SEN Support/ECHP for toddler

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Please help, as I am clueless!

DD is 2.4 and has global developmental delay. (No known cause, probably genetic, tests on hold while various NHS trusts repeatedly lose our blood samples). She has been looked after at home to date, but we are thinking about nursery from this autumn, when she will be 3. She will clearly need some sort of additional help, but I have absolutely no idea what I should be asking for.

We going to start visiting nurseries in the next couple of weeks, so am trying to make sure I’m prepared and ask the right questions etc etc. At the moment she has essentially no extra support with anything - maybe ok while she’s with us but not fine for nursery.

I’ve got myself really worked up about it all - because she has no diagnosis, it seems almost impossible to get any advice about what we ought to be doing. As a baby there seemed to be something terribly wrong physically (abnormal movements, couldn’t eat, no head control, constantly stiff and arched, screamed non-stop) so she had loads of referrals (genetics, endocrinology, neurology, metabolics, SALT for feeding, physio…) and investigations (eeg, mri, skeletal survey…)

She has made amazing progress since then (which is fabulous, don’t get me wrong!) but most of the services she used to see have discharged her. She is now just under genetics and community paediatrics (1 appt a year), and are waiting on a re-referral to SALT as despite quite good receptive language, she has absolutely no speech.

Any advice very welcome - sorry I am so ignorant. I know I need to get it sorted, just feel a bit overwhelmed by it all and can’t seem to get up off my a* and start.

Ok, apply for EHCP.

See if there are any special provision local nurseries

Take scan copies of every letter, report, and file the paper copy.

Make an email chain of every interaction, so you can refer back.

First rule of Sen Club is “we do not talk on the phone about SEN club.”

Find other sen parents in your area. Facebook, word of mouth.

Be gentle with yourself x

Do you receive DLA for DD? If so, she is entitled to free nursery hours now. And from 3 the nursery can receive disability access funding. If you don’t receive DLA already you should apply.

If you think it is needed you can apply for an EHCNA yourself, IPSEA have a model letter you can use. Some LAs have specialist nursery places for DC requiring a specialist nursery while they go through the EHCP process.

Nursery will be able to apply for early years inclusion funding if they need more funding to provide additional support while you go through the EHCP process. Some LAs provide this for 2 year olds but others don’t until 3.

Thanks @QuantifiedSpecific @JustKeepBuilding for your v kind and practical advice!

Re: DLA, I know I should but keep putting it off! I just find the forms terrible - and worry we will be turned down as at the present time DD is not drastically more work than the average 2 year old. She can’t speak, which is a challenge, but does communicate in her own way so we generally know what she wants. She’s a also behind her peers physically, but is mobile and walks quite normally. She is obviously different - but I feel like a fraud suggesting she needs much more care at this stage. (She was a tremendously difficult baby so maybe it’s all relative and I’m just finding this current stage easy by comparison!)

I think I’m partly putting it off as this past year has been really nice. Her first year was terrible; we were desperate to find out what was wrong and saw dozens of drs, all of whom declared her abnormal and promptly referred her on somewhere else… This year has been much more normal - we’ve been able to enjoy life and I’m really reluctant to re-engage with a system that is so disparaging about my lovely daughter whilst still being unwilling to actually help her! (I will do it - she needs the right education and I suppose she needs to be in the system to get it!)

DLA is easily the hardest form. It is so overwhelmingly negative and in-depth. But it’s worth doing all the same.

The Council for Disabled Children has some good pointers on it. I take your point about her being so young that her needs might not be much more than another same-age child. Maybe find someone with similar difficulties but with a child that’s a bit older and see how they did the form?

Use the Cerebra guide to apply for DLA. I think you would be surprised at what you are automatically doing that counts.

Hi op

This was my child two year ago.

He started nursery with no words, lack of skills etc.

We spoke to nursery about him prior and his struggles. They advised once he was there, they seen for themselves how he was etc they'd apply for help and obv give him help themselves.

Honestly? It's been the best thing we have ever done for him.
He has come on leaps and bounds and I couldn't be more thankful to them.

I didn't know what to ask for either but, nursery ofc knew and sorted it.

He is under SALT, nursery do speech work him, 1-2-1 work, they got him a peads referral etc.

Don't be scared to ask nurseries what they can offer to help your child, it's their job and from my experience want to help.

I’ve just had an appointment today with my sons community paed. Son is 18months and diagnosed with GDD. The doctor told us that nursery is THE best treatment for GDD. The activities they do there are going to really help your child progress. My son is already at nursery and has 75% funding. He absolutely loves it.

Good nursery practitioners are professionals trained in child development. They will be able to see what your child needs, and apply for any funding for one to one care. They can also get an EHCP in place before school if needed, which I’ve heard is meant to be easier than applying once in school. Just find the right nursery with a SENCO you like and trust :)

Hello,

In my child’s EHCP it’s stated my child requires full-time 1 to 1 support (30 hours weekly) initially to help with the transition into the school setting and additional interventions for coping in the classroom (identified in review meetings with Class Teacher). Review meetings will be held 1⁄2 termly to address continuing identification of need and provision of support.

