ASD and SEN register/plan

[Annestree]

DS is on the SEN register at school. He is in the last year of primary and was diagnosed with ASD and dyslexia earlier this year.

Firstly, his SEN plan says the primary area of concern is ‘Cognition and learning’. We want this to also include ‘Social, Emotional and Mental Health’. A change in timetable, a supply teacher he doesn't like etc may make him anxious or unhappy and he will then not go to school, he likes to be in control. He will not say he is unhappy at school or at home and carries on as normal (compliant child, quiet, a handful of friends, no drama on a day to day basis at school) but lets issues build up until he cannot go in. We sometimes get clues at home (we have a low demand parenting style as it makes life easier at home) that he is unhappy but not always so its difficult to track and warn school and formulate a plan. It is not a permanent state though and there are peaks and troughs. This lack of consistency across settings made the ASD assessment hard. He masks very, very well.

The SEN plan only has two actions both, about learning (e.g. spellings). We feel the SEN plan could be more helpful on the emotional side of things. Any tips?

I have not ruled out applying for an ECHP assessment but I am aware that the (private) ASD assessment was very difficult to conduct this time last year - and originally came back inconclusive - so I would have to build up a body of evidence to feed into it. I know that I will have to do one when he moves to secondary as I cannot see that move going well but I don’t know what his reaction will be to a different setting.

Request a meeting with the SENCO. The SEN plan needs updating. DS obviously needs more support and the school should be providing more support. DS has needs in at least 3 areas - cognition and learning, communication and interaction, SEMH, and probably all 4 to include physical and sensory too.

Request an EHCNA now. 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. You do not need a large body of evidence to prove this. Any assessment now should take into consideration the upcoming transition.And if you have to appeal you will need all the time you can get.

Thank you, we are seeing the SENCO and class teacher tomorrow. Are there any examples of what actions the SEN plan should have? I have never seen one so I have no idea what it should or shouldn't include I just know it's more than it already has and that the emotional side of things is not covered. Our school also seem to limit it to two actions per plan which seems light.

One of the issues is that school believes his needs are light and can be managed with a bit of support. During the ASD assessment they said that he was fine and just behind academically because he does not present ASD traits at school. If they say this again during EHCNA what hope do I have?

There isn’t a set format school SEN plans should take. It should include the support DS needs/the school is going to provide. Not just one or two provisions for spelling.

You can get EHCPs for DC who mask or where the school isn’t in agreement. That isn’t uncommon. You may have to appeal and seek independent assessments but it doesn’t not prevent an EHCP from being issued.

Thank you, I'll look into it, I know school are not supportive as they were horrified last time I mentioned an ECHP assessment. Their resources are very very stretched at school and the SENCO doesn't even have time to submit referrals for ADHD, ASD etc unless it is a child with very high needs.

Teacher feels DS is fine and that TAs have said that he is doing well and is more chatty etc. Reading threads on here though has taught me our rights and the fact that if we don't advocate 100% of the time then nothing is going to happen.