ASD/ADD, academically bright but social/behavioral issues - EHCP?

[ElluesPichulobu]

I'm a mumsnet old-timer but new to the SEN boards. I've name-changed as I don't want to link this thread to other posts in which I am identifiable.

DS is 10 years old, in Y6 at a fairly normal urban state primary school. We have had worries about his behaviour and social interaction for years (we have family history of ASD) but the school hasn't been worried, and his academic performance has always been above average. However, this year suddenly (probably due to a class teacher who is much more switched-on about neurodiversity) the school is now taking it seriously, has referred him for assessment and although that process is still not completed it is looking likely (if I understand the results of the assessments we have had so far) that he is going to be diagnosed with ASD or ADD or both.

I have been told that the process we are currently in towards getting that diagnosis is unlikely to be resolved before about April or May next year, by which time he will have nearly finished Primary School. I have also been told that this is an "assessment only" referral and that what happens at the end is just a diagnosis (or not) - there isn't then any automatic process for treatment or therapy, that will be a separate thing to apply for if needed.

I am trying to understand the world of EHC Assessments and EHC Plans and I am not sure what I should be doing. I realise that many parents of SEN children on these boards are dealing with much more challenging situations and I am sorry if it's inappropriate for me to ask but this seems to be where the knowledgeable people will be. I have been looking on www.ipsea.org.uk and there is so much there about more "obvious" SEN issues and assessing how far behind their peers a child is developmentally and academically. But that's not our issue.

Can an EHC Plan be about things like social skills and social integration with peers, and that sort of thing; strategies for dealing with behavioural outbursts that don't exacerbate the problem, etc? Or is this something that is intended for those whose disabilities or other issues are specifically about learning and academic progress?

I want to ensure that he starts senior school with careful thought given to his issues to help make it a positive experience. The thing is that I don't really know what he actually needs and I feel I am stuck as I "don't know what I don't know" so I don't know what questions I should be asking, or of who.

We have decided to apply to a local independent school which has small class sizes and better teacher-to-pupil ratios which we think will be a better environment than the terrifyingly large (although generally very good) state comprehensive that he'd go to otherwise. However, there's no guarantee he will get a place at the Independent school, so we need to prepare for either scenario.

Any advice?

Hi didn’t want to read and run. I don’t have any advise in terms of the process as I Ann based in Scotland and it’s possibly different here. My dc is the same very bright and does well at school but his main concerns at the moment are social concerns. He has lots of meltdowns each day and lots of lashing out. It’s hard on everyone. Our school also picked on up the issues primary 2 which is ages 5-6/7 years. We got referred to CHALMs. Is there any local groups you can connect with? I googled my area and I found local groups for adhd and autism they run parents work shops and offer advise it was just nice to meet others in the same position and you start to find out little gems of information! :)

• I am

The short answer is "yes" because my ds's have the same profile and both were given an EHCP for the difficulties you describe. The more qualitative answer is that it depends on the severity of the difficulties (you will need clear evidence documenting difficulties) and that his school has exhausted its existing resources and he still has problems (for this you need a record of the interventions school has tried and the extent to which they have helped). Contrary, to what you might think you do not need a formal diagnosis because EHCP's are granted on the basis of need rather than diagnosis so there is no need to wait to apply till you have this. A first step might, therefore, be to start recording behavioural incidents etc at school. I would also make contact with the Senco's at any secondary you are potentially interested in and ask what support they can put in for pupils's with your ds's difficulties and how they might react to the type of behaviour your ds's is displaying.

If I were you, I would ask for a meeting with the primary schools SENCO to discuss it all. Has the referral been sent from school to CAMHS?
I know they have have a huge waiting time (obviously depending on need), but you sound like your son is managing in mainstream.

Our recent experience has similarities in that our son has an ASD diagnosis, we went privately though. The school have been great in ensuring he has places to go at lunchtime and a contact member of staff. His social skills are very limited, but academically he's GD.

I wanted to add he will not qualify for an EHCP.

Ds is recently diagnosed with ASD, he is 15. Academically he is ok and manages to mask some of his issues at school. His assessment report stated that he had significant difficulties with social communication and interaction.

He does has big issues with communication and is completely isolated both at school and home. This now has lead to mental health difficulties. School have him on SEN support but from what I know about EHCPs he won't qualify.

His recent diagnosis has not given him any more support either. The paediatrician said there was nothing she could offer.