Really concerned, EHP advice?

[SmellsLikeTeenageBoys]

DS is in Year 8 at our catchment school, which has a good reputation. He has an ASD diagnosis and has difficulties with executive function and processing.

He is happy there, which is really, really important to us.

Academically though, I’m worried. He is capable (extremely bright when he puts his mind to something) but he’s in bottom sets and his marks are getting worse.

I’ve been in regular contact with SENCO, deputy and subject teachers, but nothing seems to be improving. My main concern then is that because he’s meeting the (low) targets they set for him in Year 7, they are not concerned. If things continue as they are, his GCSE results are going to severely limit his options from there.

Should we be applying for an EHP? I’ve been reading the ipsea info through links on here and it looks like it might be a good next step, but what kind of support might he then receive? I would love to hear advice or others’ experiences because we’re feeling a bit stuck at the moment.

An EHC Need Assessment is designed to identify all of a child's needs and the provision that is required to meet those needs.

Assuming it was agreed that an EHC Plan was needed after the EHCNA was carried out (this is not always the case and parents frequently have to appeal refusals to issue) the support your son received would depend on the outcome of the assessments.

Has your DS ever seen an EP? If not, you can ask the Senco if he can be put on the school's list. EP appointments are very hard to come by though so if the school says he doesn't meet the criteria, then you can either go private (which will be thousands) - and/or you can apply for an EHCP yourself. As part of the assessment process, he will then have to be seen by an EP.

What do you feel are your DS's barriers to learning? Does he get any additional support at school at the moment?

A good EHCP will list your DS's difficulties in detail in Section B and then give quantifiable ways in which they can be worked on in Section F. This could be adult support, a smaller class setting, having instructions broken down into simple steps on a white board that he can then cross off etc.

Without an EHCP, you are at the mercy of the school to implement support. Some schools are better than others but all are now heavily hampered by budget cuts.

It's very common for DC on the spectrum to have a 'spikey profile' - for example, in an assessment, my DS got a score of 96% for non verbal reasoning and then 6% for short term memory processing!

I would say your first step should be to sound out the Senco about getting your DS to see an EP and also about applying for an EHCP. If they brush you off, do it yourself. Ipsea have a template letter (you've probably seen it). I used that to apply after my DS's primary Senco said he would never qualify for one.

These replies are a big help, thank you

@toomanyminifigs we have a similar spiky profile here! I’ve mentioned the EHCP to the SENCO but everything has been by email recently and she hasn’t answered the question. I was wondering whether to bring it up again. Was your application successful?

One of the main barriers to learning I’m aware of at the moment is organisation, both in terms of remembering what he needs and when, but also breaking down larger tasks. For example, revision content is scattered over several sections of an online learning platform and he just can’t make constructive use of this by himself. One subject gives them vast instructions for homework then leaves them to complete it over the half term. Again, this is really difficult for him.

Also, processing of shorter instructions (misreading the question or missing part of the question or misunderstanding spoken instructions, for example).

When content and the expected task is explained clearly, his understanding is fine. But his results at school are not reflecting this.

He obviously needs more support than he's getting.

I would apply for an EHCNA yourself.

www.ipsea.org.uk/ehc-needs-assessments

Your DS sounds so similar to mine! I think these barriers to learning are very common for people on the spectrum. It is such a battle to get our DC the support they need so they can achieve their best outcomes. Or even just get through the school day.

I did indeed manage to secure my DS an EHCP. He is actually in an autism resourced unit attached to a mainstream secondary school. The fact that your DS is happy at school though is a wonderful thing. It's so important.

Is your DS on an SEN action plan/does he have an IEP? The school should be setting termly SMART targets for him and you should be invited into school three times a year to discuss his progress.

You should familiarise yourself with the SEN Code of Practise (it's not bedtime reading though!).

I've found that quoting the relevant section from the Code means you get taken more seriously by the school and the local authority.

www.ipsea.org.uk/how-your-nursery-school-or-college-should-help

@Ellie56 thanks for the link, I’m starting to gather thoughts on this.

@Toomanyminifigs I’ve now tracked down the SEND code of practice and through this, the local offer for his school. Thank you! You’re right, we were having a review each term in primary school but have heard nothing from his secondary about this.

There’s so much to unpick.