EHCP

[Esmemcia]

I’m hoping someone can help.

DS is 8 and has been diagnosed with ADHD and SPD and is autistic (I think with some demand avoidance stuff). He’s bright - but there’s a disparity between potential (very bright according to Ed psych report) and how he’s doing at school (pretty average). He struggles socially and has been bullied on and off. He’s disruptive in class but not majorly so - interrupting, getting out of chair, chatting.

At one point school were talking about applying for an EHCP but then things seemed to improve in terms of how disruptive he was and they didn’t think it was as necessary. They seem to feel that as he’s manageable in a classroom and mostly meeting age expectations that an EHCP would be refused. And I get where they’re coming from. But he’s struggling in ways that bother me in terms of socially and not meeting his potential and I’m left feeling a bit like we’re not doing much to help/support him. But what else realistically could an EHCP offer? He’d benefit from 1:1 as I’m fairly sure he only hears 20% of what’s taught, but so would a lot of kids. He’d benefit from more interventions around his sensory needs.

I also think he’ll be eaten up alive at secondary school and I guess would like the option to choose the school that would suit him best but again it feels as if his needs just fall short of him being entitled to this.

Apologies, that was a bit of a disorganised ramble. We’ve just attempted a nice family day out where his difficulties were really on show so it’s on my mind. Hopefully someone will relate and have some advice? Anyone have success in getting an EHCP for a child that’s meeting expectations at school?

I have just applied for and had agreed an EHCP for a similar sounding child, ADHD, PDA, very bright but works to his own tune! Difficulties with social integration, sensory issues.The EHCP covers support both in the classroom in terms of amending and adapting the work to suit his own particular way of working ( ie when he wants to!) and social and communication group therapy.

DC don’t need to be academically behind to get an EHCP. They are about more than academic ability. I have 2 academically able DSs with EHCPs.

Don’t let the school put you off requesting an EHCNA. Unfortunately, it isn’t uncommon for some schools to incorrectly tell parents an EHCP isn’t needed or DC won’t get one. Request an EHCNA and appeal if refused (the majority of appeals are upheld).

An EHCP can provide far more than can be provided at a school SEN support level. What provision is included in EHCPs depends on individual needs, but examples of what it can include are things such as therapies like sensory OT and SALT, sensory equipment, 1:1, social skills support, coaching/mentoring e.g. with organisational skills, assistive technology.

If the LA agree to assess, the assessments from the EHCNA will tell you more about DS’s needs and the support required.

Do you think DS only hears about 20% of the lessons due to inattentiveness or sensory processing difficulties? Or do you think there may be something else going on such as auditory processing difficulties?

That sounds really interesting. I think school would say they amend and adapt work in line with his one plan but I’m not sure the extent of this or how consistent it is.

The social and communication group therapy sounds absolutely like something he’d benefit from. Was that identified as a need during the EHCP assessment then? I’ve been trying to get that through NHS services and quite confused it’s not available but perhaps I’m going the wrong way about it. I’m quite confused by the process as you can probably tell.

Re. 20% - I’m not really sure. I think perhaps a combination. Sometimes when he doesn’t hear it’s because he’s hyper focused on what he’s doing, other times it’s because he’s bouncing off walls a bit. At home at least. I’m not sure what they’d say at school - they say he often complains he’s tired which they acknowledge is because he’s working so hard to stay put. Understanding what’s going on for him at different times is hard despite me constantly reading around each diagnosis.

I think he’s increasingly masking a bit in school now too.

Thank you for explaining a bit more about the process. There’s a new SENCO starting next term so perhaps an opportunity to revisit it. It’s helpful to go in armed with more info. The school provide sensory circuits and there’s a sensory room so I think they’d potentially argue that those needs are met. But I’d argue they’re not as he still finds being in the classroom really uncomfortable, difficult and exhausting and I don’t think he is able to focus/learn optimally even if technically he is now sitting in one place.

Anyone else’s experiences also greatly welcomed.

Sensory circuits and a sensory room are just the tip of the iceberg. There’s so much more that can be done, some of which an EHCP would be needed for.

Ehcp useful because needed to get a place in Resourced Provision Unit in mainstream school & this would provide him with opportunity for academic success plus extra support needed for his sen( & to stop him being eaten alive . I would hope any school would do this & not tolerate bullying) Not keen on children being labelled but sometimes potential benefits outweigh disadvantages. There aren't many schools with such resourced provision units They are an option to think about if there is one and often transport is provided if it's a bit further away.
Our case was a bit different because of child's mum but child is v bright & was diagnosed asd /adhd at age 7 and a half- & was doing v well in nursery & first school. Issues not noticed pre school. Was achieving higher than expected levels in all areas and was not disruptive as far as we know & was v popular - will talk to anyone. Teachers/ senco didn't think ehcp needed. gifted at Science Maths & reading, probably over 2 years ahead of age expectations too. Probably not typical. He liked the school whilst he was there.
Even in you want ordinary mainstream school an ehcp would be useful. Units at secondary can do more to develop independence skills that might be useful ( how to travel independently, organise outings , social skills etc)+ as other people say, they can access OT, speech therapists more easily too plus lots of sensory carosels etc Often only about 7-10 pupils in primary units ( 1/2 per yr group) and 20-30 in large secondary( so 3/4 per yr group) for all the school so staff get to know pupils well. Some places have really good ones such as St Ecberts (? Not sure of spelling)Sheffield - v high academic standards. Unit = somewhere for child to escape to when feeling anxious etc and lots of 1/1 support that can go with them into mainstream class as well. Can work in unit & in mainstream classes ( they aim to get them in mainstream classes as much as possible)You also seem to have a better chance of getting the school of your choice with an ehcp.
Know of bright hf asd children who had lots of problems with social skills who did well at post 16 exams and got place at prestigious unis and today lots of universities have help for asd students , eg starting term early, support with study skills etc. There's financial support too. Some ex polys seem to be better with extra help.
If you/ school feel ehcp is no longer needed it can be withdrawn so if you get one and it's not working it can be withdrawn. A lot of asd children/ young people are very able academically.
Hope things work out well for your child

Never trust a teacher or school!

Apply yourself for an EHCP - Ipsea has a template

I'd concentrate on the heads view / senco view whether they want to make it work or not especially with a demand avoidant child. The school has to be REALLY flexible or it's busted as demands increase. Which is hard for a school as it's all about the rules

Lots goes on behind closed doors that your child might not be able to tell you until everything hits absolute rock bottom.

Age 8 work is starting to tick up - secondary is a long way ahead - but I think you should apply for an EHCP as they take forever so try and cover your bases now

Good luck