If your child doesn't have an ehcp do they have a written support plan in place

[RainbowTwister]

I'm interested how formal SEN arrangements are if you don't have an ehcp in place - particularly in secondary.
My DS had a written plan of support for primary school. But since moving to secondary no proper plan has been put in place yet despite him now having an newish ASD diagnosis on top of anxiety and being behind academically. A couple of things have been put in place on a case by case basis but not a formal plan. Am I really expecting too much to ask for this?

No. Is it worth applying for an EHC needs assessment with a view possibly to getting an EHCP to ensure you have some legal clout behind you?

There should be an IEP or similar document but called a different name. But without an EHCP there’s no way to legally guarantee specific support. Have you spoken to the SENCO?

The senco is off sick probably for some time. But there are other Sen support staff at the school.

There should be someone covering the SENCO’s caseload. You could ask to speak to the member of SLT who is responsible for SEN, and if not them the HT.

Thank you @Thatsnotmycar I think this is what we will have to do. It is helpful to know that there should be a proper written plan. As the formal diagnosis is new I wasn't really sure what I am right to expect and was starting to feel like some pushy entitled parent.

We may well need to go ahead and think about an EHCP but I really wanted to talk to the SEND people about this too as it is all new to me. I also know it would take some time so want to make sure things are put in place in the meantime.

I'm so naive. It's been such a battle to get a diagnosis and I thought once we had this things would just be put in place. Clearly I was wrong.

SEN support often requires you to be somewhat pushy as sadly those whose parents know the system and advocate for DC get better support. If you haven’t already looked IPSEA and SOSSEN have lots of helpful information on their websites, and reading the SENCOP can help too.

Receiving the formal diagnosis shouldn’t change matters. Support in schools is needs led rather than based on a diagnosis.

No we still only have a one page profile! Year 4 and everything is falling apart !
Nobody is following recommendations from outside agencies and it's very frustrating!
Rant over

@Thatsnotmycar thanks for the sources of info - I will follow these up. I get what you are saying about he diagnosis but we were told that they wouldn't do anything until they had this through. Now they have it still nothing is happening!

@ghostsandpumpkinsalready sorry to hear this. Just awful to see things going wrong and nobody will help you. I hope things improve soon.

I get what you are saying about he diagnosis but we were told that they wouldn't do anything until they had this through.

This is unlawful. Schools must make their ‘best endeavours’ to meet their students SEN whether they have a diagnosis or not.

You're not expecting too much but we had the same. No IEP, no targets, and no annual reviews for students without EHCPs. They knew this was wrong but basically said they just didn't have the resources.

I think they were nice people who genuinely cared but didn't have the hours in the day to meet their legal obligations,. They helped us build evidence to secure an EHCP and a placement in another school, and for that I will be ever grateful to them.

Thanks for all the comments. Can I just ask is an assess plan do review the same as an IEP? I am getting bamboozled by all the acronyms! Apparently when the SENCO is back in December they will draw one of these up with DS and share this with us.
I'm not sure if that is the same as an IEP and am also concerned that if it is just with DS he won't be able to advocate for himself due to his ASD and lack knowledge of what he could even ask for. Any advice would be fab.

I should say I have been trying to call ipsea to get advice on this. (Thanks @Thatsnotmycar for the suggestion) but finding it impossible to get through or make an appointment. I guess lots of parents are in need of help with all this!

Assess, plan, do, review is the whole cycle of assessing needs, creating a plan (IEP or something similar called a different name), actioning the plan and then reviewing the plan.

They won’t, or shouldn’t, rely on DS knowing what SEN provision he needs or how the provision is working. You should be involved in the process.

If you haven’t already read the SENCOP reading it can help you understand the process better, especially 6.36-6.71.

Keep persevering with IPSEA &/or SOSSEN.

Thanks @Thatsnotmycar that is incredibly helpful. And yes totally agree about not relying on DS alone. Not that his views don't matter but he will basically agree with anything they say as they are the teacher and will have no idea what to ask for.

I will look at the SENCOP reading and try again with IPSEA/SOSSEN. It is so soul destroying trying to push for these crumbs of help. It makes me shudder to think what happens to DC whose parents can't advocate for them (not that I seem to be making much impact so far!).

Sadly DC whose parents know the system, can advocate for their child and enforce their DC’s rights get better support than those whose parents don’t know the system, for whatever reason don’t or can’t advocate for their child or enforce their DC’s rights. It shouldn’t be like that, but it is.