How long is feasible for part-timetable for re-intergration?

[onthegrindbaby]

My DS has moved schools a few weeks ago. He's now in Y7 in an autism resourced provision/RP in a mainstream school. He's always struggled with anxiety-based school avoidance, which at the beginning of Y7 escalated into complete school avoidance. While we were waiting for tribunal/LA to find another school he went in - with difficulty - max three days a week, often for only a few hours.

His updated EHCP states "Gradual transition into the new setting, going at XXX’s pace so as not to overwhelm him and cause anxiety on the way to getting him back into fulltime". It was clear that he would find it difficult to go back in full time again and the LA agreed to put this in - to preserve his right to education but acknowledge he would need time to adjust.

Predictably the school are now (three weeks in) starting to push for more hours. We all agree he's doing well with only three days missed so far and other days 10ish - 2.30 attendance. But signs of school avoidance are starting to show again in the morning, so I'm trying to hold off school from pushing earlier attendance on him right now.

I've just downloaded the Aug 2020 guidance on school attendance and found this re part-time timetables: "In very exceptional circumstances there may be a need for a temporary part-time timetable to meet a pupil’s individual needs. For example where a medical condition prevents a pupil from attending full-time education and a part-time timetable is considered as part of a re-integration package. A part-time timetable must not be treated as a long-term
solution."

My question: what is considered long-term in this situation? I agree with school that if he can't attend fulltime in the long term, it's not the school for him. But both school and I think he's doing really well and that chances are he will be able to attend full-time, just not yet. The RP said it's under pressure from school leadership to get to full-time asap, so I think it would help if I can quote some rules to them. Does anybody know or where to find this info?

There isn’t any firm rules on what constitutes short term, however it is generally considered by most LAs to be between 6-8 weeks.

However, the next part of the guidance is important here. ”Any pastoral support programme or other agreement must have a time limit by which point the pupil is expected to attend full-time or be provided with alternative provision.”

So, if DS cannot attend full time, and I agree 3 weeks in he is doing marvellous with the starting point being school refusal, he could in theory continue attending school part time indefinitely if the LA provide alternative arrangements as well to ensure DS receives a suitable, full time education.

Are the LA providing alternative arrangements for the time DS is not in school? Is he receiving any therapies to help him?

I would remind them of what the EHCP states and point out to them putting too much pressure on DS now will be counterproductive and they risk DS going backwards.

Thanks @Imitatingdory. I did remind them of too much pressure backfiring and pointed out that the SLT therapist noticed some of the subtle signs of anxiety in class - which she put down to him losing focus.

That's interesting about an alternative provision to make up for time missed if it turns out he can't attend full time within a month or so. They have three periods a day and for now he's okay most days to be in for period 2 and 3 - but struggles with leaving the house which has been the case since nursery. 1 hour for 1 sock kind of situation with meltdowns if I push him too much - although not literally so bad at the moment.

OT and SLT interventions are on their way but haven't started yet. I'll ask the RP to agree on a date by which we should look at fulltime/additional provision and remind them that the rest of the EHCP interventions need to be in place to know whether this is the place for him. I'm pretty sure the LA would want to keep him here, so I think at least for the rest of the year they would be supportive, I think.

That’s a good plan, before pressurising DS to attend full time the therapies need to be in place to enable him to attend without overwhelming him. Even though DS isn’t attending full time it is way too early for them to conclude it isn’t working if he is attending most days for a number of hours. Are there any MH therapies in F?

No, I pushed for them but there was not enough evidence. He's been referred and rejected by CAMHS twice this year and they said they'd consider a referral from his new school once he's settled there. His new school is supportive of another referral, so maybe that'll fall into place at some point. But I've been thinking about getting a private evaluation so there would be enough evidence for the annual review in May if CAMHS again refuses.

You may be able to convince the school to persevere with the status quo while re-referring back to CAMHS with the argument DS needs proper support in place to enable him to increase his hours. Getting an independent report and pushing for the provision to be included in F, via appealing if necessary, will help.