2 course to the L1 portfolio & I applied for EHCNA which was agreed with within 3 days.

As soon as they knew the EHCP was on its way we got flexibility. This included only being entered for Eng Lang last year and just Maths this year.

We are also 'lucky' in that DD is adopted, so we have also had support from post-adoption and they arranged adoption informed therapy. Though therapy + college has been hard to fit together due to both being so exhausting.

I tried getting the EHCP amended but they refused. The current wording in section I is 'DC1 can attend any school or college but the parents have decided to arrange education themselves' or very similar wording. This is completely untrue but they refused to reword it. Unfortunately, I very stupidly asked them to amend the outcomes so that the college would allow them to attend as DC1 was absolutely adamant that was where they wanted to go. It's been over two years since the last ed psych assessment so I have requested a new one before the next review, as their needs have changed a lot since then anyway. As usual, they're ignoring me and not replying but I will keep pushing for it.

What other kinds of therapies, provision and support would be available? I really don't know what I can ask for. Do you think they would fund DC1's therapy sessions (clinical psychologist)? I'm really struggling to afford it, so it's something they are likely to fund, then I'll ask for it. I really don't know what else to ask for. Occupational therapist maybe?

Regarding the college, it says on the web site that it's an independent specialist training provider.

I don't really know what you can ask for. The SEN board here has some helpful posters though.
The EP who 'assessed' DD did it via zoom and seemed very biased towards independence skills rather than assistance at college which she didn't discuss at all. (After the EHCP we paid for a private dyslexia-dyspraxia assessment - some of her scores are woefully low. She now gets a reader for exams.)
We have got on well with college, we had a meeting after the EHCP was produced and they said they couldn't do a number of the things. We said no problem our priorities are x,y&z and they were happy.

Have you appealed DC1’s EHCP via SENDIST? You need to inform the Director of Children’s you are not EHE and under s.42 CAFA 2014 they must provide the provision detailed, specified and quantified in F otherwise you will be forced to pursue judicial review proceedings. Unfortunately if it is vague and woolly it cannot be enforced, and you should focus on tightening the wording up.

If you think a reassessment of needs you need to formally request it. IPSEA have a model letter you can use.

Alternatively, request an early review in the hope of the LA agreeing. Then appeal if they refuse to amend or the amendments are insufficient. Unfortunately the LA don’t have to agree to an early review, if that happened you would have to either wait for the annual review or request a reassessment of needs.

The possibilities for EOTAS are endless - OT, SALT, MH therapies (e.g. CBT, art therapy, animal assisted therapy…), alternative provision, sports/exercise, art/cookery/music/drama lessons, Mindjam, mentoring, PfA support, driving lessons, memberships/subscriptions, a budget for resources/trips out, equipment…

Clinical psychologist sessions can be funded. You need to have it included in F and in order for that to happen you will need evidence. I have 2 DC you have CP included in their EHCPs - 1 in school, 1 with EOTAS.

DC1's EP put so much in about monitoring their mental health frequently throughout the day. The college said they just didn't have the resources to do that. We asked for flexibility on attendance, doing some work at home after the teaching had been done but they wouldn't even consider it. It was an art based subject that they could have easily done at home. We had been told it was a part time course but they were in 4 days a week and 3 of them were long days.

Resources/funding isn’t your concern. Focus on F being detailed, specified and quantified then it must be provided and can be enforced. If F was detailed, specified and quantified having the resources wouldn’t be an issue as the personnel delivering the provision would be detailed, specified and quantified in F.

Same with the attendance flexibility, it would need to be in F.

The original EHCP was made final in September 2021 and the placement was the college. We had an early review because they were no longer able to attend and it took me months to get them to update it but they would only change the placement and would not reinstate any of the original outcomes recommended by the EP. By that time DC1 had stopped doing the home tuition that the LA had arranged as a temporary measure. When they finally sent the updated version, that's when they put the wording about us arranging education. I complained about it but they said they hadn't said it was EHE but I fail to see how else that can be interpreted. You are right that the the provision in F is very vague and unenforceable. That's one of the reasons why they need a reassessment of needs so the EHCP is actually worth having. It was DC1's case worker who advised that the wording should be changed to 'might not need it' and 'would be nice if they could have' so the college would accept them. I was very uninformed and shouldn't have listened to her.

