EHCP

[FluffyDiplodocus]

I’m starting to explore applying for an EHCP for my DS who is 6, is in a mainstream school, has an ASD diagnosis and also quite likely DCD (Dyspraxia in old money) - he’s being assessed for that soon. He needs a lot of support with routines and transitions, there is a huge gap in social skills and school have agreed to put him in some intervention sessions (hasn’t happened yet beyond one session, I’m chasing it), and we are seeing a lot of anxious behaviour, they’ve seen meltdowns in school when routines are disrupted and we’ve had a handful of school refusals for example, which is horrendous.

School have said they don’t think he’ll get an EHCP as his needs are being met, I know that I can make a parental application and want to try. There isn’t a huge gap academically yet - he’s bright so is doing well in fact based things, however recently he moved down a phonics group as although his reading skills are strong he was struggling with comprehension tasks and needing more thinking time.

Does he need to be significantly behind for an EHCP, or do I stand a fighting chance with him being behind in social skills / struggling with comprehension?

And what support would I be asking for an EHCP to gain that school aren’t already doing?

Don’t listen to the school. Unfortunately, some schools incorrectly tell parents their DC don’t need or won’t get an EHCP but their parents go on to successfully request an EHCNA themselves. DC don’t need to be below age related expectations to get an EHCP. EHCPs are about far more than academic ability. If DS’s needs were being met he wouldn’t be having meltdowns and EBSA. An EHCP can provide support DS wouldn’t otherwise get such as 1:1, therapies (e.g. OT, SALT, MH therapies), assistive technology.

We put in a parental application and were given an EHCP for our child -
school had told us we wouldn’t. Our child is academically very capable, but the overwhelm of school/anxiety/sensory issues was too much. Now with a very good EHCP they are flourishing with the support set out in the EHCP.

He doesn’t need to be behind but in reality if he’s well supported that would indicate he doesn’t need provision in accordance with a plan

if he’s well supported

OP’s DS clearly isn’t being well supported.

Thanks all! @HausMaus123 can I ask what type of support you got from the EHCP?

I don't think DS's needs are being met, to be honest. The staff are trying really hard with him, but because he has been just about coping 90% of the time so far, they've felt he's just about doing okay. To me 'just about doing okay' isn't good enough, and now I think the wheels are starting to come off a bit because of his anxiety. He definitely needs some support with social skills quite urgently (he doesn't have any real friends except his sister a few years above), and academically although he does quite well I doubt he's getting as much support from a TA as he needs, knowing the needs of others in that class. I asked for support with social skills and building friendships at the autumn review which was agreed, and he's only had one session in two months. They very much said that he's happy on his own when I asked about friendships - yet I know he isn't.

They're an excellent school in a lot of ways, his teacher has done loads with him, but I think he just hasn't been a wider priority because of other high needs in the class and school. And I think we're seeing the result of that now to be honest, whereas when he was in reception he was VERY well managed, but they had more staff.

@FluffyDiplodocus most importantly for us the EHCP lists in section I a specialist provision which our child really needed - small classes especially. The EHCP also sets out support for them with regular (in school) OT to help with sensory needs. It includes ELSA support to help with SEMH needs, talking and drawing therapy, Lego therapy and 1:1.

That’s really useful, thank you! It sounds like it was really beneficial for you!

Ignore school. Buckle in for the fight.