IEP

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Can I ask for experiences of an IEP? I have a good understanding of EHCPs but currently do not think these are warranted. 2 of my DC are on the school SEN register but support needs seem to be understood by term 3 of any given year and then each new year brings another setback. DC one mental health wise due to ASD and DC2 academic and MH wise (ADHD and ?dyslexia). They’re not children with conduct difficulties much more evident in MH and falling behind respectively and while school are good in some respects.- extra inclusion meetings for example - they don’t uniformly implement accommodations so wanted these more clearly outlined beyond verbal agreements. Any input or experience would be welcome.

If DC are already on the SEN register and you have inclusion meetings DC should already have an IEP (or similar SEN support document. Not all schools call them IEPs).

Unfortunately, whilst the school must make their best endeavours to meet a pupil’s SEN, the only way to guarantee specific provision is via an EHCP. If DC are struggling, are you sure one isn’t required?

Thank you @KeepGoingThomas I don’t think so as with eldest it’s more wanting it clearly stated ito accommodations as I’m worried about mental health difficulties increasing without these being clear when he goes into secondary from a 1 form entry primary. No academic concerns. Struggles with noise (has ear plugs when remembers to use them). No real friends though 😢 not dislikes but doesn’t know that as cannot read social cues.

School is supportive and responsive but I’ve seen that so many times when primary are responsive but nothing is official and secondary school is just too much. I’ve done a lot of the mental health scaffolding/support which I’m more able to do than many which is very fortunate.

Second one I don’t think they’d entertain it. I know that’s not the legal threshold but ADHD/dyslexia without more significant conduct/ASD in the mix should be managed within QFT and accommodations. I know that a graduated response will only work when all levels have the knowledge/expertise to actually make it a genuine response but I can’t see in the system how that would be seen to meet EHCP threshold. It’s exhausting keeping her on track as every first term she slips behind and then takes loads of support to get back to where she should be. Has real creativity and can learn if things are done differently too so that’s where I’m conflicted as I know they do try. Sorry I’m going in circles a bit. Long day.

EHCPs are about far more than academic ability. You don’t say how old DC1 is, but if Y6 any EHCNA now must consider the transition to secondary. To me, it sounds like EHCNAs are required. You mention sensory needs and social communication and interaction difficulties that require OT and SALT provision. Depending on MH needs, MH input, too. You may have to appeal, potentially more than once, but IMO you should request EHCNAs.

That one (DS) is year 5. Very academic and very anti anyone trying to talk to him about any difficulties outside of me so I have covert meetings to scaffold things. I’ll speak to the Senco at the inclusion meeting next week as well as I’m worried about secondary. Thank you so much.

I would still request EHCNAs even if the SENCO says it isn’t necessary. Unfortunately, some schools incorrectly tell parents an EHCP isn’t needed or their DC won’t get one, but their parents go on to successfully apply themselves.

Thanks @KeepGoingThomas he doesn’t need OT beyond psychoeducation and practical strategies, earplugs etc and MH needs are best met at home as hates talking and emotional literacy is a big challenge. Hyperlexic and aware of communication differences and where these can be a challenge - I don’t think Salt would add over and above the support at home as he would be mortified to be put in an intervention and may be best exploring things at his pace but transition etc will need careful planning and need may increase at secondary level. That’s where I will be very vigilant (and what really worries me in terms of vulnerabilities with mental health). I think needs can currently be met within the SEN offer and wouldn’t want to push higher level support when there are others who really can’t have needs met by SEN register level support.

I have raised IEP for other child and school was on the same page and will be consulting ed psych so hopefully it will be done properly. I do think some schools are trying to develop better whole school approaches through QFT/SEN support. Without a whole school approach our kids will never have their needs properly met but I know it’s often not ideal and advocacy is relentless. Hopefully change will come. I’m fortunate to have a school known for being inclusive but also fortunate I have a skill set that can delineate needs and meet many of them. I will always escalate if needed though so definitely agree with a lot of what you’ve said. I hope the IEP helps sufficiently with child number 2 I’ll be on it if not! 😩

Obviously it is your decision, but I would still request EHCNAs. An EHCP is the only way to safeguard specific provision. OT can deliver exactly what you describe is necessary. It can also help with sensory needs, which you describe. MH support can also be part of EHCPs. It would be very unusual for SALT not to be able to add anything for DC with ASD since part of the difficulties for those with ASD is social communication and interaction difficulties. Support doesn’t have to be based on verbal communication. In fact, provision which relies less on verbal communication can often be a way in.