Ds4 asd/adhd is struggling in Reception

[mamaraptor]

Ds4 ( nearly 5) has asd/adhd, he is a lovely boy, happy, energetic, social and helpful but very difficult. He is verbal but delayed and has poor grammar, speaks out of context . He resists adult-led activities, any type of learning at school. He can't sit and listen more than 2minutes so school is very difficult for him. He is not aggressive but doesn't follow the rules, on his own agenda. Always on the go, touches everything, hyperactive. School has been great and very supportive but his behaviour has been worse lately. We are waiting for EHCP, school will start now and next board. Any advice, hand hold, positive stories please. (Not my first language) thanks

Have school requested any advice from the specialist teaching team, SALT and/or educational psychologist?

Has the EHCP been applied for?

Thanks for your reply. He has just seen by an Ep recently but we haven't got the report yet. I applied for EHCP 8 months ago, still waiting for them to complete assessments.

8 months ago? Why hasn’t the assessment been done, what excuse are they giving?

The EP report should have recommendations for the school when it arrives.

Does school provide any 1:1 support for him?

Does he get any SALT or OT support, or been assessed by them?

Shortage of staff especially EP, he also attended term only nursery last year so there was 6 week break

He has been assessed by Salt and OT, Salt team discharged him when he started school full time. They say LA should take over. His school provides some speech and attention sessions with him. They tried wobble cushion but didn't work

Did they both write reports with recommendations for school?

How are school with it? Are they complaining to you or are you just concerned with how he’s doing?

I think the priority should be to get the EHCP assessments completed so the plan can be issued. Both you and the school should complain to the LA as it breaches the legal timescales.

If he gets the EHCP and this provides 1:1 support then IMO they should do as many active lessons with him as possible, ie bouncing on a trampoline, busy hands, that sort of thing. The sitting down stuff can be done in short bursts in-between and start small & build from there. It’s important for them to encourage interaction with the other children, in small groups if that works better. He needs to be part of the class unless he finds it really hard.

The teachers have been very understanding and kind to him. They complain about him not sitting and listening and not doing as he's told. I think he is becoming more of a problem so they will be more active supporting him. He started running around during carpet time which stops other children to focus too. At home we follow a good routine, he eats well, sleeps well. He spends time on trampoline before school and we walk school. His energy is unbelievable

He was good at home with consistent rules, routine, rewards and consequences but now he started becoming difficult again. I don't know how to turn things around

I get their frustration but honestly, they have to need him where he is. Expecting him to just sit for the same length of time as the other kids is just setting everyone up for failure. Better to have him sit for 5 mins (or whatever) and then praise and have a TA take him for a more physical activity.

School probably has a knock on impact at home, but even so, these things are not always linear and do change as they develop. Things that used to work don’t any more and you have to tweak them. Sometimes it just takes time and things settle down again.

Sorry, I meant they have to meet him where he is

Thanks for the suggestion. That sounds something more achievable for him. I will suggest this to his teachers. I know he wants to be good. He actually has a lovely personality but it is almost invisible because of his challenging behaviour

Thanks for taking your time for replying. I can't find a word to tell you how much I appreciate it.

The EHCP process is governed by statutory timescales, that your LA have breached. The whole process should take 20 weeks. Not enough staff and only attending part time are not lawful excuses not to comply with the timescales. There are some exemptions that potentially cover the summer holiday, but they don’t automatically apply and even if they do in your case the LA is still well over the time limit.

You need to email the Director of Children’s Services informing them of the situation and threatening judicial review. If that doesn’t work contact SOSSEN for help with a pre-action letter.

Has a SALT assessment been done as part of the EHCNA? It should have been whether DS had previously been discharged or not.

Would other support is the school providing? Sensory circuits, movement breaks, emotional literacy support? If a wobble cushion didn’t work have they tried other things e.g. sensory bands on chairs, an exercise/peanut ball, a bouncy/sensory rocking chair? Do they have someone who can deliver Zones of Regulation work? Applied for high needs top up funding if they need more funding to provide more support.

