Another EHCP one

[Readyornot567]

Sorry, a bit long...

Hi, my DD (nearly 8) does not have a diagnosis, but is on the ASD and ADHD pathways.

Her main issues seem to be variable concentration, impulsiveness, strong need for routine and rituals, anxiety around transitions, particularly leaving the house, hugely life-disrupting sensory aversions to texture (eg clothes and bedcovers), social inappropriateness and emotional dysregulation (meltdowns lasting over an hour, mainly caused by sensory issues but also transitions and things not happening as expected).

However, she largely masks most of that at school (apart from intermittent school refusal, which has led to being late 1-3 times a week most weeks and several meltdowns/shutdowns in the school office - though is "fine" in school after the initial episode).

Academically, she is currently at expected levels across the board, but I don't think she's meeting her potential (for one thing, she was at greater depth for reading up until the summer term of year 2 when she went down to expected). She also struggles a bit with fine motor skills (has an awkward pencil grip and her handwriting is variable; it can be fairly neat if she really makes an effort, but she says her hand hurts. Most of the time it is fairly large and a bit of a scrawl).

I arranged a private OT sensory assessment in the Autumn term and they considered her to have "significant sensory modulation difficulties". They made various recommendations, from reasonably easy classroom modifications like a band on her chair to sensory circuits and her doing the 'Write from the Start' programme in school.

I get the view that the school don't think there are big issues. There is huge SEN need within the school and because behaviourally and academically she is 'fine', she just doesn't seem to be a priority.

Every accommodation she has are literally things that I have myself put in place; nothing has come from the SENCO. I take her into school through the office rather than the main gate, she wears whatever jogging bottoms she can bear to wear that day, I've given her a pencil grip (which the OT approved of - before that, I had no idea if that was the right thing to do, except she said her hand hurt less when using it), I've given her a fabric chew necklace (before that, she was soaking her whole top from chewing it).

They have given her a band for her chair, but that was literally the only OT recommendation they have put in place.

So, basically I think what I'm asking is whether that is enough evidence to apply for an EHCP assessment?

There's no way the school would even entertain that idea/submit any evidence. The SENCO has even discouraged a friend from applying (whose DC does not mask and displays more stereotypical traits at school) as they felt they "didn't have enough evidence".

On a general note, feedback on SEN provision in the school seems to be at polar opposites. The school does pride itself on being an 'inclusive' school and it seems that the SEN provision is good if you have a child who does not mask. However, if your child doesn't fit the stereotypes (anecdotally, it seems to be mainly girls whose parents are not impressed), they seem really dismissive and like they don't know what to do.

[Headfirstintothewild]

Don’t let the school put you off requesting an EHCNA. Unfortunately, some schools tell parents their DC won’t get or don’t need an EHCP, but the parents go on to successfully request an EHCNA themselves. Some have to appeal, but the majority of appeals are successful so don’t be put off if you are refused initially.

You don’t need a diagnosis for an EHCP. Nor to be below age related expectations. And it is possible to get an EHCP for a child who masks at school (although there are several indicators in your post DD isn’t masking in school).

You could submit a SAR to get evidence. If you aren’t already, follow up all verbal conversations with emails so you have a paper trail.

[Readyornot567]

@Headfirstintothewild Thank you. What other evidence would a SAR reveal? I don't think there's been much correspondence about her...

When she's had meltdowns/refusals to go in from the office, it's either been the office staff or a passing TA who have dealt with her (sometimes, especially recently, they have to get her current class teacher - who she trusts - as their methods haven't worked)... But I don't think they make a note of the episodes/there's nothing to join up all the episodes.

I did email the SENCO a week before Easter outlining a few of the recent occasions as in the past few weeks it has ramped up again and asked what additional support she suggests. Most of it was quite basic reactionary things like making further uniform accommodations (I honestly don't know what else she can suggest though as it's mainly underwear, socks and trousers she hates and she even struggles with jogging bottoms), giving her access to a sensory 'basket' (no idea what that entails, but it's not been implemented as of yet) and better preparation for, and debrief after, any staff changes (one of her big recent morning meltdowns was the day after her teacher was off sick).

I don't even know if she is on the SEN register/I don't think she is as would we then have regular meetings/target settings with the SENCO and class teacher? Aforementioned friend says that's what she has with her DS (who has more obvious ASD traits like social struggles and meltdowns in class).

[Readyornot567]

When I sent the OT report to the SENCO, all she said was that she would pass it on to her teacher, then I heard nothing further. (Apart from from DD who said she had had a band put on her chair).

[Headfirstintothewild]

A SAR could uncover evidence of e.g. the school ‘refusal’, meltdowns, the uniform adjustments. You may be surprised at what is there e.g. in internal emails. It may also give you assessment results the school haven’t previously shared which could highlight specific areas of strengths and weaknesses. Going forward, following up every meltdown, EBSA etc. with an email.

Request a meeting with the SENCO and class teacher. With the current pressures on schools, a lack of ADPR meeting doesn’t necessarily mean DD isn’t on the SEN register. There should be reviews, but they aren’t happening for all in many schools.

Have you tried sensory smart for underwear and socks. Or some find bamboo socks easier.

[Readyornot567]

Thank you. Will look into that.

Would the fact that the OT made recommendations that aren't being implemented count as evidence? And that her reading has gone from greater depth to expected? And the fact that she is still experiencing school refusal and meltdowns?

Thanks re the clothing recommendations... She does wear bamboo socks (inside out, with all the hanging threads cut off 🤦‍♀️). Haven't tried sensory smart underwear but will look into. Have tried other seamless ones (and what seems like hundreds of other types!) to no success. Have had a bit of success recently with boys' underwear, but she's struggling again with them.

The clothing sensory issues are always there, but can be a manifestation of her general level of anxiety so are worse before school and when she's feeling anxious about whatever she's doing that day. So sometimes, any type will 'hurt' her, even things she has previously worn with little issue. Sometimes, using tactics like telling her she only has to wear them for the (short) duration of whatever it is we're doing can help, but obviously doesn't for school when she's there all day.

[Headfirstintothewild]

You can use all that as evidence an EHCNA is required. 

[OhCrumbsWhereNow]

My ADHD daughter has lots of the same issues.

With the pen grip, and associated pain, we found it was hypermobile finger joints. Taught her to touch type in Y6 and switched her to a laptop for everything since then and it has made a massive difference (an ipad with keyboard and Office 365 installed works out cheaper and lighter than a laptop).

[sleepworkmum]

are you recording what's going on at home? On which days she has meltdowns, when she refuses clothes, when she's late. That counts as evidence.

School will always try to put you off an EHCNA. If you really feel strongly that it will help, especially as you approach secondary school, then you should definitely push back. Only apply for it yourself if school definitely wont. Either way, prepare for a long slog to push it through.

My ASC DD also has heightened sensory and social/communication issues when she's really stressed about something.

[Headfirstintothewild]

Only apply for it yourself if school definitely wont.

I wouldn’t say this. Some schools say they will apply but don’t apply for weeks/months/terms. Whereas, parents submitting the request means it is done ASAP and the clock starts ticking.