Please help - Really want my child held back a year in school!

[Boodles1991]

Hi mums!
I'll try and keep this as short as I can, I don't want to bore you all! My son Jacob was born August 26th 2014, six weeks prematurely. Jacob has had since around age 2, speech and language difficulties, he's been working with various therapists since then and is actually (very lucky) to be enrolled in a very inclusive language class at a different school. But even with all the intervention he is over a year behind his peers, I begged for Jacob to be deferred from the beginning - from nursery to reception, and this was denied. I've requested this again in year 1 and now I'm planning to ask again. I feel like crying thinking about Jacob being dropped into year 3 in September with the added hit of corona virus on education. To jump back a bit (very sorry!) Jacob has actually never spent a day in year 2, working in Language class inclusively due to the pandemic has meant that he has been working with a very small group of other children with S&L difficulties, working on year 1 work. Jacob has never made real friends in his year group and instead chooses to pick friends who are behind like him, which has led to that little group misbehaving. Which is exactly what he does when he doesn't understand what's happening around him. Please please leave me some advice if you've been through this previously - I'm willing to really push this for him. I don't want him to be segregated his whole school life when if born a matter of days later, he would be a year below any way.
Thank you,
Bec xx

Keep asking in school, and if need be find another school that will agree.
I had a student finish year 11 last year who had repeated year seven in high school. It was the right thing for her.

Sorry I should have mentioned that I'm in the UK - it's difficult to get this passed here 😔 are you in America?
Bec xx

You should report your post to ask MN to remove DS' name.

Does DS have an EHCP?

Getting the LA and school to agree to a pupil repeating a year once already started will be incredibly difficult. Even if you get the primary to agree, there is no guarantee the secondary will, potentially missing Y6 or Y7. Do the year below have space?

I believe research suggests pupils who repeat years don't 'catch up' and in fact make less progress than they otherwise would. Not to mention the negative effect on self esteem and potential future implications - transition to secondary/post 16 funding (if no EHCP)/ability to leave school with no qualifications.

Hi BGB, sorry I’ve never posted before.
Yes he does have a EHCP, I wanted him to be delayed starting school as I mentioned above and it was denied - I have always believed he is too far behind to fit in with his year group and now it’s very evident that I was right as he is over a year behind. Also as he’s spent this whole school year so far either locked down or in language class, he’s yet to spend a single day in a year 2 class. In September he will be expected to join year 3.
I understand what your saying but my DS is suffering now with feelings of segregation and struggling constantly to even grasp things the rest of his peers are absolutely fine with.

Sorry just to add, he’s the youngest in year two in the school. So he’s born within days of the cut off, he wouldn’t be very obviously older than his class - it would be a matter of days. Xx

With an EHCP you would need section F amending to include being placed out of chronological year. You may need to go to tribunal to get this added.

Will DS not stay in the additionally/enhanced resource provision for Y3? Either fully or joining MS for some of the time.

Do you not agree with DS' placement in the ARP? Do you want DS to be placed within MS in the year below or stay in the ARP but be classed as a year younger? DS would be unlikely to cope in MS full time, even if in the year below, if he isn't coping in the ARP. What would happen if he moves year group and the gap between DS and the class widens as DS moves up the school? You could be back in the same situation, but with DS' self esteem even worse.

Does the EHCP meet DS' needs or do you need to ask for an early review or reassessment of needs?

Sorry all the abbreviations are confusing me would you mind telling me what they mean? I’m guessing MS is mainstream?
In short, I’ve always believed my son should be in the year below - he is the youngest in his year and was born prematurely 6 weeks early, had he been born on time - he wouldn’t be year 2 now, he’d be year 1. This isn’t really the deciding factor, it plays a part though as studies have shown summer children often struggle in school in early years. The problem is his speech and language was so far behind that it’s pushed everything back and bare in mind - he’s had professional help since 2 years old. DS is not by any means in need of a specialist school, he is absolutely fine in MS, but it’s my belief that he is better suited in the year below with children he can better connect with. He will not be re-doing year two as I started above - he is yet to even start year 2 work, he’s been doing year 1 work in an inclusive class but that programme ends this year. I hope this explains more?
Thank you,

He’s is getting on fantastic in his language class! But myself and teachers believe this is because he is with mostly year 1 children doing year 1 curriculum. He’s potentially going to end up going from doing year 1 work, spending 2 months in year 2 then moving to year 3.