The school said my child from September- October was unable to attend school as they were recruiting a staff member to provide the 1:1. Upon having meetings I have now been told a team of 3 staff members who are part of the class will be providing the 1:1.

Despite recruitment having taken place for a staff member I am being told 3 TAs from the class will be providing the 1:1. Funding for my child to receive 1:1 has also been given. My child has ASD so he struggles with changes and would definitely find it hard to cope with getting used to different TAs and would disrupt him.

In the EHCP it’s also stated my child should receive individualised support and he does well with a familiar adult as they would know him.

Could someone please let me know where I stand in this situation and what to do?

You would be better starting your own thread.

Is a consistent 1:1 detailed, specified and quantified in section F? Or is it vague and woolly and doesn’t state that a consistent 1:1 must be provided? Unless the wording is tighter than “individualised support” and “does well with a familiar adult as they would know him” it does not mean the same 1:1 has to be provided.

If F is detailed, specified and quantified, it can be enforced, via judicial review if necessary. Email the school, reminding them the provision must be provided. Also, email the Director of Children’s Services because it is the LA who is ultimately responsible for ensuring the provision is provided.

If, as I suspect, F isn't detailed, specified and quantified, it can’t be enforced. In this case, if it is reasonably required, you should request an early review of the EHCP. On their website, ISPEA has a model letter you can use. (I presume you mean school level review meetings will be held half-termly and not EHCP reviews?)

For future reference, DS could have attended Sept-Oct. The school unlawfully excluded DS.

Thank you for your response. I have started a new thread. I’m new here so was not sure how to do that but managed to figure it.

That’s what I have been discussing with the school as I was explicitly told they are recruiting a staff member and that’s why he wasn’t able to attend in September.
And now I’m being told it will be a staff from 3 TA in the class will be providing the 1:1.

Also what does it mean if 1:1 is given for transition? Does this mean from the entrance of the school to the class or from a separate room to the class? And does it mean transitioning to the playground, to lessons and toilet?

In the section F of the EHCP this is what is stated: The child needs individualised support to address his complex needs so that he is able to access the curriculum more effectively. Key staff will need awareness of the child’s needs in the school environment to support with the difficulties that he may experience settling into classrooms and into other unfamiliar environments.
This child requires full-time 1 to 1 support (30 hours weekly) initially to help with the transition into the school setting and additional interventions for coping in the classroom (identified in review meetings with Class Teacher). Review meetings will be held 1⁄2 termly to address continuing identification of need and provision of support. It will be necessary to make adjustments to support levels when identified outcomes are achieved.

What can I do in this situation as I would like my child to have a constant 1:1 and what do I do about the missed education due to them saying they are recruiting a staff member.

It’s not dated as consistent as it says initially for transition and additional interventions in the classroom and if needed further 1:1 it will be reviewed. My child has struggled with transition which is why the support has been provided for this. All I want to know is should my child not have the same staff member providing 1:1 as school has constantly told me via email they have recruited a staff member from the funding they have received. And now they are telling me it will be a team of 3 members.

Unfortunately, section F is far too vague and woolly. It needs to be far more detailed, specified and quantified and include all the provision required.

Also what does it mean if 1:1 is given for transition? Does this mean from the entrance of the school to the class or from a separate room to the class? And does it mean transitioning to the playground, to lessons and toilet?

This is why F needs to be more detailed, specified and quantified. It could mean any, all, or none of those. Or it could mean transition from nursery to reception - which is what I suspect they mean in this case.

All I want to know is should my child not have the same staff member providing 1:1

That isn’t in F so the same person does not have to be provided. DS may not even receive 1:1 with the current wording.

You should request an early review of the EHCP using IPSEA’s model letter. Sadly, the LA doesn’t have to agree to an early review and if they refuse, there’s no right of appeal. If the LA refuse, you will either have to wait for the annual review or request a reassessment of needs.

Complain about the unlawful exclusion. Both to the school and LA. In the future, don’t allow the school to unlawfully, informally exclude DS.

The child has been given 1:1 for transition as this child has spent the last 2 years at home. The transition is to support him to go to school. But how would this be implemented and since this child is receiving 30 hours weekly does that not mean everyday?

F is far too woolly and vague. It needs to be detailed, specified and quantified.

”requires full-time 1 to 1 support (30 hours weekly) initially”

Doesn’t mean 1:1 will be given, it may not be beyond the initial period (how long is that? A day? A week? A month? Less? More?). Who will be providing 1:1? What is their training, qualifications, experience? What will they be doing? When? Where? How? Also, who are the “key staff”? What “individualised support” will they be providing? What are the “additional interventions”…

I suggest you read up about EHCPs, particularly to learn about the wording in F. IPSEA and SOSSEN are good places to start.

Thank you so much.

What should my next steps be then? Should I let my child start transition and not discuss the 1:1 and see how things work out and then call for a review meeting?

Also in general how do transitions work out in SEN schools? Are you allowed to talk to the staff and professionals such as OT and speech & language (since this child receives them) about your child and have meetings with them? And who should be involved in creating a transition timetable?

You can speak to the SS staff/professionals. Follow up any verbal conversations with an email so you have a paper trail. A transition plan should already be in place. If it isn’t, you need to speak to the SS.

As I posted, if F needs tightening up, you should request an early review.