In the meantime read IPSEA and SOSSEN so you understand the process better.

Thanks a lot. I have just sent an email to the head of Children's services. Fingers crossed. He is in school sen register, they provide small group work for fine motor skills and speech, attention building activities once a day. In total 1 hour 1:1.He hasn't received any support related Emotional Regulations. I have talk-about book and tony attwoods emotional regulation workbook we practice.School can't provide Elsa at the moment. He can calm himself down when angry, it's been a very slow process but he has learned not to hit or throw sth when frustrated and actually despite being bitten and spat at at school he kept his calm and not hit back. School doesn't do anything related to his sensory issues. I teach him his phonics using multi-sensory teaching strategies at home and practice mark making writing but he is falling behind, maybe we can catch up during school holidays.

Thanks for mentioning IPSEA and SOSSEN. I didn't know they could help.

I didn't know about high needs top-up funding either, will talk to Senco and headteacher about that.

You guys are amazing! Thank you. I feel more positive after your suggestions

The school should be providing more support. Why can’t they private emotional literacy and self regulation support? It is fairly standard. Why aren’t the further supporting DS’s sensory needs?

The school &/or LA may tell you high needs top up funding isn’t available/possible but it is so don’t let them for you off.

Hey,

I'm so pleased your son is doing better, my son is actually in exactly the same position. Definitely ADHD, perhaps autism, but also struggles with hyperactiveness and sensory issues. The school have been fantastic with him, even though he is not diagnosed yet. Here are some things that helped us:

Regular communication with the school, we have 2 week meetings to discuss behavior, what's going well, what isn't.

That you are doing the same coping mechanisms at school and home. Even down to the words you say, my son's biggest phrase is: we use our words, not our hands. I make sure I use this and so does the school

When something happens at school, like an incident, and they HAVE dealt with it, then it doesn't need bringing up again with the child, unless the child brings it up and you can talk about it calmly.

Our child has a quiet room at school, when he's cross or angry, he can take himself into the quiet room and there are sensory toys in there, ear defenders, busy boards. He has made amazing progress from this alone as he also struggles with self regulation.

Making routine very clear. He has a sticker chart for when he completes all his morning routines. Come in, put coat and bag away, listen to the teacher, start work. He gets a sticker

When there is going to be a change of routine, allow plenty of notice. Ie when my little guy is playing, the teacher will say, right Fin, we are going to finish in 5 minutes, then we are going to do some reading. They have even invested in a digital alarm, so he can see the countdown and hear when it's transition time.

Our child (may not be the same as yours) really doesn't do well on an empty tummy and doesn't know when he is getting peckish. So he is allowed extra snack breaks. They find that when he has had a snack he is SO much more cooperative.

Hopefully some of these will help or you can try as coping mechanisms. Don't be afraid to ask for meetings from the school and lay down what you expect and what you dont want. I had to tell them in the end, that unless it was critical I knew about an incident (ie a child got injured by my child) then I didn't need to know. I found it really helped with my anxiety. Also allows you to think what happened in school can stay in school (unless it is important that you know or can help like I said before)

But above all, you are not alone, he will NOT be the only child who has ADHD or difficulties and it is their duty to meet his needs. I am battling it too, but just know you are doing an amazing job x

I may find myself in a similar position next year- my DS is quite similar and due to start reception in September. We applied for ECHP in December and we’ve been advised that he will be assessed but they’re waiting to assign an EP- so I’m not sure how soon that will be. 8 months is a long time- I’m sorry this has dragged on for you. I’ve found this thread so useful- thank you for posting and I hope things turn around for you soon.

@DinoDandy The EHCP process is governed by statutory timescales. A lack of staff/waiting lists is not a lawful reason not to comply. If the LA can’t assess in house within the timescales they must commission an independent assessment. Anyone asked for advice must respond within 6 weeks.

Thanks for all your messages and advice. The EP completed the report and made some suggestions like giving choices, movement breaks, small group work and PDA strategies, visual timetables. I made the complaints and told the LA we are considering judicial review.