I would also suggest looking at the P scales for social and emotional / citizenship below and asking the teachers to do the same and score him. I am almost sure you will be able to find something on those your DS cannot do. You can then use this as evidence of delay - P scales are for those working below level 1 of the national curriculum. So you will be able to point to a significant delay / SEN as evidence an IBP / IEP is needed. I would actually ask for an IEP as well because you can put social targets on there and in effect that sets out what social skills teaching the school are going to put in place.
So P7 says 'They understand agreed codes of behaviour which help groups of people work together, and they support each other in behaving appropriately'
If he can't do this you then can ask school to put in place a coaching programme to teach DS how to understand codes of behaviour in social situations. for eg Skills will be directly taught and role played with an adult and then generalised to real life situations. You can then set a specific measureable IEP target eg about DS walking away if teased. But you are making it clear he will not just pick this up - they have to do direct teaching / coaching / mentoring and role play / practice.
is a video of an ABA coach teaching about teasing which gives an idea.
Autism Partnership do a book called Crafting Connections on social skills but its too advanced for DS but might be worth a thread if you are thinking of buying it. AP work with my son in school and if I were in your situation unless I had an excellent autism outreach team I would think about getting some private social skills tutoring and even see if school would accept some outside training. However I know that even if you have funds finding a good ABA provider to work with higher functioning children on more advanced social skills is not easy. I just mention it in case it is an option for you as in my experience schools are clueless about how to teach social skills - which to be fair they don't get training on.
Yes of course they should be cracking down on the bullying but also need to give your son the skills to deal with situations.
P1 (i)
Pupils encounter activities and experiences.
They may be passive or resistant.
They may show simple reflex responses, e.g. startling at sudden noises or movements.
Any participation is fully prompted.
P1 (ii)
Pupils show emerging awareness of activities and experiences.
They may have periods when they appear alert and ready to focus their attention on certain people, events, objects or parts of objects, e.g. turning briefly towards another person.
They may give intermittent reactions, e.g. beginning to tolerate some activities, but ?switch off? if the activity becomes too intense.
P2 (i)
Pupils begin to respond consistently to familiar people, events and objects. They react to new activities and experiences, e.g. withdrawing from a person who is new to them.
They begin to show interest in people, events and objects, e.g. watching as they bring their own hands together.
They accept and engage in coactive exploration, e.g. sharing a hand massage with an adult.
P2 (ii)
Pupils begin to be proactive in their interactions.
They communicate consistent preferences and affective responses, e.g. expressing their immediate needs and feelings.
They recognise familiar people, events and objects, e.g., vocalising or gesturing in a particular way to another member of the class.
They perform actions, often by trial and improvement, and they remember learned responses over short periods of time, e.g. making similar responses several times during an interactive sequence with an adult.
They cooperate with shared exploration and supported participation, e.g. handling personal belongings passed to them.
P3 (i)
Pupils begin to communicate intentionally.
They seek attention through eye contact, gesture or action.
They request events or activities, e.g. prompting a peer or adult to continue an interaction.
They participate in shared activities with less support.
They sustain concentration for short periods.
They explore materials in increasingly complex ways, e.g. reaching out to touch the hair or face of another person during an interactive sequence.
They observe the results of their own actions with interest, e.g. listening as an adult imitates their own vocalisations.
They remember learned responses over more extended periods, e.g.
co-operating with support for frequently repeated personal care procedures from day-to-day.
P3 (ii)
Pupils use emerging conventional communication.
They greet known people and may initiate interactions and activities, e.g. prompting responses from another pupil.
They can remember learned responses over increasing periods of time and may anticipate known events, e.g. taking a place at the table when drink time is signalled.
They may respond to options and choices with actions or gestures, e.g. eye pointing to their choice of play or work partner.
They actively explore objects and events for more extended periods, e.g. prolonging an interactive sequence by producing new behaviours and triggering new responses from a partner.
They apply potential solutions systematically to problems, e.g. vocalising repeatedly to request an interaction with a peer or adult.
P4
Pupils express their feelings, needs, likes and dislikes using single elements of communication (words, gestures, signs or symbols).
They engage in parallel activity with several others.
Pupils follow familiar routines and take part in familiar tasks or activities with support from others.
They show an understanding of ?yes? and ?no?, and recognise and respond to animated praise or criticism.
They begin to respond to the feelings of others, e.g. matching their emotions and becoming upset.
P5
Pupils take part in work or play involving two or three others.
They maintain interactions and take turns in a small group with some support.
Pupils combine two elements of communication to express their feelings, needs and choices.
They join in discussions by responding appropriately (vocalising, using gestures, symbols or signing) to simple questions about familiar events or experiences, e.g. ?What does the baby need??
P6
Pupils respond to others in group situations, playing or working in a small group cooperatively, e.g. taking turns appropriately.
They carry out routine activities in a familiar context and show an awareness of the results of their own actions.
They may show concern for others, e.g. through facial expressions, gestures or tone of voice, and sympathy for others in distress and offer comfort.
P7
Pupils communicate feelings and ideas in simple phrases.
They move, with support, to new activities which are either directed or self-chosen.
They make purposeful relationships with others in group activities and attempt to negotiate with them in a variety of situations, e.g. if other pupils wish to use the same piece of equipment.
They judge right and wrong on the basis of the consequence of their actions. They show some consideration of the needs and feelings of other people and other living things, e.g. offering food to a visitor or watering a classroom plant.
P8
Pupils join in a range of activities in one-to-one situations and in small or large groups.
They choose, initiate and follow through new tasks and self-selected activities. They understand the need for rules in games, and show awareness of how to join in different situations.
They understand agreed codes of behaviour which help groups of people work together, and they support each other in behaving appropriately, e.g. while queuing in a supermarket.
They show a basic understanding of what is right and wrong in familiar situations.
They can seek help when needed, e.g. assistance in fastening their clothes.
They are often sensitive to the needs and feeling of others and show respect for themselves and others.
They treat living things and their environment with care and concern