Help needed autistic son & school

[Batts]

I have recently moved to a new area, my son is 5 - he is non verbal - has a autism diagnosis & a full EHCP.
he attended reception before we moved & was doing really well - he done full days, made friendships, his teacher felt he made more progress staying in the class room rather than going to the spaceship ( seperate class for children with SEN)

my son actively dislikes walking anywhere and I don’t drive so when we bought our new house a school that was a 3 minute walk was ideal, we viewed the school and, it was said by their senco that that don’t think without the proper funding that they could cater to my sons needs. Something we discussed with the local authority.

the local council obviously asked what school we named (we named 2 just incase the closer one wasn’t able to meet his needs) and when they got in touch with the school and was advised full funding would be available to be able to get any resources or provisions my son may need, the school said that it’s a no to acceping my son unless extra funding on top of the full funding was offered. They agreed to offer extra so the school accepted my son.

he started there 5 weeks ago - we have been doing early leaving so he can adapt to the new environment. He currently leaves at 1 o’clock.

i had a meeting with the senco last Friday as no staff there currently have any training in Makaton, PEC’s or communication iPad, I felt a update was needed as to where the funding was going etc, I keep being told that my son won’t go to assembly, lunch or out to play - all of which he done with ease at his last school. I asked her if as no one has training to calm or guide a situation that may cause a melt down is this why they are just allowing him to do as he pleases, her reply was we told you we couldn’t cater to him - with a eye roll & shrug, when I stated that I knew about the full funding with extra to be able to help she said all the funding would pay a TA’s wage - which I’d understand if they had hired a new fully trained TA for my son - they haven’t it’s a original member of staff that is with him so no funding is being used there - she informed me more than once that Makaton training costs £890/£900 so that wasn’t likely to happen.

she had said he eats lunch alone & had made no friends - which obviously hurts my heart to think of him alone whilst at lunch & during the day - he is so social. I said he had many friends at his last school and she said she wanted to remind me that reception is a very different environment to year one.

I feel that as a school they are making him out to be hard work & unschoolable whereas his last teacher couldn’t praise him enough.

ive had to educate her on pec lanyards that not one teacher or TA wears there & when she told me no paperwork had been sent over from his last school she suggested I chase that up as well.

my biggest worry is that he can’t verbally tell me if anything is wrong & where I never had trouble getting him to school , it’s suddenly a issue.

i just need advise on where to go with my worry’s / complaint? It feels so lonely & like my only options is to home school but why should my son miss out when the school isn’t open to changing with the times & being more accepting to children with extra needs?

any advise welcome

thank you

Reception is a very different environment to Y1. DS has gone through a big transition and it is still early days. However, the school should be doing more. Why is DS only attending part time? What is the plan for that?

Unless the school is wholly independent, they can’t just say no. Schools don’t need to agree to being named in I. They can be named against their will. LAs must the name parental preference unless the LA 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.

Rather than funding, focus on the provision detailed, specified and quantified in F. If provision detailed, specified and quantified in F isn’t being provided, remind the school the EHCP is a legal document. If you aren't getting anywhere with the SENCO, contact the HT. Follow up all verbal conversations with emails so you have a paper trail as evidence. Also contact the LA because ultimately it is the LA’s responsibility to ensure the provision is provided. If that doesn’t work and you want advice on the next steps, post back on MN.

However, provision can only be enforced if it is detailed, specified and quantified in F. If the provision isn’t in there or the wording is vague and woolly (e.g. “access to”, “would benefit from”, “regular”, “up to”, “or equivalent”, “opportunities for”, “as appropriate”, “would be useful/helpful”, “such as”, “as required”, “as advised”, “key adult(s)”…) it cannot be enforced. If this is the case you should focus on tightening the wording up. If you still have the right of appeal, you can appeal. If you don’t currently have the right of appeal, you can request an early review. IPSEA has a model letter you can use.

For example, is Makaton training for TA and teacher detailed, specified and quantified in F? Same for PECS.

