Advice needed, we finally got an ACHP…now what?

[Luckybe40]

First of all, thanks to anyone who gets to the bottom, and apologies for so many questions! We really are not sure where to go from here!
After a long process my little boy has just been provided with an ECHP plan from our Local Authority at 23 hours.

We are really pleased but a little unclear as to what happens from here. Both in terms of how the school use that funding, and what it means for our rights to choose appropriate secondary schools.

On the latter, he is in year 5 and will need to choose in 12 months if he goes to a local-ish mainstream school with a good SEN facility, a further away mainstream school with good sen provision, or a special school (close or further away).

My first question please is how much power to choose a preferred secondary school does an ECHP now give us in the admissions process verses having to go to your local school/go through standards admissions procedure. I have read conflicting reports on this.

In terms of at the moment, ie primary school, now my little boy has his 23 hours I’m unsure how the school will use this provision. Our school has been very supportive through the process but the SenCo is not the best at clearly explaining processes and next steps - and is often a little disorganised (probably overworked)..

I know some Sen hours schools are already obliged - and do - provide as part of standard Sen funding - and my little boy gets this already. I think this gets deducted from our 23hours ie he won’t get an additional 23 hours a week of 1to1 support on top of what he is currently getting?

Also, how much say do we get on any decision by the school to provide the extra hours from existing staff, or employ someone new?

Finally, given the ECHP states any 1to1 sen assistant for my son must have certain skills snd experience, presumably we also have the right to request proof of those qualifications/his 1to1 is being provided by the right person etc? I’d assume we also have the right to get ongoing documentation/reporting by the school as to how the 23 hours is being used on a weekly/monthly basis - and outcomes? If we disagree with how they are doing it, can we challenge it?

Just finally, for various reasons the school have had issues accessing Occupational Therapy and Speech snd Language assessments. Does having an ECHP make any difference to their or our ability to access things like this quicker than the usual process - which doesn’t seem to be going very quickly.

Again, thank you so much for any assistance provided, if anyone knows of any informative websites regarding ECHP that we can research that would be great!

Have you already looked at IPSEA and SOSSEN whilst going through the EHCP process? Here is also very useful for help with EHCP matters.

Did you not request SALT and OT assessments as part of the EHCNA? Is SALT and OT not included in section F?

Funding isn’t your concern. DS must receive the provision specified and quantified in section F. If it isn’t provided you can enforce it. However, if section F is woolly and vague with wording such as “access to”, “or equivalent”, “as required” or “would benefit from” the EHCP isn’t worth the paper it is written on, and you need to try to tighten it up. If DS is receiving the provision specified and quantified in F you cannot challenge how funding is spent.

Does section F not detail what the 1:1 is going to be doing? The EHCP should be detailed, specific and quantified - e.g. who, what, when , where, how, why… Nothing should be left for the school to decide. Unless how the 23hrs of 1:1 is to be used is detailed, specified and quantified in section F you can not challenge how the school is providing the 1:1. If the 1:1 wording is woolly you can not even challenge 1:1 not being given. You mention skills and experience, but does section F specify qualifications?

The school do not have to involve you in staffing decisions. Asking for a breakdown each week is likely to get you off on the wrong foot with school. The EHCP is only formally reviewed at the AR or if you ask, and the LA oblige, for an early review. There may be IEP meetings with the school in between but not weekly/monthly. Although more informal communication should happen, especially if there are problems. Have you thought about a home school communication book?

All provision should be in the EHCP, it’s not on top of what is already provided, although schools are usually expected to fund the first £6k from the notional SEN budget.

There will be an AR in the autumn term of Y6, and the EHCP must be amended by 15th Feb. You will get to name your preference and unless wholly independent the LA must name it unless they can prove:

• The setting is unsuitable for the age, ability, aptitude or special educational needs (“SEN”) of the child or young person; or
• The attendance of the child or young person would be incompatible with the provision of efficient education for others; or
• The attendance of the child or young person would be incompatible with the efficient use of resources.