Standardised tests (year 3)

[Frownlines]

Just wanted to pick the hive mind. Can anyone please tell me what these scores mean? He's 8 years old and I'm trying to gather evidence to request an EHCP. These are his latest scores and were carried out on a 1 to 1 basis due to anxiety. Thanks in advance:)

Number screening test:
Age - 5:8
Score - 72
Percentile - 3rd

Vocabulary:
Age: 6:8
Score - 93
Percentile - 32nd

Spellings:
Age - 6:34
Score - 76
Percentile- 5th

Reading:
Age - 6:10
Score - 87
Percentile- 20th
Comprehension:
Age - 7:7
Score - 94
Percentile- 34th

You should speak to the school if you want further clarification.

Along with your other evidence the results will support your EHCNA request.
If they follow the typical boundaries, there is one result well below average, one below average, one low average, and 2 average.

The 3% and 5% stand out. But less than 5% of children have EHCPs, so on their own, this data doesn't evidence that one is needed. But it should be included as it is an indication of notable cognitive difficulties.

The anxiety and fact they can't complete tests without 1:1 support is more of an example of evidence.

Test results alone won't get them an EHCP, but can be part of the evidence. What support does DC have day to day at school and is it working?

@Thisismynewusernamedoyoulikeit thank you for replying. my son is awaiting ASD assessment and has been referred to CAMHS for possible ADHD. He's been self harming in the classroom by way of scratching with pencils/rulers/pottery found on the playground, biting himself and head banging. His class teacher has stated that she is afraid to leave him on his own to complete his work as when he's not hurting himself he lacks focus and will wander around.

We had the letter refusing to assess for the EHCP. The schools paperwork and evidence were clearly lacking. They've stated that he has brain breaks (he doesnt) he has communication cards to show his feelings (he doesnt) and that he has 10 minute pastoral sessions everyday (he doesn't). There was very little mention of his harming nor the fact that until recently he was doing part time hours!!

I was advised by SENDIASS to include his actual scores in the appeal to support my perspective.

@BrumToTheRescue thank you for replying. I had a meeting this morning but just wasn't sure what the scores of concern are.

I have him booked in for a private dyslexia screening at the weekend then if it shows dyslexia is likely I've been advised to push the school for the full assessment. I'm extremely frustrated at the moment.

Be careful with SENDIASS. Some are good, but too many repeat the LA’s unlawful policies. IPSEA and SOSSEN are better.

Along with your other evidence the results can support the appeal.

If your appeal is upheld an ed psych assessment will be part of the EHCNA.

In the meantime, the school should be providing support anyway. Was the meeting this morning with the SENCO.

@BrumToTheRescue it was with SENCO. She was apologetic and has suggested a plan to work together, she also offered to resubmit the supporting assessmentto camhs. I had also never seen a single pupil passport until I had the paperwork and evidence returned from the LA.
I've heard this before about SENDIASS. I don't think I'll contact them again. The initial phone call was useful as the lady ran through my options with me and gave me suggestions of what to ask for (test scores and provision map).

When I asked the LA for clarification on the reason why the assessment was refused. The reply stated that he wasn't on the SEN register.... he's actually been on it since 2022! The details were enclosed. I just feel like this was a massive oversight on the LAs part.

We're really lacking in evidence as we have no other outside help (no social services nor other health professionals). I've printed off messages received from his class teacher and all of my notes made on the original paperwork.

Sorry, I know I'm venting a little lol

The threshold for an EHCNA is relatively low - a) has or may have SEN, and b) may need SEN provision to be made via an EHCP. Have you thought about making a subject access request? That could help you with evidence. Follow up all verbal conversations with emails so you have a paper trail. That will help show DS’s self harming and the teacher’s belief he can’t be left alone to complete work.

Why was DS on a part-time timetable?

It was to help lessen his anxiety and help to stop his self harm. He went back full time a few weeks ago and we are at square one again!

Is an access request his personal data?

I wonder why the school haven't mentioned these things in the application?

I wouldn't fight the things they have stated that he doesn't get. It looks "good" in terms of securing an assessment that they are saying things are in place and yet he's still struggling.

What is actually in place for him? Was anything that does happen included on the request for EHCNA?

It could be helpful to keep a log of incidents that they inform you of or you notice. Eg. 22/5/24 Hitting head on the table during maths lesson; scratches on his arm and he could/did not explain how he obtained them.

Do you have written records of any already eg. emails about incidents?
Do you know if the teacher reports it to senior leaders in writing eg. on their safeguarding systems?

Will the SENCO be supporting with the appeal?

Yes, a subject access request to the school is to get DS’s data held by them.

If DS can’t attend school full-time the LA has a duty to ensure he still receives a suitable full-time education once it becomes clear 15 days (consecutive or cumulative) will be missed and this should begin by the sixth day. On their website, IPSEA has a model letter you can use to request alternative provision. Part time timetables should be short-term aimed at reintegration. After this, DC should be in school full-time or alternative provision made as well as part time school/instead of school (depending on needs), so I wouldn’t go down that route on its own again.

Thank you so much for all this help!

He has NOTHING in place.... other than a beanbag to pinch when he gets the urge to scratch, and even that is hit and miss as its seen as a distraction!
I feel like he's being failed massively by the school.

Thankfully his class teacher messages me alot regarding these incidents via class dojo so I do have lots already logged. I also follow up all correspondence with emails (learnt this the hard way!)

The SENCO says she will support me in my appeal.

DS is back in full time now. I have no idea why it wasn't mentioned by the school in his application. I started the request process as school were reluctant! I also referred him to CAMHS... I'm baffled as to why they're so unhelpful.

If DS is self harming at school, do you think he is well enough to attend?

Complain about the lack of support.

No I don't. My intention was to home educate him which was when the school suggested part time hours. I then hung on until I'd gotten the EHCP assessment decision...

The only thing I know for certain is that I don't want him attending that school. And I can't see how any mainstream school could meet his needs.

Don’t deregister and electively home educate. Parents often find it easier, although not easy, to get support if DC remain in the system even if DC can’t attend school. That way the LA retain responsibility and it is harder for others to sweep DC’s needs under the carpet. If DS can’t attend school the LA has a duty to provide alternative provision. Use the model letter on IPSEA’s website to request this.

Thank you so much for all of your support and advice. I won't deregister yet as I'm determined to follow this through.