LA = local authority
EHCP = education, health and care plan
DS = darling/dear son
MS = mainstream
ARP = additionally resourced provision (sometimes called enhanced resource provision/base/unit)

I assumed the language class was an additionally resourced provision and DS would stay within that for Y3, maybe joining his mainstream class some of the time. Since that isn't the case do you have any additionally resourced provision within travelling distance? That would allow DS to access support like he has within he language class but also join his mainstream class.

Repeating a year is unlikely to solve your issues. I think you are underestimating how different covering Y1 curriculum in a small, specialist group is compared to within a mainstream classroom. DS is displaying behavioural problems because he is struggling to understand, even within the small group. It suggests his needs aren't being met.

You say DS feels segregated now, that could be even worse if he knows he is in the year below, still struggling and at or towards the bottom of the class with the gap ever widening. Especially if other pupils comment on him repeating the year, kids can be cruel.

Given the school refused your request for DS to repeat Y1 they clearly have concerns. If the they thought DS' needs would be best met in the mainstream Y1 class there would be nothing stopping them allowing him to join the class. What does his SALT think? And when was the last time he was seen by an Ed Psych.

I would focus on getting DS the SEN support he needs.

Thank you for your response! DS is fantastic within language class and really thriving, no behavioural issues there and he’s been there full time since September 2020. His behavioural issues have always been at mainstream school.

It's not a decision a school can make themselves, particularly if he has an EHCP.It would need to be on the recommendation of an educational psychologist. The EP would be reluctant to make such a recommendation because there is little evidence to show that it is beneficial however your DS is so young in his year group I'm surprised there wasn't a decision to offset him from the start of his education. Again... many schools will not make this decision without the agreement/ direction of the local authority.

Having him offset from the start was exactly what I pushed for, but I was treated as though I was an over-emotional mother who was worried to send her child to school. Now everything is the way it is, and I really hope it isn’t too late. In September he loses his place at language class which has been our biggest lifeline since January last year and he will be in mainstream year 3 full time after missing nearly the whole of year 2. As it stands he will have 2 months in year 2 before moving to year 3. What can we do? Surely they will need to take COVID in to consideration too.
Thank you.

Also, what would you do if this was your child?

Why does DS lose his place in the language class at the end of Y2? If it is in his EHCP he must be given a place.

I think you need to focus on getting DS more support rather than repeating a year. It is unlikely to be agreed even if you went to tribunal, because it is unlikely to be in DS' best interests for all the reasons in my previous posts. Repeating a year is not going to solve the issues.

I would start with DS' EHCP. It sounds like he needs reassessing and the EHCP amending. Potentially also a change of placement. Do you have any additionally/enhanced resourced provisions within travelling distance? Such a placement would give DS what he has been receiving in the language class and also the ability to join a mainstream class as appropriate.

You could consider getting updated professional reports detailing the type of support he requires going forward both in terms of provision and setting. This would be evidenced based, and hopefully support your view of the need for more focused provision rather than repeating a year which could see you facing exactly the same situation in a year's time. I would suggest an independent educational psychology assessment and speech and language therapy assessment.

I am in Scotland and in one of the only regions here which will honour the wishes of parents who choose to hold back their DC from starting P1. I think all local authorities across Scotland are to start offering this at parental request from 2023🤞

I have one DC delayed start to P1, and my youngest will also be the same (both behind in speech). I want them to feel under no pressure to learn, but to learn through playing.

Hopefully you can push for a supporting statement from a paediatrician. This will help?