We've already had two reviews in the last year, September and January. They agreed to the home tuition in March but the tuition company has only just got back to me to ask what they need. Once DC has started, the panel is going to review how it's going after 8 weeks. I think that is with a view to increase from the 5 hours a week that they agreed, although DC will only be starting off with 1 hour per fortnight. I don't know if that will involve doing an early review.

I will submit the formal request for a reassessment of needs. Thanks for the advice. If they still refuse the remove that incorrect wording from I then I'll appeal.

What kind of evidence would they need for the clinical psychologist sessions? Would a letter from the therapist be enough or does the EP have to recommend it? And, presumably they have to agree to EOTAS in order for this to happen? Not just continue it on a temporary basis?

Can I also request an OT assessment as part of the reassessment of needs or is this something that the EP would need to recommend?

Re resources and funding, the LA agreed that the college didn't have to accept DC1 because they said they didn't have the resources to provide the support they needed. That's when we reworded it. I won't be making that mistake again.

If you had a review in January you may still have the right of appeal. It sounds like the LA agreed to amend following the AR? If they did they had 12 weeks to finalise and then you would have 2 months to appeal. If you are still within the appeal window I would just appeal and seek independent assessments.

Evidence doesn’t have to be from an EP, although that helps, it could be a psychiatrist or clinical psychologist themselves. You can have CP sessions without EOTAS, I have a child in school who has them in his EHCP. Yes, you can request an OT assessment.

Unless the setting wholly independent the LA can only refuse to name your preference if:
-The setting is unsuitable for the age, ability, aptitude or special educational needs (“SEN”) of the child or young person; or
-The attendance of the child or young person would be incompatible with the provision of efficient education for others; or
-The attendance of the child or young person would be incompatible with the efficient use of resources.

The bar to prove the above is high, it is more than an “adverse effect”, “impact on” or “prejudicial to”. If the LA can’t prove this they can, and must, name the setting regardless of the setting’s objections. Although that doesn’t stop the LA refusing and forcing parents to appeal.

After the review in January, they said there would be no amends. The only outcome was that they agreed to restart home tuition. There has never been any official agreement for EOTAS. They had said previously that I had to prove that DC1 couldn't leave the house to go to school. I thought I had done that with the help of the clinical psychologist but they still only agreed for it to be temporary. I'm going to submit the request for the needs reassessment and OT. Thank you so much for all your advice.

Hi if your kid is not even revising what’s the point of even going to the exams? Sit with teachers and try and sort it out.

maybe they might go to college instead I was at college for like 3 years. Also college have a better range of GCSEs and I picked up sociology. They do treat you more like an adult which I liked.

worth seeing if child can do mocks at school to help with anxiety. Go in pretending it’s an exam and she has to do the mock. That may help take some of the pressure off.
Once you know what room is like and the nerves of revising.

kid has to revise there’s loads of bbc bite size stuff. If she doesn’t understand stuff she needs a tutor to come to the house.

can you get her to groups where she can grow confidence and learn skills like dungeons and dragons is fun but uses a lot of skills

Does your DC need to do the exams now? I would prioritise the treatment for anxiety and getting them into a good place mentally and just take the pressure right off for now.

My DC was able to repeat a year of education (year 10) that he missed due to mental health. During this year we got an EHCP and moved him to a smaller school with better support. I just asked about the possibility and the school/LA agreed. I'm not sure if it made a difference having an August birthday. Is that something he would consider if it's possible?

Don’t believe what the LA tell you, always check as they will tell you what they want you to know and their version of the law.

If the LA didn’t amend following January’s AR you probably don’t have to right of appeal currently, but do check because if the LA didn’t stick to the statutory timescales, as many don’t, you may still be within the 2 months.

For EOTAS, you do not need to prove DC can’t leave the house, only that it is inappropriate for the provision to be made in a school.

You need the provision in the EHCP otherwise it isn’t enforceable, and as DC1 is post 16 there isn’t even s.19 provision to fall back on.