You don’t have to EHE if you don’t want to. There are other options if you don’t want to stay at the current school. You could appeal (if you have the right of appeal) or request an early review. Distance to the school doesn’t have to drive your decision. You could request transport.

It will help you to read IPSEA and SOSSEN’s websites to understand the law around EHCPs.

Bright yellow train is absolutely bob on.

All I can add is from personal experience. Do you really feel this is the right place for him? It really doesn't sound like they wanted to take him and the la forced them essentially. Is it right, absolutely not! However having dealt with a similar situation you are going to have an uphill battle if this is their attitude. You can fight it all the way of course, you have the law on your side, but at some point you're going to have to consider if it's worth it for this placement.

As bright yellow train says if it's specific and quantifiable it's enforceable but you can't change the schools attitude. I've learnt that the hard way. Ds is an alternative communicator, he's uses high tech aac. Unfortunately a lack of training and understanding has always been an issue with his schooling. It's very hard to change people's attitudes and it sounds like school are doing what they can for a quiet life instead of what's in your little ones best interests. Aac and high tech aac especially requires a huge staff commitment, from your post it doesn't sound like they are remotely on board. Again we found that out the hard.
I would be surprised if you found a mainstream school that would be willing/able to put in that commitment whether legally they have to or not. If his communication aid is in his ehcp (with enforceable wording) the training should be given regardless of cost but ultimately you are reliant on them implementing it appropriately.

I wish you the best and hope you find a solution x

Thank you both do so much for your reply’s - I will look over his EHCP at the wording.

his school insisted on staggered starts - I wasn’t 100% sure as routine is key & im worried now he associates lunchtime being over with me collecting him.

im not sure this is the right setting for him but only down to, I feel, them not willing to even try - he done so so well at his last school that I know with the right structure & care he can do mainstream school I just need cooperation & confidence in them. He’s last teacher & TA were amazing.

Cenmac the provider of his communication pad are going to provide training to the staff there as far as am aware.

thank you both again - very appreciated

Cenmac are great. He needs a trained member of staff at all times, additional staff trained to cover abscenses, something in place for staff turnover, a modelling device included if that's something you use, specifics on how the device is to be used/implemented, maintained and monitored, cohesive approach to what you do at home etc. If that's not in his ehcp already I'd be getting it included. Cenmac should be able to advise if they are i assume loaning the equipment. For a high tech aac device you need a lot of provision in section F to cover him, unfortunately it's not something that is widely understood. High tech aac is just a valid as speech but often it's not treated as such. Its life changing if you can get people on board. We've had every abuse possible of ds's device over the 10 years he'sbeen using it, I hope you have a better experience.

Also you don't have to accept the early finish. He's 5 and entitled to a full time place. It sounds like you may need an emergency review but be prepared that school will most likely say they can't meet need.

If you want DS to attend school full-time, he can. The school can’t refuse. That would be an unlawful informal exclusion. Part-time timetables should be short term, with a clear plan to reintegrate DS and should be regularly reviewed. Even if it was necessary to begin with (questionable), it shouldn’t still be in place more than half a term later without reviewing it and making progress to increase time and without making other arrangements.

My dd went to mainstream with a full time 1 1 until year 3. Reception was great. Year 1 was more difficult. Year 2 and 3 were pretty awful. She had speech therapist who came in weekly and a very detailed ehcp. She had also had a brilliant transition, a well qualified and lovely 1.1 and the senco was fab. I say all this to tell you that even with all this support, it didn't work once the work became more challenging and the other children developed socially.

I would continue to push for as good as you can achieve at the mainstream provision but I would also consider looking at specialist provision. The play based curriculum in reception is much more suitable for a non verbal child asd as they can learn and play alongside others. The funding is a bit of a red herring. If the TA is used for your dc then they are not being used elsewhere. Funding for pecs training for the ta and class teacher could be achieved if it is written into the ehcp that this must be provided. In our area a communication aids service will go into schools to help set this up.

Thank you - it’s so hard isnt it - I have a meeting later this week with his teacher, TA & headteacher so hopefully that goes ok

@Batts what therapist did you hire and where did you find him/her?