1-1 support in a mainstream school pros and cons

[Charlie20101111111]

Hi everyone,

I am looking for some advice on my daughter who is 6 and who has an EHCP in place at her school without a diagnosis. She is a very bright child and does not struggle with school work, however she does struggle with behavioural issues and listening. In addition to this, teachers at her school have suggested that she has a social communication delay. She struggles to sit still and listen and she 'always had to be right' and likes to control the situation by being the leader. She has friends at school, however she struggles at times to understand selective situations and always has her own spin on things. She currently has 1-1 support throughout the day, however she has had numerous different teaching assistants and the change and the transition from to another is really unsettling her. Her behaviour is up and down and I am unsure of the right way to approach the school. She attended nursery and has no concerns at all but once she started school in reception I have had nothing but problems. It's possible through seeing different health professionals that she may be autistic or have adhd. Does anyone have any advice on 1-1 support in mainstream schools for children with additional needs that do not have a diagnosis and the pros and cons of having one please?

Thanks.

In Nursery, children follow their own interests and there is no expectation that they 'have to' come and sit and listen to story, or that they all go to off to a different room for assembly, or that they all line up and walk nicely up the corridor, so comparing school and Nursery is like comparing apples and sausages. They are both foods but completely different things.

I am not sure really what you are asking for in terms of advice.

What are the objectives on her EHCP, and what are the targets on her individual plan ?
How are the school helping her learn the skills she struggles with, rather than managing the behaviour when it happens ?

What other support is in the EHCP?

Why is DD having multiple 1:1s? Do the school have a high turnover of staff or is the school rotating staff? If the latter what does the EHCP state about who provides 1:1, does it mention consistency, delivered by 1 or 2 members of staff etc?

In my experience, there are very few cons of having a good 1:1, and having a diagnosis or not doesn’t change this as it’s based on needs, not diagnosis.

Are you pursuing a diagnosis? How is behaviour at home? It's good school are picking up on it and putting support in place but consistency for your child is important. A good one to one is fantastic for supporting children to learn who would potentially fall behind without the help. Support needs to be funded tho (unless school has extra pennies in the bank) this can be done with a Sen plan in place . (Diagnosis isn't needed ) it's an extra pot of money the school applies for to pay for resources for your child. If your child needs more support than the Sen money can offer a ehcp may be helpful (usually a diagnosis is in place) this will be a written plan of what support your child will get and how it will work then if more money is required to follow the plan it can be topped up. There should also be a meeting with parents, school and any outside services (in my la we have ASCETS who support Sen children) every term where targets are set for child's development.

Sorry missed the bit about ehcp in place!!

Outwith EHCPs, a SEN plan (i.e. being placed on the SEN register and an IEP or equivalent being made) doesn’t automatically mean extra funding for the school. Schools are expected to meet the needs of SEN pupils via the Notional SEN budget. For the small minority who the school needs additional funding for they can apply for high needs top up funding, but that isn’t a given and evidence is required.

Hi,
It obviously depends on the child, but one to one can have pros and cons. They can help children feel reassured there is someone looking out for them and who can get to know them well and deliver interventions they need. There’s quite a lot of research showing that having one to one can mean less time with the class teacher, and less time interacting with other children though. This can negatively impact progress for lots of reasons, but mostly because the 1-1 is usually low paid and has very little training. I would be asking if the 1-1 can take a step back and watch other members of the class, so your child can work in a small group with a teacher more often and build their relationship with them. The TA is there to support but the teacher is ultimately responsible for them. I’d also add, with more than 2 1-1s across the week it’s impossible to get consistency so I’d push for this to be changed. If you want to back yourself up with research, just search for the Education Endowment Foundation’s best use of teaching assistants report. Hope that helps a little!

A good teacher and a good 1:1, along with a watertight EHCP, don’t allow your cons to happen. Although you are right too many are failed by inexperienced and/or unqualified 1:1’s and teachers. Via an EHCP the qualifications, training and experience of the 1:1 can be specified.

If 1:1 is stated in the EHCP I would not be asking the 1:1 to step back and watch others in the class whilst DC works in a small group with the teacher. What I would be pushing for is for the DC and 1:1 to work in a small group with the teacher. DC is legally entitled to 1:1, and it must be provided. If you allow schools to use the 1:1 to support other DC they often take liberties.

Hi, your DD sounds like mine, right down to the 1:1 TA. I would pursue a diagnosis, it can open doors to additional support. Well done getting the EHCP in place, which can be a mission in itself!

vinoandbrie even though I would pursue a diagnosis, the majority of support, with a couple of exceptions e.g. ADHD medication, ASD SS and ASD specialist teaching service, is based on needs rather than a diagnosis.

Agreed, as you say support should be based on needs and not a diagnosis. I do somehow feel on a surer footing however now we have the diagnosis, although you are completely correct.

My son is diagnosed with autism and his EHCP has outlined his requirements for a 1on1 teacher for the whole school day which we are fine with as he wouldn’t be able to cope otherwise due to poor social skills and almost zero ability to communicate in anyway. However I’ve just spoken to his new headteacher inquiring as to when I would meet his 1to1. He has told me that research suggests that 1to1’s aren’t as helpful as believed and they operate with a team that alternates. There would always be someone present in the classroom for him however they wouldn’t be with my son. I’m a bit concerned that this structure has been outlined in his EHCP for a reason and it’s already not being followed before he even starts school. I’ve tried looking online for the research but I’m finding nothing, I wondered if any other mums have been through anything similar and what the outcomes were, thank you😊

@Melonhead739 You’ve posted on an old thread. I’d start a new one for more replies.
I’d be contacting the parent advice service in your area. It’s not about what research may or may not see but what is legally enforceable on his EHCP.
Sounds like he has a high level of need and will need the support that he’s been assessed as requiring. Things operate differently in a specialist setting. ( if not Mainstream)

@24DogcuddlerThank you, I’m so new to this I mistakenly posted at the end of this thread😂 once I realised I did start a new one and have had some helpful replies.