SEND - register, Diagnosis, EHCP - what to do?

[YBR]

My daughter is in year 5 and seems likely to have ASD. So far we've managed to get her on an NHS waiting list for diagnosis, however, it's 3 years wait. We are likely to be moving area in 18 months when she moves to Secondary school and I really feel it's important to have something in place for her by then.

We spoke to school and it seems that she learns well, but really struggles to get anything down on paper - speed of writing. She has silent meltdowns and spends quite a lot of time in the "quiet corner" when overwhelmed. Apparently the local LEA are one of the worst for SEND, only operate with their own EdPsy's, are functionally obstructive to EHCPs. She'll put put on the school's SEND register which I understand will mean there is a record of what measures they have in place, and a regular review. Is that understanding correct?

We want to go private for diagnosis as we're told this can support extra time in SATS, and will be helpful along with the records from the SEND register when we move. Any advice on how to choose and what to ask private clinics?

Does anyone have experience of what happens when you move areas in the middle of a long waiting list - do you have to start again asking for a referral (just getting onto the waiting list took a lot of back-and-forth over several months)?

Finally, where does an EHCP come into it, what benefits and how to start that process?

https://www.gov.uk/government/publications/send-code-of-practice-0-to-25

Have a look at the SEND code of practice (there is an easy read version if you want a speedier read).

You'll see this features a 'graduated approach', where if basic support proves insufficient, more specialist resources are added.

There is an EHCP discussion thread on MN which may be of interest.

Support in schools and EHCPs are based on needs, not diagnosis. If DC meet the criteria, a diagnosis isn’t required to receive extra time. And a diagnosis won’t automatically mean they qualify for extra time.

IPSEA and SOSSEN have lots of helpful advice on their websites. The SEN register is for those pupils who are identified as having SEN. EHCPs are a legal document that set out a child’s needs and the provision they require. They are for DC who need more support than is typically available in mainstream at a school SEN Support level. The first step is requesting an EHCNA. On their website, IPSEA has a model letter you can use. The threshold for an EHCNA is low - a) has or may have SEN, and b) may need SEN provision to be made via an EHCP.

Moving out of the area sometimes results in the service discharging you, but not always.

Thanks for your responses.

I'm confused - what do IPSEA and SOSSEN mean please?
EHCNA? Educational, Health <something> Needs Assessment?

I'm going to reiterate a key question: Any thoughts on how to choose and what to ask private clinics?

All seems very circular - If an ECHP is based on needs through a needs assessment, how are those needs assessed without a diagnosis (or diagnosis-style process, perhaps they call it something else), in fact how does the SEN register even identify children with SEN without at least a suspected diagnosis?

If an EHCP identifies those "who need more support than is typically available ...", is there another way of justifying support that is easy to put in place but just as necessary (I'm thinking ear defenders, extra time rather than Special School, SEND-Teaching Assistant or whatever)?

I realise a diagnosis won’t automatically qualify for extra time, as that will depend on the diagnosis, but I'm going on what DD's teacher is saying. My other option is no diagnosis, no EHCP -> no extra time -> failing a bright child.

IPSEA (stands for Independent Provider of Special Education Advice) and SOSSEN (as in SOS (the distress signal) and SEN) are charities who support parents of DC with SEN.

EHCNA = Educational, Health and Care Needs Assessment. The needs assessment you first request as part of the EHCP process.

If an ECHP is based on needs through a needs assessment, how are those needs assessed without a diagnosis

A diagnosis isn’t required because it isn’t based on a diagnosis. It is needs led. Assessing needs doesn’t require a diagnosis and DC with the same diagnosis can have differing needs. For example, two DC with autism can have very different needs, one could be a sensory seeker and one could be sensory avoidant. An EHCNA includes gathering information from various sources e.g. you, the school, an ed psych. And can also include things like SALT and OT assessments. For the EHCNA, these focus on the needs of the child, the provision they require to meet those needs and the subsequent outcomes rather than a diagnosis. The information sought during the EHCNA then informs whether an EHCP is issued and if it is the content of it. A diagnosis alone won’t get you an EHCP and won’t ensure all the provision reasonably required is included in an EHCP.

how does the SEN register even identify children with SEN without at least a suspected diagnosis?

The legal definition of SEN does not require a diagnosis. You can see the legal definition and explanation here. Understanding the definition will help you understand why a diagnosis isn’t required and how that works. Just like being classed as disabled and reasonable adjustments under the Equality Act do not require a diagnosis. At a school level the needs are identified and supported via the Assess, Plan, Do, Review process (schools call this different things).

If an EHCP identifies those "who need more support than is typically available ...", is there another way of justifying support that is easy to put in place but just as necessary (I'm thinking ear defenders, extra time rather than Special School, SEND-Teaching Assistant or whatever)?

Some DC don’t require and EHCP and will receive support at a school SEN support level. Ear defenders could be provided at a school SEN support level. Extra time is governed by its own rules and does not require an EHCP. Because of the current problems in schools and TA is unlikely long term without an EHCP.

I realise a diagnosis won’t automatically qualify for extra time, as that will depend on the diagnosis

No, it does not depend on the diagnosis. A diagnosis alone will not qualify DD for extra time. She will have to meet the criteria for extra time regardless of any potential diagnosis.

My other option is no diagnosis, no EHCP -> no extra time -> failing a bright child.

This just isn’t the case because support in school and EHCPs are based on needs, not diagnosis. The school must make their best endeavours to meet a pupil’s SEN regardless of whether they have a diagnosis or not. An EHCP does not require a diagnosis. Extra time does not require a diagnosis.