Why are school making it difficult to get an assessment

[Elizabeth19991]

So far my child has had one suspension , temporary part time timetable , behaviour management plan, risk assessment, referral to specialists teaching who recommend 1-1 as much as possible, reasonable adjustments also made. Challenging behaviour still occurring at home and in school. I have asked school for a referral to made for an assessment for autism/ADHD but i have been told there’s not enough evidence yet and the people assessing will want to see if the adjustments made have had any effect. Is this true? The head teacher is suggesting waiting another year before referring and to see what happens?!

Should I be fighting more to get on the wait list, asking my GP?
Finding it all so confusing and incredibly stressful.

Referral criteria for a diagnostic assessment vary area to area. However, I would book an appointment with the GP to pursue a referral.

Has an EHCNA been requested? If not, you can do that yourself. On their website, IPSEA has a model letter you can use.

Why is DS on a part time timetable? They should not be used to manage behaviour.

I am a mum who has had a year of trying to defend my daughter against a school who just tarnished her as naughty and disruptive, and dragged their feet when I asked them to explore possibilities such as neurodivergence and instead put her on report after report to the point where she was nearly expelled, which was very stressful and upsetting for her and me, knowing that my child is NOT the person they are making out, she has a beautiful and kind soul, but completely struggles in the school environment! My daughter had her ADHD diagnosis last week, just in time for her GCSEs. Keep fighting for your child, you know them better than anyone else and yes, do make an appointment with the doctor also, I believe it is the school who needs to make the referral (in the uk at least) but being able to tell the school that you took them to the Drs to try another avenue can only help. All the very best x

I believe it is the school who needs to make the referral (in the uk at least)

It depends on where you live even within the UK. The school doesn’t have to refer everywhere. And even in areas where schools can refer, there will be other avenues e.g. for when a child isn’t in a school.

Speak to your GP about Choose and Book. Do you have some idea what you would like DC to be assessed for? ADHD, ASD?

Perhaps in some areas schools refer but I think it's more usual for GPs to.

If you Google "your local authority name" plus "local offer" you should find SEN support groups for parents and they shpuld be able to give you more info about the assessment pathway locally and any private providers they may have used.

Sorry, just seen you mentioned both.

So you need ADOS (ASD) and probably QB check (ADHD). You need to research as schools aren't experts on any of this, whatever they may say!

In our area, the Paediatricians/ CAMHS won't accept neurodevelopmental referrals without at least three months (and often more) evidence of support strategies in place and review of this.

Awkward if your child is not receiving any support!

So the school has made reasonable adjustments for my child and specialist teachers have been in to observe for two hours but happened to be a good morning . They have made a pupil inclusion plan. My child’s communication is above average but cannot use words when dysregulated. Apparently can now join for carpet with adjustments such as fiddle objects. Starts the day early and finishes early. Writing is a trigger, PE, playtime, sudden changes. There allowed a quiet separate room to complete tasks, tasks are adapted. Sensory issues have been recognised. wears certain clothing. Visual timetable implemented.

In the past month two suspensions have happened for destroying the classroom and staff did not know the trigger. This is the second part time timetable given and is ticked as mental health(anxiety) in their words “to cover themselves”. I have been told there’s nothing more they can try and they need to keep other children safe. Also been told because I won’t implement consequences at home for the behaviour episodes occurring in school it’s looking like alternative provision or exclusion is likely to happen.

I have walked out of a meeting in tears as yet again my parenting is being scrutinised. I’ve been told I need to be firmer and consistent and get control of this behaviour and use consequences for when my child is rude or destructive at home. (I do not let my child get away with everything but i admit they don’t always listen to me) child can be rude and swear at me but I always make it clear this is unacceptable but it depends on child’s mood on wether they will listen.

The school have made the views very clear of me by things they have said. They claim they are trying to help me and I’ve agreed to be more consistent but I cannot cope with the constant judgment and blame. I have asked numerous times for my child to be assessed for asd/adhd and I have been told there is no need because the strategies they’re using are for neurodivergent children. A diagnosis will change nothing and I am apparently looking for an excuse for the behaviour?? I have said it may help everyone understand child better. I would have assumed there was enough evidence now.

My gp has said I can go down the right to choose route. I was going to apply for an EHCNA as school are refusing to do this although they have applied for higher needs funding?

I don’t think I can deal with the school anymore.

Also has a TA helping quite a lot of the time. *

GP sounds good, go with that.

Make the parental request for EHCNA. You have lots of evidence already. Use the Ipsea guidance to make your request.

Try to stay calm and professional with the school. Document everything in writing. Do not engage with parent blaming. There was a whole report on that! I'll dig it out for you if it would cheer you up to know that it has happened to many, many other parents.

Do you have support for yourself? Someone to talk to and take your side?

Yes, request an EHCNA.

Part time timetables should not be used to manage behaviour. This sounds more like an unlawful, informal exclusion. If you want DC to attend full time, DC can unless the school formally suspends. Don’t worry if the school does suspend. A formal suspension instead of an unlawful, informal exclusion will a) provide the evidence of unmet needs to support her pursuing additional support, b) force the school to follow due process, c) limit the number of days the school can exclude for, d) allow you to challenge any suspension, and e) ensure DC receives alternative education for longer suspensions.

If instead you don’t think DC can attend full time (but not just because the school is saying DC can’t and informally excluding DC), the LA has a duty to ensure DC still receives a suitable full-time education. On their website, IPSEA has a model letter you can use.

I agree, put in a parental EHCNA and remember that you can use a letter template from IPSEA etc and do not need to use the LA's forms, regardless of what they say. If you are finding the school difficult to work with, could you ask IASS or similar to support you or if it is a financial option for you, appoint an advocate? Personally, I've had good experiences with IASS but I know a lot of people find them not as independent as they'd like, or are supposed to be.