Does my son need an Autism diagnosis?

[Applesandpears58]

My son is in Reception and has an EHCP. He is getting on ok at school, not in full time, but he is enjoying it. We are currently on the waiting list to see and NHS pediatrition, we are about 15 months into this wait, we have been told it could be over 2 years. When we found out about the wait, we decided to pay for a private consultant to see our DS, she thought he is probably autistic, and at the time she offered us a formal autism diagnosis, for £2k, which we turned down due to the cost. We felt our money was better spent on private SALT, which was on of his main struggles, and occupational therapy which the consultant suggested would be beneficial.
School have asked us whether we want a formal autism diagnosis, I’m not against a diagnosis, I just don’t see why we would need one. He has an EHCP which is tailored to him and his needs, which in my opinion is far more important and beneficial to him, I’m just struggling to see the benefits of having a formal diagnosis, I don’t feel he will gain anything from it.
I’m just after opinions, experiances from people who have been through similar, and why having a formal diagnosis helped (or maybe didn’t).

In our case asd diagnosis opened doors, it shouldn't be that way but it did. School said 'we're putting everything in place to help' but once diagnosis was confirmed suddenly other things were put in place.
Also its been useful to have the full report and quote from it to get things done. Because if mum says it would help I'm fobbed off, if psychologist says it in the report they adhere to it.
It was actually very useful for dc1 starting university and getting interviews for jobs.
So although day to day it isn't always useful I can say for my two at certain times its whats got us whats needed. You might not need it now but maybe at transition times it will be helpful and you dont want to get to crisis point before applying because you dont know how long you'll be on the waiting list for.
Make sure you get one that's through the NHS (or also do them for the NHS/are recognisedby NHS and education settings) so that it cant be said they won't use it.

The vast majority of support is based on needs, not diagnosis. There are a few exceptions to this. One example of those exceptions is some ASD specialist schools require a formal diagnosis. Even if that isn’t on your cards now, you don’t know what the future will hold. Another example is some groups/charities require a diagnosis for certain things/sessions.

I think diagnosis is important. It helps you understand yourself and helps others understand you.

LAs and schools can’t lawfully refuse to accept independent assessments and diagnoses just because they are independent, but I don’t think you necessarily need to rush to pay for an independent assessment.

Completely separately, if SALT and OT are required, they should be in F of the EHCP and therefore funded.

Is DS attending part-time your choice?

@2x4greenbrick the OT was a 1 off report we had done for his EHCP, school are implementing this section F. He was having fortnightly private SALT before he started school which we paid for, since he’s been at school he’s having regular SALT in school. Section F for SALT is shockingly bad, it’s so vague and could be for any child. They failed to acknowledge our private SALT report, and included an NHS report from someone who had had met him twice at the time of writing EHCP report, 9 months apart. But don’t get me started on that one!!!
His EHCP was only finalised in July, so we waited until school had started to properly implement his EHCP.
The part time timetable is not of our choosing, we would want him to be in full time, and have made that very clear to the school.

If you want DS to attend school full-time, he can unless the school is formally suspending DS. Inform the HT in writing that DS will be attending school full-time after Christmas unless they formally suspend. You don’t have to allow the school to continue to unlawfully informally exclude DS.

Don’t worry if the school suspends. A formal suspension rather than an unlawful informal exclusion it will a) provide you with evidence of unmet needs, b) force the school to follow due process, c) limit the number of days the school can suspend for, d) allow you to challenge any suspension, and e) once DS is compulsory school age will ensure he receives alternative provision once he has reached that threshold.

2.17 of the School Admissions Code (which you can see here) makes it clear it is the parents’ choice:

“Admission authorities must provide for the admission of all children in the September following their fourth birthday. The authority must make it clear in their arrangements that where they have offered a child a place at a school:
a) that child is entitled to a full-time place in the September following their fourth birthday;
b) the child’s parents can defer the date their child is admitted to the school until later in the school year but not beyond the point at which they reach compulsory school age and not beyond the beginning of the final term of the school year for which it was made; and
c) where the parents wish, children may attend part-time until later in the school year but not beyond the point at which they reach compulsory school age.”

If you haven’t already read the suspension and exclusion guidance helpful here. Most of it applies to those below compulsory school aged. Where it doesn’t, it explicitly says so as stated on page 6.

Some bits you particularly might find helpful are:
“19. Suspending a pupil for a short period of time, such as half a day, is permissible but the formal suspension process must still be followed. Each disciplinary suspension and permanent exclusion must be confirmed to the parents in writing with notice of the reasons for the suspension or permanent exclusion.
20. Any exclusion of a pupil, even for short periods, must be formally recorded. It would also be unlawful to exclude a pupil simply because they have SEN or a disability that the school feels it is unable to meet…An informal or unofficial exclusion, such as sending a pupil home ‘to cool off’, is unlawful when it does not follow the formal school exclusion process and regardless of whether it occurs with the agreement of parents.”
And
“30. A part-time timetable should not be used to manage a pupil’s behaviour”

As part of the next AR I would look to improve section F. Both for the SALT provision and OT (the school may be implementing what is already in F, but F needs improving to include direct OT provision and indirect OT provision for things like time allocated for the OT to write updated advice and information prior to ARs, attend ARs, train school staff, liaise with other professionals involved, etc.) If the LA won’t make the necessary amendments, you will get the right of appeal following the next AR.

@2x4greenbrick thank you for this information, I’ll have a read through. Our private SALT hasn’t seen DS since he started school, but is seeing him in January. I feel like she is on our side, and has been very helpful to me in helping understanding and navigating the EHCP system. I’m not 100% sure school is on our side, I feel they’re sometimes more interested in making their life easier then what’s best for the child. After the appointment with private salt I will push for an early review of EHCP and more time in school. I believe private SALT will be honest with me in what she believes is best for him, and can recommend steps forward.
school have said they don’t want to push him into full time and him to struggle and not enjoy school, we have been very patient, but my patience is wearing thin, hence why I’m getting private salt involved, for an external opinion.