Mainstream or Special school?

[Thurinius]

I have a 7 year old ASD son who I thought was doing brilliantly in a mainstream primary.
However the last two terms he's shown consistent anxious behaviours. From my point of view he says he likes school, he enjoys his home work, there's no reluctance to go and he actually skips the whole way.
But the school are saying he's getting hyper distressed every day. They think he's struggling with the speed that Year 2 moves. They've asked me to look at alternative provisions.
I have major concerns re special schools. Which I could be totally wrong about. I don't know.

When he was 3 we were told it was beneficial he move up to nursery and be with his peers because he would emulate their behaviour. The whole world is not autistic and I'm concerned about siphoning him off so young from 'normal' children

Secondly those he's behind at some things he's advanced beyond his age at others and I worry this won't be utilised at a special school.

Does anyone have any experiences they can share.

Does he have an EHCP?
I ask because it's unlikely (actually fairly impossible) you will get a placement at a SS without one.

If he has, then it should be clear how his current placement should be supporting him to reduce his anxiety whilst at school - and if they are adhering to the plan and it's still not working then you / they need to call an emergency review with the LA to say the school are saying they can no longer meet his needs.

If he doesn't have an EHCP then you need to ask for him to be assessed by your L.A for one.
It's possible that with an assessment and plan he could be better supported to stay in his current setting.

Also, out of the assessment should come recommendations of placement (MS or SS). But generally unless you request SS they will always put MS because it's cheaper for them.

You might find it hard to get appointments to look around SS if he doesn't have a plan yet.
But its definitely worth having a look at all options - maintained and independent SS near by and even further than you might imagine travelling at the stage, to really understand what other options are out there in order to make a fully informed decision about where would be best for your DS.

It's always a compromise in some ways, but I think you have to decide what's the most important thing for your DS.
Although some SS don't do as many academic subjects as MS, they do focus a lot more of social and emotional development and regulation, and practical skills that NT kids might pick up without explanation.

It's important though wherever you choose does have a peer group for your DS.

Yes he has an EHCP. They have been following it and doing social stories etc. But that is no longer working.
He's due a review in May for it so perhaps an emergency review would be helpful.
Thanks for your response

How many hours on his ehcp?
Do you have a specialist teacher? Xx

Not sure off the top of my head how many hours. He has a behavioural specialist in once a week and does speech therapy more than once a week.
He doesn't have a specialist teacher but there's a TA will experience 3 days a week.
He did have a dedicated one to one but the school budget got cut and :(

Was he coping ok when he had full time 1:1?
And does his EHCP specify number of hours of TA support?

If he was coping with full time 1:1 then there's a strong case for the school to put that back in place.

They can ask for high needs block funding for that so it's not out of their budget (this is how my DS's 1:1 is provided).

But budget cuts shouldn't be used an excuse by the school for why they are unable to meet his needs.

You really need to find out the band/hours his entitled too, as by law they have to follow that ehcp. So them not having a budget is not good enough. I would suggest fighting for more hours if he enjoys school.

Was he coping with ft 1:1? Is he educationally able to keep up with his class? Does he have friends?

If he echp states x number of 1:1 hours that has to be provided. Is his echp badly worded and non specific?

If he's not able to keep up with modified curriculum and doesn't have friends then i'd definitely consider special school. It's horrible being the bottom of the class

I was worried about him losing his 1:1 but actually he was fine about it.
He started Year 2 with no issues, was completing the work, got moved up a group in phonics, he passed the national standard for phonics.
But last term it all went downhill. I was hoping it was all to do with Christmas and all the changes that involves.
But he's been as bad this term. All the progress he made re turn taking has gone out the window. He's refusing to do the work. The inclusion officer thinks it's the curriculum and the demands of it.
The school has twice applied for exceptional needs funding for him and twice been refused.

You need to find out what funding he has in his ehcp and where it's being used and where it would be better used. It sounds like the school could better support him. I would imagine it will be difficult to get your son into a sen school if his keeping up with the work.
Ask for a school specialist this should come from your LA.

If they are not using all the ehcp hours I doubt they will get more funding. Does he have a one plan or ehcp plan?

A lot of it comes down to how well the EHCP has been written, and how willing and creative the school are.

The inclusion officer is saying it's try curriculum, so what can they do to make the curriculum more accessible for him - and there reduce the changes of him disengaging?

My DS is very very demand avoidant, and can be extremely explosive; but we have written into his plan that where possible his learning should involve some of his special interests.
So the teacher plans the lesson and the learning objective, and then adapts my DS's lesson so he's still reaching the same LO as the rest of the class, but how he's learning it is tailored more for him.

I don't mean to say it's all plain sailing - we frequently hit bumps! But the school are committed to including him and keeping him there, for as long as he and we feel it's all working, and we all do work together as a team to negotiate each bump as it arises.

He also gets lots of input from a SLT which is invaluable, and OT too to keep him regulated throughout the day.

The teacher also makes a big difference year to year with my DS - some just innately get him - others don't, and even with all the ASD training in the world they still can't help but view him through a neurotypical lense. Those years are always like wading through treacle.

Marsh mellow my son sounds like yours!
We have a really good school with a great senco that tried to always include him.
Some teacher are better than others at lesson planning and including, my son is in the best year for this now.
My son has full 1-1, he went to school with 25 hours however they got Ipra funding and used this to prove the need for more hours and request a ehcp change. This allowed them to make sure his needs are met.
Also with a ehcp you can choose a mainstream school it doesn't have to be in your attachment area!