Ideas to help DS feel comfortable at school

[Paintingflowers]

Hello,

Looking for any ideas that I can suggest to the school to help my DS (ASD, GDD including significantly disordered and delayed speech) feel more comfortable and secure at school - he’s in reception. December born.

He’s significantly behind in all areas and is very anxious in the setting. In particular he finds the transition between activities hard as he’s unsure what’s expected. His learning is done either 121 or very small groups but they are seeing no progress. During free time he struggles to pick what he’d like to do.

He talks a lot at home, but doesn’t talk in school. He has no friends - won’t play near other children - so is either on his own or seeks adult company.

Outside of school he does play with trusted children and he shows more of his skills around phonics etc than he does at school - so we are seeing progress.

I was wondering if anyone has any tips that has helped their child to feel comfortable in school, as I’m wondering if we achieve this he may also start speaking, feel happier and engage more.

Thank you for reading.

If transitions are an issue, do school have a visual timetable that an adult goes through with him 1:1 every morning? Some children find that taking an activity off the timetable and putting it in a "finished" box helps. Some carry the timetable round as a small strip. Some like now/next boards.

With choosing time, it might help to always have a preferred activity for him out - so eg he knows the trains will always be there.

Does he have an EHCP?

Has anyone considered if DS has selective mutism?

The school classroom is a very different sensory environment to outside school. I wonder if DS is finding it all overwhelming.

If DS has an EHCP, what support, including therapies, is in there? Any SALT, OT, play therapy?

What support is the school providing? Do they run a nurture group? Do they do forest school?

He had a now and text board - but actually I think the full timetable would be better and I really like the idea of him having it with him.

I’ve thought about him having a bag of things which he likes which he could choose from (rather than allll the options) but will suggest that too, thank you.

I signed the EHCP last week so it’s in progress.

He definitely finds it overwhelming.

EHCP has been submitted. He has weekly private speech therapy (at school) and then time each day with a TA supporting the speech therapy. He does speak in these sessions, not sure if that rules out selective mutism.

The school are doing little bits - but they are limited due to staff, so really hoping the EHCP comes through…

It seems like a lot of anxiety comes from the transitions between activities so I’m wondering if just focusing on him feeling safe and comfortable overall will have the biggest impact.

Thank you for responding.

It doesn’t rule out selective mutism.

Do you mean the EHCNA has been requested?

As well as the transitions themselves, sometimes transition times are the busier, noisier, and more chaotic, which exacerbates the difficulties. If this is the case, the school can look at how to improve the sensory situation at those times and how DS can be supported with this. For example, would CS find transitioning to lunchtime 5 mins earlier easier when it is quieter and calmer? The transition might also be easier if DS eats somewhere quieter than the lunch hall. Then, after lunchtime, transition back to the classroom might be easier if DS transitioned 5 mins earlier away from the hustle and bustle.

As well as a timetable, it may help DS to know when the classroom is being changed. In reception, sometimes the activities available change. For example, a corner of the classroom set up as a home corner may become a shop corner.

If the LA agrees to undertake an EHCNA, an OT assessment can be part of of the needs assessment. That will help.

All great ideas - thank you! I will suggest them.

The early years SEN team and educational psychologist have seen him. The school have recently sent off a lengthy document (which we added lots of stuff into) which has gone with all the reports and the SALT info. Not sure what the acronym is for that stage!

So was an education, health and care needs assessment (EHCNA) formally requested, then the LA agreed to assess and the assessments from the ed psych etc. are part of the EHCNA?

Or, like some schools do, have they sought those assessments prior to actually submitting an EHCNA? Not that they do/did need to do this.

If the former, how many weeks ago was the EHCNA request submitted to the LA?

If the latter, you should request an EHCNA yourself now. On their website, IPSEA has a model letter you can use.

Sorry for the delay - it was the latter but the EHCNA has gone in (with all those various reports attached)

Seems a little odd to do it all.... to then do it again. I wonder why they did it that way...

Some schools do it that way because they believe the myths that the bar for an EHCNA is higher than it actually is in law.

If the LA agrees to assess, if you, the LA and the report writer all agree the existing evidence is sufficient, the LA must not seek the same advice and information again. However, if the reports are poor/vague/woolly, you shouldn’t agree the existing advice and information is sufficient. And if the reports are good, LAs often disagree.

Make sure the LA sticks to the timescales.